IIB.91 Student Success & Support Program Plan

STUDENT SUCCESS AND SUPPORT PROGRAM PLAN (Credit Students) 2014 State Center Community College District Reedley College Oakhurst Center Clovis Community College Center Madera Community College Center Reedley College State Center Community College District Page of 81 SECTION I STUDENT SUCCESS AND SUPPORT PROGRAM PLAN COVER AND SIGNATURE PAGE College Name: Reedley College District Name: State Center Community College District Signature of District Chancellor: Name: _ Date: _ Signature of College President: _ Name: _ Date: _ Signature of College Academic Senate President: _ Name: _ Date: Signature of the Chief Student Services Officer: Name: _ _ Date: Signature of College Student Success and Support Program Coordinator: _ Name: Date: _ Contact information for person preparing the plan: Name: Title: Email: Phone: Reedley College State Center Community College District Page of 81 College & Center Name and Address(s): Reedley College 995 N Reed Avenue Reedley, CA 93654 Clovis Community College Center 10309 N Willow Avenue Fresno, CA 93730 Madera Center 30277 Avenue 12 Madera, CA 93638 Oakhurst Center P.O Box 1910 40241 Hwy 41 Bldg Site “G” Oakhurst, CA 93644 District Name and Address: State Center Community College District 1525 E Weldon Fresno, CA 93704 Reedley College State Center Community College District Page of 81 STUDENT SUCCESS AND SUPPORT PROGRAM PLAN (Credit Students) 2014 Table of Contents Reedley College State Center Community College District Page of 81 I Cover and Signature Page Page II SSSP Services Page 10 A Orientation Page 12 B Assessment Page 16 C Counseling, Advising, and Other Education Planning Services Page 20 D Follow-up for At-Risk Students Page 27 III.Policies & Professional Development Page 34 A Exemption Policy Page 34 B Appeal Policies Page 35 C Prerequisite Procedures Page 40 D Professional Development Page 41 E Coordination with Student Equity and Other Planning Efforts Page 42 F Coordination in Multi-College Districts Page 49 Reedley College State Center Community College District Page of 81 IV SSSP Budget Page 51 V Attachments Page 51 Glossary The following abbreviations are used thought the Student Success Plan report document to define college programs used in the process AA ACCU ESL ADA AP A&R AS ASG ATB BET BIT CCCApply CR CSU CTEP CELSA CCCC COUN DSPS EAP ECPC EOPS ESL FA FAFSA FAQs FAST FCC Associates of Arts Degree Accuplacer English as Second Language Assessment Americans with Disabilities Act Advanced Placement Admissions and Records Associates of Science Degree Associated Student Government Ability to Benefit Beyond the Classroom Tutorial Services Behavioral Intervention Team California Community Colleges Student Application Program Student Gains Credit For a Course Replacing the Letter Grade California State University Colleges Tests for English Placement Combined English Language Skills Assessment Clovis Community College Center Counseling Disabled Student Programs and Services Early Assessment Program Educational Coordinating and Planning Committee Extended Opportunity Programs and Services English as Second Language Fall Semester Free application for Federal Student Aid Frequently Asked Questions Freshmen Academic Success Team Fresno City College Reedley College FTES GPA GED LD MDTP MC NC NP NON-RTG OC P RTG RC SARP SARS SB SEP SCCCD SLOs SP SSSP SSS STEM SU TAGs TCW UC W State Center Community College District Page of 81 Full Time Equivalent Student Student Grade Point Average General Education Development Learning Disabilities Mathematics Diagnostic Test Project Madera Center Non Credit Course Not Passed Grade Students Not eligible for Registration to Go Oakhurst Center Student Passes Course and receives a P Replacing the Letter Grade Registration to Go Reedley College Student Athlete Retention Program Academic Early Alert System Senate Bill Student Education Plan State Center Community College District Student Learning Outcomes Spring Semester Student Success and Support Programs Student Support Services Program Science, Technology, Engendering, Math Program Summer Semester Transfer Admissions Guarantee Transfer Counseling Website University of California Student Withdrawal From a Course Admission and Records Reedley College State Center Community College District Page of 81 ABOUT REEDLEY COLLEGE The Reedley College Student Success Committee has devoted its time and energy in the development and pending implementation of the Student Success and Services Plan The committee is composed of faculty, administration, students and classified professionals There was also considerable input and participation from the various campus constituent groups, including the Academic Senate, College Council and institutional planning committees The Student Success and Services Plan focuses on (a) orientation, (b) assessment, (c) counseling, advising, and other education planning services, and (d) follow-up services for at-risk students SERVICE AREA OF REEDLEYCOLLEGE STUDENT SUCCESS AND SUPPORT PROGRAM PLAN Geographic Area The service areas of the Reedley College includes Clovis Community College Center and Madera & Oakhurst Reedley College Community College Centers The college Madera Center and centers jointly serve the most rural portions of Madera, Mariposa, Fresno, and Clovis Community College Center Tulare County in the Central Valley of California The counties are very irregular Reedley in shape with scores of small, primarily College Hispanic agricultural communities (population range 3,000 – 12,000 persons).Many of these towns have their own high schools, many with Hispanic enrollments reaching over 90% percent Roads between the communities run in circuitous routes around and between massive agricultural fields which form the economic basis for most of the region The road systems and irregular shape of counties/service areas result in a need for crosscoverage of common underserved areas Reedley College and Centers are within an hour driving distance; in vast central California that is close Working together, the college and centers can more effectively address the need to bring higher education access, equity, and completion to underserved communities in the region The mutual missions and goals of Reedley College and the Centers combined with adjoining service areas and the shared unserved and underserved communities between them, align to allow a more cost-effective, more productive, and likely more successful initiative than if each of two institutions worked in isolation on common initiatives, given high costs of duplication and limited resources Reedley College State Center Community College District Page of 81 Lead Institution - Reedley College (RC), Reedley California Centers - Clovis Community College Center (CCCC), Clovis, California - Madera Community College Center (MCCC), Madera, California Location The Reedley College is located in a small city in the Central Valley of California; Reedley (2013 population: 24,194, median household income $43,440) The Clovis Center is located at Willow and International Avenues a suburb of Fresno and serves predominately the Clovis Community (2013 population: 98,632, median household income $59,627) The Madera Center is located in a rapidly growing population in the city of Madera (population 2013: 61,416, median household income $37,920) The per capita income of the agricultural central San Joaquin Valley is among the lowest in the country Currently, the San Joaquin Central Valley is home to 10% of the State’s population, but projected population growth rates indicate that the region will contain 26% of the State’s population by the year 2050.2 Reedley College (RC) is located in Reedley, California, 30 miles southeast of Fresno The College provides an impressive array of day, evening, and Saturday classes Founded in 1926, the college moved to its current site in 1956, enrolling 8,846 students in Fall 2013 Enrollment is split 71%/29% between students with academic/transfer and career technology goals Fifty-nine percent (59%) of faculty are fulltime with many technical experts employed on an adjunct basis RC is a highly respected regional educational center, noted nationally for success with high numbers of Hispanic students A score of small communities look to Reedley College for educational leadership to improve their high schools The college community service area faces challenges of unemployment, endemic poverty, low-levels of education combined with small poor rural public school districts These demographic characteristics underline the importance of Reedley College as the pathway to better lives for those who attend Fall 2013; 75% were aged 24 years or less, 69% were Hispanic, 19% White, and 55% were women Clovis Community College Center (CCCC) Opened in Fall 2007, is the newest community college center which is located on a 110 acre campus in Clovis Clovis Center is a Candidate for Accreditation by the Accrediting Commission for Community and Junior College of the Western Association of Schools and Colleges and will undergo its next accreditation review in 2015 The Center is a medium sized community college campus and serving 5,531 students in Fall 2013 Fall 2013; 74% were aged 24 years or less, 44% were White and 34% were Hispanic, and 54% were women Reedley College Madera Center (MC) The Madera Center opened in 1996 on a 114-acre site donated by local landowners, located 18 miles north of Fresno The Madera Center has evolved in the past twenty years specifically to provide for the unserved educational needs of the residents of Madera County and nearby communities The campus served 2,724 students in Fall 2013; 64% of were aged 24 years or less, 66% were Hispanic, and 65% were women http://suburbanstats.org/population/california Fully documented at www.valleyblueprint.org/ Rate of population growth in central valley is projected at 2.03% annually, compared to 1.05 state average Reedley College State Center Community College District REEDLEY COLLEGE (RC, MC, OC, WI) Campus Unduplicated Headcount Enrollment Reedley 6122 Clovis Madera Oakhurst TOTAL Source: SCCCD, 2014 5531 2724 651 14154 Page 10 of 81 Total FTES 2318.92 1678.67 811.37 127.93 4936.89 10 Reedley College State Center Community College District Page 67 of 81 Prerequisites and Corequisites 2/11/13 Approved by Fresno City College Curriculum Committee 2/27/13 Approved by Fresno City College Academic Senate 2/28/13 Approved by Reedley College Curriculum Committee 3/12/13 Approved by Reedley College Academic Senate 4/23/13 Approved by Willow-International Academic Senate Information Regarding Prerequisites and Corequisites in the Catalog and Schedule of Courses The college shall provide the following explanations both in the college catalog and in the schedule of courses: A Definitions of prerequisites, corequisites, and limitations on enrollment including the differences among them B List the specific prerequisites, corequisites, and limitations on enrollment that have been established C Procedures for a student to challenge prerequisites, corequisites, and limitations on enrollment The information about challenges must include, at a minimum, the specific process including any deadlines, the various types of challenge that are established in law, and any additional types of challenge permitted by the college D Definitions of advisories on recommended preparation, the right of a student to choose to take a course without meeting the advisory, and circumstances under which a student is encouraged to exercise that right E Definitions of contract course, corequisite, noncredit basic skills course, non-degree-applicable basic skills courses, prerequisite and satisfactory grade Challenge Process A Any student who does not meet a prerequisite or corequisite or who is not permitted to enroll due to a limitation on enrollment but who provides satisfactory evidence may seek entry into the course as follows: If space is available in a course when a student files a challenge to the prerequisite or corequisite, the District shall reserve a seat for the student and resolve the challenge within five (5) working days If the challenge is upheld or the District fails to resolve the challenge within the five (5) working-day period, the student shall be allowed to enroll in the course If no space is available in the course when a challenge is filed, the challenge shall be resolved prior to the beginning of registration for the next term and, if the challenge is upheld, the student shall be permitted to enroll if space is available when the student registers for that subsequent term AR 4260 Prerequisites and Corequisites 2/11/13 Approved by Fresno City College Curriculum Committee 2/27/13 Approved by Fresno City College Academic Senate 2/28/13 Approved by Reedley College Curriculum Committee 3/12/13 Approved by Reedley College Academic Senate 4/23/13 Approved by Willow-International Academic Senate 67 Reedley College State Center Community College District Page 68 of 81 B Grounds for challenge shall include the following: The student seeks to enroll and has not been allowed to enroll due to a limitation on enrollment established for a course that involves intercollegiate competition or public performance, or one or more of the courses for which enrollment has been limited to a cohort of students The student shall be allowed to enroll in such a course if otherwise he or she would be delayed by a semester or more in attaining the degree or certificate specified in his or her educational plan The student seeks to enroll in a course that has a prerequisite established to protect health and safety, and the student demonstrates that he or she does not pose a threat to himself or herself or others The student has the obligation to provide satisfactory evidence that the challenge should be upheld However, where facts essential to a determination of whether the student's challenge should be upheld are or ought to be in the college's own records, then the college has the obligation to produce that information Curriculum Review Process At a minimum the curriculum review process shall: A Establish a Curriculum Committee and its membership in a manner that is mutually agreeable to the college administration and the Academic Senate B Establish prerequisites, corequisites, and advisories on recommended preparation only upon the recommendation of the Academic Senate which may delegate this task to the Curriculum Committee without forfeiting its rights or responsibilities under Section 53200-53204 of Title Certain limitations on enrollment must be established in the same manner C Establish prerequisites, corequisites, advisories on recommended preparation, and limitations on enrollment only if: The faculty in the discipline or, if the college has no faculty member in the discipline, the faculty in the department all of the following: a) Approve the course; and, AR 4260 Prerequisites and Corequisites 2/11/13 Approved by Fresno City College Curriculum Committee 2/27/13 Approved by Fresno City College Academic Senate 2/28/13 Approved by Reedley College Curriculum Committee 3/12/13 Approved by Reedley College Academic Senate 4/23/13 Approved by Willow-International Academic Senate b) As a separate action, approve any prerequisite or co- requisite, only if the prerequisite or corequisite meets the scrutiny specified in one of the procedures for review of individual courses (see below), and specify which c) Approve any limitation on enrollment that is being established for an honors course or section, for a course that includes intercollegiate competition or public performance, or so that a cohort of students will be enrolled in two or more specific courses 68 Reedley College State Center Community College District Page 69 of 81 d) Approve that the course meets the academic standards required for degree applicable courses, non-degree applicable courses, non-credit courses, or community service respectively e) Review the course outline to determine if students need skills not taught in the course for successful completion If it is determined the students need knowledge or skills not taught in the course, then the recommended prerequisite must be approved by the Curriculum Committee f) Review the course outline to determine whether receiving a satisfactory grade is dependent on skills in communication or computation If so, then the course may be approved for degree applicable credit only if all requirements have been met for establishing a prerequisite or corequisite of not less than eligibility for enrollment to a degree-applicable course in English or mathematics A course which should have a prerequisite or corequisite as provided in (e) or (f) but for which one or more of the requirements for establishing a prerequisite have not been met may only: 1) Be reviewed and approved pursuant to the standards for non-degree applicable credit, non-credit, or community service; or 2) Be revised and reviewed as required to meet the criteria for establishing the necessary prerequisites or corequisites The Curriculum Committee also reviews the course and prerequisite in a manner that meets each of the requirements specified above AR 4260 Prerequisites and Corequisites 2/11/13 Approved by Fresno City College Curriculum Committee 2/27/13 Approved by Fresno City College Academic Senate 2/28/13 Approved by Reedley College Curriculum Committee 3/12/13 Approved by Reedley College Academic Senate 4/23/13 Approved by Willow-International Academic Senate D Program Review: As a regular part of the program review process, the college shall review each prerequisite, corequisite, or advisory to establish that each is still supported by the faculty in the discipline or department and by the Curriculum Committee and is still in compliance with all other provisions of this policy and with the law Any prerequisite or corequisite that is still supported shall be reviewed promptly thereafter to assure that it is in compliance with all other provisions of this policy and with the law E Implementing Prerequisites, Corequisites, and Limitations on Enrollment: Implementation of prerequisites, corequisites, and limitations on enrollment must be done in a consistent manner and not left exclusively to the classroom instructor Every attempt shall be made to enforce all conditions a student must meet to be enrolled in the course through the registration process so that a student is not permitted to enroll unless he or she has met all the conditions or has met all except those for which he or she has a pending challenge or for which further information is needed before final determination is possible of whether the student has met the condition F Instructor's Formal Agreement to Teach the Course as Described: Each college shall establish a procedure so that courses for which prerequisites or corequisites are established will be taught in accordance with the course outline, particularly those 69 Reedley College State Center Community College District Page 70 of 81 aspects of the course outline that are the basis for justifying the establishment of the prerequisite or corequisite The process shall be established by consulting collegially with the local Academic Senate and, if appropriate, the local bargaining unit Review of Individual Courses If the student's enrollment in a course or program is to be contingent on his or her having met the proposed prerequisite(s) or corequisite(s), then such a prerequisite or corequisite must be established as follows If enrollment is not blocked, then what is being established is not a prerequisite or corequisite but, rather, an advisory on recommended preparation and must be identified as such in the schedule and catalog Establishing advisories does not require all the following steps Prerequisites and Corequisites A Levels of Scrutiny: Prerequisites and corequisites must meet the requirements of at least one of the following subsections: AR 4260 Prerequisites and Corequisites 2/11/13 Approved by Fresno City College Curriculum Committee 2/27/13 Approved by Fresno City College Academic Senate 2/28/13 Approved by Reedley College Curriculum Committee 3/12/13 Approved by Reedley College Academic Senate 4/23/13 Approved by Willow-International Academic Senate Content Review A prerequisite or corequisite may be adopted if the prerequisite or corequisite is an appropriate and rational measure of a student's readiness to enter the course or program as demonstrated by a content review including, at a minimum, all of the following: a involvement of faculty with appropriate expertise; b consideration of course objectives set by relevant department(s) The curriculum review process should be done in a manner that is in accordance with accreditation standards c be based on a detailed course syllabus and outline of record, tests, related instructional materials, course format, type and number of examinations, and grading criteria; d specification of the body of knowledge and/or skills which are deemed necessary at entry and/or concurrent with enrollment; e identification and review of the prerequisite or corequisite which develops the body of knowledge and/or measures skills identified under iv f matching of the knowledge and skills in the targeted course (identified under d.) and those developed or measured by the prerequisite or corequisite (i.e., the course or assessment identified under e.); and g maintain documentation that the above steps were taken Faculty may also, in addition to the content review as provided above, choose to engage in statistical validation as described in the following steps: a A list of the specific skills a student must possess in order to be ready to take the course is included in the course outline of record b Data are gathered according to sound research practices in at least one of the following areas: 70 Reedley College State Center Community College District Page 71 of 81 i) The extent to which students, those currently enrolled in the course or those who have completed it, believe the proposed prerequisite or corequisite is necessary ii) Comparison of the faculty members' appraisal of students' readiness for the course to whether students met the proposed prerequisite or corequisite The faculty appraisal may be done at any time in the semester that the college determines appropriate and is based on independent assignments, quizzes and exams, participation in courses or other indicators that the student was or was not ready to take the course iii) Comparison of students' performance in the course with completion of the proposed prerequisite or corequisite AR 4260 Prerequisites and Corequisites 2/11/13 Approved by Fresno City College Curriculum Committee 2/27/13 Approved by Fresno City College Academic Senate 2/28/13 Approved by Reedley College Curriculum Committee 3/12/13 Approved by Reedley College Academic Senate 4/23/13 Approved by Willow-International Academic Senate iv) Comparison of student performance in the course to their scores on assessment instruments in the manner required to validate an assessment instrument and cut scores for the course in question as described above c The standard for any comparison done shall be that a student is highly unlikely to receive a satisfactory grade in the course unless the student has met the proposed prerequisite or corequisite The research design, operational definitions, and numerical standards, if appropriate, shall be developed by research personnel, discipline faculty, and representatives of the Academic Senate If the evidence fails to meet the standard established, each college may establish the proposed prerequisite or corequisite as a recommended preparation and may seek to establish it as a prerequisite or corequisite only by following the process described in this policy and any applicable college policies d If the discipline faculty and the Curriculum Committee have determined as provided in these procedures that a new course needs to have a prerequisite or co-requisite, and that it should meet the requirements of content review and statistical validation, then the prerequisite or corequisite may be established for a single period of not more than two years while research is being conducted and a determination is being made, provided that: i) All other requirements for establishing the prerequisite or corequisite have already been met; and ii) Students are informed that they may enroll in the course although they not meet the prerequisite However, students who lack the prerequisite may not constitute more than 20% of those enrolled in any section of the course Prerequisites and corequisites that are exempt from review at the time they are, or were, established are not eligible for this exception Research must be conducted during the six years before they must be reviewed 71 Reedley College State Center Community College District Page 72 of 81 The Standard Prerequisites or Corequisites The college may establish satisfactory completion of a course as prerequisite or corequisite for another course provided that the college specifies as part of the course outline of record at least two of the campuses of the University of California or the California State University which reflect in their catalogs that they offer the equivalent course with the equivalent prerequisite(s) or corequisite(s) Sequential Courses Within and Across Disciplines A course may be established as a prerequisite or corequisite for another course provided that, in addition to the review by faculty in the department or discipline and by the Curriculum Committee as described above, skills, concepts, and/or information taught in the first course are AR 4260 Prerequisites and Corequisites 2/11/13 Approved by Fresno City College Curriculum Committee 2/27/13 Approved by Fresno City College Academic Senate 2/28/13 Approved by Reedley College Curriculum Committee 3/12/13 Approved by Reedley College Academic Senate 4/23/13 Approved by Willow-International Academic Senate presupposed in the second course, and a list of the specific skills and/or knowledge a student must possess in order to be ready to take the second course is included in its outline of record Courses in Communication or Computation Skills Prerequisites establishing communication or computational skill requirements may not be established across the entire curriculum unless established on a course-by-course basis A course in communication or computation skills, or eligibility for enrollment in such a course, may be established as a prerequisite or corequisite for any course other than another course in communication or computation skills if the faculty in the discipline or department and the Curriculum Committee review the content as provided above and a list of the specific skills a student must possess in order to be ready to take the course is included in the course outline of record Cut Scores and Prerequisites Whether or not research is required to establish a prerequisite, data collected to validate assessment instruments and cut scores is always relevant to reviewing the prerequisites for the associated courses If such data are insufficient to establish the cut scores, any course prerequisites established for the same course or courses may not be printed in subsequent catalogs and schedules nor enforced in subsequent semesters until the insufficiency of data is resolved and sufficient data exist to establish the cut scores In such a case, the collection of these data shall be done in the manner prescribed above in addition to other requirements of law Such a prerequisite may be changed to an advisory on recommended preparation while the data are being obtained Programs In order to establish a prerequisite for a program, the proposed prerequisite must be approved as provided for a course prerequisite in regard to at least one course that is required as part of the program Health and Safety A prerequisite or corequisite may be established provided that in addition to the review by faculty in the department or division and by the Curriculum Committee as provided above: a The course for which the prerequisite is proposed is one in which the student might endanger his or her own health and safety or the health and safety of others; and 72 Reedley College State Center Community College District Page 73 of 81 b The prerequisite is that the student possesses what is necessary to protect his or her health and safety and the health and safety of others before entering the course AR 4260 Prerequisites and Corequisites 2/11/13 Approved by Fresno City College Curriculum Committee 2/27/13 Approved by Fresno City College Academic Senate 2/28/13 Approved by Reedley College Curriculum Committee 3/12/13 Approved by Reedley College Academic Senate 4/23/13 Approved by Willow-International Academic Senate B Additional Rules Title Section 55202 specifies additional rules, which are to be considered part of this document as though reproduced here Advisories on Recommended Preparation The college may recommend that a student meet a standard of readiness at entry only if recommended by the faculty in the discipline or department and by the Curriculum Committee as provided in above This process is required whether the college used to describe such recommendations in its catalog or schedule as "prerequisites," or "recommended," or by any other term Limitations on Enrollment The types of limitation on enrollment specified below may only be established through the curriculum review process by the discipline or department faculty and the Curriculum Committee specified above including the requirement to review them again as part of program review The following requirements must also be met in order to establish these particular limitations on enrollment: a Performance Courses The college may establish audition or try-out as a limitation on enrollment for courses that include public performance or intercollegiate competition such as but not limited to band, orchestra, theater, competitive speech, chorus, journalism, dance, and intercollegiate athletics provided that: i) For any certificate or associate degree requirement which can be met by taking this course, there is another course or courses which satisfy the same requirement; and ii) The college includes in the course outline of record a list of each certificate or associate degree requirement that the course meets and of the other course or courses which meet the same requirement Limitations on enrollment established as provided for performance courses shall be reviewed during program review or at least every six years to determine whether the audition or tryout process is having a disproportionate impact on any historically under-represented group and, if so, a plan shall be adopted to seek to remedy the disproportionate impact If disproportionate impact has been found, the limitation on enrollment may not be printed in subsequent catalogs or schedules nor enforced in any subsequent term until such a plan has been endorsed by the department and the college administration and put into effect b Honors Courses A limitation on enrollment for an honors course or an honors section of a course may be established if, in addition to the review by the faculty in the discipline or department and by the Curriculum 73 Reedley College State Center Community College District Page 74 of 81 Committee as provided AR 4260 Prerequisites and Corequisites 2/11/13 Approved by Fresno City College Curriculum Committee 2/27/13 Approved by Fresno City College Academic Senate 2/28/13 Approved by Reedley College Curriculum Committee 3/12/13 Approved by Reedley College Academic Senate 4/23/13 Approved by Willow-International Academic Senate above, there is another section or another course or courses at the college which satisfy the same requirements If the limitation is for an honors course and not only for an honors section, the college must also include in the course outline of record a list of each certificate or associate degree requirement that the course meets and of the other course or courses which meet the same associate degree or certificate requirement c) Blocks of Courses or Sections Blocks of courses or blocks of sections of courses are two or more courses or sections for which enrollment is limited in order to create a cohort of students Such a limitation on enrollment may be established if, in addition to review by the faculty in the discipline or department and by the Curriculum Committee as provided above, there is another section or another course or courses that satisfy the same requirement If the cohort is created through limitations on enrollment in the courses rather than limitations on specific sections of courses, then the college must include in the course outline of record a list of each certificate or associate degree requirement that the course meets and of the other course or courses which satisfy the same associate degree or certificate requirement References: Title Section 55000 et seq Approved Chancellor’s Cabinet: 08/26/13 74 Reedley College State Center Community College District Page 75 of 81 Student Success and Support Services Enrollment Management Subcommittee Membership: Vice President of Instruction (Chair, Standing Member) Matriculation Coordinator (Standing Member) Admissions and Records Manager (Standing Member) Vice President of Administrative Services (Standing Member) Counseling Faculty Appointed by Academic Senate (Standing Member) Director of Financial Aid (Standing Member) Business Services Supervisor (Standing Member) Public Information Officer (Standing Member) Madera/Oakhurst Representative Appointed by Academic Senate Faculty Representative Appointed by Academic Senate Student Representative Appointed by ASG The goal of the Student Success and Support Program is to increase student access and success by providing students with core SSSP services, including (1) orientation, (2) assessment and placement, and (3) counseling, advising, and other education planning services, and the support services necessary to assist them in achieving their educational goal and declared course of study See Blackboard link to resources: 2002 RC/NC College Matriculation Plan 2011 Draft RC/NC College Matriculation Plan (never required to submit) Complete 2014-2015 SSSP (Template) BOLD = LEAD BLACK = ASSIGNED/ RECOMMENDATION FROM STUDENT SUCCESS COMMITTEE 75 Reedley College State Center Community College District Work Group I: Core Services Nate Saari, Temporary Matric Coordinator Adelfa Lorenzano, Middle College High Coordinator Mario Gonzales, EOPS Director Renee Dauer, Accounting Clerk III Page 76 of 81 Maria Ensminger, MO Counselor IIa Core Services i Orientation Describe the target student audience, including an estimate of the annual number of first-time students to be served Describe the delivery methods (in groups, online, etc.) and activities that will be provided Describe any partnerships among colleges or with high school districts, workforce agencies, or other community partners that assist with providing orientation Describe at what point(s) in the student’s academic pathway services are provided (before registration, at 15 units, etc.) Identify the staff providing orientation, including the number of positions, job titles and a brief one-sentence statement of their role If orientation is provided through the full or partial use of technology, identify any commercial products or describe in-house products in use or under development, including any annual subscription or staff support requirements Describe the college’s plans for developing and implementing orientation services The following eight policies and procedures provided on the Orientation Checklist are identified in title section 55521 as required information to include in an orientation Orientation Checklist (Required Policy or Procedure) (1) Academic expectations and progress and probation standards pursuant to section 55031; (2) Maintaining registration priority pursuant to section 58108; (3) Prerequisite or co-requisite challenge process pursuant to section 55003; (4) Maintaining Board of Governors Fee Waiver eligibility pursuant to section 58621 (5) Description of available programs, support services, financial aid assistance, and campus facilities, and how they can be accessed; (6) Academic calendar and important timelines (7) Registration and college fees (8) Available education planning services Please specify other issues, policies and procedures that the college or district determines necessary to provide a comprehensive orientation Add additional lines as needed Include in the Budget Plan, all staff costs (salaries and benefits) for each position and the direct cost to purchase, develop or 76 Reedley College State Center Community College District Page 77 of 81 maintain technology tools specifically for orientation services Workgroup II: Assessment and Placement Steve Jones, RC Counselor David Nippoldt, ESL Instructor Lois Williams, Student Specialist Deb Lapp, English Instructor Dan Rivera, MC Outreach/Matriculation Nancy Frampton, ESL Instructor Math Instructor ii Assessment and Placement Describe the target student audience, including an estimate of the annual number of students to be assessed, and a description of who will be required to be assessed Describe the methods by which assessment and placement services will be delivered Describe any partnerships among colleges or with high school districts, workforce agencies, or other community partners that assist with providing assessment and placement Describe at what point(s) in the student’s academic pathway assessment and placement are provided (while still in high school, summer, during registration, etc.) Identify the staff providing assessment services, including the number of positions, job titles and a brief one-sentence statement of their role Include staff providing direct assessment related research services Identify any assessment test(s) used for placement into English, mathematics, and ESL courses For second-party tests, be specific about the versions and forms used Describe which tests and services are offered online, in person, individually or in groups, etc  If using a test, describe what other measures are used and how they are used to meet the multiple measures requirement  If not using a test, describe what other measures are used to assess students and describe how students are placed into courses  Describe how these measures are integrated into the assessment system (as part of an algorithm included in the test scoring process, applied by counselors, used on their own without a test, etc.) Describe the college’s or district’s policy on the acceptance of student assessment scores and placement results from colleges within a multi-college district, if applicable, and colleges outside of the district Describe college or district policies and practices on: a Pre-test practice - Describe what type of test preparation is available, how it is delivered, how students are informed of and access materials, including sample test questions, and how students are notified of their pre-test performance b Re-take - How often may a student re-take a test after taking it the first time? What is the waiting period? Is the waiting period consistent with publisher guidelines or more restrictive? Are there conditions that must be met such as completing a subject-matter workshop before being allowed to take the test again? c Recency - How long are test scores, high school grades, etc accepted before the student is required to reassess? 77 Reedley College State Center Community College District Page 78 of 81 Describe what externally-administered third-party test results are accepted for placement Does the college accept an Early Assessment Program (EAP) result of “college ready” to exempt students from the college placement test in English? In math? Include in the Budget Plan all staff costs (salaries and benefits) for each position and the direct cost to purchase, develop or maintain assessment instruments or other technology tools specifically for assessment Work Group III: Counseling, Advising, and Other Educational Planning Services Case Bos, RC Counseling Luann Aldape, RC Classified Sandra Fuentes, Student Success Director Diana Tapia-Wright Jane Zavala-Martinez, RC Classified Jennie Garcia, Counseling iii Counseling, Advising, and Other Education Planning Services Describe the target student audience, including an estimate of the annual number of students to be provided (a) counseling, (b) advising, (c) and other education planning services Describe what these services are, the service delivery methods (in person, in workshops, FTES funded classes, online, etc.) and models used Describe any partnerships among colleges or with high school districts, workforce agencies, or other community partners that assist with providing these services Describe at what point(s) in the student’s academic pathway counseling, advising, and other education planning services are provided (before registration, at 15 units, etc.) Describe what services are offered online, in person, individually or in groups, etc Indicate whether drop-in counseling is available or appointments are required Describe the adequacy of student access to counseling and advising services, including the method and time needed for students to schedule a counseling appointment and the average wait time for dropin counseling Describe any use of academic or paraprofessional advising Describe the type of assistance provided to help students develop an abbreviated student education plan and the scope and content of the plan Describe the type of assistance provided to help students develop a comprehensive student education plan that identifies the student’s education goal, course of study, and the courses, services, and programs to be used to achieve them Identify the staff providing counseling, advising and other education planning services, including the number of positions, job titles and a one-sentence statement of their roles Indicate the number of full-time counselors and their negotiated student contact hours Indicate the number of part-time counselors and the number of full-time equivalent counselors (total full time and part time counseling hours divided by 2080) Identify any technology tools used for education planning For third-party tools, be specific about the product and how it is 78 Reedley College State Center Community College District Page 79 of 81 used Identify any technology tools used for support of counseling, advising and other education planning services, such as scheduling or degree audit For third-party tools, be specific about the product and how it is used Include in the Budget Plan, all staff costs (salaries and benefits) for each position and the direct cost to purchase, develop or maintain technology tools specifically for counseling, advising and other education planning services Work Group IV: Follow-Up for At-Risk Students Samara Trimble, Counseling Representative Ruby Duran-RC Counseling Sheryl Young-Manning, English Instructor Cheryl Lock, FA, Classified Linda Reither, LD Specialist George Cartwright, Criminology Instructor Anastacia Klimek, RC Counseling iv Follow-Up for At-Risk Students Describe the target student audience according to title section 55525, including an estimate of the annual number of students to be provided at- risk follow-up services, and the college’s process to identify them Describe the strategies for addressing the needs of these students, including: a Types of services are available to these students; how they are notified and when b Strategies for providing counseling, advising, or other education planning services to assist them in selecting an education goal and course of study c How the services identified in “a” and “b” above are provided (online, in groups, etc.) d How teaching faculty are involved or encouraged to monitor student progress and develop or participate in early alert systems Identify the staff providing follow-up services (including the numbers of positions, job titles and a one-sentence statement of their roles) Identify any technology tools used for follow-up services For third-party tools, be specific about the product and how it is used Include in the Budget Plan, all staff costs (salaries and benefits) for each position and the direct cost to purchase, develop or maintain technology tools specifically for follow-up services 79 Reedley College State Center Community College District Work Group V: Related Direct Program Services Michael White, VP of Student Services Michelle Johnson, Institutional Researcher Renee Dauer, Accounting Clerk III, Classified Janine Nkosi, Tutorial Center Coordinator Page 80 of 81 Gary Sakaguchi, Director of Technology David Borofka, English Instructor Instructional Faculty Steve Maciel, Micro Computer Research Tech, Classified IIb Related Direct Program Services (District Match Funds only) i Instructional Research Describe the types of Institutional Research will be provided that directly relate to the provision or evaluation of SSSP Services ii Technology Describe the types of services provided through the use of technology that directly relate to the delivery of services, such as online orientation, advising and student educational planning IIc Transitional Services Allowed for District Match Recognizing the challenges some districts face in restoring services after the 2009-10 budget cuts, districts may also count expenditures for costs that were allowable as of 2008-09, even though they are no longer allowable under SB 1456 and current SSSP regulations These include Admissions and Records, Transfer and Articulation Services, Career Services and other Institutional Research Describe what types of services are provided during this transition period that are being used for district match Work Group VI: Policies and Professional Development Letty Alvarez, Admissions and Records Manager Michael White, VP Student Services Chris Cortes, Financial Aid Director Rebecca Snyder, English Instructor Jim Esquivel, Math Instructor Ruby Duran, Counselor Michael van Wyhe, Reading Instructor Linda Nies, Business Services Supervisor 80 Reedley College State Center Community College District Page 81 of 81 Section III Policies & Professional Development Exemption Policy Provide a description of the college or district’s adopted criteria for exempting students from participation in the required services listed in title section 55520 consistent with the requirements of section 55532 Appeal Policies Describe the college’s student appeal policies and procedures Prerequisite Procedures Provide a description of the college’s procedures for establishing and periodically reviewing prerequisites in accordance with title section 55003 and procedures for considering student challenges Professional Development Describe plans for faculty and staff professional development related to implementation of the Student Success and Support Program Coordination with Student Equity Plan and Other Planning Efforts Describe how the SSSP Plan and services are coordinated with the college’s development of its student equity plan and other district/campus plans and efforts, including Accreditation Self-Study, educational master plans, strategic plans, the Basic Skills Initiative, and departmental program review Coordination in Multi-College Districts In districts with more than one college, describe how policies and Student Success and Support Program services are coordinated among the colleges 81 ... Bill Student Education Plan State Center Community College District Student Learning Outcomes Spring Semester Student Success and Support Programs Student Support Services Program Science, Technology,... of courses, create a student education plan (SEP-Abbreviated and/or comprehensive), referral to support programs (i.e., DSP&S, EOP&S, SSS, etc.) and assist the student to successfully matriculate... student success Student Educational Planning: a Abbreviated Student Education Plan: (The Abbreviated Student Education Plan is a two semester ‘road map’ that guides the beginning of a student? ??s