Admissions & Records. Annual Program Planning Worksheet Course & Program Assessment Summary

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Admissions and Records

Counseling Services

Disabled Students Programs and Services

EOPS / CARE

Financial Aid

Health Services

North County Campus

South County Center

Student Life and Leadership

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Admissions & Records

Annual Program Planning Worksheet

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1 | S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t S p r i n g 2 0 1 2 P r o g r e s s R e p o r t

ANNUAL

PROGRAM

PLANNING

WORKSHEET

(APPW)

Program: Student Services Planning Year: 2013/2014 Last Year CPPR Completed: 2008/2009 Unit: Admissions & Records Cluster: Student Services Next Scheduled CPPR: 2014/2015 NARRATIVE: APPW

I. Program-Level Outcomes: List the outcomes established for your program.

The Admissions and Records Office will support the needs of our students, faculty, staff and the mission of the college to assure we are developing “access, success and excellence” during our services. By providing the electronic email to all students who apply to Cuesta College will gain quicker access into myCuesta Student Portal to encourage and engage students to successfully register with excellence service. The members of the Admissions & Records unit are working together to streamline our processes and using technology to serve our students and the campus community. Our unit will continue with our Student Learning Outcome goals as the legislative changes in policies.

 As a result of completing the 3rd repeat petition students will fully understand the new Course Repetition and Grade Alleviation regulation and be successful in passing their course. 70% of the students will understand the regulation and pass the course with standard academic work.

(2012/2013 and 2013/2014) Figure 1 – Repeat Petition Stats

 As a result of promotional emails, headlines, announcements, flyers the students

will increase their understanding of the registration deadlines. (2011/2012 and ongoing)

Our mission is to educate students on Admissions & Records policies, procedures, services, and online functions to help them achieve their educational goals.

II. Program Progress towards Institutional Goals and Objectives: Identify how your program, within the past year, has helped the district achieve its Institutional Goals and Objectives and provide data or evidence that demonstrates the progress.

Institutional Goal 1:

The Admissions & Records unit must facilitate and evaluate the student’s academic records on SB 1440 Transfer Degree. The implementation of SB 1440 should include an efficient method of submitting transcripts/certification electronically to all colleges by e-transcripts. Continue to improve on student access with online services such as degree audit, degree application online, online enrollment verification. E-transcript was implemented in December 2012 with success to allow quicker admissions decisions to a 4-year school. The passage of SB 1440 should increase the number of degrees awarded. The Evaluators

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will continue to educate and participate in CSU/UC workshops to confirm degree requirements and changes of regulations. Degree Audit will play a critical role when implemented to allow our students to plan their educational goals and allow them to complete a degree/certificate in no more than two years.

List years of degrees awarded according to Program Awards in Data Mart (MIS): 2011/2012 = 1,212

2010/2011 = 1,100 2009/2010 = 1,135

2008/2009 = 1,376 (This is high due to the AA/AS General Studies and Transfer Studies degrees)

We will continue to look at technology to strive for access, success and excellence services for our students.

Figure 2 – Program Awards in Data Mart (MIS)

Admissions & Records unit is focusing on the use of technology to serve our student

populations to meet student expectations outside the classroom. The pool of students with typical college-going ages of 18-25 will use technology; however, we will need to educate and still do one-on-one services with older populated students as this is projected to increase. The Admissions & Records unit continues to improve on processes that require institutional effectiveness to allow “access” to myCuesta and personal services.

Obtaining Degree Audit will allow the student to “plan” their education with the economic downturn and increasing of student fees. The degree audit will help them achieve their courses and stay on target towards transferring/graduating in 2-years.

To support Enrollment Management Initiative #1 (Increase the local High School students by 2%), Admissions & Records collaborated with Counseling to move the Local High School registration dates earlier to promote the “Orientation/Registration” in one day to help bring in our high school graduates. This change also allows them to “catch” those students before graduating in June.

Admissions & Records incorporate ways to remove the institutional barriers to enhance student success opportunities at Cuesta College. Admissions & Records plays a vital role in decision-making for the college. The Director of Admissions & Records has been on North County Campus once a month to help train the staff and support them on changes within our office, among other programs such as program elimination outcomes.

Admissions & Records Staff along with the Director to attend to the Academic Affairs Dean’s meeting on a monthly basis to discuss issues relating to instructional support and registration/grades/faculty. It is important we collaborate, as instructional support and student support services provide for each other. This is communicated to the students and faculty.

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Admissions & Records developed an assessment cycle to help us assess our Student Learning Outcomes.

Admissions & Records has partnered with Credentials Inc. for our e-transcript program to allow enhanced transcript ordering service.

Our online admissions application (CCCApply) which is provided by the Chancellor’s Office plays an important role of admitting our students.

Our Commencement staff has strengthened partnership with our “local” vendors and nearby school districts; including Paso Robles and Cal Poly University.

III. Program Progress towards Program-Level Objectives: Identify the progress that your program has made, within the past year, towards achieving program-specific objectives that were identified in your program’s most recent Comprehensive Program Planning and Review document and provide data or evidence that demonstrates the progress.

Admissions & Records has no objectives from the past CPPR document.

IV. Institutional Measurements/Data: Analyze the institutional, program and site specific measurements (data and evidence) that are most relevant to your current program status.  Implementation of E-Transcripts showed some promising numbers since December 15, 2012

launched date towards the end of January 2013.

 The total number of transcript Credentials printed and processed for us are:

Printed: 2,114 PDF: 100 PDF3: 63

Overall Total: 2,277

 During the Winter Break – December 21 to January 2 with our campus closed;

Credentials printed 59 transcripts and 5 PDFs, for a total of 64.

 The number of transcript orders online is 85% compared to 15% for paper request. The

results displays students are using the web to order transcripts as it’s convenient for them to process their own request. We expect this number to go higher in the future as the implementation of AB1056 is requiring all California Community Colleges to

established electronic transcripts.

Figure 3 = Transcript Processing Numbers by Credentials Figure 4 = Transcript Tracking from Records Office

 Program outcome will be based on the number of repetition forms received for 3rd repeat petitions and their grades received. We will measure how successful they completed the course and with the understanding if they withdrew they will not be able to enroll for the 4th time. 70% of the students will understand the regulation and pass the course with standard academic work. (ongoing)

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 The records staff compiled the grades from spring 2012 and fall 2012 terms and the

director developed a grid and chart to monitor the percentage.

Spring 2012 petition to repeat for the 3rd time showed a passing rate of 58%. Fall 2012 petitions showed a passing rate of 51%.

We are below the percentage as students are not passing or withdrawing from the course.

Figure 1 – Repeat Petition Stats

 Students who enrolled for the 4th time with extenuating circumstances; they will be measured based on the grade and withdrawal. We will learn if their extenuating circumstance was reliable for them to continue with the course. (ongoing)

 The records staff compiled the grades from spring 2012 and fall 2012 terms and the

director developed a grid and chart to monitor the percentage. Spring 2012 data shows 39% passing rate; while fall 2012 is 50%.

This passing rate is very low for spring 2012; however, in fall 2012 the director denied the 4th_{time petitions and this allow the student to make their case to the director. The} director reviewed their reasons along with their academic course history and stressing to the student this is their “final last chance” to retake this course. By educating them one-on-one has improved the fall 2012 students.

 Total number of non-resident status has discouraged students to register; therefore, we need to

focus on removing CCCApply barrier. Continue to make recommendations to CCCApply Steering Committee on removing these barriers as students are unwilling to register due to the cost. (ongoing)

o CCCApply algorithm change the way non-resident students are established by each

college instead of using the Student Attendance Accounting Manual (SAAM) for overall college’s residency decision. Due to this change, we established an internal policy to review each non-resident classification from CCCApply to assure they are non-resident. We have removed many students from this barrier as more students are taking courses online at an out-of-state school which triggers their residency status. We will continue to monitor this closely and comply with the SAAM regulations.

o Spring 2010 = 736 Fall 2010 = 1,077 Spring 2011 = 622 Fall 2011 = 372 Spring 2012 = 190 Fall 2012 = 188

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 The Admissions & Records unit must facilitate and evaluate the student’s academic records on

SB 1440 Transfer Degree. This will be measured by the number of degree applicants submitted vs. who were awarded. (ongoing only two approved ADT programs)

o Fall 2012

Applicants on Mentor Report = 7 Degree Application Submitted = 1 Degree Application Not Submitted = 6 Degree Awarded = 0

Degree Pending = 0 Degree Denied = 1

o Spring 2013

Degree Pending = 0 Degree Denied = 0

o Fall 2013

Degree Pending = 9 (spring 2013 grades) Degree Denied = 1

o 2011/2012 Transfer Degree NOT listed on Mentor Report

Degree Applications Submitted = 6 Degree Awarded = 3

Degree Denied = 3

o 2012/2013 Transfer Degree NOT listed on Mentor Report as of 2/14/2013

Degree Applications Submitted = 11 Degree Awarded = 3

Degree Denied = 1

Degree Pending = 7 (spring 2013 grades)

 Registration petition deadline comparison of those students who completed an appeal policy to

see if we have addressed the deadline issues each term. This should be declining numbers such as fewer appeals. (ongoing)

Results: o Spring 2011 – 509 o Fall 2011 – 310 o Spring 2012 – 389 o Fall 2012 – 331 o Spring 2013 – 5th week - 88

 Continue to monitor the number of admission application processed per term compared to

previous terms. An increased of applications indicates successful understanding of the application process and accessing myCuesta student portal. (ongoing)

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TOTALS 6,793 10,061 5,672 9,022 5,737 9,048 Web Apps 5,868 9,499 5,362 8,548 5,223 8,643 Paper Apps 925 564 310 474 514 405 Non-Resident 736 1,077 622 372 190 188 F1 Students 12 24 4 3 3 11 HS (Fall Only) 1,536 1,192 1,472 Spanish Apps 5 10 119 109 105 40

V. Program Outcomes Assessment and Improvements: • Attach an assessment cycle calendar for your program.

• Summarize recent assessment efforts and assessment methods within the program (You may attach recent program-level CPAS in lieu of this narrative).

• Briefly summarize program improvements or changes that have been implemented since the last APPW or CPPR. (You may attach recent program-level CPAS in lieu of this narrative). • Identify and describe any budget requests that are related to student learning outcomes

assessment results or institutional/programmatic objectives. PROGRAM OUTCOMES ASSESSMENT

• Track number of degree applicants; number awarded and denied

The number of degree applicants is tracked at end of evaluation cycle.

o 2011/2012 Degree Awarded = 858 Denied = 324 o 2010/2011 Degree Awarded = 830 Denied = 328

 In summary, the number of degrees award have increased slightly.

• Track number of late registration policy appeals each term; students acknowledging deadlines o Number of appeals per term are:

Spring 2011 – 509 Fall 2011 – 310 Spring 2012 – 389 Fall 2012 – 331

Spring 2013 – 5th week – 88

 In summary, improvements are slowly showing; however, not enough to educate our

students. Most of the appeals are due to the faculty and students not knowing the add deadline, course time conflicts, or how to process adds online. Admissions & Records will need to collaborate with Academic Affairs to improve processing based on the appeal reasons.

• Track number of repeats (3rd_{time) to determine if updated information and practices are} understood and effective.

Term Total / 3rd_Repeat _Passed Not _Passing _{NR/w/o W} _Percentage

Spring

2012 221 128 63 30 58%

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Term Total / 4th_Repeat _Passed Not _Passing _{NR/w/o W} _Percentage

Spring

2012 33 13 10 10 39%

Fall 2012 26 13 7 6 50%

 In summary, the students did not reach the 70% passing rate; therefore, we need to

determine how to improve this process to assure they understand this is their last opportunity to take the course. The 4th_{repeat in the fall 2012; the percentage rose due} to the director of admissions & records being proactive to educate the students by meeting with them individually.

• Track number of outgoing transcripts with and without Credentials.

The number of transcripts vs. Credentials has about

o 2012 Year: Credentials = 13,419 Regular = 2,393 o 2011 Year: Credentials = 13,626 Regular = 3,245

 In summary, the number of paper request is declining with 85% going online to order

their transcripts. Students prefer to do it themselves for better service. Figure 4 = Transcript Tracking from Records Office

• Track number of veterans; 2012/2013 program survey All (new and continuing) Veterans:

o Spring 2009 = 134 o Fall 2009 = 168 o Spring 2010 = 191 o Fall 2010 = 253 o Spring 2011 = 225 o Fall 2011 = 245 o Spring 2012 = 259 o Fall 2012 = 266 2013/2014

Survey was conducted to obtain feedback of how the Veteran’s are being served and

demonstrate their understanding of the program. The survey was run from November 2012 to February 2013 during their recertification period.

A total of 110 students participated in the survey. Results:

75% are Veterans

40% are from the Army Branch

89% are receiving their benefits on time 99% understand what their benefits are

73% are eligible for Chapter 33 Post 9/11 GI Bill Active Duty 39% served in Iraq

79% uses Priority Registration

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VA Coordinator was rated at 77% to extremely helpful; nothing was lower than helpful. A mix reaction came from the assistance of Counseling on their SEP. However, there was a good percentage of 50% thought they were extremely helpful.

Services the Veterans utilized since joining the program are VA Resource Center at 61%, Counseling at 54%, MyCuesta email at 46%; then Admissions & Records at 37%. One area that needs improvement is assuring the Veterans are using DSPS facilities.

Veteran’s goal is to transfer to CSU at 42%, while others were at Associate Degree for 29%. Figure 5 = Veteran’s Survey Results

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PROGRAM IMPROVEMENTS

• Provided evening services to ESL during their registration priority, walk-in and during the first

two weeks of the term.

• Residency determination with status of a 2 (non-residence); continues to be problematic and

need to reduced, as this barrier discourages students enrolling due to the cost.

• Continue to be proactive in assuring students are enrolled by census date.

• Implemented the online drop roster for faculty to drop students in a timely manner and by

census date. Training was provided at SLO and NCC campuses. Improvements are in the works with Computer Services, Admissions & Records and Academic Affairs.

• Implemented e-transcripts for enhanced processing and quicker submission of transcripts sent

to admissions at 4-year school to allow quicker decisions for the student.

• RN/LVN program application to assure all materials is clear and understandable. • Commencement promotions to encourage students to participate.

• Collaborated with Counseling to support the increase of 2% high school graduating seniors by

moving their priority date before they graduate from high school.

• Updated and revised the College Catalog for Student Services to assure it met accreditation

standards.

• Reviewed Welcome Letter to assure FERPA and myCuesta email was addressed to all students. • Admissions & Records Director was proactive in providing the campus community with

memoranda on drop roster, last day to add and the first day of the term.

• Collaborated with NCC to help with password resets and opened more student services offices to

help students. This is still a problematic area as there is no mechanism to allow them to reset their passwords with the student information system.

• Director of Admissions & Records has been on North County Campus once a month to help train

the staff and support them on changes within our office, among other programs such as program elimination outcomes.

• Veterans Coordinator has been serving Veterans at both locations and increased the North

County presence by establishing 2nd and 4th Wednesday of each month.

• Director of Admissions & Records is leading the way to learn about Degree Works to determine

if we can implement the technology to support the “Student Success Act”.

• Director of Admissions & Records along with the A&R Coordinator to ensure the “Enrollment

Registration Priority” is under compliance for the fall 2014 registration cycle.

VI. Program Development/Forecasting for the next academic year:

Create a short narrative describing the following development forecasting elements, indicating how they support efforts to achieve program outcomes and/or institutional goals and objectives (where applicable):

• New or modified action steps for achieving Institutional Goals and Objectives • New or modified action steps for achieving program outcomes

• Anticipated changes in curriculum and scheduling • Levels or delivery of support services

• Facilities changes • Staffing projections

• Strategies for responding to the predicted budget and FTES target for the next academic year ACHIEVING INSTITUTIONAL GOALS AND OBJECTIVES:

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(email, transcripts, and forms) and online services to save the operating budget.

• Full-time staffs are performing duties which typically are handed by part-time assistants such

as, password resets, filing, answering student questions, processing transcript requests, imaging documents and assisting with commencement. This will impact higher level work to backlogged which includes evaluating degrees/certificates, athletic eligibility, veterans certifications,

upgrade system testing, outgoing transcripts, register for classes which will affect the students enrollment and educational goals.

ACHIEVING PROGRAM OUTCOMES:

• Increase self-services of myCuesta/Banner to maximize the services for faculty/students. • Implement Degree Works for a comprehensive academic advising, program planning, transfer

articulation, and degree audit solution that helps students and advisors negotiate an institution’s curriculum requirement.

• Improve services to our students by increasing our turnaround time for admissions residency,

password resets, Veterans certifications, grade changes, outgoing transcripts, degrees/certificates and petitions.

FACILITITES CHANGES:

• Veterans Resource Center needs to expand to accommodate the number of veterans at Cuesta.

The certifying official needs an office to be in compliance with FERPA.

• Restructure/reconfigured the Student Service Center; there is no privacy with students when it

comes to confidential information at the counter. We are out of compliance with FERPA when talking to the student about their educational records.

• Restructure/reconfigured the Student Services Center for SAFETY! There is only “one exit door”

and this concerns employees who work in this section. We need a side emergency exit door for reasons such as fire, threat, or held at gunpoint.

• Restructure/reconfigured the Admissions & Records / Financial Aid office sharing area.

Financial Aid counter is in a FERPA violation as all students waiting outside the office can hear the student at the counter and Admissions & Records can hear their conversations. The Financial Aid/Admissions & Records Office’s needs a wall to separate the two departments to reduce the noise barrier and provide better student confidential privacy needs.

STAFFING PROJECTIONS:

• The Admissions & Records unit is a critical component which operates at all sites and is the

primary contact for faculty, staff, students, administration and community. Regarding student admissions, registration, grades, graduation eligibility, wait list, adds/drops, athletic eligibility, veterans, international students, transcripts and other academic records relating to students and the college. We need to maintain all permanent staff at 10 full-time and 1 half-time to adequately serve the campus and community.

• To maintain suitable level of service, Admissions & Records needs to hire three (3) additional

full-time permanent staff and one (1) additional half-time permanent position to ensure services are met with high expectations and service excellence at all sites.

• The number of Veterans is increasing rapidly and requires a need of additional part-time

evaluation analyst to meet the VA requirements to certify all veterans before the start of each term.

• To increase the online services to allow access for students, faculty and community more

self-service access through myCuesta; however, need support from Computer Services. The degree audit, online enrollment verification, degree online application can not be implemented without

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staffing from Computer Services and Admissions & Records.

STRATEGIES FOR REPSONDING TO THE PREDICATED BUDGET AND FTES TARGET FOR NEXT ACADEMIC YEAR:

Build a collaborated effort with Academic Affairs to assure the faculty understands the ramifications of FTES if they do not report census rosters

• Increase student/faculty awareness of add deadlines, policies

• Increase announcement, emails notifications to students on deadlines

• Centralize the supplies to one area for all Student Services department to use; allocate the

funding from Vice President Budget.

• Increase the technology that is “free” to us to utilize the online self-services – students may help

themselves – such as, enrollment verification.

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UNIT

PLAN

Unit: Admissions & Records Cluster: Student Services Planning Year: 2013-2014 NARRATIVE: UNIT PLAN

The Unit Plan ties program review to resource allocation. For this first segment of the Unit Plan, write a narrative analysis of the fiscal assumptions and needs for your division/department for the upcoming year (e.g. Continued categorical funding, support staff not funded, etc.).

EXCEL WORKSHEETS: UNIT PLAN

For the remainder of the Unit Plan, complete the following Excel Worksheets: • Prior Year Unit Plan Worksheet — Prior Year Unit Funding Requests • Personnel Requests Unit Plan Worksheet — Personnel Funding Requests • Supplies Requests Unit Plan Worksheet — Supplies Funding Requests • Equipment Requests Unit Plan Worksheet – Equipment Funding Requests • Facility Requests Unit Plan Worksheet — Facility Funding Requests • Technology Unit Plan Worksheet – Technology Funding Requests

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UNIT PLAN WORKSHEET -- PRIOR YEAR UNIT FUNDING REQUESTS

Unit: Admissions & Records Cluster: Student Services Planning 2013-2014

1. Use this worksheet to list prior year immediate unit need funding requests and identify which items were funded, which were not, and the impact on your program. 2. Use the information from the previous year's Top 10 Priorities Worksheet: UNIT PLAN -- Prioritized List of Immediate Unit Needs.

3. If funded, identify the funding source or sources (Categorical = C, Foundation = F, ASCC = AS, Grant = G, General Fund = GF, Other Revenue Sources = R)

Category Program Description Cost Funded? Source (s) Impact on Program

1 Tech Infrastructure Admissions & _Records E-Transcript _Exchange

Offseting Cost for 6 Months

Fully Funded R

Electronic Transcript was implemented in December 2012. The funded source is too early to determined; however, A&R is offsetting the cost for the first 6 months and the new fiscal year will have a transcript fee increase.

2 Tech Infrastructure Admissions &

Records Online Roster

Banner

Upgrade Fully Funded R

Implemented drop roster for spring 2013 with success. Only 17% did not complete the census roster on-time. Improvements are in work-progress to educate the faculty when their rosters are due.

3 Tech Infrastructure Admissions & _Records Online Degree _Application _Upgrade Banner Not Funded

Online graduation/certificate application to avoid manual intake into Banner; it can be download. Student access via student portal will allow all students to apply.

4 Personnel Admissions & Records

Personnel - A&R Clerk I = Document

Imaging

$ 18,128 Not Funded Document imaging can not rely on short-term employee to serve _{hundreds of transcripts daily; including counseling documents to keep} up with the volume of paperwork to keep the office paperless. 5 Non-Instr Tech Admissions & _Records

Professional Development

Training

$ 10,000 Not Funded Ongoing staff training relating to Banner/myCuesta; Evaluations; International, CCCApply and etc…..to allow us to stay on top of changes and regulations within the CA Community Colleges.

6 _{Supplies/Equip}Non-Instr Admissions & _Records _{Transcript Paper}Official $ 20,000 Partially _Funded GF This is security paper to protect our official transcript paper has _{increased over the years and special order envelopes. With} e-transcipts we should be seeing an decrease of paper.

7 _{Supplies/Equip}Non-Instr Admissions & _Records CCCApply $ 20,000 Fully Funded GF Annual cost to support CCCApply; we received 98% of our applications via electronically.

8 Facilities Admissions & _Records Wall for Veterans _{Certifying Official} $ 10,000 Not Funded We are currently in a FERPA violation. The certifyng official is unable to provide confidential information to the Veteran.

9 Personnel Admissions & _Records

Personnel - A&R Technican = VA

Evaluator

$ 20,974 Not Funded The number of veteran's services is growing; we are required by law to certify all veterans before the start of term.

10 _{Supplies/Equip}Non-Instr Admissions & _Records Office Supplies $ 10,000 Partially _Funded The A&R department has over 30 forms to serve our students; we print out receipts to our students the paper cost is rising.

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UNIT PLAN WORKSHEET -- PERSONNEL FUNDING REQUESTS

Unit: Admissions & Records

Cluster: Student Services

Planning Year: 2013-2014

1. Use these worksheets to list Funding Requests (Immediate IMM = 2012-2013 Academic Year; Intermediate INT = 2013-2014, coincides with Educational Mater Plan, Strategic Plan, and/or IEOs; or Long Term, LT = 2013-2015.

2. All funding requests should be listed regardless of anticipated funding source.

3. Justification should be written as a concise explanation of need citing relevant Strategic Goals, Educational Master Plan Directions, IEOs, Operational Planned Goals, Program Review Recommendations, Analysis of Outcomes Assessment or other factors.

C. Classified Employee: Permanent, Short-Term &

Substitute Program Description - What? Cost/Range Site

N ew (N ) or Re pl ac em en t (R) Im m ed ia te (I M M ), In te rm ed ia te (I N T) or Lo ng T er m (L T) Justification - Why? (1-2 Sentences) Title

Permanent 1.0 FTE _{Admissions & Records Student Services Site Assistant} _{$40,205/ 25} _SLO _R _IMM

Ongoing bilingual support for students at registration during the late afternoon and evening hours. Support evening student population. This job description covers a wide range of Student Services duties to support the front counter

Permanent 1.0 FTE Admissions & Records A&R Clerk I - Document Imaging

and Intake Range 14 SLO N IMM

Document imaging can not rely on short-term employee to serve hundreds of transcripts daily; including counseling documents to keep up with the volume of paperwork to keep the office paperless. Assist with data entry of incoming degree/certificate applications.

Permanent 1.0 FTE Admissions & Records A&R - Evaluator Analyst =

Degree Audit $49.776 / 33 SLO N IMM Evaluator for implementation of degree audit, templates and system rules for all degrees.

Permanent .5 FTE Admissions & Records A&R - Evaluator Analyst = VA

Evaluator $24,888 / 33 SLO N IMM The number of veteran's services is growing; we are required by law to certify all veterans before the start of term.

D. Student Worker _Program _{Description - What?} _Cost/Range _Site

N ew (N ) or Re pl ac em en t (R) Im m ed ia te (I M M ), In te rm ed ia te (I N T) or Lo ng T er m (L T) Justification - Why? (1-2 Sentences) Title

Personnel - Classified Employee: Permanent, Short-Term & Substitute

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UNIT PLAN WORKSHEET -- SUPPLIES FUNDING REQUESTS

Planning Year: 2013-2014

2. All funding requests should be listed regardless of anticipated funding source (e.g. supplies to be purchased with CTEA funds should still be listed on this worksheet). 3. Justification should be written as a concise explanation of need citing relevant Strategic Goals, Educational Master Plan Directions, IEOs, Operational Planned Goals, Program Review Recommendations, Analysis of Outcomes Assessment or other factors.

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UNIT PLAN WORKSHEET -- SUPPLIES FUNDING REQUESTS

B. Non-Instructional

Supply Program Description - What? Cost Site

N ew (N ) or Re pl ac em en t (R) Im m ed ia te (I M M ), In te rm ed ia te (I N T) or Lo ng T er m (L T) Justification - Why? (1-2 Sentences)

Non-Instructional Supply _{Admissions & Records Commencement} _{$ 20,000} _SLO _R _IMM Planning of commencement is expensive to allow us to celebrate for our

student's greatest accomplishment.

Non-Instructional Supply _{Admissions & Records Office Supplies} _{$ 20,000} _SLO _R _IMM The A&R department has over 30 forms to serve our students; we print out

receipts to our students the paper cost is rising.

Non-Instructional Supply _{Admissions & Records Official Transcript Paper} _{$ 10,000} _SLO _R _IMM Security paper to protect our official transcript paper has increased over the

years and special order envelopes.

Non-Instructional Supply _{Admissions & Records Office Chairs} _{$ 5,000} _SLO _R _IMM Office chairs are not design for long term desk environment use; the chairs

are 5 years old and uncomfortable. Non-Instructional Supplies

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UNIT PLAN WORKSHEET -- EQUIPMENT FUNDING REQUESTS

Planning Year: 2013-2014

2. All funding requests should be listed regardless of anticipated funding source (e.g. equipment to be purchased with CTEA funds should still be listed on these worksheets). 3. Justification should be written as a concise explanation of need citing relevant Strategic Goals, Educational Master Plan Directions, IEOs, Operational Planned Goals, Program Review Recommendations, Analysis of Outcomes Assessment or other factors.

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UNIT PLAN WORKSHEET -- EQUIPMENT FUNDING REQUESTS

B. Non-Instructional

Equipment Program Description - What? Cost Site

N ew (N ) or Re pl ac em en t (R) Im m ed ia te (I M M ), In te rm ed ia te (I N T) or Lo ng T er m (L T) Justification - Why? (1-2 Sentences) Non-Instructional

Equipment Admissions & Records Office Equipment (Headsets, _{Printers, CPU, Monitors and etc). $ 30,000} SLO N IMM Computers have not been replaced since 2007 and they are already causing _{issues as they are not regularly inspected or cleaned.} Non-Instructional

Equipment Admissions & Records Air Purifier $ 5,000 SLO N IMM Offices are not vacuum regularly, nor cleaned. This is causing some _{employees to have issues with their eyes, nose while working.}

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UNIT PLAN WORKSHEET -- FACILITY FUNDING REQUESTS Unit: Admissions & Records

Cluster: Student Services Planning Year: 2013-2014

1. Use these worksheets to list Funding Requests (Immediate IMM = 2012-2013 Academic Year; Intermediate INT = 2013-2014, coincides with Educational Mater Plan, Strategic Plan, or Long Term, LT = 2013-2015.

2. All funding requests should be listed regardless of anticipated funding source.

3. Justification should be written as a concise explanation of need citing relevant Strategic Goals, Educational Master Plan Directions, IEOs, Operational Planned Goals, Program Review Recommendations, Analysis of Outcomes Assessment or other factors.

Facility Program Description - What? Cost Site

Ne w (N) o r Re pl ace m en t (R) Imme dia te (I MM) , In te rme dia te (I NT ) o r L ong Te rm (L T) Justification - Why? (1-2 Sentences) Veterans Center Admissions & _Records Create a solid office for the VA

certifying official $ 20,000 SLO N IMM We are currently in a FERPA violation. The certifyng official is unable to provide confidential information to the Veteran.

Student Services Center (One Stop)

Admissions &

Records Redesign Student Services Center (One Stop) TBD SLO N IMM

The current arrangement in the Student Services Center currently in FERPA violation and no privacy to communicate with the students regarding their personal issues. Counselors counsel students; A&R advises students on grade changes that are confidential matters. There are SAFETY concerns in this working enviroment as there is only one door to exit. There should be side doors to support the fast exit due to a fire, threat or an inturuder.

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UNIT PLAN WORKSHEET -- TECHNOLOGY FUNDING REQUESTS

Planning Year: 2013-2014

1. Identify and prioritize all Technology Requests. Technology includes: Computers, monitors, laptops, other mobile computing devices; Peripherals (printers, scanners, etc.); Software; Support contracts associated with hardware or software; Multi-media presentation equipment (data projector, speakers, document imaging cameras, switches, etc.); Video conferencing equipment (polycom); Infrastructured components to support college-wide technology.

2. All technology should be listed regardless of anticipated funding source. (e.g. technology to be purchased with CTEA funds should still be listed on this worksheet).

3. For Technology Plan Initiatives, please refer to San Luis Obispo County Community College District Technology Plan 2012-2017.

4. Note: If technology acquisition is not listed in the IPPR, Computer Services may not support the purchase.

5. Justification should be written as a concise explanation of need citing relevant Strategic Goals, Program Review Recommendations, Analysis of Outcomes Assessment or other factors.

nstructional Technology

B. Non-Instructional

Technology Program Description - What?

Technology Plan

Initiative Cost Site

N ew (N ) o r Re pla ce m en t ( R) Im m edi ate ( IM M ), I nter m edi ate (I N T) o r L on g T erm (L T) Justification - Why? (1-2 Sentences) Non-Instruct

Tech Admissions & Records Degree Works

3-Matriculatio

n Programming Time SLO N IMM

Degree Works allows a complete student educational plan; which will facilitate student retention and success in their goals. Supports

Student Success Act, Inst. Goal 1, IO 1.1, 1.2; Technology Plan.

Non-Instruct

Tech Admissions & Records CCCApply

3-Matriculatio

n $ 20,000 SLO R IMM

Annual cost to support CCCApply; we received 98% of our applications via electronically.

Supports Inst. Goal 2, IO 1.2, 2.2, Technology Plan

Non-Instruct

Tech Admissions & Records Online Graduation Application 3-Matriculatio

n Programming Time SLO N IMM

Online graduation/certification application to avoid manual intake into Banner; it can be downloaded. Student access via student portal will allow all students to apply. Supports Inst.

Goal 1, IO 1.2, Technology Plan

Non-Instruct

Tech Admissions & Records

Professional Development: Ongoing Upgrades to Banner/myCuesta; Student Module and CCCApply

3-Matriculatio

n $ 20,000 SLO R IMM

Ongoing staff training relating to Banner/myCuesta and the student module. CCCApply and other upgrades to stay on top of changes. Supports Enrollment Management

Plan, Technology Plan

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UNIT PLAN WORKSHEET -- TECHNOLOGY FUNDING REQUESTS

C. Technology

Infrastructure Program Description - What?

Technology Plan

N ew (N ) o r Re pla ce m en t ( R) Im m edi ate ( IM M ), I nter m edi ate (I N T) o r L on g T erm (L T) Justification - Why? (1-2 Sentences) Technology Infrastructure

Top 3 Technology Requests

D. Top 3 Technology

Funding Requests

Program Description - What? Technology Plan

N ew (N ) o r Re pla ce m en t ( R) Im m edi ate ( IM M ), I nter m edi ate (I N T) o r L on g T erm (L T) Justification - Why? (1-2 Sentences)

Non Instruc Tech Admissions & Records Degree Works 3-matric TBD SLO N IMM

Degree Works allows a complete student educational plan; which will facilitate student retention and success in their goals. Supports

Student Success Act, Inst. Goal 1, IO 1.1, 1.2; Technology Plan.

Non Instruc Tech Admissions & Records CCCApply 3-matric $ 20,000 SLO R IMM

Annual cost to support CCCApply; we received 98% of our applications via electronically.

Supports Inst. Goal 2, IO 1.2, 2.2, Technology Plan

Non Instruc Tech Admissions & Records Online Grad App 3-matric program _time SLO N IMM

Online graduation/certification application to avoid manual intake into Banner; it can be downloaded. Student access via student portal will allow all students to apply. Supports Inst.

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10 UNIT PLAN WORKSHEET -- PRIORITIZED LIST OF IMMEDIATE UNIT NEEDS

Planning Year: 2013-2014

1. **PRIORITIZED TOP TEN LIST OF IMMEDIATE UNITS NEEDS -- ALL CATEGORIES & ALL PROGRAMS -- ONE LIST

2. Identify and prioritze unit needs based on immediate (upcoming year) requirements of all unit programs. 3. Note if needs are one-time or annual/recurring in the Frequency Column.

4. **This does NOT include new faculty requests.

5. Pull in your top 10 priorities from All Worksheets Except Prior Year

Item Program Description Cost Frequency Immediate (IMM)

1 _Personnel Admissions &

Records Student Services Site Specialist $44,064 / 28 Annual/Recurring IMM

Records A&R Clerk I - Document Imaging / Intake Range 14 Annual/Recurring IMM

3 _Facility Admissions &

Records Create a solid office for the VA certifying official $ 20,000 One-Time Only IMM

4 _Technology Admissions &

Records Degree Works Programm_{ing Time} Annual/Recurring IMM

5 _Facility Admissions &

Records Redesign Student Services Center (One Stop) tbd One-Time Only IMM

Records A&R Evaluator Analyst = Degree Audit $49.776 / 33 Annual/Recurring IMM

Records Online Graduation Applicatoin Programm_{ing Time} One-Time Only IMM

8 _Supplies Admissions &

Records Transcript Paper $ 10,000 Annual/Recurring IMM

9 _Supplies Admissions &

Records Office Chairs $ 5,000 One-Time Only IMM

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Vpss/ippr/Student Services Assessment Cycle.docx Created 4/2013

STUDENT SERVICES

STUDENT LEARNING OUTCOMES ASSESSMENT CYCLE

(This form is to be submitted to the Vice President Student Services and College Centers annually, by June 30th, for inclusion in the Student Services Assessment Report. It is anticipated that Student Services programs will have multiple outcomes and that each outcome will be measured twice in the period between CPPR’s – Comprehensive Program Planning and Review)

Service Program: Admissions & Records Date: June 28, 2013

Year of last Comprehensive Program Planning & Review (CPPR): Unknown Year for next scheduled CPPR : 2014-2015

Program Outcome Assessment Year

1. As a result of promotional emails, headlines, announcements, flyers the students will increase their understanding of the registration deadlines.

IG: 1, 3

2011/2012 2012/2013 2. As a result of obtaining a Student Educational Plan (SEP), Veteran students will

register for classes approved for eligibility benefits.

As a result of meeting with the Eligibility Specialist, Veteran students will demonstrate their understanding of the program and how to receive benefits. IG: 1, 2, 3, 5

2009/2010 to 2012/2013

3. As a result of completing the 3rd repeat petition students will fully understand the new Course Repetition and Grade Alleviation regulation and be successful in passing their course.

70% of the students will understand the regulation and pass the course with standard academic work.

IG: 1

2012/2013

4. 5.

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Vpss/ippr/Student Services Assessment Cycle.docx Created 4/2013

6.

Assessment Cycle modified from prior year? Yes No

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Vpss/ippr/student services assessment report_revised 4-22-13

Student Services

Student Learning Outcomes Assessment Report

Year: 2012/2013

(To be filed with the VPSS & College Centers Office by June 30th_{of each academic year – for inclusion in the annual Student Services Assessment Report)}

Service Program: Admissions and Records

Person(s) contributing to this Form: Kristin Pimentel and Staff 1 Program/Service Student Learning Outcome

(1) Service outcomes reflect how the service contributes

to student learning. (2) The outcome should describe the context for display of the newly learned skill or behavior; (3) How does this outcome support planning processes – list related institutional goals and objectives

As a result of promotional emails, headlines, announcements, flyers the students will increase their understanding of the registration deadlines.

IG: 1, 3 2 Assessment Methods and Criteria

(1) Who/what will be assessed? (2) What is the assessment method and criteria for measuring outcome? (qualitative and quantitative methods); (3) When/how will the assessment take place? (4) How was this method of assessment determined?

Students submitting late registration appeals will be measured to determine their understanding of the registration deadlines.

If the late registration appeals are over 300; we will need to be proactive about educating our students of our deadlines and enforce them.

3 Assessment Results

(1) Description of results; (2) Use relevant/critical data points. Provide disaggregated data – campus site, age, gender, etc., when available.

The late registration appeals were manually counted by Admissions & Records Staff for the

spring 2011, fall 2011, spring 2012, fall 2012 and 5th_{week for spring 2013.}

Results: Spring 2011 – 509 Fall 2011 – 310 Spring 2012 – 389 Fall 2012 – 331 Spring 2013 – 5th_{week - 88} 4 Response Plan

(1) Who discussed the assessment results? (2) When did the discussion take place? (3) What improvements, if any, were or will be made to the outcome

The unit talked about how to be more proactive in getting deadlines out to our students.

1. Flyers

2. Emails

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statement(s), the assessment tool or service plans? (4)

Is this outcome tied to funding request and if so, how? 4. myCuesta announcements

The director and staff will be proactive via emails to the faculty to start educating them on the deadlines and to start denying appeals; regardless if dean/division chairs signs for approval.

2013/2014

Despite having the staff being proactive with emails, announcements and the director educating the faculty the numbers have changed slightly. We must collaborate with

Academic Affairs to educate the faculty on their deadlines as they are giving add codes after the deadline as students have dropped. This affects FTES for the college.

Director of A&R has been invited to Academic Affairs Dean’s meeting monthly to educate them our regulations and deadlines.

Direct Measures Pre/Post Tests Embedded Question Performance Assessment Capstone Exam/Project Standardized Test Portfolio Primary Trait Analysis Professional Certification Indirect Measures Focus Group Grad/Employer Survey Mapping Transfer/Employment Data

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Student Services

Student Learning Outcomes Assessment Report

Year: 2012/2013

(To be filed with the VPSS & College Centers Office by June 30th_{of each academic year – for inclusion in the annual Student Services Assessment Report)}

Service Program: Admissions and Records

Person(s) contributing to this Form: Kristin Pimentel and Karen Andrews

1 Program/Service Student Learning Outcome (1) Service outcomes reflect how the service contributes

to student learning. (2) The outcome should describe the context for display of the newly learned skill or behavior; (3) How does this outcome support planning processes – list related institutional goals and objectives

As a result of obtaining a Student Educational Plan (SEP), Veteran students will register for classes approved for eligibility benefits.

As a result of meeting with the Eligibility Specialist, Veteran students will demonstrate their understanding of the program and how to receive benefits.

IG: 1, 2, 3, 5 2 Assessment Methods and Criteria

(1) Who/what will be assessed? (2) What is the assessment method and criteria for measuring outcome? (qualitative and quantitative methods); (3) When/how will the assessment take place? (4) How was this method of assessment determined?

Veteran students are required to obtain an SEP to provide eligibility evidence for benefits. Veteran students are required to meet with the Eligibility Specialist to receive program information and certification for Veteran benefits.

3 Assessment Results

(1) Description of results; (2) Use relevant/critical data points. Provide disaggregated data – campus site, age, gender, etc., when available.

The new Veterans are counted manually each term and all Veterans are determined by the VA Once reports. New Veterans: Spring 2009 = 34 Fall 2009 = 25 Spring 2010 = 40 Fall 2010 = 38 Spring 2011 = 46 Fall 2011 = 44

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Spring 2012 = 55

All (new and continuing) Veterans: Spring 2009 = 134 Fall 2009 = 168 Spring 2010 = 191 Fall 2010 = 253 Spring 2011 = 225 Fall 2011 = 245 Spring 2012 = 259 Fall 2012 = 266 2013/2014

Survey was conducted to obtain feedback of how the Veteran’s are being served and demonstrate their understanding of the program. The survey was run from November 2012 to February 2013 during their recertification period.

A total of 110 students participated in the survey. Results:

75% are Veterans

40% are from the Army Branch

89% are receiving their benefits on time 99% understand what their benefits are

73% are eligible for Chapter 33 Post 9/11 GI Bill Active Duty 39% served in Iraq

79% uses Priority Registration

80% are aware of social and academic support groups on campus

VA Coordinator was rated at 77% to extremely helpful; nothing was lower than helpful. A mix reaction came from the assistance of Counseling on their SEP. However, there was a good percentage of 50% thought they were extremely helpful.

Services the Veterans utilized since joining the program are VA Resource Center at 61%, Counseling at 54%, MyCuesta email at 46%; then Admissions & Records at 37%

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Vpss/ippr/student services assessment report_revised 4-22-13 4 Response Plan

(1) Who discussed the assessment results? (2) When did the discussion take place? (3) What improvements, if any, were or will be made to the outcome

statement(s), the assessment tool or service plans? (4) Is this outcome tied to funding request and if so, how?

Discussed with the VA Eligibility Specialist on the results and the changes within the GI Bill and Montgomery GI Bill – we are seeing an increase number of new and continuing Veterans receiving their benefits.

Since the war ended, Veterans using their GI Bills to receive benefits has increased. In 2012-2013, the Veterans Eligibility Specialist will conduct a survey to all Veterans to measure their understanding of policies, registration priority, and their benefits.

2013/2014

Discuss the results with the VA Coordinator to see if we needed to improve any services to our Veterans.

The VA Resource Center needs to move to a “central” location with better access to student services programs.

Extremely satisfy with the survey results with a successful learning outcome.

Direct Measures Pre/Post Tests Embedded Question Performance Assessment Capstone Exam/Project Standardized Test Portfolio Primary Trait Analysis Professional Certification Indirect Measures Focus Group Grad/Employer Survey Mapping Transfer/Employment Data

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Counseling Services

Annual Program Planning Worksheet

Course & Program Assessment Summary

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1 | S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t S p r i n g 2 0 1 2 P r o g r e s s R e p o r t

ANNUAL

PROGRAM

PLANNING

WORKSHEET

(APPW)

Program: Counseling; Transfer/Career Services; ESL Outreach; Matriculation/Assessment Planning Year: 2013-2014

Last Year CPPR Completed: 2012

Unit: Counseling Services Cluster: Student Services Next Scheduled CPPR: 2017 NARRATIVE: APPW

Use the following narrative outline and be brief and concise:

I. Program-Level Outcomes: List the outcomes established for your program. 2012-2013

Counseling:

New students who attend the in-person orientation will report being more prepared to make their first-term course selections after Orientations. Supports Strategic Goal #4 and EMC Goal #1 Transfer Center:

Counselors will contribute to the development and promotion of the Associates Degree to transfer (AA-T/AS-T) to expand the options available to transfer ready students. Supports Strategic Goal #4 and EMC Goal #1.

Assessment Department:

The Assessment Department will provide students with resources (accessed on the assessment web page) to prepare for the Assessment Test. Supports Strategic Goal #4 and EMC Goals #1 and #2. Matriculation:

As a result of attending and learning about services and policies presented at the Re-instatement Workshop, students will demonstrate changes in behavior by utilizing support services and employing academic policies. Supports EMC Goal #2

Additional Programs Outcomes/Goals for 2013 – 2014: • Re-establish the counselor to local high school liaison list.

• In support of improving enrollment, the counseling department has worked to establish counselors as part of the instructional program liaison to faculty with local high school outreach.

• Complete local validation of the Matriculation /Assessment Accuplacer Math and English Test • Update the testing room 3414 with new computers and monitors.

• Support the Enrollment Management Committee (EMC) goals of growing local high school enrollments, reentry adults 25-40, and Latino Students by 2%.

• Support EMC goals by participating with the development of semester to semester flowchart courses for Engineering; Business Administration; Pre-Nursing; and Liberal Arts.

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• Articulation –office to provide assistance with course –identification project and review of Cuesta College prerequisites.

• Support in class presentations aimed at academic skill levels, Math, English, and ESL Courses. II. Progress towards Institutional Goals and Objectives: Identify how your program, within Program

the past year, has helped the district achieve its Institutional Goals and Objectives and provide data or evidence that demonstrates the progress.

• Counseling Services and ESL Outreach revised its liaison to our local high school to improve outreach and recruitment. (Fall/Spring 2012-2013)

Institutional Goal; 2.2; SP Goal 4B and EMC Initiative #1

• Counseling along with Admissions established for Fall 2013, same day registration following our in person orientation. (May 2013)

Institutional Objective; 2.2 and EMC Initiative # 1 and # 2

• Counselors participated in support of Enrollment Management Committee goals to create a semester to semester flowchart for Engineering, Business Administration, Pre-RN, Liberal Arts Transfer.

SP Goal 4C and EMC Initiative #3 and #4

• Outreach to local high schools included participation by instructional faculty. (Spring 2013) Enrollment Management Plan Initiative #1

• Transfer/Career Center working with faculty expanded the number of Associate of Arts/Science for Transfer (AA/S-T). (2012-2013)

Institutional Goal; 1.1; 1.2; SP Goal 4C and EMC Initiative #3

• Matriculation/Assessment successfully validated regional validation of Accuplacer English. (Spring 2013)

Institutional Goal; 1.2; 1.3; 1.4; 1.5; SP Goal 4A

• Assessment completed a transition to Math and English Accuplacer. Our Assessment Room 3414 was updated with new monitors and computers (2012-2013)

Institutional Goal 1.1-1.5; SP Goal 4A

• Matriculation/Orientation were expanded for EOPS new and returning students (Fall 2012) Enrollment Management Plan Initiative #1

• Student Learning Outcome Summaries contributed to revisions of orientation presentation and on-line content. (2012-2013)

Institutional Goal; 2.1; 2.2

• Prerequisites: Matriculation/prerequisites were reviewed by the Curriculum Committee and for articulation. Review to continue through 2014.

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III. Program Progress towards Program-Level Objectives: Identify the progress that your program has made, within the past year, towards achieving program-specific objectives that were identified in your program’s most recent Comprehensive Program Planning and Review document and provide data or evidence that demonstrates the progress.

The Counseling Service in support of the Institutional Goals Educational Master Plan, Strategic Plan and Enrollment Management Plan, has since the 2012 Comprehensive Program Planning and Review Made the following progress:

Counseling:

1. Using our three year Student Learning Outcomes (SLO’s) data survey results has made

revisions to the on-line and in person orientation. Changes in person appear in our 2012 and 2013 “Orientation Booklet.” Our response plan from our orientation SLO’s has influenced the implementation of “letters to parents” from local high school junior and seniors.

2. Counseling Staff have assumed leadership in the expansion of the “Educate’ Si Se Puede” Latina Leadership Network Conference. This year’s conference held on March 22, will be expanded to host 250 Latino/Latina’s on our Paso Robles North County Campus.

3. Counseling and ESL Outreach Staff made in class presentations to lower-level academic skills Math and English courses and in ESL courses. Presentations were made on all three district locations.

4. Counseling and ESL Outreach Staff aligned its outreach and recruitment efforts and support Institutional Goals and Enrollment Management Committee Goals. Local high school liaisons were updated. Cuesta College Counselor to instructional division liaisons were re-established. The same day registration for our local high schools seniors following orientation will

contribute to our target of 2% growth of our local high school graduates.

5. New Student Learning Outcomes were created for our Transfer/Career Center. Expand the number of AA/S-T degrees from its present three. Progress continues and we have grown the AA/S-T to eleven.

6. Our Assessment Services will this Spring 2013, initiate a survey to assess if students taking the Math and/or English Assessment Test prepared prior to taking these exams. Assessment has developed a comprehensive assessment schedule that provides same-day assessment, testing at our local high school campuses and a monthly schedule of testing at all three district sites.

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IV. Institutional Measurements/Data: Analyze the institutional, program and site specific measurements (data and evidence) that are most relevant to your current program status. Counseling:

1. A summary of SARs Data of 2011-2012 of one-time contacts estimates that service contact was made with students.

2. A summary of unduplicated headcounts served over each of the following years: 2010 2011 11,602

Fall 2011 5,733 Spring 2012 4,933 Fall 2012 6,529

3. Student Learning Outcomes (SLO) Data is summarized in each of the attached reports.

a) Matriculation/Orientation – 3 year summary. Response to outcome resulted in changes to our “Orientation Booklet,” more emphasis on the development of the student education plan. b) Transfer Center – began the year with (3) AA/S-T Degrees and is currently adding (8) more with

the hope of having (11) college AA/S-T Degrees.

c) Matriculation/Assessment – Over the period from 7/1/2011 – 6/30/2012 2,460 were assessed for Math and 2,255 were assessed for English Placement. A total of 3,489 Acuplacer units were used.

V. Program Outcomes Assessment and Improvements: • Attach an assessment cycle calendar for your program. 2012-2013 – Outcome Assessment Calendar

1. Counseling:

May – June: Conduct in- person orientations, gather SLO’s.

June – July: Conduct out of the area orientations, “My Cuesta Monday”

August. – September: Counseling Staff review Spring SLO’s for orientations. Counselor narratives added.

October. – March: Edits made to “Orientation Booklet.” 2. Transfer Center:

July – September: Develop new SLO measuring growth in AA/S-T degrees

September. – March: Work with instructional faculty to create new AA/S-T Degrees. Complete Curriculum Committee approval.

April. – June: Submit to Chancellor’s Office AA/S-T Degree information for approval. July – August: Report back to College Curriculum Committee.

3. Matriculation/Assessment

April – August: Implement Math and English Accuplacer. Determine distribution of placements to Math and English.

May – August : Report to Math, Science and English the distribution of assessment placing. September – March: Report to the College the progress of implementing the Accuplacer Testing. Make planning changes.

4. Matriculation – Academic Dismissal Project:

June – January: Identify students who have been placed on academic /progress dismissal. Notify students of the dates for attending the required Reinstatement Workshops.

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November – March: Review SLO summaries with counselors, campus committees and develop follow up plan.

December – May: Implement response plan to findings.

Summarize recent assessment efforts and assessment methods within the program (You may attach recent program-level CPAS in lieu of this narrative).

SLO Program Outcomes are attached. Additionally, the following outcomes and improvements have been made:

A) Counseling Services Staff:

Have contributed to the development of semester to semester course flow charts for

Engineering, Business Administration, Pre-RN Liberal Arts Degrees. Counselors have created a pilot for distance education in Spring 2013 to provide counseling services to distance education students.

B) Dismissal Students:

In addition to the Reinstatement Workshops held throughout the year, the “Become a Successful Student” handout was created in Spring 2013 and will be used for all incoming students who attend the in-person orientation or are seen in a counseling appointment. Identify and describe any budget requests that are related to student learning outcomes assessment results or institutional/programmatic objectives.

Categorical dollars in credit matriculation in 2009 – 2010 were reduced by 53%. In 2011 – 2012 temporary staff in assessment and in prerequisite checking were transitioned to a percentage of full time and full time positions. These two events have reduced the dollars available to cover previously paid by matriculation monies. In future terms matriculation will need these cost considered by our general fund:

$2,500.00 Orientation Booklet

$1,500.00 Student Education Plan Forms

$3,600.00 SARS Appointment Calendar

$4,220.00 College Source

$ 960.00 Eureka Career Program $2,000.00 Accuplacer Test Units

These cost address current matriculation components of orientation, assessment, prerequisite enforcement and educational goal planning.