EL CAMINO COLLEGESTUDENT SERVICES

VETERANS’ SERVICES PROGRAM PROGRAM REVIEW 2015

Program Description1. Describe the program emphasizing the program’s objectives and how the

program supports the college’s mission and vision statements, strategic initiatives, and core competencies.

The program under review here is Veterans Services of Admissions and Records. It is a fund 11 program commingled with other programs in the A&R Division. It also receives a small amount of funds from the United States Department of Veterans Affairs. These funds are placed in fund 12 accounts. Veterans Services serves the interests of all students who are veterans or dependent of veterans of the military branches of the United States of America who are in attendance at El Camino College or the El Camino College Compton Education Center. The educational and training benefits offered are through the following programs:

1. Montgomery GI Bill – Active Duty Educational Assistance Program2. Montgomery GI Bill – Selected Reserves Educational Assistance Program3. Training and Rehabilitation for Veterans with Service Connected Disabilities4. Post-Vietnam Era Veterans Educational Assistance Program5. Survivors’ & Dependents Educational Assistance6. The Post 9/11 Veterans Educational Assistance Act of 2008

For a more detailed explanation of the benefits offered, please see Appendix A.

The program is staffed by a Student Services Specialist, a temporary classified Student Services Technician, and two student part-time workers. The Specialist is a full-time classified employee and the student workers are veterans who are compensated by the federal government.

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Mission Statement The faculty, staff, and managers of the Veterans Services Program strive to adopt objectives that adhere to the principles contained in El Camino College mission statement:

“El Camino College makes a positive difference in people’s lives. We provide excellent comprehensive educational programs and services that promote student learning and success in collaboration with our diverse communities.” Personnel work to make a positive difference in the lives of veterans and provide excellent services.  They promote student success.  They do this in collaboration with stakeholders at El Camino College and with supporting state and federal agencies.  All of this is within an environment of diversity.  Vision Statement The El Camino College vision statement states “El Camino College will be the college of choice for successful student learning that transforms lives, strengthens community, and inspires individuals to excel.” In short, the Veterans' Services Program will continue to work to attract veterans to make El Camino College their college of choice.  Objectives will be established and practices enforced that will enhance the student learning experience leading to a stronger sense of community and excellence for the veterans and the program itself.

One of the great opportunities of this program is the ability to hire veterans under the work-study program. These students have actually served in the military, have gone through their training, so they have something in common and are able to relate. They are also better able to answer questions pertaining to the military.

The desired outcomes for this program are the successful transition from the military to the college environment and successfully assisting veterans with issues related to their specific program.

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2. Describe the student population served by the program using available data.

California continues to lead the nation as the home of the largest concentration of veterans out of the fifty states, the District of Columbia, and all the territories of the United States.  As of September 30, 2014, there were a total of 1,851,470 veterans in California.  There are over twenty three million nationwide.  Within the California veteran population 1,447,202 served in war or conflict while the remainder served during peace time.  The breakdown of veterans in California by the war in which they served is as follows: 

War Veterans

Gulf War 551,825

Vietnam 624,060

Korea 174,08

World War II 97,250

TOTAL 1,447,202

For analysis of the El Camino College student veteran population by gender and ethnicity, please refer to the Appendix.

3. What happens after students participate in the program’s activities? If applicable, address whether students are successful in meeting their educational goals.

Success, retention, GPA, and transfer rates for veteran students have exceeded that of the general El Camino College population up until recently. This is discussed in greater detail in the metrics section.

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4. List notable achievements that were linked to the College’s Strategic Initiatives that have occurred since the last program review.

1) Dedicated CounselorsThe nature of the program, the regulations that govern its actions, the experiences of the students in this cohort, and the responses in the veterans’ survey all point to establishing a dedicated, fully trained counselor for veterans. This would require an individual who understands the depth and breadth of the academic programs at El Camino College and are fully versed in the regulations and requirements of veteran students certified to receive benefits from one of the programs offered by the United States Department of Veterans Affairs.

In the 2011 Program Review it was recommended that one full-time counselor be assigned to the Veterans’ Resource Center with an adjunct as back-up. Al alternate recommendation was a full-time counselor at 50% assignment again with an adjunct back-up. This was linked to Strategic Initiative B: Strengthen quality educational and support services to promote student success.

A full-time counselor was assigned to the program at 50% in 2012. Although veterans may make an appointment with any counselor, for the first time in years the program had an assigned counselor.

Recommendation: hire or convert one full time counselor to be dedicated to veterans with one adjunct counselor as a back-up or convert one full time counselor to be half-time counselor to veterans with an adjunct available as the supplemental counselor. Veterans could then make an appointment with these counselors through SARS similar to what is done in DSPS, EOPS, and ISP. This is linked to 2011-2014 Strategic Initiative B: Strengthen quality educational and support services to promote student success.

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Additional EquipmentThe program was able to obtain additional computer terminals for veterans to use in the center. This was funded by a grant through CTEA/Perkins. This was linked to Strategic Initiative ….

Additional Staffing The staffing of the Veterans’ Resource Center was for years limited to one Student Services Specialist and two student workers. As the veteran population grew the program expanded to three student workers and eventually added a part-time temporary employee. However, with the growth of the program in terms of veterans served and the increase in federal and state requirements another full-time employee was needed. Effective in mid-2015 a Student Services Technician position was added to the Veterans’ Services Program. A Student Services Technician in Admissions retired in December 2013. That position was transferred to Veterans’ Services and shall be filled no later than May, 2015.

Psychological ServicesSince the 2011 Program Review the college hired a full time psychological counselor. In addition, the college now has an agreement with the Veterans’ Administration to host a V.A. psychological counselor who is on campus one day a week.

5. What prior program review recommendations were not implemented, if any, and why? What was the impact on the program and the students?

2) Priority for Counseling AppointmentsVeterans have commented on the difficulty in obtaining a counseling appointment. Veterans receive priority registration. There is nothing to our knowledge that would preclude veterans from receiving priority counseling appointments. Recommendation: grant priority counseling appointments to veterans. However, this recommended action would not be needed if veterans were to receive a dedicated counselor that can be accessed through SARS

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appointments. This is linked to 2011-2014 Strategic Initiative B: Strengthen quality educational and support services to promote student success.

Student Learning Outcomes (SAO)1. Describe how program personnel are engaged in the creation, discussion, and

review of SAO - statements, assessment results, and reports.

The original SAO (formerly SLO) was developed for the Veterans’ Services Program:

“Students will have a complete understanding of the Veterans’ Services Program and the student responsibilities to ensure completion of their educational goal.”

As stated in that Program Review the SAO was too complex to track and gauge and with system limitations and staffing limitations an alternate SAO was developed.

In developing a new SAO the manager and staff of the Veterans’ Services Program focused on the needs of the veterans from the perspective of the veterans. Accordingly, surveys were provided to veterans consisting of two questions:

1) Are you satisfied with the current counseling service provided veterans?

2) Would a counselor dedicated to veterans improve the service you receive and your overall education experience?

For the Fall 2010 survey, 64 veterans responded to the survey. For question one, 51.6% of the veterans were satisfied and 48.4% were dissatisfied. For question two, 78.1% wanted a dedicated counselor and 21.9% were satisfied with the status quo.

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By the Fall 2011 survey, 79 veterans responded to the survey. For question one, 54.4% of the veterans were satisfied and 45.6% were dissatisfied. For question two, 81.0% requested a dedicated counselor and 29.0% did not.

The Dean of Counseling, after meeting with the Director of Admissions & Records and reviewing the data and comments in the surveys and meeting notes with the veterans, agreed to assign a dedicated counselor to the program. A tenured full-time counselor was provided to the program at 50%. With 26 contact hours per week for full-time counselors this amounts to 13 contact hours per week for veterans. Veterans are required to have a one hour meeting with a counselor and are required to have an education plan before they can receive benefits.

2. How does the program ensure that SAO’s are assessed consistently?

Periodic surveys have been taken of veterans. Feedback from these surveys has been used as the basis for the SAO.

3. Have the SAO assessment results indicated the need to change or modify components of the program? If so, were the changes implemented?

Yes, the surveys taken for the SAO indicated a strong desire on the part of veterans to have an academic counselor assigned to the program. Although a counselor was assigned only 50% of the time, it did provide the dedicated resources the veterans had been requesting.

Program ImprovementExplain what changes need to be considered to improve the program.

1. What activities has the program engaged in to improve services to students?

Academic Counseling ServicesAs stated earlier, an academic counselor was assigned to the program 50% of the time. This met many of the requests of veterans.

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Psychological Counseling

Between the full-time psychologist hired by the district and the one day a week counselor provided by the United States Veterans Administration, the veterans have more options if they need to discuss issues that impact their lives.

Veterans ClubIn 2009 a veteran student took the initiative of starting the Veterans Club. He and a fellow veteran student took the time to inquire as to what the requirements were to get the club started. They wrote the By-Laws, got veterans together & started having regular meetings, Friday gatherings, and even participated in a “Clean the Bay” day.

The Veterans Club disintegrated, within a year of its inception, since the board members found they had to dedicate more and more time to their studies. Meeting attendance dwindled to a few, 3 or 4 members each time, therefore, the Club was practically forgotten.

At the present time, one of the veterans is interested in re-starting the Veterans Club. According the Veterans Survey, a few respondents, indicated they would like to have a “club’ or some kind of venue, where they can interact with other veterans, have a more natural transition from soldier to student, as one veteran put it, “we feel more comfortable with our own kind.”

Establishment of a Veterans CenterThe opening of a Veterans’ Resource Center, as mentioned in a previous section, has been the most obvious enhancement to the program and benefit afforded to the veteran students. We anticipate the center will result in greater cohesion and networking among our veteran population.

Adding a Classified EmployeeHiring a temporary classified Student Services Technician to support the program has expanded the service opportunities to veterans while maintaining the myriad of requirements as set force by the United States Veterans Administration and the California Post-Secondary Administration.

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Expanding Student WorkersWith the permission of the United States Veteran’s Administration the program increased the number of veteran student workers from three to four. This increase provides the program with more contact hours and more flexible scheduling. It is important for the student veterans to have contact with student veteran workers as well as the classified staff assigned to the program. The veteran student workers provide the empathy and camaraderie that enhances service in this program.

Priority RegistrationThe vast majority of veterans take advantage of priority registration. Because it was legislated under the California Education Code, the priority registration day is always the first day of the registration cycle.

2. How have program personnel used metrics to improve program services? (Provide metrics from the last four years).

The growth in the program over the past few years is exemplified by the metrics below.

VeteransYear Head Count Increase Over

Previous Year

2004-2005 336 -2005-2006 444 1082006-2007 450 62007-2008 449 -12008-2009 473 242009-2010 559 862010-2011 476 -832011-2012 1030 5542012-2013 1170 140

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The increase in the veterans’ population and the projected growth for the years to come was used by the Program to justify to the college’s administration to hire a Temporary Classified Student Services Technician and to relocate to a new location with a center. The Program used these metrics to justify hiring a fourth student worker with the United States Veterans Administration.

3. If applicable, explain any patterns in student success, retention, and persistence in terms of student characteristics and program objectives and discuss planned responses or changes.

Although the Veterans Services Program does not have a direct impact on student success, retention, and persistence, the support functions offered by the program alleviate some of the challenges faced by the general student population by removing barriers, facilitating services, and offering benefits not afforded to others. Therefore, the benefits to veteran students are of a supportive nature.

Veterans Services – Success Rate

In the 2011 Veterans' Services Program Review we consistently found that the veteran students achieved greater success rates than the general El Camino College population, albeit a small differential. That review evaluated the years since the previous program review in 2006.  In examining and comparing the veterans success rate to the general population there is an interesting finding.  In the fall semester comparison the veteran population achieved greater success rates in each of the three academic years from 2009-2010 through 2011-2012.  The veterans outperformed the general population by 4.1%, 2.9%, and 2.2% in each of those years.  However, in 2012-2013 the general population outperformed the veterans 69.7% to 69.5%.  Again in 2013-2014 the general population fared better 67.7% to 67.3%.  In the spring semester comparisons veterans had consistently bested the general population always achieving a success rate of 70.0% or higher.  However, in 2013-2014 the success rate for veterans plummeted to 64.6% and for the first time in years was over shadowed by the success rate of the general population.

Success Rate

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YEAR FALL SPRINGVeterans ECC Veterans ECC

2009-2010 70.2% 66.1% 70.1% 67.1%2010-2011 70.2% 67.3% 70.0% 66.5%2011-2012 69.5% 67.3% 71.7% 68.0%2012-2013 69.5% 69.7% 71.8% 69.0%2013-2014 67.3% 67.7% 64.6% 67.9%

Veterans Services – Average GPAVeterans had consistently maintained a higher GPA than the general ECC population from Fall 2004 through Fall 2009. However, by Spring 2010 the general ECC population began to exceed the veterans and from that semester on the veteran population has lagged.

Average GPAYear Fall Spring

Veterans ECC Veterans ECC2004-2005 2.1 1.9 2.5 2.42005-2006 2.7 2.4 2.5 2.32006-2007 2.5 2.4 2.6 2.42007-2008 2.6 2.3 2.6 2.32008-2009 2.6 2.3 2.6 2.32009-2010 2.61 2.55 2.62 2.632010-2011 2.56 2.59 2.57 2.622011-2012 2.55 2.59 2.57 2.622012-2013 2.44 2.60 2.59 2.622013-2014 2.39 2.55 2.39 2.55

Veterans Services – Retention RateRegarding retention rates the 2011 program review stated 'Veterans have consistently either equaled or exceeded the retention rate for the overall El Camino College population.'  That statement remains valid for the 2015

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review.  For the five year period 2009-2010 through 2013-2014 the closest the differential margin for the fall semester was in 2010-2011 when the veterans population exceeded the general population 83.1% to 81.5% - a difference of 1.6%.  The widest margin was 3.6% in 2011-2012.  For the spring semester the 2013-2014 year was the narrowest gap with the veterans having an edge of 0.2%.  The 2010-2011 year provided the widest margin at 4.2%.

Retention RateYEAR FALL SPRING

Veterans ECC Veterans ECC2009-2010 83.6% 81.5% 83.5% 81.1%2010-2011 83.1% 81.5% 84.9% 80.7%2011-2012 85.1% 81.5% 85.5% 81.8%2012-2013 86.2% 84.2% 84.0% 82.8%2013-2014 86.0% 82.9% 83.1% 82.9%

Program Environment1. Discuss the program environment, including the relationship among program

staff and students and involvement with other programs or support areas.

The Veterans Services Program interacts with the Evaluations and Admissions, Records, and Registration programs of Admissions & Records. It also interacts with Counseling, Fiscal Services, DSPS, and Student Development.

AdmissionsOnce a veteran student is admitted to the college via CCCApply, the student is referred to Veterans’ Services to address the questions and needs of the veteran. If the veteran was coded a non-resident of California and wishes to petition the residency status, that is through Admissions. The outcome of the residency petition is shared by Admissions with Veterans Services to support up to date information on the veteran. Recent federal and state legislation grant exemptions to non-resident fees for veterans and their dependents.

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RegistrationIn accordance with California law, veterans are granted priority registration. El Camino College awards all veterans, regardless receiving or using GI bill benefits, priority registration upon presenting their DD214.

CounselingThe relationship between Veterans Services and Counseling is critical. A veteran cannot be certified and eligible for benefits unless the veteran meets with a counselor and receives an education plan.

Fiscal ServicesFiscal Services is responsible for the processing of payments received from the Veterans Administration. Issues, problems or concerns regarding these payments are addressed between Fiscal Services and Veterans Services.

DSPSDisabled Students Programs & Services (DSPS) is very important to the veterans who may have suffered injuries or trauma while in service in Afghanistan, Iraq or other conflicts that might be suffering from post-traumatic stress disorder or other disabling conditions. The Director of DSPS will consult with the Director or Assistant Director of Admissions & Records or the Veterans Specialist.

Psychological ServicesIn addition to referring veterans to DSPS, the staff of the Veterans’ Services Program will refer veterans to the college psychologist or the psychologist from the local Veteran’s Administration Center.

2. Describe the number and type of staff and faculty (include current organizational chart).

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There is one full-time classified Student Services Specialist, one temporary classified Student Services Technician, and four student workers in the Veterans’ Services Program. Please refer to Appendix C for the organization chart.

3. Describe facilities or equipment needs for the next four years.

In 2010 Veterans’ Services relocated from a one window operation at the Admissions’ front counter to a two and a half room operation. The office formally used by the campus photographer now serves as a Veterans’ Resources Center. The office formerly used by the Director of Community Relations is now used as an office by the Student Services Specialist and student workers. The area outside of the latter office is used by the Student Services Technician.

The Veterans’ Resources Center currently has four virtual computers and one printer for student use. In addition, there is a refrigerator, a microwave oven, a coffee machine, and an abundance of literature and periodicals to assist the veterans.

The facility described above shall continue to serve veterans while a new Student Services Center is constructed.  The new building should be ready for occupancy in late 2017.  The entire Veterans' Services Program shall be housed on the first floor of the new building.  It will be adjacent to the Admissions & Records Division.  However, veterans will have a dedicated entrance.  They will continue to have a center in which they can interact with faculty and staff assigned to the program, mingle with other veterans, and use the equipment and other resources the program has to offer.  In the new facility there will be offices adjacent to the Veterans Center housing the certifying official, academic counselor, and personnel representing either the California Department of Veterans' Affairs or the United States Veterans Administration.

4. Describe how well the scheduled hours of availability meet student demand and indicate the specific hours the program operates.

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The Veterans’ Services Program is open to the public for the following hours and days:

Monday through Thursday 9:00 am to 4:00 pm

The above hours provides 28 contact hours between the staff and the veteran students. This appears to be a workable arrangement and is satisfactory to all parties in the current location. However, consideration should be given to expand the hours once Veterans’ Services and the Admissions & Records Division moves to the new Student Services Center.

5. Describe the influences that external factors such as state laws, changing demographics, and the characteristics of the students served have on the program and services and how the program addresses these factors.

Customer Service1. Administer a customer service survey and list the major findings. Describe

exemplary services that should be expanded or shared with other programs.

A student service survey was conducted in Spring 2015. Forty-five people responded to the survey of which thirty-nine identified as a veteran, two as a dependent or survivor of a veteran, zero on active duty, and four did not identify themselves. Out of the survey respondents forty identified their branch as follows:

BRANCH COUNTArmy 14Marines 10Navy 9Air Force 4National Guard 2Army Reserve 1

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Veterans were asked about obtaining information about the Veterans’ Services Program from the program staff and also online. For the in-person/phone option the program scored a 55.56% very satisfied, and 20.00% satisfied for an overall 75.56% satisfaction rate. The online information gathering scored a 42.22% very satisfied and a 15.56% satisfied for an overall 57.78% satisfaction rate.

An important issue for all veterans is the ability to sign up for GI Bill benefits. Very satisfied was 51.11%, followed by satisfied with 28.89%. This totaled 80.00% satisfaction rate. With 6.67% neutral, this left 4.44% indicated some degree of dissatisfaction. It needs to be noted that El Camino College acts in essence as an agent in this process. The process, documentation required, and the timing of the issuance of benefits are determined by the Veterans Administration.

A critical issue for every program is the hours of operation. A total of 75.56% of respondents were satisfied with the hours of operation. The breakdown was 46.67% very satisfied and 28.89% satisfied. The neutrals accounted for 8.89% and unsatisfied 11.11%. This high satisfaction rate supports the hours of operation discussed in question 4 in Program Environment.

Another issue for the program centers on the helpfulness of the Veterans’ Service staff. A very admirable 91.11% responded that the staff was helpful.

The overall experience with the Veterans’ Services Program resulted in a 55.56% very satisfied rating, 22 .22% satisfied, 4.44 neutral, 6.67% unsatisfied, and 2.33% very unsatisfied.

In terms of the ratings of the program overall or specific components, we are very pleased.

Program staff asked the veterans if they would be interested in other services or participating in additional activities in the future. The two tables below show the results from the 2011 survey and then the 2015 survey. It is clear

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that over the four years the three leading services of interest to the veterans are: 1) Career Development and Job Placement; 2) Housing; and 3) Orientation.

Results from 2011 SurveyWould You Use or Participate In Yes % No %

PDF documents online 78.50 21.43Chat room for veterans 62.50 37.50Interactive inquiry form 71.43 28.57Facebook for veterans 64.29 35.71Workshops 88.10 11.90Career Development and Job Placement 90.48 9.52Housing Assistance 90.48 9.52Orientation 80.95 19.05Veterans Club 82.93 17.07

Results From 2015 SurveyWould You Use or Participate In Yes % No % No

Response

PDF documents online 77.78 20.00 2.22Chat room for veterans 55.56 42.22 2.22Interactive inquiry form 66.67 28.89 4.44Facebook for veterans 46.67 48.89 4.44Workshops 73.33 24.14 2.22Career Development and Job Placement 91.11 6.67 2.22Housing Assistance 91.11 6.67 2.22Orientation 84.44 13.33 2.22Veterans Club 73.33 24.44 2.22

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2. What aspect of the program’s service needs improvement? Explain how the program will address service improvements.

Based on the results and comments of the student survey, it is apparent that either a counselor must be assigned, trained, and dedicated to veteran students or a group of counselors should rotate to serve the needs of veteran students.

The challenge and difficulty in getting a counseling appointment needs to be addressed.

Conclusions and RecommendationsPresent a brief summary of the program’s strengths and areas for improvement. List all recommendations in a prioritized manner for subsequent placement into the program’s annual plan.

The Veterans' Services program continues to operate at a very high level of performance. Student satisfaction remains high and the annual audits continue to point to exceptional performance on the part of the Student Services Specialist, the temporary classified Student Services Technician, and the student workers. Even with the addition of Compton Center veterans to the workload of this program, performance is excellent.

1. Summarize the program’s strength and areas that need improvement.

STRENGTHS

1) The Veterans Services Program has been active at El Camino College for over 45 years. It has served the needs of veterans and their dependents through the Vietnam War, the first Gulf War, and through recent wars in Afghanistan and Iraq.

2) The program is served by a Student Services Specialist who has a wealth of experience, is fully trained, and keeps up to date on all veterans’ issues. A full-time classified Student Services Technician has been hired and will start mid-2015. This position will support the Student Services Specialist and all the students in the Veterans’ Services Program.

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3) It is a well-organized, highly efficient operation.

4) The program is frequently the first contact for veterans arriving on campus. At the very least, it becomes a familiar contact or a comfort zone.

5) Although veterans can obtain information from the Veterans Administration, obtaining information from the Veterans Services Program is more personal and much quicker.

6) Through one-on-one contact the employees in the program can fully explain federal payments or clarify other issues.

7) The program has an information kiosk with pamphlets and brochures for veterans.

Within the last three years a full-time academic counselor was assigned 50% to the program.  Veterans now have a counselor they can turn to for their academic needs and questions.  Of course, veterans may still meet with other counselors. The Veterans' Services Program has a dedicated location, a dedicated center, and dedicated equipment and resources.  Individually and collectively they provide supporting elements that can contribute to student success, and at the very least to student service.  

AREAS NEEDING IMPROVEMENT

1) Support ServicesExpand service that would provide information on the Employment Development program, on veterans' organizations within the community, veterans’ clinics in the area, a veterans club on campus, etc.

2) TrainingThe myriad of new programs, laws, regulations, legal advisories, and guidelines regarding veterans in the last few years has been almost overwhelming. Four types of training need to be developed,

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implemented, and monitored for effectiveness by the next program review: a) Front Line Employees

These are the employees who work directly with the veterans and process certifications, and interact with the VA. The training for this group must be comprehensive and continuing.

b) ManagersThe managers overseeing the Veterans Services Program must be knowledgeable of the programs the VA and the college offered and the basic concepts and eligibility rules of the programs.

c) CounselorsCounselors should be trained in the basic requirements of the VA programs and those elements of the programs that interact or are dependent on a veteran’s academic performance.

d) Campus CommunityAn awareness campaign on the various programs available to veterans through the VA and the services provided to veterans by the college should be available to the campus community.

 The knowledge and capabilities of the faculty, staff, and managers assigned to the veterans’ services program is essential for two major reasons.  First, all personnel must be aware of the programs available to veterans and the legal and academic requirements.  Second, the personnel must have the where with all, the foresight, and sensitivity to detect and respond to the myriad of issues impacting veterans - PTSD, anger, depression, homelessness, alcoholism, drug dependency, and suicide.  In both cases must know the four 'Rs' how to react, how to respond, how to recommend, and how to refer.

3) CounselingSince 2011 a counselor has been assigned 50% to assist veterans with academic issues, particularly the development of education plans.  This has significantly ameliorated one of the weaknesses mentioned in the 2011 program review.  To eliminate any vestige of a weakness in this category at least two counselors should be trained to work with veterans.  Each counselor can be assigned 50%.    A minimum of two trained counselors are needed to support veterans.  One trained counselor is not enough.  There must be back-up or alternative support to account for absences, resignation, or retirement of the primary counselor.

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  2. List prioritized recommendations. (Provide proposed organizational chart if

appropriate).

Recommendation 1 Work with stakeholders at El Camino College and agencies and other interested parties from the community to implement federal, state, and local laws, regulations, and advisories. This is linked to three strategic initiatives:

1) C - Collaboration: advance an effective process of collaboration and collegial consultation conducted with integrity and respect to inform and strengthen decision-making.

2) D - Community Responsiveness: develop and enhance partnerships with schools, colleges, universities, businesses, and community-based organizations to respond to the educational, workforce training, and economic development needs of the community and strategic initiative

3) E - Institutional Effectiveness: strengthen processes, programs, and services through the effective and efficient use of assessment, program review, planning, resource allocation, and fiscal management.

 Within the context of this recommendation are:

1) Develop strategic partnerships that include an advisory committee for the veterans' services program.

2) Develop strategies that can provide veterans with employment opportunities, housing, psychological assistance, tutoring, and other services.

3) Develop services that enhance and compliment the educational offerings of the college.

4) Conduct continuous reviews, audits, and surveys to monitory and ensure the Veterans Services Program is meeting the standards, laws and regulations that govern and promote a successful educational experience.

Recommendation 2 Before recommendation one can be realized the Veterans' Services Program must be realistically staffed.  For decades the college has committed one classified

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employee to the Veterans’ Services Program.  In light of the implementation of the post-911 G.I. Bill and the myriad of subsequent requirements and recommendation to support veterans a second classified employee has been added to the program in 2015.  In addition, an academic counselor has served the veterans 50 percent of the time for the past few years.  However, for a successful program to fully serve the veterans, an academic counselor must be assigned 100 percent of the time.  The counselor must be trained in the nuances of veterans issues and possess a basic understanding of the education programs offered.  The college should also assign at least one trained counselor as a back-up to the primary counselor.   This is linked to strategic Initiate B - Success and Support: Strengthen quality educational and support services to promote and empower student learning, success, and self-advocacy.

Accordingly, the following objectives should be adopted in the future planning cycles:

1) Hire a full-time twelve month counselor/coordinator for the Veterans’ Services Program.

2) Contract with federal and state veterans’ agencies for housing, career, psychological and other personnel from these agencies to have a presence on campus.

Recommendation 3

Prepare the Veterans’ Services Program to move to the new Student Success Center in the 2017-2018 academic year.

This is linked to Strategic Initiative F – Modernization: Modernize infrastructure and technological resources to facilitate a positive learning and working environment.

1) The staff, faculty and management assigned to the Veterans’ Services Program must plan for move to the new building and into the new center. Assignment of offices and work stations must take place well in advance of the move.  Every member of the division must be aware of the location of their workstation, the location of their colleagues, and storage and equipment options. 

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2) Layout of the Veterans’ Center for use by the veterans and the equipment and resources needed must be itemized and planned.

Recommendation 4

Work with ITS and other stakeholders to implement new software applications (such as a workflow management system).

This is linked to Strategic Initiative F – Modernization: Modernize infrastructure and technological resources to facilitate a positive learning and working environment.

Streamline and approve processes to enhance student service while meeting the requirements of federal, state, and district laws, regulations, and policies.

There will be many issues that need to be addressed in terms of technological modernization. Among the issues, but not limited to, are:

1) Implementing the recommendations found in plan net.2) Implementing new software products.3) Respond to technological needs that complement the SSSP.

3. _X__ Continue Program

___ Discontinue Program (Explain how the program’s services could be handled by other services on campus if the program has been declining or is no longer fully utilized)

Revised: May 5, 2010

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Veterans’ Services Program Review – 2015

Appendix A

Definition of Terms

Montgomery GI Bill – Active Duty Educational Assistance Program

The MGIB program provides up to 36 months of education benefits. This benefit may be used for degree and certificate programs, flight training, apprenticeship/on-the-job training and correspondence courses. Remedial, deficiency, and refresher courses may be approved under certain circumstances. Generally, benefits are payable for 10 years following release from active duty. This program is also commonly known as Chapter 30.

The Montgomery GI Bill - Active Duty, called "MGIB" for short, provides up to 36 months of education benefits to eligible veterans for:

College Technical or Vocational Courses Correspondence Courses Apprenticeship/Job Training Flight Training High-tech Training Licensing & Certification Tests Entrepreneurship Training Certain Entrance Examinations Who is Eligible?

A veteran may be eligible with an Honorable Discharge, AND with a High School Diploma or GED or in some cases 12 hours of college credit, AND meet the requirements of one of the categories as stated in the “MGIB.”

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Montgomery GI Bill – Selected Reserves Educational Assistance Program

The MGIB-SR program may be available to members of the Selected Reserve. The Selected Reserve includes the Army Reserve, Navy Reserve, Air Force Reserve, Marine Corps Reserve and Coast Guard Reserve, and the Army National Guard and the Air National Guard.

This education assistance program may be used for degree programs, certificate or correspondence courses, cooperative training, independent study programs, apprenticeship/on-the-job training, and vocational flight training programs. Remedial, refresher and deficiency training are available under certain circumstances.

Eligibility for this program is determined by the Selected Reserve components. VA makes the payments for this program.

Eligible personnel may be entitled to receive up to 36 months of education benefits.

Eligibility for the program normally ends on the separation date from the Selected Reserve.

One exception to this rule exists if mobilized (or recalled to active duty from reserve status), in this case eligibility may be extended for the amount of time of mobilization PLUS four months. For example, if mobilized for 12 months, the eligibility period is extended for 16 months (12 months active duty PLUS 4 months.) So even after leaving the reserves after mobilization, there may be additional eligibility to the MGIB-SR.

EligibilityTo qualify, a participant must meet the following requirements:

1. Have a six-year obligation to serve in the Selected Reserve signed after June 30, 1985. If an officer, there must be an agreement to serve six years in addition to the original obligation. For some types of training, it is necessary to have a six-year commitment that begins after September 30, 1990;

2. Complete your initial active duty for training (IADT);3. Meet the requirement to receive a high school diploma or equivalency

certificate before completing IADT. You may not use 12 hours toward a college degree to meet this requirement;

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4. Remain in good standing while serving in an active Selected Reserve unit. You will also retain MGIB - SR eligibility if you were discharged from Selected Reserve service due to a disability that was not caused by misconduct. Your eligibility period may be extended if you are ordered to active duty.

Vocational Rehabilitation and Employment VetSuccess Program

The Vocational Rehabilitation and Employment (VR&E) VetSuccess Program is authorized by Congress under Title 38, Code of Federal Regulations, Chapter 31. It is sometimes referred to as the Chapter 31 program. The VetSuccess program assists Veterans with service connected disabilities to prepare for, find, and keep suitable jobs. For Veterans with service-connected disabilities so severe that they cannot immediately consider work, VetSuccess offers services to improve their ability to live as independently as possible.

Services that may be provided by the VR&E VetSuccess Program include:

1. Comprehensive rehabilitation evaluation to determine abilities, skills, and interests for employment

2. Vocational counseling and rehabilitation planning for employment services3. Employment services such as job-training, job-seeking skills, resume

development, and other work readiness assistance4. Assistance finding and keeping a job, including the use of special employer

incentives and job accommodations5. On the Job Training (OJT), apprenticeships, and non-paid work experiences6. Post-secondary training at a college, vocational, technical or business school7. Supportive rehabilitation services including case management, counseling,

and medical referrals8. Independent living services for Veterans unable to work due to the severity

of their disabilities

The basic period of eligibility in which VR&E VetSuccess services may be used is 12 years from the latter of the following:

1. Date of separation from active military service, or

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2. Date the veteran was first notified by VA of a service-connected disability rating.

The basic period of eligibility may be extended if a Vocational Rehabilitation Counselor (VRC) determines that a Veteran has a Serious Employment Handicap

Post-Vietnam Era Veterans Educational Assistance Program

The Post-Vietnam Era Veterans’ Educational Assistance Program (VEAP) is a voluntary, contributory educational financial assistance program. It is available for personnel who entered the Navy during the period from January 1, 1977 through June 30, 1985. Personnel who elected to take part in this program contribute between $25 and $100 per month for a minimum of 12 months or make lump sum payments as desired. The member’s total contribution cannot exceed $2,700. Only active duty members may make contributions. For every dollar the member contributes, the Navy contributes a matching two dollars. Thus, a person’s contribution of $2,700 will provide a total benefit of $8,100 in the education fund. The member receives direct payment of benefits after the school confirms the member’s enrollment in training. Active duty personnel may disenroll and request a refund of unused contributions.

Survivors’ & Dependents Educational Assistance

Dependents' Educational Assistance provides education and training opportunities to eligible dependents of certain veterans. The program offers up to 45 months of education benefits. These benefits may be used for degree and certificate programs, apprenticeship, and on-the-job training. If you are a spouse, you may take a correspondence course. Remedial, deficiency, and refresher courses may be approved under certain circumstances.

EligibilityYou must be the son, daughter, or spouse of:

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1. A veteran who died or is permanently and totally disabled as the result of a service-connected disability. The disability must arise out of active service in the Armed Forces.

2. A veteran who died from any cause while such permanent and total service-connected disability was in existence.

3. A service member missing in action or captured in line of duty by a hostile force.

4. A service member forcibly detained or interned in line of duty by a foreign government or power.

5. A service member who is hospitalized or receiving outpatient treatment for a service connected permanent and total disability and is likely to be discharged for that disability. This change is effective December 23, 2006.

Period of EligibilityA son or daughter, wishing to receive benefits for attending school or job training, must be between the ages of 18 and 26. In certain instances, it is possible to begin before age 18 and to continue after age 26. Marriage is not a bar to this benefit. If the son or daughter is in the Armed Forces, then this benefit is not available while on active duty. To pursue training after military service, the discharge must not be under dishonorable conditions. VA can extend the period of eligibility by the number of months and days equal to the time spent on active duty. This extension cannot generally go beyond the offspring’s 31st birthday, there are some exceptions.

Benefits for a spouse end 10 years from the date VA determines eligibility or from the date of death of the veteran. If the VA rated the veteran permanently and totally disabled with an effective date of 3 years from discharge a spouse will remain eligible for 20 years from the effective date of the rating. This change is effective October 10, 2008 and no benefits may be paid for any training taken prior to that date.

For surviving spouses (spouses of service members who died on active duty) benefits end 20 years from the date of death.

The Post 9/11 Veterans Educational Assistance Act of 2008

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The Post-9/11 GI Bill provides financial support for education and housing to individuals with at least 90 days of aggregate service on or after September 11, 2001, or individuals discharged with a service-connected disability after 30 days. You must have received an honorable discharge to be eligible for the Post-9/11 GI Bill.

For more information see our Post-9/11 GI Bill pamphlet

The Post-9/11 GI Bill is effective August 1, 2009. Approved training under the Post-9/11 GI Bill includes graduate and undergraduate degrees, vocational/technical training, on-the-job training, flight training, correspondence training, licensing and national testing programs, and tutorial assistance. All training programs must be approved for GI Bill benefits.

The Post 9-11 GI Bill will pay eligible individuals:

1. Your full tuition & fees directly to the school for all public school in-state students. For those attending private or foreign schools tuition & fees are capped at $17,500 per academic year. Click here for more information.

2. If you are attending a private Institution of Higher Learning in AZ, MI, NH, NY, PA, SC or TX you may be eligible for a higher tuition reimbursement rate. Click here for more information.

3. For those attending a more expensive private school or a public school as a non-resident out-of-state student, a program exists which may help to reimburse the difference. This program is called the “Yellow Ribbon Program”.

4. A monthly housing allowance (MHA) based on the Basic Allowance for Housing for an E-5 with dependents at the location of the school. For those enrolled solely in distance learning the housing allowance payable is equal to ½ the national average BAH for an E-5 with dependents ($673.50 for the 2011 academic year). For those attending foreign schools (schools without a main campus in the U.S.) the BAH rate is fixed at $1,347.00 for the 2011 academic year. (Active duty students & their spouses cannot receive the MHA).

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5. An annual books & supplies stipend of $1,000 paid proportionately based on enrollment.

6. A one-time rural benefit payment for eligible individuals.This benefit provides up to 36 months of education benefits, generally benefits are payable for 15 years following your release from active duty.

The Post-9/11 GI Bill also offers some service members the opportunity to transfer their GI Bill to dependents.

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Veterans’ Services Program Review – 2015

Appendix B

Gender and Ethnicity

It is not surprising that the vast majority of our veterans are male. In the past seven years four out of every five students in the Veterans Services Program has been male. This data includes dependents of veterans of both sexes.

I. GENDER

The table below shows the female to male enrollment and percentages.

El Camino College Veterans By Gender

Year Female % Female Male % Male Unknown Total

2004-2005 68 20.2% 267 79.5% 1 336

2005-2006 97 21.8% 346 77.9% 1 444

2006-2007 94 20.9% 356 79.1% 0 450

2007-2008 101 22.5% 348 77.5% 0 449

2008-2009 99 20.9% 374 79.1% 0 473

2009-2010 109 19.5% 450 80.5% 0 559

2010-2011 105 17.7% 488 82.3% 0 593

2011-2012 149 21.7% 538 78.3% 0 687

2012-2013 147 21.8% 526 78.2% 0 673

2013-2014 116 19.2% 488 80.8% 0 604

It should be noted that whereas our female totals have average around 20% over the years, El Camino College has a higher percentage of female veterans than the state average. For example, in 2007 out of 2,131,929 veterans residing in California, only 7.8% were female. The veteran female population at El Camino was almost three times that of the state average. Whether it is because more female veterans reside in the South Bay or because females choose college in higher percentages than males is unknown.

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II. ETHNICITY

El Camino College Veterans By Ethnicity

Year Asian African

Amer.

Hispanic Native

Amer.

Pacific

Islander

White Two or More Races

Unknown Total

2007-2008 73 84 143 5 3 85 n/a 56 449

2008-2009 76 85 149 5 5 99 n/a 54 473

2009-2010 72 107 198 3 10 107 11 51 559

2010-2011 80 101 221 4 8 127 19 33 593

2011-2012 89 193 220 3 5 120 37 20 687

2012-2013 69 208 228 3 8 114 34 9 673

2013-2014 71 166 224 1 6 101 28 7 604

Veterans By Ethnicity %

Year Asian African

Amer.

Hispanic Native

Amer.

Pacific

Islander

White Two or More Races

Unknown Total

2007-2008 16.3 18.7 31.8 1.1 0.7 18.9 n/a 12.5 100

2008-2009 16.1 18.0 31.5 1.1 1.1 20.9 n/a 11.4 100

2009-2010 12.9 19.1 35.4 0.5 1.8 19.1 2.0 9.1 100

2010-2011 13.5 17.0 37.3 0.7 1.3 21.4 3.2 5.6 100

2011-2012 13.0 30.9 33.9 0.4 0.7 17.5 5.4 2.9 100

2012-2013 10.3 30.9 33.9 0.4 1.2 16.9 5.1 1.3 100

2013-2014 11.8 27.5 37.1 0.2 1.0 16.7 4.6 1.2 100

In the two tables above we find the veterans enrolled at El Camino College by ethnicity in both numbers and percentages. The diversity of our veterans’ population mirrors the college’s diverse population as a whole.

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The three tables below reflect the ethnicity of the veterans’ population as a whole in the state of California.

Veterans By Ethnicity in California by Head Count

Year Asian African

Amer.

Hispanic Native

Amer.

Pacific

Islander

White Two or More Races

Total

2007 112,152 190,736 273,269 17,283 8,056 1,479,683 50,760 2,131,939

2012 95,487 168,402 272,454 14,151 7,103 1,240,131 46,714 1,844,802

Veterans By Ethnicity in California by Percentage

2007 5.3 9.0 12.8 0.8 0.4 69.4 2.4 100

2012 5.2 9.1 14.8 0.8 0.4 67.2 2.5 100

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Success Rate

AsianVeterans 71.7% 74.5% 75.0% 79.1% 71.3%

ECC 75.0% 75.7% 77.5% 78.9% 78.5%

African-American

Veterans 57.4% 60.7% 60.7% 61.6% 55.0%

ECC 53.5% 53.8% 55.2% 56.3% 55.1%

LatinoVeterans 71.5% 69.1% 69.7% 69.8% 63.8%

ECC 64.2% 64.2% 65.1% 67.4% 65.7%

Native American

Veterans 77.8% 75.0% 76.5% 80.0% *

ECC 70.1% 70.5% 67.9% 74.3% 68.8%

Pacific Islander

Veterans 79.7% 63.4% 83.3% 76.0% 78.6%

ECC 60.9% 62.9% 61.9% 58.8% 59.2%

Two or More

Veterans 60.6% 70.5% 71.1% 65.6% 70.1%

ECC 64.0% 66.5% 67.9% 71.0% 67.1%

WhiteVeterans 79.8% 76.3% 77.8% 78.5% 76.9%

ECC 74.2% 75.7% 75.8% 77.7% 77.2%

OtherVeterans 70.6% 75.7% 76.6% 64.9% 88.2%

ECC 68.0% 69.7% 69.4% 71.3% 69.5%

* Less than 10 students in the group.

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Retention Rate

Year 2009-2010

2010-2011

2011-2012

2012-2013

2013-2014

MaleVeterans 84.5% 84.3% 85.7% 85.0% 84.7%

ECC 81.5% 81.2% 81.8% 83.4% 82.8%

FemaleVeterans 79.8% 82.8% 83.8% 85.2% 84.0%

ECC 81.1% 81.1% 81.5% 83.6% 83.0%

AsianVeterans 83.0% 82.6% 84.2% 87.8% 86.6%

ECC 85.5% 85.7% 86.8% 88.3% 88.4%African-

AmericanVeterans 77.8% 81.6% 81.5% 81.4% 80.2%

ECC 75.3% 74.3% 75.0% 77.0% 77.0%

LatinoVeterans 85.0% 83.2% 85.1% 85.7% 83.7%

ECC 80.6% 80.3% 81.0% 83.0% 82.2%Native

AmericanVeterans 88.9% 100.0% 88.2% 100.0% *

ECC 81.8% 80.6% 81.5% 86.5% 83.8%Pacific Islander

Veterans 89.8% 87.8% 100.0% 88.0% 85.7%ECC 79.1% 78.4% 78.9% 77.1% 77.2%

Two or More

Veterans 77.5% 83.5% 85.1% 76.6% 84.5%ECC 79.8% 81.0% 80.8% 83.7% 81.4%

WhiteVeterans 88.2% 86.9% 90.2% 88.4% 89.2%

ECC 84.3% 85.0% 84.8% 86.7% 86.4%

OtherVeterans 81.7% 90.5% 85.7% 81.1% 97.1%

ECC 81.0% 80.9% 81.2% 82.6% 82.3%

Veterans’ Services Program Review – 2011

Appendix C

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Organization Chart

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VICE PRESIDENTSTUDENT & COMMUNITY ADVANCEMENT

J. Nishime

STUDENT ANDVETERANWORKERS

STUDENT SERVICESSPECIALIST

M. Angel

ASSISTANTDIRECTOR

E. Nieto

Student Services TechnicianR. Merrill

ADMINISTRATIVEASSISTANT II

C. Imatomi

DIRECTORW. Mulrooney