student success and support program plan (credit students ... · report projected expenditures...

Student Success and Support Program Plan (Credit Students)

2014-15

District: ____Kern Community College District_____ College: ____Cerro Coso Community College____

Report Due Postmarked by

Friday, October 17, 2014

Email report to: [email protected] and Mail report with original signatures to: Patty Falero, Student Services and Special Programs Division California Community Colleges Chancellor’s Office 1102 Q Street, Suite 4554 Sacramento, CA 95811-6549

mailto:[email protected]

Instructions for Completion of the College Student Success and Support Program Plan

INTRODUCTION The purpose of the Student Success and Support Program (SSSP) Plan (Credit Students) is for the college to plan and document how SSSP services will be provided to credit students1. The goal of the Student Success and Support Program is to increase student access and success by providing students with core SSSP services, including (1) orientation, (2) assessment and placement, and (3) counseling, advising, and other education planning services, and the support services necessary to assist them in achieving their educational goal and declared course of study. More specifically, colleges are to:

• Provide at least an abbreviated SEP to all entering students with a priority focus on students who enroll to earn degrees, career technical certificates, transfer preparation, or career advancement.

• Provide orientation, assessment and placement, and counseling, advising, and other education planning services to all first-time students2.

• Provide students with any assistance needed to define their course of study and develop a comprehensive SEP by the end of the third term but no later than completion of 15 units.

• Provide follow-up services, especially to students identified as at-risk (students enrolled in basic skills courses, students who have not identified an education goal and course of study, or students on academic or progress probation.

INSTRUCTIONS AND GUIDELINES Please carefully review these instructions and resources, including relevant sections of the Education Code and title 5 regulations before completing the program plan for your college. The program plan is set up as a word document with sections to be completed. As you enter the narratives, the box will expand to accommodate the information provided. Please be sure to save the document as the program plan for the appropriate year before making revisions in following years. When complete, also save the document as a PDF file and email it as an attachment to [email protected] with the name of the college and “SSSP Credit Program Plan” in the subject line. It is also necessary to mail the plan with the original signatures, along with the separate Budget Plan, by the due date. The program plan is to be submitted on an annual basis3. When writing the program plan, assume that the reader knows nothing about your Student Success and Support Program and will have only your document to understand the manner in which the program will be implemented, and resources it will take (especially in terms of staffing). 1 Colleges operating SSSP programs for noncredit students must prepare a separate noncredit plan. The noncredit SSSP Plan will be developed in 2013-14. 2 A first-time student is defined as a student who enrolls at the college for the first time, excluding students who transferred from another institution of higher education, and concurrently enrolled high school students. 3 The program plan is now required on an annual basis due to new SSSP requirements focusing funding on core services, changes related to priority enrollment, mandatory core services, and the significant increases in funding in 2013-14 and additional increases expected in 2014-15. As implementation and funding stabilizes, this requirement may be revisited.


Be sure to include input from faculty, staff, administrators and students in the development of this plan (as per title 5, §55510[b]). Please provide sufficient detail to draw an explicit portrait of your college's SSSP activities and staffing. All state-funded SSSP services, procedures, and staff activities must be described in the program plan. Section 78211.5(b) of the Education Code permits districts and colleges to expend these categorical funds only on SSSP activities approved by the Chancellor. Activities and expenses described in the narrative section of the plan should also be detailed in the Budget Plan. The program plan explains those activities and presents the opportunity for colleges to fully describe implementation of the SSSP with respect to the regulations. The program plan should not be limited to state-funded activities. Describe all SSSP services, policies, activities and procedures in your college and/or district regardless of funding source. This provides a complete accounting of the planned costs and activities for the program each year. In districts with more than one college, the college program plans must also address the arrangements for coordination among the colleges. The program plan will be compared with the college's SSSP Year-End Expenditure Report to monitor for consistency.

GENERAL INSTRUCTIONS The Student Success and Support Program Plan is divided into four sections. The Budget Plan is a separate document.

I. Program Plan Signature Page II. SSSP Services

a. Core Services i. Orientation

ii. Assessment iii. Counseling, Advising, and Other Education Planning Services iv. Follow-up for At-Risk Students

b. Related Direct Program Services i. Institutional Research

ii. SSSP Technology c. Transitional Services Allowed for District Match

III. Policies & Professional Development • Exemption Policy • Appeal Policies • Prerequisite Procedures • Professional Development • Coordination with Student Equity and Other Planning Efforts • Coordination in Multi-College Districts

IV. Attachments Links to program resources are provided on the last page of this document to assist with the development of your SSSP Plan.

SECTION I. STUDENT SUCCESS AND SUPPORT PROGRAM PLAN SIGNATURE PAGE College Name: Cerro Coso Community College ___________________ _____ District Name: Kern Community College District ______________ _____ We certify that funds requested herein will be expended in accordance with the provisions of Chapter 2 (commencing with Section 55500) of Division 6 of title 5 of the California Code of Regulations. Signature of College SSSP Coordinator: ________________________________________________

Name: Heather Ostash ______________________________________ Date: _______________ Signature of the SSSP Supervising Administrator or Chief Student Services Officer: _____________________________________________________

Name: Heather Ostash _____________________________________ Date: _______________ Signature of the Chief Instructional Officer: _____________________________________________

Name: Corey Marvin Date: _______________ Signature of College Academic Senate President: ________________________________________

Name: Laura Vasquez Date: _______________ Signature of College President: _______________________________________________________

Name: Jill Board Date: _______________ Signature of District Chancellor: ______________________________________________________

Name: Sandra Serrano _______________________________________ Date: _______________

Contact information for person preparing the plan:

Name: Heather Ostash Title: Vice President of Student Services Email: [email protected] Phone: (760) 384-6249

College: Cerro Coso Community College District: Kern Community College District Page 1 of 37

SECTION II. STUDENT SUCCESS AND SUPPORT PROGRAM SERVICES

Directions: For the following SSSP services: (a) orientation, (b) assessment and placement, (c) counseling, advising, and other education planning services, and (d) follow-up services for at-risk students, describe the approach your college is taking to meet its responsibilities under title 5 section 55531. Include the target student audiences, the types of activities, service delivery strategies, partnerships, staff, resources, technology and research support assigned to provide services.

Report projected expenditures related to these items in the Budget Plan. College Background Cerro Coso Community College is one of three colleges in the Kern Community College District.

A brief overview of Cerro Coso is necessary to provide important context for our Student Success and Support Program Plan. Cerro Coso Community College is a community college serving the eastern Sierra Nevada and eastern Kern County regions of the State of California. Cerro Coso has four instructional sites which together cover the largest geographical service area (18,200 square miles) of any community college in California, serving a population of approximately 85,000.

The 320-acre Indian Wells Valley Campus (IWV) is located in the upper Mojave Desert in the community of Ridgecrest. The IWV is the largest Cerro Coso campus, serving a headcount of approximately 1,600 students. As the largest campus, IWV has a higher number of staff and full-time faculty. Because of this, there are some functions that are coordinated primarily through the IWV student services offices.

Headcount: 2,347 FTES: 987

The East Kern Center serves the communities of Edwards Air Force Base, North Edwards, Mojave, Boron, and California City. The program is administered from Edwards Air Force Base where the college maintains an office provided by the United States Air Force.

Headcount: 152 FTES: 13 (?)

The Eastern Sierra College Center serves the communities of Mammoth Lakes, Bishop, Big Pine, Lone Pine, Independence, and Death Valley, as well as other locations in Inyo and southern Mono Counties. A comprehensive educational program with both day and evening classes is provided, including courses for transfer, general interest, general education, and occupational programs. College Centers are maintained in the communities of Bishop and Mammoth Lakes.

Bishop Headcount: 363 FTES: 128

Mammoth Headcount: 293 FTES: 126

https://www.cerrocoso.edu/iwv

https://www.cerrocoso.edu/ekc

https://www.cerrocoso.edu/escc


The Kern River Valley Campus (KRV) serves the communities of the Kern River Valley from its campus at the Kern Valley Plaza in Lake Isabella. Students in Lake Isabella, Wofford Heights, Kernville, Mt. Mesa, South Lake, and Onyx can find easy access to the campus via public and private transportation. The campus offers both day and evening classes to provide educational alternatives including two-year programs leading to transfer to the university level, two-year AA and AS degrees and short-term vocational programs.

Headcount: 391 FTES: 154

CC Online, Cerro Coso Community College's virtual campus, currently offers 13 associate degrees online, the general education courses necessary to meet transfer requirements to a four year institution, and student support services. CC Online has an international reputation for excellence and provides an extraordinary opportunity for those too distant from a community college or too involved in business or family to pursue higher education during traditional hours. Headcount: 3,053 FTES: 1502

Throughout the plan will be reflected some of the distinctions for how SSSP services are delivered at the different campuses, centers and at a distance. IIa. Core Services i. Orientation

1. Describe the target student audience, including an estimate of the annual number of first-time students to be served. Describe the delivery methods (in groups, online, etc.) and activities that will be provided. Describe any partnerships among colleges or with high school districts, workforce agencies, or other community partners that assist with providing orientation. Describe at what point(s) in the student’s academic pathway services are provided (before registration, at 15 units, etc.).

The target audience of the new student orientation program is any incoming first-time Cerro Coso Community College student. The total number of new students enrolling at the college tends to fluctuate from year to year. The number of first time students enrolling at Cerro Coso during the course of the academic year is approximately 1,250 students, based on a 5 year average There are two formats for orientation:

a. Face-to-face group orientation- These orientations are approximately 1 ½ hours long and are conducted at all of our campuses by counselors and educational advisors. A tour of the campus is typically included.

b. Online orientation- Our online orientation is delivered using the Comevo software platform. This orientation includes the same content as our onsite orientation.

Orientation provides information on a student’s rights and responsibilities, essential college policies, requirements necessary for the completion of educational goals, campus resources, student support services, and all other information important to first-time students. Onsite Orientation For many years, on campus orientations including orientation materials and a 1/2 hour counseling presentation were provided prior to students taking their assessment. In the last two years, due to research that demonstrated greater student success with an extended orientation, counseling has developed a

https://www.cerrocoso.edu/krv

https://www.cerrocoso.edu/cconline


separate, extended orientation that was implemented during the fall 2011 semester. Students are now required to attend an extended orientation prior to assessment. The extended orientation includes handouts related to academic planning and success and accessing services, and can include a tour of the campus, a longer presentation of information including college vernacular, introductions of staff, faculty, administrators, student expectations, and a library presentation, for a total length of 1 1/2 to 2 hours. The onsite orientations are facilitated through the use of a PowerPoint presentation. This common PowerPoint is used at all sites where a face-to-face orientation is delivered.

Online Orientation: The online orientation is designed for students who cannot come to campus for an orientation. The online orientation covers information that a new and returning student would need to know about Cerro Coso including how to get started, the enrollment process, and academic policies. The online orientation goes on to explain our degree and certificate requirements, transfer information, and graduation requirements. Throughout the orientation students are referred to the college website for more information or to handouts that can be printed for their reference. After each section of the orientation there are quizzes to check for understanding. Students can re-enter the orientation and review the content. The content that is covered in the on-campus orientation and online orientation is equivalent. PDEV C052 Becoming a Successful Online Student 1 unit The PDEV C052 is an orientation course for online students that covers that basic information that an online student will need to know to be successful in Cerro Coso’s online classrooms, including “how to’s” and expectations of online classes. “How To” topics include, how to: send an email, send an email with an attachment, send a message through the class site, save documents in Rich Text Form (.rtf), check course grades, work in an online group, use the chat forum, discussion forum and use Turnitin.com. Expectations covered are student conduct, netiquette, and time management. Students are required to use the chat feature to work in group project, and have the option of using the Chat Room during the instructor’s online office hours. Campuses and Centers Similarly to the IWV campus, orientations are conducted through a combination of onsite and online formats. All campuses have counselor or educational advisor support. Some campuses have a combination of both. The Educational Advisor conducts the general Cerro Coso orientation at the KRV site. At the KRV campus, orientation is scheduled in combination with the placement examination and is conducted using the information from the common PowerPoint presentation. When possible, the PowerPoint presentation is used; otherwise, because of limited computer access, printed slides from the presentation are used. Tours are not generally included, as the orientation takes place directly prior to the placement exam (in the same location as the exam). If a student needs an orientation and is not attending the placement exam, the Educational Advisor directs the student to the online orientation via the main website. If a student requests a tour, a tour will be provided. One Day Core Services- All of the Cerro Coso campuses host a “Getting it Done” day once per semester. During these days, all staff are on hand and the offices coordinate services to allow for a student to be able to complete all core services in one day. Students are able to receive orientation, assess, receive assessment results and placement and develop an abbreviated education plan in one day. Admissions and Records and Financial Aid are also staffed so that students can also apply, register and receive Financial Aid assistance. Staff from the IWV campus travel to the other campuses to assist with the core services days. These days are scheduled on a Saturday at the IWV campus. At the other campuses, these days are scheduled according to the needs of the


community. High School Through its large geographic service area, Cerro Coso serves 16 high schools within its various communities: Big Pine High Bishop Union High Boron Junior-Senior High Burroughs High School Desert Junior-Senior High Emmanuel Christian High Kern Valley High Lee Vining High Lone Pine High School Mammoth High Mesquite Continuation High School Mojave High School Owens Valley High Tehachapi High Trona High Rosamond High Though large in overall number, many of these schools are very small, rural high schools, with average graduating classes ranging from 10 to 285. Early in the spring semester counselors develop a schedule of orientations to be delivered at the high schools in the various communities we serve. Students have the opportunity to sign up for sessions offered at a variety of times. Students unable to attend sessions offered on the high school campus are directed to the on-campus orientations offered or to the online orientation. Orientations offered at the high school are paired with the administration of the assessment test. All campuses work closely with the local high schools in their communities and have partnership events to engage students early in orienting prospective students to the college. Preview Day- One of the larger scale events is the Preview Day event for which all service area juniors and seniors are invited to the Indian Wells Valley campus for an orientation to the college, its offerings and resources, programs and departments and a career fair of employers from our communities. Approximately 350 students choose to participate in this even annually. Parent Night- Each spring, the college hosts a Parent Night for any service area parent who would like more information about the college. This evening event includes information about the core service components, support services at the college, the financial aid process and certificates, degrees and transfer programs. The college typically has around 75 parents in attendance. This is hosted on the IWV main feeder high school campus, Burroughs High School. The other campuses annually host various parent oriented events, as well. Counselor Collaboration- Every semester in the spring, all service area high school counselors are invited to a professional development day at the IWV campus. This day provides an opportunity for collaboration between the Cerro Coso counselors and the high school counselors. Other Partnerships: ESCC


Owens Valley Career Development Center- The Eastern Sierra Campuses work closely with the Owens Valley Career Development Center (OVCDC) in serving and supporting the Native American population of students in both Bishop and Mammoth communities. OVCDC requires students to complete the SSSP core services to be eligible for benefits and partners with the college in providing these core services. Approximately 100 students per semester are attending Cerro Coso and participating in this partnership. Mammoth Mountain Community Foundation- This foundation supports a non-traditional study program for students who are participating in competitive ski racing. The Cerro Coso Mammoth campus partners with this program in serving these students. This includes the requiring and provision of core services. Inyo County Superintendent- The ESCC campuses collaborate with the Inyo County Office of Education on early exploration and orientation to college and career for all of the 8th grade students in the area. These students come to the campus for a day to participate in college and career exploration activities. Bishop and Mammoth Foundations- Both of the ESCC foundations support scholarships for students who qualify that pay for tuition and books. Both foundations partner with the campuses and require completion of all core service components to be eligible for the scholarship. Student receptions- The ESCC campuses have a series of student “receptions” scheduled. These receptions will be hosted by subject area and will include subject area faculty and local employers. The intention is to provide a meaningful orientation for students of the education to career pathway to make educational planning relevant and meaningful. Some of these groups will also be organized for specific ethnic group, like Native American and Latino students. KRV- Owens Valley Career Development Center- Tribal TANF- The KRV campus partners with the agency, particularly serving the local high school population of students. KRV Career Services Center- Partner with supervisor from who collaborates with college in workforce preparation. Kern River Valley High School- Partner with counselors, who assist in preparing and transitioning HS students to the college. Middle Schools- The campus is currently in the planning stages to develop a career and college exploration day for 8th graders to be hosted on the college campus. East Kern- Community College of the Air Force (CCAF)- The campus partners with the CCAF in serving the largely veteran population at the campus. The partnerships includes referring students to the Cerro Coso campus to fill in needed course requirements, coordinating the education planning process and guiding students through the orientation process. Embry-Riddle and Webster University- These universities have education sites on the base, as well, and partner with Cerro Coso in a manner similar to what is described above. IWV Employment Development Department –Partner with EDD to liaison on employment opportunities for students including some of our special populations such as Veterans, CalWORKs, and under employed


students. Coordinate college educational programs that correlate to local employment needs within the community. NAWS-China Lake – Partner with Fleet and Family Services on the Base as well as with the exiting presentations for military personnel transitioning into public employment to provide information about the college’s educational opportunities related to retraining. Vocational Rehabilitation – Partner with representatives serving disabled persons seeking educational opportunities and employment retraining. Coordinate services for disabled students referred by Voc Rehab with the DSPS program on campus to be sure mutual clients have optimal opportunity for success. Department of Human Services – Coordinate services for DHS referrals who have financial, educational, and personal barriers to obtaining educational opportunities. College CalWORKs and CARE programs liaison with DHS representatives to maximize services to mutual clients attending college. Sierra Sands United School District- Partner with Special Projects Coordinator to discuss joint partnerships between college and local High School AVID- Partner with coordinator from Burroughs High School to learn about transfer activities and how we can partner with HS activities. Tribal TANF- Partner with representatives to assist in transitioning clients to college and to share community resources such as GED preparation services in the Kern River Valley area. Veterans and Employment Development Department (EDD)- Partner with representatives to share resources, identify needs of mutual clients and students, and coordinate transition of clients to college. CalWORKs- Partner with representatives from DHS to coordinate mutual client services and avoid duplication of services. Family Resource Center- Coordinate with both sites to provide community services related to housing, food, clothing and child care.


2. Identify the staff providing orientation, including the number of positions, job titles and a brief one-sentence statement of their role.

Job Title Department Campus Funded

Other

SSSP Funded Description

Director of Student and Counseling Services

Student Services X Coordination of services to implement SB 1456

Department Assistant II (2)

Counseling- IWV X

X

Facilitates scheduling of orientation

Counselors (3 full-time, 2 part-time)

Counseling- IWV X X

Deliver orientation sessions

Educational Advisors (2)

Counseling – IWV X X



ACCESS Program X X

Facilitates scheduling of orientation


ACCESS Program X

X Deliver orientation sessions

Special Services Assistants (2)

ACCESS Program X X

Assists with delivering orientation sessions

Department Assistant III (1) and Special Services Assistant (1)

Kern River Valley Campus

X

X Facilitates scheduling of orientation

Counselor ( part-time) Kern River Valley Campus X


Counselors ( part-time) East Kern campus X X


Educational Advisor East Kern campus X

Supports the delivery of orientation

Counselor (1) Eastern Sierra sites: Bishop and Mammoth

X Deliver orientation sessions

3. If orientation is provided through the full or partial use of technology, identify any commercial

products or describe in-house products in use or under development, including any annual subscription or staff support requirements.

PowerPoint- Onsite orientations are conducted by a counselor with the content facilitated through the use of PowerPoint. All counselors use the same PowerPoint, which is reviewed annually and updated as needed.

Comevo-The online orientation is delivered through the use of Comevo’s @School Online Orientation software. The software provides an interactive environment for delivering an orientation online. Use of Comevo requires an annual subscription. The college recently upgraded the license to be able to expand into offering workshops, such as for students on probation.


4. Describe the college’s plans for developing and implementing orientation services. The following eight policies and procedures provided on the Orientation Checklist are identified in title 5 section 55521 as required information to include in an orientation.

Orientation Checklist (Required Policy or Procedure) (1) Academic expectations and progress and probation standards pursuant to section 55031; (2) Maintaining registration priority pursuant to section 58108; (3) Prerequisite or co-requisite challenge process pursuant to section 55003; (4) Maintaining Board of Governors Fee Waiver eligibility pursuant to section 58621 (5) Description of available programs, support services, financial aid assistance, and campus facilities, and how they can be accessed; (6) Academic calendar and important timelines. (7) Registration and college fees. (8) Available education planning services

All of the required Title V required elements for orientation are included in both the onsite and online versions of the Cerro Coso orientation. 5. Please specify other issues, policies and procedures that the college or district determines necessary to

provide a comprehensive orientation. Add additional lines as needed. Historically, it has been a challenge to sufficiently engage our new students to complete orientation at Cerro Coso, primarily because of the large, remote geographic Cerro Coso service area, as well as the scale of the college’s online program. A “Got Priority?” campaign was launched in fall 2011 to increase the number of students participating in the core services. From 2011-2012 to 2013-2014 the percentage of students completing orientation increased from 36% to 47%, with a high of 51% in 2012-2013. Additional strategies are being implemented to continue to address this gap. Unfortunately, priority registration provides limited incentive for our students, as many of our courses and programs do not fill quickly. This limits the effectiveness of using priority registration as the means to require orientation services. Consequently, the decision has been made, as a district, to significantly reduce the open enrollment period at our colleges. The open enrollment period will be limited to the week before classes begin, so that if a student wants to be able to register for courses before then, orientation, as well as other core services, will have to be completed. This will serve as a temporary solution until it is possible to place a hold on registration until cores services components have been completed. 6. Next Steps:

1) Restrict registration to require all new students to participate in orientation. 2) Engage groups of students and groups of faculty to review and provide feedback on online

orientation. 3) Enhance online orientation with video clips and a synchronous component at scheduled times via

CCC Confer. 4) Add a survey at the end for immediate student feedback. 5) Engage faculty in the face-to-face orientations. 6) Ensure face-to-face orientation option is available at all sites.

7. Include in the Budget Plan, all staff costs (salaries and benefits) for each position and the direct cost to purchase, develop or maintain technology tools specifically for orientation services.


Please see attached budget plan.

ii. Assessment and Placement 1. Describe the target student audience, including an estimate of the annual number of students to be assessed, and

a description of who will be required to be assessed. Describe the methods by which assessment and placement services will be delivered. Describe any partnerships among colleges or with high school districts, workforce agencies, or other community partners that assist with providing assessment and placement. Describe at what point(s) in the student’s academic pathway assessment and placement are provided (while still in high school, summer, during registration, etc.).

The target audience for assessment and placement is any incoming first-time Cerro Coso Community College student. The total number of new students enrolling at the college tends to fluctuate from year to year. The number of first time students enrolling at Cerro Coso during the course of the academic year is approximately 1,250 students, based on a 5 year average. Currently, only students taking English and math and students who want to receive a priority registration appointment are required to participate in assessment. Priority registration is not a significant incentive for many of our programs and campuses, as our classes currently fill slowly or do not entirely fill. In order to compel students to participate in assessment, the college will shorten the open enrollment period to better incentivize priority registration and increase the number of students participating in assessment and placement. IWV Campus: The IWV campus has a dedicated Assessment Center, staffed by a full-time Assessment Assistant. Drop-in assessment is available daily during regularly scheduled times in the Assessment Center via a bank of dedicated computers. The Assessment Assistant maintains a regular schedule of group assessments in the college computer labs.

Online: The college has a proctoring process in place to allow for our online students at a distance to participate in the assessment process using Accuplacer Online. The Assessment Assistant facilitates the proctor process.

Kern River Valley: The Assessment Assistant, primarily located at the IWV campus, maintains a schedule of group assessment tests in the campus computer lab. Drop-in assessment is available on an ongoing basis, provided by the campus Department Assistant, and Educational Advisor via a bank of computers available outside the Student Services Center.

East Kern: Assessment is administered on an ongoing drop-in basis by the campus Educational Advisor via a dedicated bank of computers in the campus office located on Edwards Air Force Base.

ESCC/Bishop and Mammoth: Accuplacer Online version is the assessment test used. As described above, Accuplacer Online is administered in groups, individually, and at a distance via a proctoring process.


2. Identify the staff providing assessment services, including the number of positions, job titles and a brief one-

sentence statement of their role. Include staff providing direct assessment related research services.


Other



Student Services X

Coordination of services to implement SB 1456

Department Assistant II (2) Counseling- IWV

X X

Facilitates scheduling of assessment testing

Assessment Assistant (1) Counseling- IWV

X Proctors assessment testing

Educational Advisor (2)

Counseling – IWV X X Provides back-up proctoring for assessment testing


ACCESS Program X X Facilitates scheduling of assessment testing

Department Assistant III (1)

Kern River Valley campus

X Facilitates scheduling of assessment testing

Counselor (part-time)

Kern River Valley campus

X

Provides back-up proctoring for assessment testing

Counselor (1part-time) East Kern campus

X X

Proctors assessment testing

Campus Manager (1) East Kern campus

X Provides back-up proctoring for assessment testing

Educational Advisor (1)

East Kern campus X



Eastern Sierra sites: Bishop and Mammoth

X Facilitates scheduling

and proctoring of assessment testing

Campus Director (1) and Campus

Manager (1)

Eastern Sierra sites: Bishop and Mammoth X


3. Identify any assessment test(s) used for placement into English, mathematics, and ESL courses. For second-party tests, be specific about the versions and forms used. Describe which tests and services are offered online, in person, individually or in groups, etc.

• If using a test, describe what other measures are used and how they are used to meet the multiple measures requirement.

• If not using a test, describe what other measures are used to assess students and describe how students are placed into courses.


• Describe how these measures are integrated into the assessment system (as part of an algorithm included in the test scoring process, applied by counselors, used on their own without a test, etc.)

The assessment process is delivered to students using two methods. On campus, a full time assessment technician provides testing in reading, writing and mathematics in a computer lab in group settings. Several years ago counseling determined that the use of computer testing and scoring was the most efficient way to administer assessments. Paper copies are available for special circumstances, but few are used. New and potential students have few problems using the computer for testing. Those students needing assistance are provided individual assistance by the technician. The full time technician provides testing at the IWV and KRV campuses, and at some service area High Schools. The ESCC and SK sites have local proctors who can provide assessment testing. The full time Assessment Technician is in charge of training and monitoring proctors who also provide testing services. The Assessment Technician collects all the scores and is responsible for entering them into the college database. For the past two years the Technician has provided detailed results of incoming students and their testing results to faculty chairs to assist in the development of schedules. Multiple measures is applied via a series of weighted background questions built into the Accuplacer platform. These measures were identified and weighted by our English and math faculty. Student responses to these questions can move a student’s test score up or down by a maximum of 5 points. These measures include such things as:

• Years since last class taken in the subject • Grades received in the last class taken in the subject • Use of subject in daily routine • Clarity and definition of educational goal • Strategies for overcoming challenges • Availability of time to study/commit to education

4. Describe the college’s or district’s policy on the acceptance of student assessment scores and

placement results from colleges within a multi-college district, if applicable, and colleges outside of the district.

All of the colleges within the Kern Community College District accept each other’s placement recommendations. The colleges share a common information system, so if a student assesses at any one of the colleges within the district, the student’s assessment results are available district-wide. Historically, all three colleges have use different assessment test instruments. To overcome the obstacle this discrepancy presented to students, the colleges developed a cross-walk to align the various cut-scores and placement recommendations from each college, which allows for assessment results to be accepted district-wide even with disparate assessment instruments.

Currently, Bakersfield College and Porterville College are in the process of implementing Accuplacer Online, so for the first time in many years all three colleges will be using the same assessment instrument. This will make it even easier for the colleges to coordinate the acceptance of assessment scores and placement information. Additionally, the colleges have gone through the same process for building weighted multiple measures into the front-end background questions to be applied to the final assessment score within the Accuplacer online system. This will further increase the consistency in the assessment process between the three colleges. Cerro Coso also accepts placement recommendations from any other regionally accredited institution. 5. Describe college or district policies and practices on:

a. Pre-test practice - Describe what type of test preparation is available, how it is delivered, how


students are informed of and access materials, including sample test questions, and how students are notified of their pre-test performance.

Students are strongly encouraged to prepare and review before taking the assessment test. This is communicated to students on the assessment/placement website, on the intake process promotional materials, through counseling and in the assessment center. Cerro Coso has incorporated the Accuplacer test preparation materials into this process and refers students to sample questions available on the CollegeBoard website. Additionally, for math, students are encouraged to complete self-assessment and review via the Khan Academy. Because this has been effective in contributing to students increasing test scores, the English faculty at Cerro Coso are working on putting together locally developed test preparation materials.

b. Re-take - How often may a student re-take a test after taking it the first time? What is the waiting

period? Is the waiting period consistent with publisher guidelines or more restrictive? Are there conditions that must be met such as completing a subject-matter workshop before being allowed to take the test again?

Students may retake any part of the placement exam at Cerro Coso Community College by submitting a petition explaining the need for retesting. Student requests to retake the exam must demonstrate extenuating circumstances that impacted the initial testing results or compelling evidence that the placement level is representative of ability or that the placement level may have increased since the initial exam. Students may petition to request a retest of one or all sections of the placement exam under the following conditions:

• There has been a lapse of a semester from the initial placement exam; AND

• The student can demonstrate that he/she has participated in an instructional activity that is likely to impact placement scores (examples: taking a developmental course, participating in regular and ongoing tutoring, evidence of significant review through recommended test preparation materials or participation in other structured instructional activity); AND

• The student scored within 5 points of reaching the next placement level of English, math or reading.

An appeal verifying that these conditions have been met is submitted to the Director of Student & Counseling Services or designated representative for approval before a retake of any part of the placement exam. Petition forms are available in the Counseling Centers on each campus. A student may retest after 3 or more years without a petition.

c. Recency - How long are test scores, high school grades, etc. accepted before the student is required to reassess?

Currently, the college does not require re-assessment or recency of assessment results under most circumstances. However, reforming some aspects of our assessment process was one of the recommendations that came out of the review of our Achieving the Dream data during the first year of participation last year. Part of that discussion focused on implementing a consistent recency requirement for assessment test results. This discussion is on the agenda for the college SSSP committee for the fall semester. There are some conditions under which recency is currently considered for assessment results/placement: High School Transcripts- High school transcripts can be used for placement in math in lieu of assessment testing, but only if the class being used for placement was taken within the last 2 years and the student


earned a B or better in the course. Repetition- A student is required to petition to the Vice President of Student Services for a second repeat of a course. Part of the review for approval of the petition includes assessment/placement information. If the petitioning student has assessment results that are 5 or more years old or the multiple measures on which placement was based is 5 or more years old, the student is required to re-asses or assess. The student is also required to assess or re-asses if the class the student is requesting to repeat is an English or math class or if the class has a prerequisite of advisory of an English or math class. 6. Describe what externally-administered third-party test results are accepted for placement. Does the

college accept an Early Assessment Program (EAP) result of “college ready” to exempt students from the college placement test in English? In math?

Cerro Coso accepts EAP results. Students whose EAP results indicate "Ready for CSU or participating CCC college-level mathematics courses" are placed in the student’s major appropriate college-level math course. Those students whose EAP results indicate "Ready for CSU or participating CCC college-level English courses" are placed into ENGL C101. Next Steps:

1) Impose registration restriction for all non-exempt new students to complete assessment prior to registration.

2) Implement strategies for scaling up assessment testing.

3) Implement meaningful test preparation and develop a process for encouraging students to participate:

i. -One hour of test preparation sessions with English and math faculty. ii. -Utilize additional online processes and resources for test taking strategies, writing and math

skills.

4) Explore the possibility of requiring test preparation for some populations of students.

5) Systematize varied multiple measures approach to assessment for graduating or recently graduated high school and re-entry students.

7. Include in the Budget Plan all staff costs (salaries and benefits) for each position and the direct cost to purchase, develop or maintain assessment instruments or other technology tools specifically for assessment.


iii. Counseling, Advising, and Other Education Planning Services 1. Describe the target student audience, including an estimate of the annual number of students to be provided (a)

counseling, (b) advising, (c) and other education planning services. Describe what these services are, the service delivery methods (in person, in workshops, FTES funded classes, online, etc.) and models used. Describe any partnerships among colleges or with high school districts, workforce agencies, or other community partners that assist with providing these services. Describe at what point(s) in the student’s academic pathway counseling, advising, and other education planning services are provided (before registration, at 15 units, etc.)

Currently, the counseling, advising, and educational planning services include group counseling/advising sessions,


individual counseling appointments, online and onsite workshops, visits to classrooms, counseling and personal development classes, career and transfer planning online resources, and an online email process, telephone drop-in and appointments and access for brief questions via chat. Additionally, counselors are available for drop-in services and assistance to new students at all orientation events. Counseling is available to any community member seeking Basic Skills preparation, transfer preparation, career technical education and training, career advancement, and personal enrichment. Students are encouraged to meet with a counselor after orientation and assessment, but students are allowed to meet with a counselor or educational advisor at any point. Counseling services include general educational and career planning, matriculation information, assessment/placement interpretation, course selection, transcript and prerequisite evaluation, student educational planning, identifying and problem-solving barriers to educational opportunities, intervention for probation and disqualification students and referrals to other student services as identified during counseling appointments. Counseling participates in ongoing training and professional development to maintain comprehensive knowledge and currency in the areas of student success and retention, Basic Skills support and preparation, transfer and career preparation and articulation, and career technical education and training.

CCCC ACCESS Programs (EOPS, Disabled Students Programs & Services (DSPS), CalWORKs) also provide group sessions, individual appointments and a variety of educational and student success workshops. Counseling services for at-risk student are embedded into our various support programs as well as having strategies specifically oriented to at-risk student populations. Courses offered by Counseling Currently the counseling classes offered are introductory courses for new students, COUN C101 and PDEV C101, how to be a successful online student course, PDEV C052, and transfer readiness, PDEV C131. All full time counselors are asked to teach one course as part of their load. All courses are offered onsite and online. Career and Transfer Center Counseling maintains and staffs the Career and Transfer Center at the IWV campus while maintaining an online Career and Transfer center for those students who do not have access to the IWV campus. The Career and Transfer Center is available to provide students with the most current information regarding changes in transfer information and to assist student in applying their academic skills to the world of work. Through the Career and Transfer Center, various workshops are offered throughout the semester on specific careers, career decision making, transfer, and the college application process. Examples of workshops that have developed over time are the CSU and UC application workshops provided in October to assist students in the completion of their applications for transfer. Counseling maintains current articulation agreements with four-year institutions, submits requests to further develop articulation, tracks curriculum changes to update UC and CSU course transferability, Cerro Coso General Education, CSU Certification and the IGETC, and provides advising to faculty on transfer course development and articulation information. Basic Skills Counseling has worked closely with the Basic Skills program and faculty on collaboratively developing services and programs to students. A counselor visits each Basic Skills course at the beginning of the semester to provide a reminder about and extension of orientation information. The presentations include a reminder about student services and resources, the importance of accessing tutoring support, and a referral to attend education planning workshops and make counseling appointments for establishing a comprehensive education plan. Specialized Populations The counseling department provides services to unique populations that require additional verification and have specific requirements and parameters associated with their program benefits. These populations include student athletes, veteran and military students, students receiving financial aid and international students. Although all counseling staff


are able to provide services to all students, designated counselors are available who have more training and knowledge in these areas, to better serve these populations. Counseling staff will refer students within these populations to the area experts within counseling. General counseling issues related to these populations are discussed in meetings and notes are kept on requirements and specific issues related to these populations. In general, counseling staff at Cerro Coso are required to have a broad range of counseling knowledge in order to meet the needs of our students including career and academic advising and development skills, updated transfer information, and referral of college and community resources that are beneficial to students. Educational advisors participate in most counselor training activities except those focused on delivery of instructional courses within the counseling department. Counseling staff services focus on providing students with scheduling assistance, general education and major coursework requirements, college processes related to course scheduling, dropping and adding courses, and referrals to campus resources and counselors for more in depth counseling needs. 2. Describe what services are offered online, in person, individually or in groups, etc. Indicate whether drop-in

counseling is available or appointments are required. Describe the adequacy of student access to counseling and advising services, including the method and time needed for students to schedule a counseling appointment and the average wait time for drop-in counseling. Describe any use of academic or paraprofessional advising.

Counseling services are available at all sites and online through individual counseling appointments. A regular schedule of drop-in is available on an ongoing basis for brief questions and student interactions in person, by email and by telephone. Recently chat time has also been added to the counseling schedule for students who have brief questions. At peak times, particularly the weeks before the semester begins, drop-in is the only form of counseling available in order to serve a maximum number of students. Individual appointments are available throughout the semester. The wait time necessary for a counseling appointment varies significantly depending on the point in the semester. Counselors are required to work 35 hours per week on campus, with 30 hours of required direct student contact. Counseling appointments are made for 30 minute blocks of time. Drop-in is scheduled in 15 minute increments and is utilized only for introductory or relatively brief student questions.

General Counseling Ratios by campus:

Indian Wells Valley Campus (IWV) Headcount: 2,347 FTES: 987 CC Online Headcount: 3,053 FTES: 1502

3 full-time counselors 2 part-time counselors 2 full-time education advisors

East Kern Center Headcount: 152 FTES: 13 1 part-time counselor 1 full-time education advisor

Eastern Sierra College Center Bishop

https://www.cerrocoso.edu/iwv

https://www.cerrocoso.edu/cconline

https://www.cerrocoso.edu/ekc

https://www.cerrocoso.edu/escc


Headcount: 363 FTES: 128 Mammoth Headcount: 293 FTES: 126 1 full-time counselor Kern River Valley Campus (KRV) Headcount: 391 FTES: 154 Part time counseling (support provided by full-time counselor primarily located at the IWV campus) 1 full-time education advisor

Online Counseling Online counseling services are provided through a counseling portal that funnels student requests to the counseling staff. Currently, all IWV counseling staff can access online counseling requests and all spend some part of their regularly scheduled counseling hours answering online student requests. This represents an increase, starting several years ago, in IWV staff time dedicated to online counseling. All online services are managed by the IWV counseling staff. The counseling department offers online classes in Personal Development and Counseling courses to students needing assistance in career and educational planning, study skills, college awareness and transfer, and explore issues related to diversity, citizenship, leadership and personal responsibility. Group Counseling In order to serve more students and still maintain comprehensive quality services, a group approach to offering counseling services has been implemented; specifically in the area of providing supportive counseling services for students on probation or disqualification and students needing to participate in more comprehensive educational planning. A group approach was developed for students identified as on probation or disqualification prior to the next registration period. These students are now required to participate in a workshop specifically developed to address issues that create barriers to student success. Students are also provided guidance in academic planning and course scheduling within the workshop. The group format not only is a more effective use of counseling time, but also provides an encouraging and supportive environment for students through extensive peer interaction. Counseling staff are strongly supportive of the enhanced quantity and quality of service offered to students through group counseling. 3. Describe the type of assistance provided to help students develop an abbreviated student education plan and the

scope and content of the plan. The initiation of an abbreviated education plan is built into the onsite orientation process. Face-to-face orientations are delivered by counseling and advising staff members. During the orientation process, students are provided with an overview of degree and certificate requirements and the education planning process. Students are provided with the degree, certificate and general education requirements specific to their individual educational goal. After the orientation and assessment processes, students work with a counselor to review their assessment results and associated placement. During this appointment, the counselor or educational advisor reviews the abbreviated education plan and helps the student develop a schedule for the semester that is consistent with the plan. For students who have transferred with units from another institution, the initial education plan is developed with a counselor or advisor. The initial transcript evaluation takes place in counseling to allow for the development of the initial plan and, subsequently, the comprehensive plan.

https://www.cerrocoso.edu/krv


4. Describe the type of assistance provided to help students develop a comprehensive student education plan that identifies the

student’s education goal, course of study, and the courses, services, and programs to be used to achieve them. Education planning assistance is provided all along the student pathway, beginning with the application process when students are first asked to declare a major and educational goal. Built into the application are information and referrals to additional resources meant to help the student understand the choices being made. Orientation includes an overview and initial guidance on the education planning process. During orientation, students are referred to education planning workshops and individual counseling appointments for developing an education plan. The student success courses taught by counselors include a section on major and career exploration and the development of a comprehensive education plan. Presentations delivered by counselors during the first couple of weeks of all Basic Skills classes include an overview of the education planning process and a referral to resources, as well as a directive to make an appointment with counseling for the completion of the comprehensive education plan. Institutional Research provides a report that can be run every semester by campus that identifies students who have not participated in the educational planning process. Each campus has access to this report and staff in counseling spend time each semester contacting students proactively who have not completed SSSP core services components, particularly the development of an education plan. A regular schedule of education planning workshops is offered throughout the course of the semester. Financial aid, special populations and VA students are required to complete an education plan within the first semester of attendance. Probation/disqualification students are required to work with an advisor on the development of a comprehensive education plan as a condition of continued enrollment. 5. Identify the staff providing counseling, advising and other education planning services, including the number of positions, job

titles and a one-sentence statement of their roles. Indicate the number of full-time counselors and Their negotiated student contact hours. Indicate the number of part-time counselors and the number of full-time equivalent counselors (total full time and part time counseling hours divided by 2080).


Job Title Department Campus Funded Other SSSP

Funded Description

Director of Student and Counseling Services Student Services X Coordination of services to

implement SB 1456

Department Assistant II (2) Counseling- IWV X X

Facilitates scheduling of counseling appointments and workshops, provide clerical support and tracking for counseling functions


Counseling- IWV X X Delivers counseling and educational planning services

Educational Advisors (2) Counseling – IWV X X Deliver advising services

Department Assistant II (2) ACCESS Program X

Facilitates scheduling of counseling appointments and workshops, provide clerical support and tracking for counseling functions


ACCESS Program X X Delivers counseling and

educational planning services

Special Services Assistants (2)

ACCESS Program X X Provide additional student support

and services

Department Assistant III (1) and Special Services

Assistant (1)

Kern River Valley Campus X X

Facilitates scheduling of counseling appointments and workshops, provide clerical support and tracking for counseling functions Facilitates scheduling of orientation

Counselor ( part-time) Kern River Valley Campus

X X Delivers counseling and educational planning services

Counselors ( part-time) East Kern campus

X X Delivers counseling and educational planning services

Educational Advisor East Kern Campus X Delivers advising services

Counselor (1) Eastern Sierra sites:

Bishop and Mammoth

X Delivers counseling and educational planning services

6. Identify any technology tools used for education planning. For third-party tools, be specific about the product and how it is used. Identify any technology tools used for support of counseling, advising and other education planning services, such as scheduling or degree audit. For third-party tools, be specific about the product and how it is used.

SARS- The college uses several components of the SARS suite of products. SARS GRID- Is the appointment system used in counseling (as well as in other departments on campus). This system is used for scheduling counseling appointments, drop-in and workshops. The system is currently used, primarily for students to make appointments and for tracking of contact with students. SARS Exchange- The district is currently in the process of purchasing SARS exchange to avoid the need for recording data in two separate systems. Currently, data on orientation, assessment, counseling contacts and education plan


completion is recorded in SARS, then also reported in Banner. The use of SARS Exchange will allow for reporting in SARS and automatic uploading to Banner. District IT is working with SARS to solve some of the current problems with an integration between SARS and Banner. GradGuru- Is a messaging system for communicating with and engaging students proactively to keep them on their educational track. Chat- A chat tool has been recently introduced in Counseling, Admissions and Records and Financial Aid, and designated staff members will have chat time built into their schedules. Through this software application, students will have access to real-time communication for quick questions. Students needing greater assistance will be directed to make an appointment or participate in drop-in counseling. Web form- There is currently a web form on the counseling website through which a student can request an education plan. This is an intake form that requests the key information from a student to initiate the development of an education plan and serves as a basis for a follow-up appointment with counseling. The completed request form is received as an email from counseling. Adobe Professional- Counseling provides electronic education plans through the use of fill-in templates created in Adobe. A counselor provides the evaluation and marks up the template to indicate courses taken and course equivalencies. This marked up PDF is then sent to the student as a read only document, via email attachment. The completed education plans are saved to a central location to which all counselors and educational advisors have access. DegreeWorks- The three colleges in the district are in varying final phases of implementing Ellucian’s DegreeWorks for degree audits and to assist with the development of education plans. The college has five years of catalogs scribed. Currently, the degree audit functioning is being used regularly by Admissions and Records as part of the graduation evaluation process. Counseling has been working with each department’s degree and certificate pathways to build education planning templates, which are almost complete. In our COUNS C101 courses and PDEV C101 courses this fall, the instructors who teach the classes will be piloting the education planning components with their students, developing comprehensive education plans with their students for the first time in DegreeWorks. Also during this fall, there will be a soft roll out for student access, with students having access to the degree audit function and the “What if” audit function. A comprehensive roll out for students will take place at the beginning of the spring 2014 semester. Counselors will be participating in a district wide, half day implementation training during the fall 2014 semester, in preparation for implementing DegreeWorks as an education planning tool starting with priority registration for spring. Education Advisory Board- Student Success Collaborative- The college is implementing an online “intake tool” that has been developed by the Educational Advisory Board for assisting in guiding the student through informed major and career choices with real time information about the cost of a program, length of time to completion based on number of classes per term, regional employment opportunities, etc. The intake tool also has ongoing education planning, pathway, scheduling and communication instruments to help keep the student on track. It has similar applications and functions to the SHERPA tool developed by South Orange County Community College District. 7. Next steps:

1) Review and revise exemption criteria. 2) Impose registration restriction for all non-exempt new students to complete counseling and an abbreviated

education plan prior to registration. 3) Scale up counseling and education planning service to require core services for all non-exempt new students. 4) Reinstate a process for providing access to counseling and education planning services via an online/email intake

process. 5) Develop processes for providing group counseling and education planning via CCC Confer for distance education


students. 6) Increase staffing to have to capacity for scaling up counseling and education planning services for all new

students. 7) Implement technology tools to enhance and improve the student pathway and educational planning.

1) Include in the Budget Plan, all staff costs (salaries and benefits) for each position and the direct cost to purchase, develop or

maintain technology tools specifically for counseling, advising and other education planning services. Please see attached budget plan.

iv. Follow-Up for At-Risk Students 1) Describe the target student audience according to title 5 section 55525, including an estimate of the annual

number of students to be provided at- risk follow-up services, and the college’s process to identify them. Describe the strategies for addressing the needs of these students, including:

a. Types of services are available to these students; how they are notified and when. b. Strategies for providing counseling, advising, or other education planning services to assist them in

selecting an education goal and course of study. c. How the services identified in “a” and “b” above are provided (online, in groups, etc.). d. How teaching faculty are involved or encouraged to monitor student progress and develop or participate

in early alert systems.

Cerro Coso defines at-risk students as those who:

• Place into pre-collegiate courses, or

• Are undecided about their educational goal or have not declared a course of study, or

• Are those on academic or progress probation, or

• Are those who are disqualified from attending Cerro Coso.

Pre-collegiate/Basic Skills All students who test into a basic skills course are considered at-risk. Approximately students an academic year test into at least one basic skills course and are the target for the additional support and intervention services described below. Class Intervention Presentations As an extension of the beginning of term presentations that are delivered in each of the basic skills courses, counseling has developed a series of additional intervention activities to be delivered at timely points in the semester to keep students on track in all basic skills courses.

• First two weeks of class- Intervention includes career and personality exploration overview and resources, referral to counseling to develop a comprehensive education plan, review of resources that students are encouraged to engage in early (tutoring, library, study halls, etc.), review of drop dates and requirements to maintain SAP for financial aid and to remain in good standing at the college.

• Prior to the 60% drop date- Intervention includes follow-up on students’ response to

recommendations from previous intervention, preparation for next term and priority registration, recommendations on continuing with English and math levels, referral to education planning and resources and additional career and education planning activities and resources.


• Two weeks before finals- Intervention includes follow-up on completion of education plan, making

sure students are registered for the next term and in the next level of English and math, follow-up on resource referrals, review of repeat process, encouragement to participate in student activities and other types of engagement opportunities and a final student evaluation of the intervention activities and a check for understanding.

These intervention activities can be delivered by the basic skills instructor or a counselor will partner with the instructor to facilitate the activity in the first 15-20 minutes of class. Supplemental Learning Support Supplemental Learning Support is currently embedded in all basic skills English classes at the IWV campus. Over the course of the fall, the college is preparing to include Supplemental Learning Support in all basic skills classes, including those taught online. Undecided Students The target population for this intervention is any student who has indicated that they are undecided on an educational goal and major. Students who have indicated that they are undecided on an educational goal are sent a letter at the beginning of the semester inviting them to either participate in an education planning workshop tailored to undecided students, or to come in to meet with a counselor for assistance with career and major exploration. At the IWV campus, these students are also directed to the Career and Transfer Center to access additional career and transfer resources. While the other campuses do not have a formally designated career and transfer center, all campuses offer similar resources through the campus counseling center. Additionally, the college provides a transfer website and career website, both offering valuable resources to students regardless of campus location or attendance via our online program.

Counseling has plans to develop an online workshop for undecided students, similar to what is offered for orientation and probation/disqualification students. Counseling is also exploring other modes of delivery, such as CCC Confer to allow for more interactive group counseling and workshops. Probation/Disqualification Students The target population is any student on any level of academic or progress probation and any student on disqualification. Approximately 600 students are on a form of probation or subject to disqualification.

Students are notified in several ways of academic standing and probation/disqualification status and there are several forms of intervention for this at-risk population:

• Academic standing is indicated on the student self-service portal through InsideCC/Banweb. Students have access to this information at all times and are exposed to this information anytime the system is accessed.

• Probation status results in an immediate registration hold. • Students on any level of probation or on disqualification are notified via email once grades for the

term have been posted and academic standing has been calculated. In the email, students are notified of their probation status, the consequences of the status, referred to resources and notified of what is required to be able to be cleared for registration and/or readmitted.

Term 1 Probation- Results in a registration hold and students are required to complete a probation/disqualification workshop before they are cleared to register. Term 2 Probation- Results in a registration hold, students are required to complete a


probation/disqualification workshop before they are cleared to register and students are limited to no more than 12 units. Disqualification- Results in dismissal from the college, students are required to complete a probation/disqualification workshop, must petition to the Vice President of Student Services for re-admittance, and students are limited to no more than 7 units. Students must develop the petition for readmission with a counselor and have the counselor approve of the proposed classes before the petition can be submitted for consideration by the Vice President of Student Services.

Probation/Disqualification Workshops- are delivered both onsite in workshop format and online. The online version is hosted via the same software as the college’s online orientation, Comevo. The content of the workshop in both formats is the same:

• Explanation of academic standing and GPA calculation • Review of transcripts as it relates to academic standing • Factors that contribute probation/disqualification status • Strategies for success and improving academic standing • Student support resources on campuses • Requirements for removal from probation/disqualification status

The online version includes quizzes throughout to check for understanding. The quiz questions have to be answered correctly to advance to the next section of the workshop. Both workshops take about an hour to complete. Early Alert Follow-up Early Alert is an intervention mechanism available to all faculty through our web-interface with Banner. During Flex Day activities, on the faculty resource website and in new faculty and faculty chair orientations, faculty are reminded about the availability of the early alert system and encouraged to use the system to provide early notification for students who are struggling academically, already behind in homework, not attending regularly or exhibiting any other early sign of problems. At the beginning of the second week of the semester, counseling sends an email reminder out to all faculty, including adjuncts, to prompt the use of the Early Alert system. Through this interface, faculty can submit an Early Alert form to communicate various concerns about students. When submitted, a copy goes to the student via email. Every submitted alert is followed up on by a counselor, who contacts each student to identify challenges and issues and assist in problem solving, provide support and referral to appropriate resources. Through the form, the instructor can also refer students to:

• Tutoring support • Office hours • Financial aid • Counseling • ACCESS programs (EOPS, DSPS, CARE, CalWORKS)

The Basic Skills Department is planning to implement the use of the Early Alert system by any faculty member teaching a basic skills course. Over the course of the next semester, the college will be transitioning to SARS Alert to allow for an easier mechanism for follow up, tracking and reporting.


Identify the staff providing follow-up services (including the numbers of positions, job titles and a one-sentence statement of their roles).


Other



Student Services X Coordination of services to implement SB 1456

Department Assistant II (2) Counseling- IWV X X

Schedules Basic Skills Presentations and workshops

Counselors (3 full-time, 2 part-time) Counseling- IWV X X

Deliver basic skills presentations and interventions, deliver probation/disqualification workshops, follow-up on Early Alerts and deliver undecided student workshops

Educational Advisors (2) Counseling – IWV X X Provide support for at-risk

intervention processes Department Assistant II (2)

ACCESS Program X X Schedules Basic Skills Presentations, workshops and counseling appointments

Counselors (2 full-time, 1 part-time) ACCESS Program X X

Deliver basic skills presentations and interventions, deliver probation/disqualification workshops, follow-up on Early Alerts and deliver undecided student workshops

Special Services Assistants (2) ACCESS Program X X Assists with delivering follow-

up services Department Assistant III (1) and Special Services Assistant (1)


Schedules Basic Skills Presentations, workshops and counseling appointments

Counselor (part-time)


Deliver basic skills presentations and interventions and provide individual follow-up support

Counselors ( part-time) East Kern campus X X


Counselor (1) Eastern Sierra sites:

Bishop and Mammoth

X



2) Identify any technology tools used for follow-up services. For third-party tools, be specific about the product and how it is used.

Comevo- The Comevo software platform is used for hosting the online probation/disqualification workshop in the same way as the online orientation. Banweb- Is the web interface system associated with Banner. It is through this web access, which is available to all faculty, that the early alert process is facilitated. SARS Alert- The district is implementing SARS Alert to replace the Banweb form the college currently uses. This will allow for tracking and data collection that is not currently possible. 3) Next Steps:

1) Implement counseling units in all Basic Skills courses. 2) Implement SARS Alert and increase follow-up services for alerts received. 3) Re-implement workshops for undecided students. 4) Develop an online and CCC Confer workshop for undecided students. 5) Implement additional required follow-up for probation disqualification students, partnering with

instructional faculty. 6) Develop tracking process for assessing effectiveness of current intervention strategies for probation

and disqualification students.

4) Include in the Budget Plan, all staff costs (salaries and benefits) for each position and the direct cost to purchase, develop or maintain technology tools specifically for follow-up services.


IIb. Related Direct Program Services (District Match Funds only) i. Instructional Research 1. Describe the types of Institutional Research will be provided that directly relate to the provision or evaluation of

SSSP Services. The Kern Community College District has a centralized Institutional Research and Reporting office that provides a variety of data reporting and research services to the three colleges of the district. In terms of the areas described in this report, the Research Office provides a number of services, including but not limited to:

• Reporting on the number and percentage of students receiving SSSP services, including assessment, orientation, counseling, and the completion of education plans. These data are often disaggregated by program and demographics.

• Cohort tracking on these same factors that examines how each impacts a variety of student success measures, including but not limited to transfer and degree completion.

• Statistical data regarding the establishment of assessment test cut scores and the measurement of disproportionate impact of assessment tests.

• Research on student equity, including disproportionate impact by a number of demographic measures on several success metrics.

• Program review data for student services areas that address specifically the percentage of first-time


students receiving services. • Program review data for instructional areas that provide the percentage of students who have met

key metrics such as the completion of a student education plan by subject. • A variety of ad hoc student success and cohort studies addressing the impact of SSSP-related services

and evaluating them for their impact on student success.

ii. Technology 1. Describe the types of services provided through the use of technology that directly relate to the delivery of

services, such as online orientation, advising and student educational planning. Orientation PowerPoint- Onsite orientations are conducted by a counselor with the content facilitated through the use of PowerPoint. All counselors use the same PowerPoint, which is reviewed annually and updated as needed. Comevo-The online orientation is delivered through the use of Comevo’s @School Online Orientation software. The software provides an interactive environment for delivering an orientation online. Use of Comevo requires an annual subscription. The college recently upgraded the license to be able to expand into offering workshops, such as for students on probation. Assessment Accuplacer Online- Accuplacer is the third-party assessment test used at all campuses. It is an online test, so is accessible with the use of a proctor at all sites, including delivery at high schools and for distance education students. Khan Academy- Kahn Academy is an online resource used for assessment and review concepts in preparation for the assessment test or in preparation for repeating a math course. SARS Grid- This appointment system is used for all scheduling purposes in student services, including the scheduling of group assessment administrations and drop-in in the assessment center. Counseling and Education Planning SARS- The college uses several components of the SARS suite of products. SARS GRID- Is the appointment system used in counseling (as well as in other departments on campus). This system is used for scheduling counseling appointments, drop-in and workshops. The system is currently used, primarily for students to make appointments and for tracking of contact with students. SARS Exchange- The district is currently in the process of purchasing SARS exchange to avoid the need for recording data in two separate systems. Currently, data on orientation, assessment, counseling contacts and education plan completion is recorded in SARS, then, also reported in Banner. The use of SARS Exchange will allow for reporting in SARS and automatically uploading to Banner. District IT is working with SARS to solve some of the current problems with an integration between SARS and Banner. GradGuru- Recently counseling has adopted this application, which is a messaging system for communicating with and engaging students proactively to keep them on track academically.


Chat- A chat tool has been recently introduced in Counseling, Admissions and Records and Financial Aid. Designated staff members will have chat time built into their schedules. Through this software application, students will have access to real-time communication for quick questions. Students needing additional assistance will be directed to make an appointment or participate in drop-in counseling. Web form- There is currently a web form on the counseling website through which a student can request an education plan. This is an intake form that requests the key information from a student to initiate the development of an education plan and serves as a basis for a follow-up appointment with counseling. The completed request form is received as an email from counseling. Adobe Professional- Counseling provides electronic education plans through the use of fill-in templates created in Adobe. A counselor provides the evaluation and marks up the template to indicate courses taken and course equivalencies. This marked up PDF is then sent to the student as a read only document, via email attachment. The completed education plans are saved to a central location that all counselors and educational advisors have access to. DegreeWorks- The three colleges in the district are in varying final phases of implementing Ellucian’s DegreeWorks for degree audits and to assist with the development of education plans. The college has five years of catalogs scribed. Currently, the degree audit functioning is being used regularly by Admissions and Records as part of the graduation evaluation process. Counseling has been working with the departments degree and certificate pathways to build education planning templates, which are almost complete. In our COUNS C101 courses and PDEV C101 courses, the instructors who teach the classes will be piloting the education planning components with their students, developing the comprehensive education plans with their students for the first time in DegreeWorks. Also during this fall, there will be a soft roll out for student access, with students having access to the degree audit function and the “What if” audit function. A comprehensive roll out for students will take place at the beginning of the spring 2014 semester. Counselors will be participating in a half day implementation training district-wide during the fall 2014 semester in preparation for implementing DegreeWorks as an education planning tool starting with priority registration for spring. Education Advisory Board- Student Success Collaborative- The college is implementing an online “intake tool” that has been developed by the Educational Advisory Board to help guide students through informed major and career choices with real time information about the cost of programs, length of time to completion based on number of classes per term, regional employment opportunities, etc. It also has ongoing education planning, pathway, scheduling and communication tools to help keep the student on track. It has similar applications and functions to the SHERPA tool developed by South Orange County Community College District. Follow-up Services Comevo- The Comevo software platform is used for hosting the online probation/disqualification workshop in the same way as the online orientation. Banweb- Is the web interface system associated with Banner. It is through this web access, which is available to all faculty, that the early alert process is facilitated. SARS Alert- The district is implementing SARS Alert to replace the Banweb form the college currently uses. This will allow for tracking and data collection that is not currently possible.


IIc. Transitional Services Allowed for District Match

1. Recognizing the challenges some districts face in restoring services after the 2009-10 budget cuts, districts may also count expenditures for costs that were allowable as of 2008-09, even though they are no longer allowable under SB 1456 and current SSSP regulations. These include Admissions and Records, Transfer and Articulation Services, Career Services and other Institutional Research. Describe what types of services are provided during this transition period that are being used for district match.

Cerro Coso Community College does not need to include any transition services in order to meet the match requirement, largely because of the staff and infrastructure needed to deliver services equitably at all of the college’s multiple campuses and at a distance. With the previous decline in matriculation funding, general funds were reallocated to maintain this staffing and infrastructure as much as possible. Because of this, the college is able to meet the match requirement without needing to include transitional services.

SECTION III. POLICIES & PROFESSIONAL DEVELOPMENT 1. Exemption Policy

Provide a description of the college or district’s adopted criteria for exempting students from participation in the required services listed in title 5 section 55520 consistent with the requirements of section 55532.

Kern Community College District Student Success and Support Program (SSSP) Component Exemption Criteria (Procedure 4A3(a) Consistent with the provisions of AB 3, Sections 782-78214, and Title 5, Section 55532, the following Exemption Procedures for Assessment, Orientation, and Counseling/Advising are in effect for the Colleges of the Kern Community College District. Except as noted below, all students shall be required to complete the four (4) Student Success components: assessment, orientation, counseling/advising, and a Student Education Plan (SEP). The Vice President of Student Services or designee may, upon written request, exempt students from the above noted components, for circumstances not covered by this procedure.

1.) Students who have completed an associate degree or higher will be exempted from Assessment, Orientation, Counseling/Advising and SEP

2.) Students who demonstrate satisfactory completion of course work equivalent to college-level English and college-level math, or completion of State Approved Assessment will be exempted from Assessment.

Counseling / Exemption

Criteria Assessment Orientation Counseling /

Advising SEP

1--Students who have completed an associate degree or higher.

X X X X


2--Satisfactory completion of course work equivalent to college-level English and college-level math, or completion of State Approved Assessment.

X

2. Appeal Policies Describe the college’s student appeal policies and procedures.

Students can appeal to the Vice President of Student Services. This process is initiated in counseling and forwarded to the Vice President of Student Services for approval or denial. All students are notified of the determination in writing, as well as the basis for the determination. 3. Prerequisite Procedures

Provide a description of the college’s procedures for establishing and periodically reviewing prerequisites in accordance with title 5 section 55003 and procedures for considering student challenges.

Prerequisite Challenge Process- A student may challenge any prerequisite or co-requisite on one or more of the following grounds:

1) The student has the knowledge or ability to succeed in the course or program despite not meeting the stated prerequisite or co-requisite.

2) The student will be subject to undue delay in attaining the goal stated in the student’s educational plan because the prerequisite or co-requisite course has not been made reasonably available.

The determination of whether a student meets a prerequisite or co-requisite is made prior to the student’s enrollment in the course. The student is responsible and bears the burden for showing that grounds exist for the challenge. The challenge is made in writing to the Director of Student and Counseling Services, prior to the student’s enrollment in the challenged course. The Director facilitates the process and submits the challenge to the department chair for the discipline area of the course being challenged. The department chair in consultation with the appropriate discipline area experts within the department review the prerequisite challenge and make a determination. If space is available in a course when a student files a challenge, the College reserves a seat for the student and the student is assured a seat in the class if the challenge is ultimately upheld. If no space is available in the course when a challenge is filed and, if the challenge is upheld, the student is permitted to enroll if space is available when the student registers for the subsequent term. The Director of Student and Counseling Services in collaboration with the appropriate department faculty chair resolves the challenge within five (5) working days of the receipt of the challenge. 4. Professional Development

Describe plans for faculty and staff professional development related to implementation of the Student Success and Support Program.

Conferences- Each year, the college sends teams of participants, with an emphasis on counseling and instructional faculty, to conferences that specifically have student success and completion as a focus:

• Strengthening Student Success • Achieving the Dream Showcase


• Innovations- League for Innovations • Additionally, the various student services programs participate in the appropriate

chancellor’s office training and conferences and in regional meetings and trainings. • Senior administration attends CCLC • Counselors and advisors attend UC and CSU Conferences and Ensuring Transfer Success

On-campus: All Student Services- Once a semester, an all student services professional development/training day is hosted. During these professional development days, significant time is spent on topics associated with student success, completion and equity. A portion of each day is dedicated to the review and analysis of disaggregated student achievement data. Ongoing meetings

• Counselors and advisors from all campuses meet twice a month. • District student services leadership meets once a month. • District Vice Presidents meet once a month. • District Directors of Admissions and Records meet once a month. • ACCESS program staff and faculty meet twice a month. • Student Services Executive Council, which consists of all student services leadership, the Vice

President of Academic Affairs, and the Campus Directors and Managers meet twice a month. • Student Success and Support Council meets twice a month.

Faculty Inquiry Groups- Funding is available for faculty to engage in research and inquiry on a particular topic. Faculty inquiry groups have been conducted on such topics as student engagement, student success and support, provision of core services and Supplemental Learning Support. Lunch and Learns- The professional development committee offers regular opportunities in multiple formats, some of which are targeted on SSSP issues. Counseling and other student services programs are offering a series of lunch and learns during the fall and spring semester on such topics as outcomes associated with core services, faculty engagement in orientation and other core services and the financial aid process and how faculty can help students who have financial barriers. 5. Coordination with Student Equity Plan and Other Planning Efforts

Describe how the SSSP Plan and services are coordinated with the college’s development of its student equity plan and other district/campus plans and efforts, including Accreditation Self-Study, educational master plans, strategic plans, the Basic Skills Initiative, and departmental program review.

The college developed a Student Success and Support Council in response to student success initiatives and participation in Achieving the Dream. The committee is charged with providing coordination, planning, assessment and evaluation for the Student Success and Support Program, the Basic Skills Initiative, Student Equity, Achieving the Dream and other college efforts to improve student success, completion and equity. The committee reviews and analyzes disaggregated student achievement data to identify gaps, to develop priorities and set directions and identify potential interventions. The development of the SSSP and Student Equity Plans have been integrated into the colleges annual planning cycle and will inform the goals and strategies for the subsequent level planning documents at the unit and division level. Disaggregated student achievement data is provided for the unit and program review levels of planning and resource requests. The committee consists of the following representation:


Faculty Representatives from: • English (3) • Math (Faculty Chair) • CTE • Counseling (Faculty Chair) • Librarian (Date Lead/Faculty Chair) • Social and Behavioral Sciences • Visual and Performing Arts

Basic Skills Coordinator Supplemental Learning Coordinator Academic Senate President Institutional Effectiveness Committee Chair and Representatives Vice President of Student Services Vice President of Academic Affairs Director of Student and Counseling Services Director of Financial Aid and Admissions and Records Campus Managers

• Bishop and Mammoth Campuses • Kern River Valley Campus • East Kern Sites

Student Representatives (2) Classified Representatives

• Assessment • Student Services Support • Counseling • Financial Aid

6. Coordination in Multi-College Districts

In districts with more than one college, describe how policies and Student Success and Support Program services are coordinated among the colleges.

The colleges in partnership with the district primarily coordinate policies and Student Success and Support Program services through a series of regularly scheduled meetings, as well as the leadership and coordination provided through a couple of key district office positions. The Vice-chancellor of Educational Services serves as the chief academic and student services officer of the District. The Vice Chancellor provides overall leadership and utilizes data in planning, organizing, reviewing, coordinating, and evaluating district-wide instructional and student services programs and the development and implementation of policies and procedures of the District. This position traditionally coordinates the district-wide work of the college vice presidents and has facilitated representational district-wide meetings for coordinating the work of academic affairs and student services. The Vice-chancellor of Operations has overall responsibility for the operations of the Kern Community College District. This position provides leadership in identifying, integrating, and implementing business processes and systems and is responsible for managing the day-to-day activities of the District and for operations management. The Vice Chancellor is responsible for the development, design, operation, and improvement of the systems that create and deliver the District’s services, which includes the district-wide MIS system, all of the technology enhanced systems in student services (DegreeWorks, SARS, etc.) that support our SSSP efforts, and all systems used for data collection and reporting.


Historically, under the direction and facilitation of the Vice Chancellor of Educational Services, the district-wide student services leadership met on a monthly basis to serve as a district level coordinating and guiding group for the Matriculation program and other student services programs. Through various position vacancies and position reorganizations, this group stopped meeting. During this time, coordination of policies and student services and programs was addressed as much as possible during monthly Vice President meetings attended by all three colleges and facilitated by the Vice Chancellor of Education Services. Part of the challenge with district-level coordination has occurred because of an extended vacancy in the Vice-chancellor of Educational Services position. During this period of vacancy, the college presidents in rotation, and various other district management positions, have facilitated the VP meetings and have filled in the various gaps left by this vacancy.

SECTION IV. ATTACHMENTS

Please provide a list of attachments to the SSSP Plan and a one-sentence description of each attachment, if the title is not self-explanatory.

The following attachments are required: Attachment A, Student Success and Support Program Plan Participants. Please attach a listing of all individuals with their job titles, who were involved with creating the SSSP Plan.

Attachment B, Organizational Chart. Please attach a copy of your colleges’ organization chart and highlight the Student Success and Support Program Coordinator’s position. Please include all positions that work directly in the program providing SSSP services.

If your district has a district SSSP Coordinator in addition to the college SSSP Coordinator, please attach a copy of the district organization chart, and highlight the district SSSP Coordinator's position (if it is not identified as such on the chart). If a recent or accurate organization chart is not available at this time, please draw one that includes the minimum elements listed above.

Attachment C, SSSP Advisory Committee. Attach a list of the members of the college's SSSP Advisory Committee. This can be a list of individuals and their positions or simply the positions. If the committee is chaired by someone other than the SSSP Coordinator, please highlight the chair on the list of members, and identify the correct name of the committee, (advisory committee, coordinating council, steering committee, etc.). If the committee has standing or formalized subcommittees (e.g., SEP, orientation, budget, training, etc.), please list those also.

Other Attachments (optional) Additional attachments may include SSSP forms or templates that illustrate section responses. You may also submit any documents, handbooks, manuals or similar materials that your district/campus has developed as SSSP materials.

ADDITIONAL INFORMATION Questions regarding the development of the college SSSP Plan may be directed to:

Debra Sheldon California Community College Chancellor's Office 1102 Q Street, Suite 4554 Sacramento, CA 95811-6549 [email protected] (916) 322-2818



Attachment A Student Success and Support Program Plan Participants

title 5 Section 55510 (11)(b) requires that the Student Success and Support Program Plan for each college "be developed in consultation with representatives of the academic senate, students, administrators, and staff with appropriate expertise." Please list the persons and their stakeholder group (e.g., Student Senate, Academic Senate, Curriculum Committee, etc.), of the individuals who participated in the development and writing of this Plan. Add more pages as needed. Name: Paula Suorez Title: Director of Counseling and Student Services Stakeholder Group: Administration Name: Heather Ostash Title: Vice President of Student Services Stakeholder Group: Administration Name: Corey Marvin Title: Vice President of Academic Affairs Stakeholder Group: Administration Name: Julie Cornett Title: Librarian/ATD Data Lead Stakeholder Group: Faculty Name: Lisa Darty Title: CTE Stakeholder Group: Faculty Name: Pamela Godfrey Title: Counselor Stakeholder Group: Faculty Name: Christine Swiridoff____________Title: English instructor Stakeholder Group: Faculty Name: Steven Rogers Title: Math Department Chair Stakeholder Group: Faculty Name: Laura Vasquez Title: Senate President/Basic Skills Coord./English Stakeholder Group: Faculty Name: Sarah King Title: Anthropology Stakeholder Group: Faculty Name: Paula Caudill Title: Assessment Assistant Stakeholder Group: Classified


RESOURCES Senate Bill 1456

California Code of Regulations, Online

Student Success and Support Program Student Equity Plan

Accrediting Commission for Community and Junior Colleges

Chancellor's Office Basic Skills web site

http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1451-1500/sb_1456_bill_20120927_chaptered.pdf

http://ccr.oal.ca.gov/linkedslice/default.asp?SP=CCR-1000&Action=Welcome

http://www.accjc.org/

http://extranet.cccco.edu/Divisions/AcademicAffairs/BasicSkillsEnglishasaSecondLanguage.aspx

CREDIT

2014-15

Kern Community College District

Cerro Coso College

and

1102 Q Street, Suite 4554Sacramento, CA 95811-6549

FridayOctober 17, 2014

Email report to: [email protected]

Mail report with original signatures to:Patty Falero, Student Services and Special Programs Division

Student Success and Support Program

Budget Plan

Report Due Postmarked By

California Community Colleges Chancellor's Office


SSSP 2014-15 Budget Plan(9/23/14)

Date Printed10/19/2016 Page 2 of 11

District:College:

1 Cover Page 3 Part I Funding 6 Summary2 Do First 4 Part II Planned Expenditures

5 Part III Planned District Match

Basic instructions:

Welcome to the Excel2014-15 Student Success and Support Program Budget Planfor fiscal reporting periodJuly 1, 2014 - June 30, 2015

Multi-college districts that use any portion of the SSSP allocation to provide support for district expenses will be required to complete and return the Certification of Planned District Office Expenses form. The form can be found on the Chancellor's Office website at: http:/extranet.cccco.edu/Divisions/StudentServices.aspx.

Submit the Budget Plan with original signatures, via email (PDF format) and mail, postmarked no later thanFriday, October 17, 2014.

Email to: [email protected] to:Patty Falero, Student Services and Special Programs DivisionCalifornia Community Colleges Chancellor's Office1102 Q Street, Suite 4554Sacramento, CA 95811-6539

For assistance in completing this report, you may contact:Debra Sheldon - [email protected] - (916) 322-2818

You may enter data in spreadsheets 2-6. Use the tab key to move around in each spreadsheet. At the bottom of some of the spreadsheets (or the back of the page if printed) are Specific Entry for certain cells or Other Instructions. You will be able to enter whole numbers only (no cents).

Yellow highlighted cells allow you to enter a value, either by selecting from a drop down list or typing in the cell.

If you need additional rows to complete your data entry in Part II or Part III, please contact Debra Sheldon as listed above. The Chancellor's Office will be able to unlock the spreadsheet, add additional rows and send you the revised spreadsheet.

This workbook contains 6 protected spreadsheets in the following order:

Credit

Blue colored cells indicate a pre-populated cell and cannot be modified.Gray colored cells indicate a formula and cannot be modified.

To print entire workbook: Go to File, Print, Entire Workbook. Select double-sided.

Kern Community College DistrictCerro Coso College



Part I: Funding Enter whole numbers onlyTotal 2014-15 Student Success and Support Program Allocation 566,406$

Did your college move Credit SSSP funds to Non-Credit? If yes, how much? -$ 566,406$

Total 2014-15 Planned Expenditures in the Student Success and Support Program:Amount

Student Success and Support Program Allocation (Part II: Planned Expenditures) 566,406$ $ 1,389,005

1,132,812$

1,955,411$

Balance 2014-15 Student Success and Support Program Allocation: -$

Total Planned Expenditures in the SSSP

2:1 Calculated required match for credit:

2014-15Kern Community College DistrictCerro Coso CollegeCREDIT

District Match (Part III: Planned District Match)

Total SSSP Funds Available for Planned Expenditures



cell: F10 Enter your college's 2014-15 Student Success and Support Program AllocationF12

F13 This cell will populate with the funds available for expenditure in the Credit SSSP.F18F19E20F22

F26

0

+

-

Planned expenditures in the Student Success and Support Program: This Budget Plan must be completed at the college level. If there is more than one college in your district, you will need to work with your district office to identify your college's funding level.

This cell will populate once the Part III Planned District Match section has been completed.

This cell is the sum of: "Student Success and Support Program Allocation (Part II: Planned Expenditures)" and "District Match (Part III: Planned District Match )."

If the balance is positive, then the planned expenditures do not fully expend the allocation. The college needs to review the planned expenditures and make necessary adjustments. If balance remains positive, then the funds must be returned to the Chancellor's Office.

This cell is the sum of: "Total 2014-15 Student Success and Support Program Allocation" minus "Student Success and Support Program Allocation (Part II: Planned Expenditures)".

This cell will populate once the Part II Planned Expenditures section has been completed.

Colleges may move funds from their credit SSSP allocation to their non-credit SSSP allocation. If you did, enter the amount moved.

2014-15 Student Success and Support Program Budget Plan

If the balance is negative, then then planned expenditures exceed the allocation available and the college needs to review the planned expenditures and make necessary adjustments. Budget Plan cannot be submitted if balance is negative.

Specific Entry Instructions"Part I: Funding"

If all of the 2014-15 Student Success and Support Program Allocation funds have been accounted for on this plan, then the balance should be zero.

This cell will display your calculated required district match for your credit program.



Part II: Planned Expenditures (Student Success and Support Program Allocation)

Orientation AssessmentCounseling/

Advising/Other Ed Planning

Follow-up Coordination * Total

Academic Salaries: Position Title(s) # of FTE Positions

1.34 19,951$ 9,975$ 59,852$ 9,975$ -$ 99,753 1.00 11,097$ 5,548$ 33,291$ 5,548$ -$ 55,484 1.00 -$ -$ -$ -$ 68,246$ 68,246

-$ -$ -$ -$ - -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -

Subtotal $ 31,048 $ 15,523 $ 93,143 $ 15,523 $ 68,246 $ 223,483 # of FTE

Positions1.00 12,964$ 6,482$ 38,890$ 6,482$ -$ 64,818 1.00 6,180$ 3,090$ 18,542$ 3,090$ -$ 30,902

-$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -

Subtotal $ 19,144 $ 9,572 $ 57,432 $ 9,572 $ - $ 95,720

Department Assistant IIEducational Advisor

Classification

(2) Adjunct Counselors

1000

Classified and Other Nonacademic Salaries: Position Title(s)

Student Success and Support Program Allocation - Report planned expenditures of the SSSP allocation by object code as defined by the California Community Colleges Budget and Accounting Manual. Although they appear in the CCC Budget and Accounting Manual, not all expenditures listed are appropriate for SSSP purposes. Allowable and disallowed expenditures with Credit and Noncredit SSSP Allocations are listed below.

2000

(1) Full-time Counselor

2014-15Kern Community College DistrictCerro Coso College

Program Director

CREDIT



Orientation AssessmentCounseling/

Advising/Other Ed Planning

Follow-up Coordination * Total

2,453$ 1,226$ 7,358$ 1,226$ -$ 12,263 -$ -$ 20,965$ -$ -$ 20,965 -$ -$ -$ -$ 28,676$ 28,676 -$ -$ -$ -$ 25,935$ 25,935

5,595$ 2,798$ 16,785$ 2,798$ -$ 27,976 4,195$ 2,097$ 12,585$ 2,097$ -$ 20,974

-$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -

Subtotal $ 12,243 $ 6,121 $ 57,693 $ 6,121 $ 54,611 $ 136,789

7,000$ -$ -$ -$ -$ 7,000 Assessment preparation -$ 7,000$ -$ -$ -$ 7,000 Counseling supplies -$ -$ 6,000$ -$ -$ 6,000

-$ -$ -$ -$ -$ - Subtotal $ 7,000 $ 7,000 $ 6,000 $ - $ - $ 20,000

2,000$ 2,000$ 3,000$ 1,500$ 1,500$ 10,000 Comevo license 5,400$ -$ -$ -$ 5,400 Accuplacer Assessment Units -$ 13,400$ -$ -$ 13,400 EAB 12,500$ 12,500$ 25,000$ -$ 50,000

-$ -$ -$ -$ 11,614$ 11,614 Subtotal $ 19,900 $ 27,900 $ 28,000 $ 1,500 $ 13,114 $ 90,414

-$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -

Subtotal $ - $ - $ - $ - $ - $ -

-$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -

Subtotal $ - $ - $ - $ - $ - $ -

Grand Total $ 89,335 $ 66,116 $ 242,268 $ 32,716 $ 135,971 Total Planned Expenditures cannot exceed the 2014-15 SSSP Allocation $ 566,406

Orientation materials

Other Outgo

4000

6000

5000

SurveyMonkey; SARS; Rise Vision; Grad Guru; CPP

Capital Outlay

Other Operating Expenses and ServicesEmployee travel

Department Assistant II

Supplies & Materials

Employee Benefits

Program Director

Educational AdvisorProgram Manager

7000

Classification

(1) Full-time Counselor(2) Adjunct Counselors

3000



* Coordination - This includes time spent by the SSSP Coordinator who has direct responsibility for coordinating the college’s SSSP services, developing and monitoring the program plan and budget, reviewing MIS data submissions to ensure accuracy and completing required program reports and some staff who work directly in the program providing these coordination activities. The portion of the SSSP Coordinator and staff salaries and benefits that are dedicated to providing core should be reported under the appropriate core serivces.

Beverages and FoodAccording to a 1989 legal opinion, categorical funds may be used to provide food or beverages (non-alcoholic) for students or staff provided there is no local Board of Trustees policy prohibiting these costs. Food and beverage costs must be for activities or functions consistent with the objectives of the categorical program. Funds cannot be used to pay fo general campus activities such as open houses or other events not directly related to SSSP.

"Part II: Planned Expenditures"

Expenditures Allowed and Disallowed with Credit and Noncredit SSSP Allocation(a) Colleges may only expend their SSSP allocation funds to support and meet the costs of the core services described in Title 5, sections 51020-25 and in accordance with the objectives and activities identified in the college’s approved Student Success and Support Progam Plan per Title 5, section 55510. (b) The noncredit program requires a minimum of ninety percent (90%) of the noncredit allocation be expended on direct services to students.(c) Requests for permission to spend SSSP funds for equipment, materials or services not listed in the college’s approved SSSP plan should be approved by the CSSO and appropriate SSSP Coordinator prior to transmittal to the Chancellor’s Office for approval.

Expenditures not allowed (See handbook for more detail)Student Success and Support Program allocation funds shall not be expended for:1. Construction 2. Gifts 3. Stipends for Students 4. Office Furniture 5. Administrative Salaries and Benefits (positions that do not support the core services described in the college’s approved SSSP plan6. Political or Professional Dues, Memberships, or Contributions 7. Rental of Off-Campus Space 8. Legal and Audit Exceptions 9. Indirect costs 10. Staff related to the Student Success and support Program 11. Unrelated Travel Costs 12. Vehicles 14. Courses 15. Admissions and Records 16. Institutional Research

Student Success and Support Program 2014-15 Budget Plan

Number of FTE Positions - Report the number of FTE positions by object code as defined by the California Community Colleges Budget and Accounting Manual.

Other Instructions



Part III: Planned District Match

Orientation Assessment

Counseling/ Advising/ Other Ed Planning

Follow-up Coordination * Research TechnologyTransitional

Services (See #8 below)

Total

Academic Salaries: Position Title(s) # of FTE Positions

5.60 -$ -$ 386,372$ 53,808$ -$ -$ -$ -$ 440,180 0.30 4,472$ 4,472$ -$ 4,472$ -$ 13,418$ -$ -$ 26,834 0.60 8,667$ 10,492$ 7,035$ 10,016$ -$ 10,340$ -$ 46,550

-$ -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ -

Subtotal $ 13,139 $ 14,964 $ 393,407 $ 68,296 $ - $ 23,758 $ - $ - $ 513,564 # of FTE

Positions2.75 -$ -$ 156,765$ -$ -$ -$ -$ -$ 156,765 1.00 -$ 46,861$ -$ -$ -$ -$ -$ -$ 46,861 2.00 -$ -$ -$ -$ -$ -$ -$ - 2.60 -$ 26,673$ 39,901$ 13,336$ -$ -$ -$ 79,910 0.34 -$ -$ -$ -$ -$ -$ -$ - 0.20 -$ -$ 6,252$ 6,252$ -$ -$ -$ 12,504

Director of Counseling 1.00 -$ -$ 108,019$ -$ -$ -$ -$ 108,019 Site Directors/Campus Managers 0.90 19,851$ 19,851$ 19,851$ 19,851$ -$ -$ -$ 79,404

0.40 10,447$ 10,447$ 13,929$ 10,447$ -$ 10,447$ -$ 55,717 1.00 -$ -$ -$ -$ -$ -$ -

-$ -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ -

Subtotal $ 30,298 $ 103,832 $ 344,717 $ 49,886 $ - $ 10,447 $ - $ - $ 539,180

Faculty Leads-SSSP

Department AssistantAdmissions & Records Techs

Job Development Specialist

2000 Classified and Other Nonacademic Salaries: Position Title(s)Educational AdvisorsAssessment Assistant

Vice President of Student ServicesDirector of Admissions & Records

Administrative Assistant

CounselorFaculty Coordinator-SSSP


District Match - Report planned expenditures of district funds by object code as defined by the California Community Colleges Budget and Accounting Manual.

1000Classification



Orientation Assessment

Counseling/ Advising/ Other Ed Planning

Follow-up Coordination * Research TechnologyTransitional

Services (See #8 below)

Total

2,405$ 2,603$ 114,856$ 2,552$ -$ 2,587$ 6,818$ 131,821 Educational Advisor & Assessment Assistant 24,269$ -$ 61,552$ -$ -$ -$ -$ 85,821

-$ -$ -$ -$ -$ -$ -$ - -$ 16,160$ 24,436$ 8,080$ -$ -$ -$ 48,676 -$ -$ -$ -$ -$ -$ -$

Dir. of Counseling&Job Development Specialist -$ -$ 26,599$ -$ -$ -$ -$ 26,599 7,836$ 7,836$ 7,836$ 7,836$ -$ -$ -$ 31,344 2,250$ 2,250$ 3,000$ 2,250$ -$ 2,250$ -$ 12,000

-$ -$ -$ -$ -$ -$ -$ - Subtotal $ 36,760 $ 28,849 $ 238,279 $ 20,718 $ - $ 4,837 $ 6,818 $ - $ 336,261

-$ -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ -

Subtotal $ - $ - $ - $ - $ - $ - $ - $ - $ -

-$ -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ -

Subtotal $ - $ - $ - $ - $ - $ - $ - $ - $ -

-$ -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ -

Subtotal $ - $ - $ - $ - $ - $ - $ - $ - $ -

-$ -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ -

Subtotal $ - $ - $ - $ - $ - $ - $ - $ - $ -

Grand Total $ 80,197 $ 147,645 $ 976,403 $ 138,900 $ - $ 39,042 $ 6,818 $ - Total Planned Expenditures must be at least equal to or exceed the Required District Match $ 1,389,005

Classification

7000 Other Outgo

6000 Capital Outlay

4000 Supplies & Materials

5000 Other Operating Expenses and Services

3000 Employee BenefitsCounselor/Lead Faculty

Admissions & Records TechsDepartment Assistant

Site Directors/Campus ManagersVice President of Student ServicesDirector of Admissions & Records



Expenditures Allowed and Disallowed for Credit and Noncredit District MatchDistrict Match must directly benefit the SSSP. Institutions can count expenditures from non-program fund sources for core services and related direct program costs, such as: 1. Orientation 2. Assessment for placement 3. Student Education Planning 4. Counseling and Advising 5. Follow-up Services 6. Institutional research directly related to the provision or evaluation of SSSP services 7. SSSP Technology8. Transitional Services (now permanent) - A&R, Transfer and Articulation Services, Career Services, Institutional Research, and Institutionally-funded tutoring and supplemental instruction costs for at-risk students, as covered in the handbook.

Other than the services listed above, district funds cannot be used as a match to fund expenses not allowed by SSSP funds, such as:(a) Staff, certificated or administrative positions, that do not support the core services described in the college’s approved SSSP plan.(b) Indirect costs (i.e., heat, lights, power or janitorial services).(c) Political or Professional Dues, Memberships or Contributions(d) Construction, or Vehicles(e) Travel unrelated to SSSP activities or functions Beverages and FoodAccording to a 1989 legal opinion, categorical funds may be used to provide food or beverages (non-alcoholic) for students or staff provided there is no local Board of Trustees policy prohibiting these costs. Food and beverage costs must be for activities or functions consistent with the objectives of the categorical program. Funds cannot be used to pay fo general campus activities such as open houses or other events not directly related to SSSP.

* Coordination - This includes time spent by the SSSP Coordinator who has direct responsibility for coordinating the college’s SSSP services, developing and monitoring the program plan and budget, reviewing MIS data submissions to ensure accuracy and completing required program reports and some staff who work directly in the program providing these coordination activities. The portion of the SSSP Coordinator and staff salaries and benefits that are dedicated to providing core should be reported under the appropriate core serivces.

Number of FTE Positions - Report the number of FTE positions by object code as defined by the California Community Colleges Budget and Accounting Manual.

Student Success and Support Program 2014-15 Budget Plan "Part III: Planned District Match"

Other Instructions



Summary

Part I: FundingTotal 2014-15 Student Success and Support Program Allocation 566,406$

Did your college move Credit SSSP funds to Non-Credit? If yes, how much? -$ 566,406$

Total 2014-15 Planned Expenditures in the Student Success and Support Program:566,406$

1,389,005$ 2:1 Calculated required district match for credit: 1,132,812$

1,955,411$

Balance 2014-15 Student Success and Support Program Allocation: -$

The required District Match was met: Yes

Certification

[email protected] (760) 384-6249Email address Phone Number Date

College Credit SSSP Coordinator (Typed name and signature)


SSSP Supervising Administrator or CSSO (Typed name and signature)


District Business Manager (Typed name and signature)


College President (Typed name and signature)


District Chancellor (Typed name and signature)Chancellor Sandra Serrano

Jill Board

Student Success and Support Program Allocation (Part II: Planned Expenditures)District Match (Part III: Planned District Match)

Heather Ostash

Heather Ostash

The undersigned certify that the the SSSP allocation will be expended in accordance with the provisions outlined in title 5, sections 51020-25 and in accordance with the objectives and activities identified in the college’s Student Success and Support Progam Plan per title 5, section 55510.

Tom Burke


Total Planned Expenditures in the SSSP

Total SSSP funds Available for Planned Expenditures

student success and support program plan (credit students ... · report projected expenditures...

Documents