the student success and support program plan (credit …documents.coastline.edu/about...

Noncredit

Student Success and Support Program Plan

2015-16

District: Coast Community College District__College: Coastline Community College___

Report Due by

Friday, October 30, 2015

Email PDF of completed plan to:[email protected] signature page 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]

College: Coastline Community College District: Coast Community College District Page: 1 of 34

INTRODUCTIONThe noncredit Student Success and Support Program (SSSP) plan aids the college or noncredit adult education program in planning and documenting how SSSP services will be provided to noncredit students. The goal of this program is to increase student access and success by providing students with core SSSP services to assist them in achieving their educational and career goals.

In accordance with the Student Success Act of 2012, each college and noncredit adult education program accepting SSSP funds must provide noncredit students with the following core services:

Orientation Assessment and placement Counseling, advising, and student education planning

By the end of the second term of attendance, students should receive a Noncredit Student Education Plan (NSEP). This plan is distinguished from the comprehensive and abbreviated plans provided to credit students. It is designed specifically for nonexempt, noncredit students who enroll to earn diplomas or career technical certificates, enhance skills, maintain a certificate or license, or participate in career pathways.1 NSEPs should be completed as soon as possible for students enrolled in short-term programs.

Follow-up servicesThese services are targeted toward students who are enrolled in basic skills courses or students who have not identified an education goal and course of study. Services may include additional counseling, advising and education planning as well as referrals to additional resources.

Colleges and noncredit adult education programs may expend noncredit SSSP funds for core services to students enrolled in the following noncredit education program categories2:

Elementary and Secondary Basic Skills English as a Second Language Short-Term Vocational Workforce Preparation

Please refer to the Program and Course Approval Handbook and the Chancellor’s Office website for curriculum and instruction for more information on the program and course approval process.

Colleges and noncredit adult education programs receiving noncredit SSSP allocations are required to provide a one-to-one match for each categorical dollar with district funds.

Note that this plan also requests the attachment of a roster for the college or noncredit adult education program noncredit SSSP advisory committee. It is recommended that this committee be established prior to completing the plan to guide the provision of noncredit SSSP services.

1 Student Services element SS01 in the CCCO MIS Data Elements Dictionary provides a complete list of student goals. http://extranet.cccco.edu/Portals/1/TRIS/MIS/Left_Nav/DED/Data_Elements/SS/SS01.pdf2 Please refer to the Data Elements Dictionary under Course Data Elements (CB 22) for descriptions of these programs. http://extranet.cccco.edu/Portals/1/TRIS/MIS/Left_Nav/DED/Data_Elements/CB/cb22.pdf

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

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

http://extranet.cccco.edu/Portals/1/AA/ProgramCourseApproval/Handbook_5thEd_BOGapproved.pdf

http://extranet.cccco.edu/Portals/1/TRIS/MIS/Left_Nav/DED/Data_Elements/CB/cb22.pdf

http://extranet.cccco.edu/Portals/1/TRIS/MIS/Left_Nav/DED/Data_Elements/SS/SS01.pdf


INSTRUCTIONS AND GUIDELINESPlease carefully review instructions and resources, including the SSSP Handbook, SSSP Funding Guidelines, relevant sections of the Education Code and title 5 regulations before completing the noncredit SSSP plan. Links to these documents and other resources are provided at the end of the plan template for your convenience.

The program plan is a Word document. As you enter your responses, the document will expand to accommodate the information provided. When completed, save the document as a PDF file and email it, along with the budget plan, to [email protected]. Include the name of the college or noncredit adult education program and “Noncredit SSSP Plan” in the subject line. Mail the signature page with original signatures by the postmark date to the address indicated on the cover sheet.

The program and budget plans must be submitted annually. These plans enable colleges and noncredit adult education programs to describe implementation of the noncredit SSSP provided with noncredit SSSP funding and with matching funds. The plan should draw a succinct, but accurate, portrait of your noncredit SSSP activities and staffing shall be developed through consultation with faculty, staff, administrators and students, per title 5, section 55510(b).

In addition, section 78211.5(b) of the Education Code permits colleges and noncredit adult education programs to expend SSSP categorical funds only on activities approved by the Chancellor. Please be sure all expenditures are consistent with the SSSP Funding Guidelines or your plan may not be approved. The information provided and the funding source (i.e., noncredit SSSP funds or matching funds) should be clearly indicated and cross-referenced in the plan narrative and in the budget section. The program and budget plans will also be compared with the colleges’ Noncredit SSSP Year-End Expenditure Report to monitor for consistency. Note that SSSP funds may not be used to supplant general or state categorical (restricted) funds currently expended on SSSP activities. Any services provided should supplement--not supplant--any services provided to students currently participating in college categorical programs and any other federal, state, and county programs.

http://extranet.cccco.edu/Portals/1/SSSP/Matriculation/SSSP%20Handbook%202014/Chapter%204%20-%20SSSP%20Funding%20Guidelines.pdf



GENERAL OUTLINE The noncredit SSSP plan is divided into six sections, described below. The budget plan is a separate document.

I. Signature Page

II. Noncredit Student Success and Support Program Servicesa. Core Services

i. Orientationii. Assessment and Placement

iii. Counseling, Advising, and Student Education Planningiv. Follow-Up Services

b. Additional Match Expenditures

III. Policies i. Exemption Policy

ii. Appeal Policiesiii. Prerequisite Procedures

IV. Professional Development

V. Institutional Research

VI. Plan Coordination

VII. AttachmentsA: Noncredit SSSP Plan ParticipantsB: SSSP Organizational ChartC: Noncredit SSSP Advisory CommitteeD: Other (optional)


SECTION I. SIGNATURE PAGE

College/Noncredit Adult Education Program: Coastline Community College

District Name: Coast Community College District

We certify that noncredit SSSP funds 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 and the SSSP Funding Guidelines.

Mai Le, Student Success & Support Program Coordinator Noncredit SSSP Director/Coordinator (Typed Name/Title and Signature)

Phone: 714-241-6211 Email:[email protected] Date:

Lucha Ortega, Ed.D., Dean of Counseling (Interim) Noncredit SSSP Supervising Administrator (Typed Name/Title and Signature)

Phone: 714-241-6257 Email:[email protected] Date:

Christine Nguyen Date: Chief Business Officer (Typed Name and Signature)

Ann Holliday Date: Academic Senate President (Typed Name and Signature)

Loretta P. Adrian, Ph.D. Date: Chief Executive Officer (Typed Name and Signature)

Contact information for person preparing the plan:

Name: Mai Le Title: Student Success & Support Program Coordinator

Email: [email protected] Phone: 714-241-6211



SECTION II. NONCREDIT STUDENT SUCCESS AND SUPPORT PROGRAM SERVICES

Directions: Describe the approach your college or noncredit adult education program is taking to meet its responsibilities under title 5 for the following noncredit SSSP services: (1) orientation; (2) assessment and placement; (3) counseling, advising, preparation of the Noncredit Student Education Plan (NSEP) and other education planning services; and (4) follow-up and other services. Please provide concise responses for each numbered item listed in each section. As you enter your responses, the document will expand to accommodate the information provided. Please refer to the SSSP Handbook for more information on title 5 requirements.

You must report projected expenditures related to these items in the budget plan. Include all staff costs (salaries and benefits) for each position and the direct cost to purchase, develop or maintain technology tools specifically for all core services detailed below.

IIa. Core Servicesi. Orientation

Title 5, section 55521, requires orientation to include the topics listed below. Any orientation that does not include the topics listed in title 5 is not eligible for SSSP funding. General outreach activities are also not eligible for this funding.

Academic expectations and progress standards pursuant to section 55031. Maintaining registration priority pursuant to section 58108. Prerequisite or co-requisite challenge process pursuant to section 55003. Description of available programs, support services, and campus facilities, and how they can

be accessed. Academic calendar and important timeline. Registration and costs related to attendance. Available education planning services. Other issues, policies, and procedures determined necessary to provide a comprehensive

orientation to students.

1. Give a brief and specific overview of your orientation services or plans for developing and implementing these services.

Students obtain current materials on Coastline's programs, policies, procedures, locations and facilities through the online student orientation, semester schedules, career and transfer planning guides, catalogs, mailings, brochures, newsletters and counselor classroom visitations. They obtain additional information on college services and activities from counselors, instructors and other staff members.

The online orientation platform was developed with input from a District workgroup represented by the three Colleges within the District. After considering several options, it was agreed that Adapt Courseware, a course management system, provided the optimum platform for

http://extranet.cccco.edu/Divisions/StudentServices/Matriculation/Handbook.aspx


orientation. The orientation includes video, module-based assessments, and links to programs and services. The basic orientation package can be minimally modified to suit the needs of each College within the District.

For the incarcerated students, the College developed an Incarcerated Orientation DVD. The orientation video was developed internally by the Coast Learning Systems collaborating with subject matter experts within the department.

Additionally, the Military and Corporate Contract Education Programs (not state funded) online orientation was developed in conjunction with subject matter experts within the department, content from the District orientation, and with input from each participating employer. The orientation was developed internally by the Division of Military Education, Corporate Training and Business Development and includes video, links, and interactive activities.

2. Describe the student audience and estimate the number to be served.

All students entering the College are expected to participate fully in core SSSP services. They are also expected to meet course skill level requirements and prerequisites. Some students may be exempted from assessment, orientation and/or counseling on the basis of the following criteria:

1. Students who have earned an associate degree or higher from an accredited institution.2. Students who are enrolling in six or fewer units and who are not pursuing a degree or a

certificate. Upon completion of 12 or more units, however, these students will be apprised of opportunities to participate in matriculation services.

3. Students who, in the opinion of the vice president of student services or designee, would not directly benefit from participating in orientation, assessment and/or counseling.

4. Students who have already matriculated at Orange Coast College or Golden West College.

The College estimated 1600 students to receive orientation services.

3. Describe the delivery methods (in groups, in person, online, etc.) and activities that will be provided.

Produced by the Coast Community College District, general orientation to the College is provided online. First-time students must complete orientation prior to registration. As part of this orientation, students are required to pass eight quizzes to complete the session. Failure to pass a quiz on any section requires the student to review the section and take the appropriate quiz again. Sessions include information on required core SSSP services including assessment, orientation, and counseling information.The online orientation includes the following modules:

Introduction and Welcome to CollegeAcademic Expectations (Progress and Probation Standards)

College Policies and Student Conduct Registration and Enrollment Process

Priority Registration Policy


College FeesAssessment, Prerequisites, and CorequisitesFinancial AidAcademic Support Services including but not limited to tutoring servicesOther Support Services

CalWORKsCounselingDSPSEOPS and CAREFinancial AidFoster YouthHealth ServicesVeterans

Educational PlanningSEPAA, AS, ADT, IGETC, UC, CSU and TransferCareers and MajorsDegreeWorks

The following programs provide in-person orientation prior to registration:CalWORKsEarly College High School (ECHS)Extended Opportunity Programs and Services (EOPS)Paralegal StudiesSTAR (Fast Track) Program

The College serves a growing population of incarcerated students. These students do not have access to the on-line orientation. In August 2015, the College developed the Incarcerated Student Orientation DVD and booklet and provided to proctors at the sites to distribute to students. To complete the orientation, the students have an option to watch the orientation video or review the booklet as well as completing the quiz questions interspersed throughout the video. Within the orientation DVD and booklet, students are required to complete a quiz which include five sessions containing information on required core SSSP services including assessment, orientation, and counseling.

4. Describe any partnerships among colleges or with high school districts, workforce agencies, or other community partners that assist with providing orientation.

The College has a partnership with Early College High School (ECHS) located in Costa Mesa, CA. Early College High School is dual enrollment public high school within the Newport Mesa Unified School District. The College provides a minimum of eleven course sections each semester located on the high school campus where students are able to attend degree appropriate transferable courses at no-cost to the student. In addition to course offerings, the College provides on-campus academic counseling and intervention programs, various workshops (academic, transfer, career and financial aid), tutoring, and outreach events.


In addition, the College collaborates with approved proctors to provide services to incarcerated student population who due to lack of internet access, are oriented via an Incarcerated Student Orientation Guide which is produced every semester and provided to the proctors at the sites for distribution to this population. In August 2015, the College developed an Incarcerated Student Orientation DVD and booklet and provided to the proctors to distribute to students.

Note: Students enrolled in the College’s Military and Corporate Contract Education Programs (not state funded) are eligible to participate in the orientation produced by the Coast Community College District. In addition to this tool, Corporate Education Program students have a customized orientation available to the through the Division of Military Education, Corporate Training and Business Development. While this customized orientation covers many of the same modules, it includes employer-specific information and requirements set forth by contract between the institution and the employer. Distinct modules are also under development for deployment to the Military Contract Education student population.

5. Include at what point in the enrollment process orientation is provided.

General orientation to the College is provided online. The College orientation contains all of the elements included in the Orientation Checklist in title 5 section 55521 as required. 2014-2015 is the first year of implementation of the online orientation. Upon applying to the College, students are instructed to complete the online orientation via email. In addition, a registration checklist in MyCCC, the College’s student portal also indicates whether or not the orientation has been completed. The College Counseling faculty monitors, evaluates, and updates the orientation annually to ensure its accuracy, currency, and effectiveness but also as needed updates and changes necessitate.

6. Include information on awareness and prevention programs on campus sexual violence consistent with requirements of the federal Clery Act and the Violence Against Women Act.

The Vice President of Student Services currently chairs the BAT/Title IX/Conduct committee which meets at least once a month to discuss how to promote awareness and, working closely with security on campus, create prevention strategies to sexual violence and other crimes on campus. Security patrols the campus several times a day and provides escorts upon request to faculty, students, and staff.

7. Describe any commercial technology or in-house products, as well as any annual subscriptions or other requirements for these products. Be sure to include these items in the table below.

The online orientation platform was developed with input from a District work group represented by the three Colleges within the District. After considering several options, it was agreed that Adapt Courseware, a course management system, provided the optimum platform for orientation. The orientation includes video, module-based assessments, and links to programs and services. The basic orientation package can be minimally modified to suit the needs of each College within the District.


For the incarcerated students, the College developed an Incarcerated Orientation DVD. The orientation video was developed internally by the Coast Learning Systems in conjunction with subject matter experts in the department.

Additionally, the Military and Corporate Contract Education Programs (not state funded) online orientation was developed in conjunction with subject matter experts in the department, content from the District orientation, and with input from each participating employer. The orientation was developed internally by the Division of Military Education, Corporate Training and Business Development and includes video, links, and interactive activities.

8. List all staff costs in the table below for each position providing these services. List any other orientation-related expenditures that are included and clearly cross referenced in your noncredit SSSP budget plan.

See the Chancellor's Office Budget and Accounting Manual for more detail on expenditure codes. Indicate if the items listed are paid for with SSSP funds or match. You may add additional rows as necessary.

Budget Code

Category Title FTE SSSP Match

1000 Academic Salaries n/a n/a n/a2000 Classified & Other Nonacademic Salaries n/a n/a n/a3000 Benefits n/a n/a n/a4000 Supplies and Materials n/a n/a n/a5000 Other Operating Expenses n/a n/a n/a6000 Capital Outlay n/a n/a n/a7000 Other Outgo n/a n/a n/a

9. Identify the staff providing or supporting orientation services and provide a brief, one-sentence statement of their role in orientation. Please add rows as necessary.

Title RoleCounselors Students who complete the online orientation can follow up with a

counselor via eChat, eAdvise, in person, by mail, or by phone.Adjunct Counselor Assists with STAR (Fast Track) Program orientation.Counselor Assists with Paralegal Studies orientation.

ii. Assessment and Placement

1. Give a brief and specific overview of the assessment process for noncredit students. Include a description of the test preparation that is available.

In order to be eligible to complete the assessment tests at the College, students must be continuing or newly accepted students. The college used the online version of the Compass ACT

http://extranet.cccco.edu/Divisions/FinanceFacilities/FiscalStandards/BudgetandAccountingManual.aspx


English as a Second Language (ESL) test to place new students in the ESL program. ESL testing is conducted at Coastline Community College’s Le-Jao Learning Center in Westminster which is a separate location from the Assessment Center located in Fountain Valley. ESL Assessment staff interview students for multiple measure assessment, to verify correct placement. The College does not accept ESL placement test scores from any other educational institution, including its sister colleges, Golden West College and Orange Coast College. Students can retake the tests at the end of the semester if needed. Students can schedule the testing appointments by calling the ESL office.

Students must provide a form of identification with name and photograph on it in order to take the tests. No electronic devices, including cell phones, are allowed in the testing area. Students are given instructions on how to complete the computerized test and reminded of how much time is allowed to complete the test. Once the test is finished, the student is given an Individual Score Report of the assessment test results.

Pre-test practice: There is no pre-test practice for ACT. Students can use Accuplacer Sample Questions for Students PDF available from the Assessment page. Students may also use the link to Peterson’s Online Basic Skills Courses, available on the Assessment page to study for the assessment tests. The Assessment webpage includes links to a Mobile & Web-based Study App offered by College Board, as well as links to a variety of websites that help students find solutions to the Math and English problems. Although these test preparation modules are not designed as preparation for the Compass ACT test, they would be helpful for students because the Accuplacer and ACT are similar in format.

2. Describe the student audience, including an estimate of the annual number of students to be assessed and a description of who is required to be assessed.

Based on Assessment Center testing data, the College assessed more than 5,630 students in English, math and English as a Second Language (ESL) in 2014-15. Of those 5,630 students, 935 students took the ESL placement tests. Non-native speakers of English are encouraged to take placement tests designed especially for ESL students. The students are not, however, precluded from taking the tests designed for native speakers of English.

3. Identify any assessment test(s) used for placement into English, mathematics, and ESL courses or any other noncredit course or program. Provide specific information about any second-party tests, including the versions and forms used. Describe which tests and services are offered online, in person, individually or in groups, etc., and indicate when tests were approved by the CCCCO and what type of approval was granted. Indicate when disproportionate impact and consequential validity studies were completed.

The College uses the online software ACT eCompass/ESL version 2012 test to place new students in the ESL program. The online versions of the placement tests are multiple choice format and include 3 sub-tests: Reading, Grammar Usage and Listening. Students must answer questions on the computerized versions of this test in order to earn a placement score. Students can place into ESL 1A, 1B/C or 2A, the 3 non-credit ESL levels, and some may place in credit levels 2B, 3A, 3B or 4


depending on their scores.

Students who request services and/or accommodations to take the placement tests due to a disability (ies) are referred to the Disabled Students Programs and Services (DSPS) department for determination of qualified accommodations. If appropriate and necessary, placement tests will be proctored in the DSPS Office.

The ACT eCompass ESL online test was on the CCCCO approved list for Approved Assessment Instruments as a Second Party Assessment instrument when it was first administered at the College in June of 2013. The disproportionate impact and consequential validity studies for English Placement were conducted in spring of 2013. These studies are conducted on a three year basis.

4. Describe what multiple measures are used, how they 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.) and how they meet the multiple measures requirement per title 5, sections 55502 and 55522.

The College uses the online version of the Compass ACT English as a Second Language (ESL) test to place new students in the ESL program. ESL testing is conducted at Coastline Community College’s Le-Jao Learning Center in Westminster which is a separate location from the Assessment Center located in Fountain Valley. ESL Assessment staff interview students for multiple measures assessment, to verify correct placement.

5. Describe the policy on the acceptance of student assessment scores and placement results from colleges within a multi-college district, from colleges outside of the district, or from adult education programs.

The College does not accept ESL placement test scores from any other educational institutions, including its sister colleges, Golden West College and Orange Coast College.

6. How are the policies and practices on re-takes and recency made available to students?

Re-take: The English as a Second Language test may be repeated at the end of the semester.

Recency: English as a Second Language test results are good for two years from the date of the test.

7. Describe any additional commercial technology or in-house products used for assessment and placement, as well as any annual subscriptions or other requirements for these products. Be sure to include these items in the table below.

The College uses College Board Accuplacer online software version i3 for administering the English and math placement exams to local students and the majority of non-local Military and Corporate Contract Education Program students. The Multiple Measure responses gathered from the


Placement tests taken are applied using the automated Computerized Assessment and Placement Programs (CAPP) software system before the scores are entered into the Banner student information system during the daily upload process. This system calculates the final assessment score based on both answers from the multiple measure questions and the test scores combined. The College uses the online version of the Compass ACT English as a Second Language (ESL) test to place new students in the ESL program.

8. List all staff costs in the table below for each position providing these services. List any other assessment-related expenditures that are included and clearly cross referenced in your noncredit SSSP budget plan. Indicate if the items listed are paid for with SSSP funds or match. You may add additional rows as necessary.

Budget Code


1000 Academic Salaries n/a n/a n/a2000 Classified & Other Nonacademic Salaries 0.80 n/a $36,4163000 Benefits n/a n/a $8,4674000 Supplies and Materials n/a n/a n/a5000 Other Operating Expenses n/a n/a n/a6000 Capital Outlay n/a n/a n/a7000 Other Outgo n/a n/a n/a

9. Identify the staff providing or supporting assessment services and provide a brief, one-sentence statement of their role. Please add rows as necessary.

Title RoleSSSP Coordinator Oversees Assessment Center activities, staff, and flow of work.Staff Assistant Coordinates the Assessment Center activities and proctors

placement testsGuidance Assistants Log students in the Assessment Center and assist with proctoring

and clerical supportInstructional Associates and Instructional Aide

Conduct ESL placement testing.

iii. Counseling, Advising, and Student Education Planning

1. Give a brief and specific overview of the process and service delivery methods for noncredit students for:

Counseling Advising Development of the Noncredit Student Education Plan (NSEP)3.

3 The Noncredit Student Education Plan (NSEP) is designed specifically for nonexempt, noncredit students who enroll to earn diplomas or career technical certificates, enhance skills, maintain a certificate or license, or participate in career pathways. This plan is distinguished from the comprehensive and abbreviated plans provided to credit students; however, it is currently accounted for as a comprehensive plan under element SS01 in the MIS.


Counseling services include the following:

Individual Counseling Appointments - Counselors provide academic, career, and personal counseling sessions at all College locations for accessibility. Phone appointments can be made for students who live out of the area. In 2014-2015, 8184 students attended individual counseling sessions.

Career counseling services include: Explanation of the career development process and its importance in setting and achieving

academic and life goals. Assessment of interests, aptitudes, work values, skills, and personality traits to assist the

student in identifying suitable career choices. Referral to various career assessment instruments available in various modalities. Referral to various career information systems and other resources that provide

information regarding current and future employment trends. Identification of college majors and programs that are the best preparation in regard to

the student's career goals. Referral to the College’s Career Services Center to assist with employment acquisition

skills such as resume preparation, interviewing, and job search.

Personal counseling services include: Assistance with personal, family, and/or other social concerns that interfere with the

student's academic success such as depression, stress management, substance abuse, self-esteem issues, etc.

Crisis management in coordination with campus crisis intervention plans. Referrals to college and community services.

Student Education Planning (SEP) Workshops – Offered prior to registration for each term, these counselor-run workshops guide students in the creation of their SEP. Workshops are held at all instructional sites (i.e., Garden Grove Learning Center, Le-Jao Learning Center (Westminster), and the Newport Beach Learning Center) to promote accessibility. These workshops are promoted via the College’s website as well as when students call in for a counseling appointment. The workshops include the following:

Assessment placement results Priority Registration Policy Academic and Progress Probation Course prerequisites Prerequisite challenges/clearance Graduation requirements (AA/AS/AD-T, certificate) Choosing course of study Transfer requirements General education options Major course selection Assist.org


Abbreviated student education plan Other support services (i.e. financial aid, EOPS, Special Services, Health Center, etc.)

Walk-in Counseling - Counselors provide this opportunity for students to ask quick questions such as general class information, unit increase requests, prerequisite questions, probations status, etc. This service does not require an appointment and is available at all campus.

Online eAdvise - Counselors provide answers to posted questions in a portal accessible on the Counseling webpage. This is similar to walk-in counseling as it is intended for quick questions. As it is asynchronous, students post their questions anytime during the week and counselors respond during designated times, Monday through Friday.

eChat - Counselors are scheduled at various times during the week, Monday through Thursday, to answer questions in a synchronous, real-time, format. This is also intended for quick questions, such as those in walk-in counseling.

Currently, there is no distinction in the counseling process for the noncredit students. The College follows a similar process as the credit students with the exception of observing the 60-unit non-credit cap, the potential financial aid repercussions, and working closely with Basic Skills Initiative for collaboration and follow-up particularly through the Student Success Committee, chaired by instruction and student services professionals who focus in meeting the requirements of the SSSP, Basic Skills Initiative, and Student Equity.

2. Describe the student audience and estimate the number to be provided services.

According to the College’s Department of Research, Planning and Institutional Effectiveness data, the chart below depict the number of students who enrolled in at least one non-credit courses were eligible to receive counseling services (unduplicated headcount).

2014-2015Summer Fall Spring

Student Enrollment 560 1319 1348

This total number provides the foundation for our target audience for 2015-2016. Given that the College is expected to grow by nearly three percent in 2015-2016, below is the chart with the anticipated audience this year.


Student Enrollment 577 1359 1388

The College estimated 100 students to receive counseling, advising and education planning services. The majority of these students are from the special education population.


3. Describe any partnerships among colleges, high school districts, adult education programs, workforce agencies, or other community partners that assist with counseling, advising or education planning.

The College has a partnership with Early College High School (ECHS) located in Costa Mesa, CA. Early College High School is dual enrollment public high school within the Newport Mesa Unified School District. The College provides a minimum of eleven course sections each semester located on the high school campus where students are able to attend degree appropriate transferable courses at no-cost to the student. In addition to course offerings, the College provides on-campus academic counseling and intervention programs, various workshops (academic, transfer, career and financial aid), and tutoring.

In addition, the College collaborates with approved proctors to provide services to the incarcerated student population who due to lack of internet access, are oriented via an Incarcerated Student Orientation Guide which is produced every semester and provided to the proctors at the sites for distribution to this population. In August 2015, the College developed an Incarcerated Student Orientation DVD and booklet and provided them to the proctors for distribution to students.

Note: Students enrolled in the College’s Military and Corporate Contract Education Programs (not state funded) are eligible to participate in the orientation produced by the Coast Community College District. In addition to this tool, Corporate Education Program students have a customized orientation available to the through the Division of Military Education, Corporate Training and Business Development. While this customized orientation covers many of the same modules, it includes employer-specific information and requirements set forth by contract between the institution and the employer. Distinct modules are also under development for deployment to the Military Contract Education student population.

4. Describe at what points in the student’s academic pathway these services are provided.

Once continuing nonexempt students have selected a specific educational goal and program of study, they are given the opportunity to create a comprehensive educational plan. Counseling services at Coastline Community College support the student in achieving his/her educational and career goals. This includes assisting students with determining their career and educational goals.

5. Describe the adequacy of student access to counseling and advising services. Indicate whether appointments are required and the average wait time for an appointment and for drop-in counseling, if it is available.

The following services are provided: In person services:

Counseling: Students can call to schedule an individual counseling appointment with a counselor at any College site.

Walk-in Counseling: Counselors provide this opportunity for students to ask quick questions such as general class information, unit increase requests, prerequisite questions,


probation status, etc. This service does not require an appointment and is available at all campus centers.

Student Educational Planning (SEP) Workshops - These counselor-run group workshops guide students in the creation of their Student Educational Plan (SEP). Workshops are held at all instructional campus centers (Garden Grove Center, Le-Jao Center and Newport Beach Center) to promote easy accessibility.

Online services: Online eAdvise: Counselors provide answers to student posted questions on a portal

accessible on the Counseling webpage. This is similar to walk-in counseling as it is intended for quick questions. As it is asynchronous, students post their questions anytime during the week and counselors respond during designated times, Monday through Friday.

eChat: Counselors are scheduled at various times during the week, Monday through Thursday, to answer questions in a synchronous, real-time, format. This is also intended for quick questions, such as those in Walk-in counseling.

eSEP: This service allows students to submit their SEP request through an online request form. Counselors will work with the students to lock their educational plan.

During peak periods such as immediately prior to registration, during registration, as well as the first week of school, counseling appointments are booked two weeks in advance. However, wait time for walk-in counseling is typically minimal.

6. Describe any use of academic or paraprofessional advising.

Academic counseling services include: Assistance with clarifying academic goals and selecting a program of study. Assessment of student's academic abilities, disabilities, strengths and weaknesses. Educational planning for certificate programs, associate degree programs and transfer

programs. Recommended course sequencing that reflects a balance course load based on a student's

strengths, preferences, scheduling patterns, course requirements and prerequisite requirements.

Assistance with clarifying choices and actions, as well as decision-making, planning, and transitioning.

Student support referrals to services both on and off campus. Information about auxiliary requirements to meet a student's educational goals, e.g.

placement testing, minimum grade point average, deadlines, etc. Planning for multiple potential transfer institutions. Recommendations of both general education and major-prep courses to increase a

student's competitiveness for admission, if transfer is intended. Evaluation of transcripts from other schools. Intervention when student's academic performance is at risk. Referral to the College’s Transfer Center for further assistance with the transfer process.

7. Describe any additional commercial technology or in-house products used for support of counseling, advising, NSEP development and other education planning services, such as


scheduling or degree audit, as well as any annual subscriptions or other requirements for these products. Be sure to include these items in the table below.

The following technology tools are used for counseling, advising, SEP development and other educational planning services:

The College is currently using DegreeWorks in conjunction with the other two colleges in the District, Golden West College and Orange Coast College. DegreeWorks is a tool used to create electronic Student Educational Plans. The Program Audit portion of DegreeWorks outlines all the course requirements toward a student's chosen program of study. The Student Educational Planner in DegreeWorks enables students and counselors to create plans that lay out a recommended sequence of courses that fulfill remaining program requirements. This helps to keep the students on track. DegreeWorks is accessible to students via MyCCC, the College’s student portal.

ASSIST is an online tool that provides articulation data for all of California's Community Colleges with California State University (CSU) and University of California (UC) campuses. It is the official repository of articulation data for the state. It is a valuable and essential tool when building educational plans. In addition to course articulation, ASSIST provides an exploration tool that allows users to search for majors and major requirements at the CSU and the UC systems.

Alive Chat Pro (eChat) is a web-based tool that allows students to chat live with counselors online. Counselors are scheduled at various times during the week, Monday through Thursday, to answer questions in a synchronous, real-time, format. This is also intended for quick questions, such as those in walk-in counseling.

Candid Career is an online tool that features informational interviews on videos to help students discover and explore career options. It also provides “how-to” videos on important job search topics such as resume writing and interview techniques.

EUREKA is a computer web-based system that serves as a valuable tool to both students and counselors. It provides the following: self-assessment tools to assist students with identifying careers; career information with both California and national job outlook; information on college majors; and a college and university program search tool.

The CCC Transfer Counselor Website is a one-stop repository of transfer counseling tools and resources. It includes such information as CSU and UC campus announcements and admissions requirements; Associate Degree for Transfer (ADT) degree information; college search links; CSU Certification and IGETC information.

SARS (Scheduling and Reporting System) is used to schedule counseling appointments, workshops, walk-in hours and other counseling related activities. It also has the ability to track services data and store counselor notes. SARS is being used by the entire Coast Community College system to track abbreviated and comprehensive plans as well as other related SSSP services.


Salary Surfer is an online tool available on the California Community Colleges Chancellor’s Office website. It allows students to view aggregated median earnings of those who complete a certificate or degree in a specific community college discipline and then enter the workforce.

College Source/ TES - The College Source Transfer Evaluation System provides counselors and evaluators with access to college course descriptions of a large database of colleges and universities throughout the United States. This is essential when evaluating courses from other colleges. It also allows us to store and manage course equivalencies.

SIGI3 - System of Integrated Guidance and Information (SIGI3) software which combines self-assessment with in-depth and up-to-date career information for a student to gain a realistic view of the best educational and career options for their success.

8. List all staff costs in the table below for each position providing these services. List any other related expenditures that are included and clearly cross referenced in your noncredit SSSP budget plan. Indicate if the items listed are paid for with SSSP funds or match. You may add additional rows as necessary.

Budget Code


1000 Academic Salaries 0.30 $33, 881 n/a2000 Classified & Other Nonacademic Salaries n/a n/a n/a3000 Benefits n/a $10,391 n/a4000 Supplies and Materials n/a n/a n/a5000 Other Operating Expenses n/a n/a n/a6000 Capital Outlay n/a n/a n/a7000 Other Outgo n/a n/a n/a

9. Identify the staff providing or supporting counseling services and provide a brief, one-sentence statement of their role. Please add rows as necessary.

Title RoleCounselors Provide comprehensive academic, career, transfer, and

personal counseling services Adjunct Counselors Provide comprehensive academic, career, transfer, and

personal counseling servicesDean of Counseling Arranges for counselor availability for counseling servicesCounseling Coordinator Maintains counselor schedules and assists in scheduling SEP

related activities. P/T Hourly (Counseling) Schedule students into counseling appointments and SEP

workshops.

iv. Follow-Up Services


1. Give a brief and specific overview of the process for noncredit students for follow-up services in accordance with title 5, section 55525.

Students are advised to see a counselor for follow-up services to address each student's unique issues. Students may call or visit the Counseling Department to schedule a counseling appointment for advising services, career assessment and planning, as well as time management strategies, goal setting, and /or other personal issues. Students encountering academic difficulties are referred to appropriate college services by counselors, instructors and staff members. Tutoring is available at all campus sites for math, writing, reading and most subject areas. Tutors are also available to assist students online via email, Skype, CCCConfer (an online communications platform), or other applications. Tutors are also embedded in several online sections of basic skills math and English courses to provide direct assistance to students via discussion forum, email, or by appointment at a Student Success Center location.

2. Describe the student audience and estimate the number to be served. Note that noncredit at-risk students meeting the definition provided by title 5 are those enrolled in basic skills courses or students who have not identified an education goal and course of study.

At-risk students to be targeted include: academic probation, progress probation, subject to dismissal, undecided or did not report an educational goal, and students who took at least one basic skills course. The charts below depict these populations:


Undecided/ Not Reported Ed Goal 1132 1970 2017Took at Least one Basic Skills Course 418 1381 1406


Disqualification 52 188 256Multiple Disqualification 19 43 80Probation Term and Cum 71 525 537Probation by Cum GPA 107 172 194Probation by Term GPA 66 499 551

The College estimated a five percent decrease in these population. The charts below depict these populations:



Undecided/ Not Reported Ed Goal 1075 1871 1916Took at Least one Basic Skills Course 397 1312 1336


Disqualification 49 179 243Multiple Disqualification 18 41 76Probation Term and Cum 67 498 510Probation by Cum GPA 102 164 184Probation by Term GPA 63 474 523

3. Include an estimate of the annual number of students to be provided these services, and the process to identify them.

The College is currently working with the Education Advising Board (EAB) to develop a student-facing onboarding platform. The platform aims to scale new student guidance in order to increase matriculation and exposure to and use of campus-wide resources. The Student Success Collaborative (SSC) Navigate platform specifically supports the onboarding areas of assessment and assessment preparation, orientation, driving students to counseling appointments, and education about the importance of creating a Student Educational Plan. As soon as a student is accepted, the SSC Navigate platform will include electronic “nudges” to remind the student to complete certain tasks in a timely manner, such as sign up for tutoring, complete orientation, or meet with a counselor. Nudges can also be designed to prompt students to complete tasks in time for priority registration. The platform will later support returning students with term-over-term needs and relevant resources.

In addition, the College is currently working with Civitas to develop analytics to build a robust early alert system. This system allows the College to engage data for effective decision making regarding student success. It allows the tracking of student performance by course, assignment and behavior to provide a clearer image of the student’s performance as well as the College’s performance. Civitas is more than an early alert system for student performance. It is a platform to analyze institutional behavior for effective decisions based on data. Civitas has 3 platforms: Illume, Inspire for Faculty and Inspire for Advisors (Counselors).

According to the College’s Scheduling and Reporting System, 137 students were provided follow-up services in 2014-15. The low numbers are an issue of concern and Counseling is already looking further into eSARS and MIS codes to ensure that data collections and reporting is depicted accurately. The College estimated 200 students to receive follow-up services in 2015-2016.

4. Describe the strategies for addressing the needs of these students, including: Types of services available.


Strategies for providing these services to assist students in selecting an education goal and course of study, and how the services are provided (online, in groups, etc.).

Basic Skills Students Strategies to assist theses students include:

Counseling Appointments - Individual counseling appointments address individual strategies and interventions for at-risk students. Referrals are made to the appropriate services and resources. Students can have their appointment with the counselor in person or via telephone.

Student Success Center (Tutoring) - Tutoring is available at all campus sites for math, writing, reading and most subject areas. Tutors are also available to assist students online via email, Skype, CCCConfer (an online communications platform), or other applications. Tutors are also embedded in several online sections of basic skills math and English courses to provide direct assistance to students via discussion forum, email, or by appointment at a Student Success Center location.

Counseling Courses - Course curriculum is designed to increase success in achieving educational, career, and life goals. It includes information on learning styles and strategies, time management, decision making, goal setting, college resources and services, memory techniques, note-taking, test-taking, and other success techniques. Students will develop educational and career plans. Counseling courses are available in both classroom and distance learning formats.

English as a Second Language (ESL) - Coastline's ESL department provides a specialized English program for foreign-born or bilingual students who need to improve their skills in speaking, comprehending, reading, and/or writing in English. ESL courses are available in the classroom at the Le-Jao Learning Center in Westminster. The ESL program is a sequence of one non-credit beginning level and five credit levels. Students place into appropriate levels through Compass ACT assessment. The highest level is two levels below transfer (ENGL 100), and it is a prerequisite for ENGL 099, the course one level below ENGL 100. Each level is one semester.

Special Programs and Services for the Disabled – Basic Skills students as well as other students with disabilities (e.g., learning, communication, vision, speech, mobility, intellectual, and acquired brain injury) may qualify for such support services as note taking, interpreting services, special materials and equipment, registration assistance, test proctoring, and vocational guidance. Special Programs and Services assists qualified students enrolled both traditional face-to-face and distance learning courses.

Undecided Students Strategies to assist these students include:

Counseling Appointments - Individual career counseling appointments are available to students that include the following:

Explanation of the career development process and its importance in setting and achieving academic and life goals.

Assessment of interests, aptitudes, work values, skills, and personality traits to assist the student in identifying suitable career choices.

Referral to various career assessment instruments available in various modalities.


Referral to various career information systems and other resources that provide information regarding current and future employment trends.

Identification of college majors and programs that are the best preparation in regard to the student's career goals.

Counseling Courses - Counseling C104 - Career Life Planning - An introduction to career/life planning including an exploration of interests, skills, values, personality traits, past experiences and life stages. Students will develop a career/life plan using gathered self-information, decision-making strategies and an awareness of psychological, sociological and physiological factors related to career/life satisfaction.

Counselor and Student Services staff referral of students to utilize career assessment tools such as Eureka.

Students on Probation/Dismissal Strategies to assist these students include:

Counseling Appointments - It is recommended that students on Academic or Progress Probation make a counseling appointment. Counselors assist probationary students with appropriate class selection (Student Education Plan), and other issues such as time management strategies, goal setting, and/or other personal issues. Students are also referred to other appropriate campus support services such as the Student Success Center.

Tutoring – The Student Success Center provides walk-in tutoring for students in all academic areas. Tutoring is available online and onsite at all College sites. Counselors and faculty refer students.

Planned Services and Strategies - The Counseling Department is discussing implementing a mandatory online presentation that would address the needs of this population and provide them with available campus services.

5. Include any commercial technology or in-house products used for follow-up. Be sure to include these items in the table below.

The following technology tools are used for follow-up services:

DegreeWorks - The College is currently using DegreeWorks in conjunction with the other two colleges in our district, Golden West College and Orange Coast College. DegreeWorks is a tool used to create electronic Student Educational Plans. The Program Audit portion of DegreeWorks outlines all the course requirements toward a student's chosen program of study. The Student Educational Planner in DegreeWorks enables students and counselors to create plans that lay out a recommended sequence of courses that fulfill remaining program requirements. This helps to keep the students on track. DegreeWorks is accessible to students via their MyCCC portal site.

ASSIST - ASSIST is an online tool that provides Articulation data for all of California's Community Colleges with California State University (CSU) and University of California (UC) campuses. It is the official repository of articulation data for the state. It is a valuable and essential tool when building educational plans. In addition to course articulation, ASSIST provides an exploration tool that allows users to search for majors and major requirements at the CSU and the UC systems.


EUREKA - EUREKA is a computer web based system that serves as a valuable tool to both students and counselors. It provides the following: self-assessment tools to assist students with identifying careers; career information with both California and National job outlook; information on college majors; and a college and university program search tool.

CCC Transfer Counselor Website - This website is a one-stop repository of Transfer Counseling Tools and Resources. It includes such information as CSU and UC campus announcements and admissions requirements; Associate Degree for Transfer (ADT) degree information; college search links; CSU Certification and IGETC information.

SARS (Scheduling and Reporting System) - SARS is used to schedule counseling appointments, workshops, walk-in hours and other counseling related activities. It also has the ability to track services data and store counselor notes. SARS is being used by the entire Coast Community College system to track abbreviated and comprehensive plans as well as other related SSSP services.

Salary Surfer - An online tool available on the California Community Colleges Chancellor’s Office website. It allows students to view aggregated median earnings of those who complete a certificate or degree in a specific community college discipline and then enter the workforce.

College Source/ TES - The College Source Transfer Evaluation System provides counselors and evaluators with access to college course descriptions of a large database of colleges and universities throughout the United States. This is essential when evaluating courses from other colleges. It also allows us to store and manage course equivalencies.

CCCConfer – An online web conferencing tool is available to tutors in the Student Success Center for online tutoring. This service has been utilized as a pilot in a few online math courses.

Skype – An application used for online communication that is currently in pilot by the Student Success Center as a tool for online tutoring.

ClockWork—Special Programs and Services is scheduled to implement ClockWork in the fall of 2014. ClockWork is a scheduling and data tracking software system to assist with efficiency of providing student service.

In development---In addition, the College is currently working with the Education Advising Board (EAB) to develop an onboarding platform which will include “nudges” once the student is registered to remind students to complete certain tasks such as to seek tutoring and/or see a counselor. Additionally, the College is currently working with Civitas to develop analytics to build a robust early alert system.

6. List all staff costs in the table below for each position providing follow-up services. List any other follow-up-related expenditures that are included and clearly cross referenced in your noncredit SSSP budget plan.


Indicate if the items listed are paid for with SSSP funds or match. You may add additional rows as necessary.

Budget Code


1000 Academic Salaries n/a n/a n/a2000 Classified & Other Nonacademic Salaries n/a n/a n/a3000 Benefits n/a n/a n/a4000 Supplies and Materials n/a n/a n/a5000 Other Operating Expenses n/a n/a n/a6000 Capital Outlay n/a n/a n/a7000 Other Outgo n/a n/a n/a

7. Identify the staff providing or supporting follow-up services and provide a brief, one-sentence statement of their role. Please add rows as necessary.

Title RoleCounselors Provide comprehensive academic, career, transfer, and personal

counseling services Adjunct Counselors Provide comprehensive academic, career, transfer, and personal

counseling servicesTutors Provide academic tutoring in a wide variety of academic subjects and

general study skills to assist students in the Student Success Center locations or online

IIb. Additional Match Expenditures

List any match expenditures not previously accounted for in this plan. These expenditures may include Admissions and Records, Transfer and Articulation services, Career Services, institutional research (unrelated to SSSP), institutionally funded tutoring, and supplemental instruction costs for at-risk students. Ensure that expenditures are clearly cross referenced in the budget plan.

Budget code

Expenditure Amount

n/a n/a n/an/a n/a n/an/a n/a n/a

SECTION III. POLICIES i. Exemption Policy


Provide your institution’s policy for exempting noncredit students from participation in the required services listed in title 5, section 55520 consistent with the requirements of section 55532.

A student may be exempt from one or more of the required services including orientation, assessment, educational planning based on one or more of the following. Student:

1. Has completed an associate degree or higher from a regionally accredited college.

2. Has enrolled at the college solely to take a course that is legally mandated for employment as defined in sections 55000 or necessary in response to a significant change in industry or licensure standards.

3. Has enrolled at the college as a special admit student pursuant to Education Code section 76001.

4. Has taken a placement test at a California Community College (including CCC) within the last two years and submit test scores to the Assessment Center for placement in math and /or English (excludes ESL). (Assessment exemption only)

5. Has received a score of “3” or above on an AP math and/or AP English exam and submitted test scores to Admissions and Records for placement in math and/or English. (Assessment exemption only)

6. Students who have successfully completed the prerequisite at another college and submit official or unofficial transcripts to the Admissions & Records Office to prove successful completion (grade of C or better) of the prerequisite course(s). (Assessment exemption only)

ii. Appeal Policies Briefly describe the student appeal policies and procedures required under title 5, section 55534 (e.g., priority enrollment, prerequisites, corequisites, etc.) and explain how students can access them.

Appeal to Reinstate Priority RegistrationStudents are assigned registration appointments in accordance with district board policy BP 5055 and administrative procedure AP 5055. Pursuant to Title 5, Section 58108 a student may submit an appeal for consideration if they lose their registration priority due to not meeting necessary academic requirements. Exceptions may include one of the following:

1. Students have an extenuating circumstance - Approval is based on evidence of unavoidable extenuating circumstances beyond his/her control, such as a death in his/her family, serious accident, hospitalization, etc. To be considered, the student MUST provide documentation, which may include such items as medical documents, death certificates, funeral programs, etc.


2. Students provide all the necessary documentation to the Disabled Students Programs & Services (DSP&S) Office to verify his/her disability and educational/functional limitations but did not receive timely, reason able accommodations.

3. Student is a returning student and have significant academic and/or progress improvement since his/her last academic or progress probation (please attached transcripts from other colleges showing academic progress)

4. He/she is enrolled in a high unit Course of Study, such as Nursing

Students may submit one petition per semester within the Coast Community College District, and the petition decision will apply at all three colleges in the district for that semester. Approved petitions are valid for only one semester, and denied petitions cannot be appealed, but can re-appeal the following semester. Students are notified of the results of their appeal via their student email account within ten business days.

iii. Prerequisite Procedures Provide a brief description of the procedures for establishing and periodically reviewing prerequisites in accordance with title 5, section 55003 and procedures for considering student challenges.

The College Catalog outlines the establishment and review of the requisites and the ability of students to challenge prerequisites.

The College’s Curriculum Committee has approved procedures and forms for establishing prerequisites, including the use of content review.

Establishment of PrerequisitesDiscipline faculty recommend the prerequisites, corequisites, and advisories for courses. These recommendations are reviewed and approved by the Curriculum Committee.

In certain instances, defined by Title 5 §55003(e), prerequisites and corequisites may be established without the use of either content review or statistical validation. Documentation of the exemption must be provided and attached to the course outline in CurricUNET. These instances include courses that have prerequisites or corequisites that are:

required by statute or regulation part of a closely related lecture-laboratory course pairing within a discipline required by four-year institutions; or where baccalaureate institutions will not grant credit

for a course unless it has the particular communication or computation skill prerequisite

In all other instances prerequisites and corequisites are established either through content review alone or content review with statistical validation using the processes and forms established by the Curriculum Committee. The completed Requisite Proposal form and Content Review Worksheet must be attached to the course outline in CurricUNET.

Review of PrerequisitePrerequisites, corequisites, and advisories for all non-CTE courses are reviewed every five years as part of the Program Review process to ensure their continued efficacy and compliance with board


policy and other applicable statues and regulations. Prerequisites, corequisites, and advisories for CTE courses are reviewed every two years.

Prerequisite Challenge ProcessIn accordance with Title 5 Section 55003(p) and (q), Student Challenge of Prerequisites or Corequisites, students may challenge a prerequisite or corequisite for a course by filing the Prerequisite Evaluation/Challenge Request form.

The challenge must be based on at least one of the following specific grounds: Student will provide evidence that a course, assessment test or A.P. examination from

another college/institution meets the requirement. A student may also challenge a requisite on the following grounds:

Student has acquired through work or life experiences the skills and knowledge that is presupposed in terms of the course or program for which it is established. Documentation must be provided regarding specific skills and knowledge and how they were obtained.

Student would be subject to undue delay in attaining goals established in their educational plan because the college has not made the prerequisite or co-requisite course reasonably available.

Student can demonstrate that they do not pose a threat to themselves or others in a course which has a prerequisite established to protect health and safety.

The prerequisite has not been established in accordance with the District's process for establishing prerequisites and co-requisites, and has not been established in accord with Title 5.

The prerequisite or co-requisite is either unlawfully discriminatory or is being applied in an unlawfully discriminatory manner.

SECTION IV. PROFESSIONAL DEVELOPMENT

Briefly describe plans for faculty and staff professional development related to implementation of noncredit SSSP.

Professional development for the Student Success and Support Program will primarily be conducted by the Vice President of Student Services, Dean of Counseling, SSSP Coordinator, Region VIII SSSP Coordinators, and the CCCCO’s Office. The coordinator will attend SSSP trainings, conferences, webinars and region meetings and provide updates to faculty and staff during meetings and trainings including:

Student Success Committee Meetings Counselor Faculty Meetings Counseling Deans Meetings (for all faculty and staff in Counseling, Career, Transfer, and

Assessment) Shared Governance Committees Student Services Wing Meetings

In addition, faculty and staff will attend regional and statewide conferences and trainings such as the Student Success Conference, SSSP statewide training, CA Career Café Workshops on SSSP, California


Community College Assessment Association Conferences, among others which cover SSSP training and updates.

SECTION V. INSTITUTIONAL RESEARCHBriefly describe the types of institutional research that will be provided that directly relates to the provision or evaluation of noncredit SSSP services.

The evaluation of the services will follow a mixed-methods (quantitative & qualitative) strategy which includes:

Validity modeling of SSSP services on first term and continuing student academic performance and retention

Comparative analysis of SSSP participants and non-participants in relation to academic performance and retention

GRIT and survey/focus group analyses on SSSP services utilized Disproportionate impact and cut score analysis studies Frequency analysis of SSSP service usage Service Area Outcomes/Administrative Unit Outcomes assessment related to SSSP Departmental Review (comprehensive and annual)

SECTION VI. PLAN COORDINATION

Coordination with Credit SSSP Plan, Student Equity Plan, Basic Skills Initiative and Other Institutional Planning EffortsBriefly describe how the plan and services are coordinated with the credit SSSP plan, student equity plan and other district/campus plans (e.g., categorical programs) and efforts including accreditation, self-study, educational master plans, strategic plans, Institutional Effectiveness, the Basic Skills Initiative, Adult Education, and departmental program review.

During the 2014-2015 academic year, the Student Success Committee began the integration of the SSSP Plan, Student Equity Plan, Basic Skills Initiative Annual Report, and other relevant plans and reports in order to ensure consistency and efficiency with the growth and development of the College. This is in conjunction with an awareness of and compliance with the Accreditation Self-Study and Follow-Up Reports and recommendations by ACCJC, and aligned with the goals and vision set forth in the College’s Educational Master Plan.

In 2015-2016, regular meetings will be held among the administrators and manager who oversee Student Equity, Basic Skills, and Student Success and Support Program. The first meeting was held on July 13, 2015 for collaboration, integration, as well as reviewing the crosswalk for SSSP, Student Equity, and basic skills. The crosswalk document was to review the commonalities across these initiatives in terms of purpose, focus and students to be served.

SECTION VII. ATTACHMENTS


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

The following attachments are required:

Attachment A, Noncredit SSSP Plan Participants. Please attach a listing of all individuals with their job titles, who were involved with creating the plan.

Attachment B, SSSP Organizational Chart. Please attach a copy of your SSSP organizational chart and highlight the noncredit SSSP coordinator’s position. Please include all positions included in your noncredit SSSP plan and also include any district-level positions if funded out of SSSP. Include district level positions in your plan narrative and budget, as the district will not have its own reporting structure. The colleges within the district will each include the prorated portion of the salary and benefits.

If your district has a district noncredit SSSP coordinator, please attach a copy of the district Student Services organization chart, and highlight the district coordinator's position (if it is not identified as such on the chart).

Attachment C, Noncredit SSSP Advisory Committee. Attach a list of the members of your noncredit SSSP advisory committee and their positions. If noncredit SSSP is addressed by the college’s SSSP committee, please include information from that group.

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

ADDITIONAL INFORMATIONQuestions regarding the development and submission of the noncredit SSSP plan may be directed to: [email protected].

RESOURCES

Senate Bill 1456

California Code of Regulations, Online

Student Success and Support Program Handbook

MIS Data Element Dictionary

Student Success and Support Program Student Equity Plan

Program and Course Approval Handbook

http://extranet.cccco.edu/Portals/1/AA/ProgramCourseApproval/Handbook_5thEd_BOGapproved.pdf

http://extranet.cccco.edu/Divisions/StudentServices/StudentEquity.aspx

http://extranet.cccco.edu/Divisions/TechResearchInfoSys/MIS/DED.aspx

http://extranet.cccco.edu/Divisions/StudentServices/Matriculation/Handbook.aspx

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

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



Accrediting Commission for Community and Junior Colleges

Chancellor's Office Basic Skills website

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

http://www.accjc.org/


Attachment ANoncredit SSSP Plan Participants

Title 5 Section 55510 (11)(b) requires that the plan "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.

Admissions and RecordsJennifer McDonald, Director, Admissions and Records (Management)

AssessmentSuzanne Blake, Staff Assistant (Classified)

CounselingLucha Ortega, Dean of Counseling (Interim) (Management)Nancy Soto-Jenkins, Counselor, Counseling Department Co-Chair, Articulation Officer (Faculty)Eric Garcia, Counselor and Counseling Department Co-Chair (Faculty)Sara Mestas, Adjunct Counselor (Adjunct Counselor)

CurriculumDan Johnson, Curriculum Chair and Professor of History (Faculty)

English as a Second LanguageLinda Kuntzman, Professor, English as a Second Language (Faculty)Tiffany Tran, Instructional Associate (Classified)

Institutional EffectivenessShañon Gonzalez, Senior Research Analyst (Classified)Aeron Zentner, Administrative Director/Dean, Institutional Effectiveness (Management)

Division of Military Education, Corporate Training & Business DevelopmentRozanne Capoccia, Manager, Enrollment Services & Program Development (Management)

Special Programs (DSPS)Celeste Ryan, Instructor/Coordinator, Special Programs and Services (Faculty)

Student Success Daniel Pittaway, Student Success Coordinator and Instructor, Student Success Tutorial Services (Faculty)Mai Le, Student Success & Support Program Coordinator (Management)Dana Emerson, Dean, Instruction, Le Jao Center (Management)


Attachment B


Attachment CStudent Success and Support Program Advisory Committee

At Coastline Community College, our Student Success Committee serves as our SSSP Advisory Committee. The committee members are:

Academic Senate President or Designee (Ann Holliday)Dean, Counseling (Interim) (Lucha Ortega)Dean, Instruction, Le Jao Center (Dana Emerson)Adm. Dir. Institutional Effectiveness & Planning (Aeron Zentner)Associate Dean of Instruction, Distance Learning (Bob Nash)Student Success & Support Program Coordinator (Mai Le)Classified (Career Services) (Vacant)Classified (Matriculation Technician) (Kelly O’Steen)Classified (EOPS) (Tina Xa)Counselor (Ailene Nguyen) Director, Admissions & Records (Jennifer McDonald)Faculty (English) (Michelle Combs)Faculty (Philosophy) (Fred Curry)Faculty (CTE) (Nancy Parent)Faculty (ESL) (Linda Kuntzman)Faculty (DSPS) (Celeste Ryan)Faculty (Mathematics) (Fred Feldon)Faculty (Science) (Jeanne Dupont)Faculty (Social Science) (Nicole Major)Faculty (Visual and Performing Arts) (David Lee)Librarian or Designee (Cheryl Stewart)MECTBD Representative (Rozanne Capoccia)Research Department (Shanon Gonzalez)Student (ASG) (Vacant)Student (ASG) (Vacant)Student Success Center (Danny Pittaway)VP, Instruction (Vince Rodriguez)VP, Student Services (Ross Miyashiro)

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