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Los Angeles Community College District (LACCD)

DRAFT – MAY 8, 2014Yellow Highlights – Data to be Confirmed.

Student Success and Support Program Plan (Credit Students)

2014-15

District: _________________________________College: ________________________

Report Due Postmarked by

Friday, October 17, 2014

Email report to:[email protected]

andMail report with original signatures to:Patty Falero, Student Services and Special Programs DivisionCalifornia Community Colleges Chancellor’s Office1102 Q Street, Suite 4554

Los Angeles Valley College

mailto:[email protected]

Sacramento, CA 95811-6549

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

INTRODUCTIONThe 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 GUIDELINESPlease 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.

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.


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

I. Program Plan Signature PageII. SSSP Services

a. Core Servicesi. Orientationii. Assessmentiii. Counseling, Advising, and Other Education Planning Servicesiv. Follow-up for At-Risk Students

b. Related Direct Program Servicesi. Institutional Researchii. SSSP Technology

c. Transitional Services Allowed for District Match III. Policies & Professional Development

Exemption Policy Appeal Policies Prerequisite Procedures Professional Development

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.

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: ____________________________________________________________________

District Name: ____________________________________________________________________

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: _______________________________________________________ Date: _______________

Signature of the SSSP Supervising Administrator or Chief Student Services Officer: _____________________________________________________

Name: _______________________________________________________ Date: _______________

Signature of the Chief Instructional Officer: _____________________________________________

Name: _______________________________________________________ Date: _______________

Signature of College Academic Senate President: ________________________________________

Name: _______________________________________________________ Date: _______________

Signature of College President: _______________________________________________________

Name: _______________________________________________________ Date: _______________

Signature of District Chancellor: ______________________________________________________

Name: _______________________________________________________ Date: _______________

Contact information for person preparing the plan:

Name: ___Florentino Manzano______________ Title: Vice President – Student Services Email: [email protected]_______________ Phone: ____818.947.2691__

Los Angeles Valley College

Los Angeles Valley Community College District

Florentino Manzano, Vice President of Student Services

Florentino Manzano, Vice President of Student Services

Karen Daar, Vice President of Academic Affairs

Joshua Miller, President Academic Senate

Alma Johnson-Hawkins, President

Dr. Adriana Barrera, Interim Chancellor

College: Los Angeles Valley College District: Los Angeles Community College District (LACCD) P a g e | 1 ofSECTION 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.

IIa. Core Servicesi. 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.).

Los Angeles Valley College (LAVC) is a comprehensive community college located in the center of the San Fernando Valley. The college serves the community by providing transfer, degree, career-technical, foundational, transitional and continuing education programs in an attractive and accessible learning environment that fosters student success. LAVC is one of nine community colleges in the Los Angeles Community College District.

The Student Profile data collected for Fall 2013 specifically impacted the decisions made in compiling this Student Success and Support Program Plan. The Fall 2013 Credit Headcount totaled 18,397 students of which 19% were First Time Students, approximate 3,500. The student population is multi-ethnic, multi-lingual, with a majority of first-generation college students. The school demographics include 39% Hispanic, 31% Caucasian, 9% Asian Pacific Islander, 8% Multiple Ethnicities, and 6% Black, African-American. The Primary Languages spoken are 74% English, 9% Spanish, 9% Armenian and 2% Russian. Sixty percent of the first time students are under prepared for college course with 41% assessed in remedial English classes and 27% in remedial math.

The Target Audience for the core services of the Student Success Program are all new non-exempt students. The Los Angeles Community College District (LACCD) defines a new student as a person who has never attended or enrolled at any of the nine LACCD colleges. Based on the above statistics, LAVC expects approximately 3,500 new students for the 2014-2015 academic year.

Since new students at Los Angeles Valley College fall into two specific groups: incoming high school seniors and all other new students, different types of activities and delivery strategies are employed to meet our responsibility under title 5 section 55531 and to successfully guide students on the academic pathway.

Matriculation is conceptualized as a comprehensive process and pathway with multiple points of contact, developed in coordination with Academic Affairs and Student Services. This multi-pronged approach begins with Orientation. The new student orientation process is divided into delivery

College: Los Angeles Valley College District: Los Angeles Community College District (LACCD) P a g e | 2 of

strategies: pre-orientation activities, orientation activities, and post orientation activities.

Pre-Orientation

The orientation process begins at the point of initial interest in attending Los Angeles Valley College. Marketing and promoting the campus to the community is important. The SSSP plan includes incorporating into the campus website new informational videos and tutorials in multiple languages that describe the pathway to orientation, assessment, counseling, advising, and other educational planning services.

The LAVC Office of High School Outreach and Recruitment which maintains a working relationship with the college counselors, students and staff at the 11 primary, 7 secondary and 12 tertiary feeder high schools to LAVC start matriculation with high school students in the Fall of their senior year. The high school seniors receive pre-admission information and guidance in completing the LAVC application. Additionally, high school students and their parents are invited to attend College Fest, held on the LAVC campus, a collaborative effort of LAVC and Los Angeles Unified School District (LAUSD). The fair highlights higher education options, SB 1456 readiness, and preparation workshops for students as they progress from high school to college.

Orientation

All new non-exempt students who apply to the college are required to complete the online orientation, either prior to or after completion of assessment.

After students submit their online application to the college, by return email, they are notified and forwarded links to the web pages for orientation and assessment.

The Los Angeles Valley College orientation is an interactive online multimedia presentation that is continuously accessible on the Counseling Department webpage. The accessibility of the online orientation provides the opportunity for students to conveniently complete this mandated core service at any time and location.

The orientation complies with both the ADA standards and Section 508 of the Rehabilitation Act.

The online orientation will be available in Spanish, Armenian, and Russian to effectively meet the needs of our English language learners.

The LAVC High School Recruiters assist in scheduling and proctoring high school students with assessment and orientation. They reserve computer lab space on high school campuses or community centers and coordinate times for students to complete assessment and the on-line orientation.

Once the online orientation is finished, the completion data is electronically uploaded to the LACCD Student Information System.

Post-Orientation Activities

In addition to orientation, all new students are required to complete assessment and an


abbreviated SEP. These services are described in detail in separate sections of this report.

Senior Day: High school seniors, who have already completed the LAVC application, online orientation and assessment, are invited to campus to participate in the LAVC Senior Day event. Each year, about 400 high school seniors come to campus, many for the first time. These students meet with LAVC Counseling faculty in group Abbreviated SEP Planning sessions. Students are then able to enroll in first semester courses in English, math, and personal development. Students are also introduced to campus programs and services that can help them successfully reach their goals. For high school students, who have not assessed or completed orientation, there is an opportunity to make an assessment appointment and to learn about the importance of orientation and counseling.

Welcome Fair: Just prior to the start of the semester, all new students are invited to attend the LAVC Welcome Fair. Welcome Fair serves as a bridge between the initial orientation and the first week of school. The event includes an information fair (campus services and programs, involvement opportunities in student government, and student clubs), campus tours, and student success workshops. New students, who have not completed assessment, will have the opportunity to make an appointment for assessment. Additionally, Counseling faculty will conduct group Abbreviated SEP Planning sessions. Students will be encouraged to enroll in their first semester courses in English, math, and Personal Development.

START: All new students will be encouraged to enroll in English, math, and personal development during their first semester at the college. Personal development is a one unit class, taught by the Counseling faculty, acts as an extended orientation and provides new students with important information and strategies needed to successfully complete their academic goals as well as to complete their educational planning.

Special Program Orientations The LAVC special programs (EOPS, STEM, TRiO, CalWORKS, Disabled Students Programs & Services (DSPS), Puente, and International Students) conduct enhanced orientations for new students in their programs. Counseling faculty provide information specific to their program requirements, expectations, services, policies and procedures. All data collection for student contacts with the special programs is entered by the individual programs.

Next Steps: The LAVC SSSP Advisory Committee is developing enhanced group orientations targeted to specific at-risk student populations. The Counseling faculty will explore the possibility of hosting enhanced group orientations for our new student athletes, Veterans, and under-represented students.

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

All current Counseling faculty and staff will continue to participate in the matriculation pathway.

Campus Assessment Center staff will continue to refer students to the online orientation.


Campus Admission & Records staff will continue to enroll students during the annual Senior Day and Welcome Fair events.

Campus Informational Technology (IT) staff will continue to implement updates and enhancements and provide ongoing technical support.

Campus Institutional Research (IR) will continue to collect and analyze data to measure the effectiveness of orientation.

Total Staff – Specifically Providing Orientation Services (All SSSP mandated core services)

# Job Title Department Campus Funded

SSSP Funded

Description

1 Dean of Student Success Student Services X Coordination of services to implement SB 1456

3 Counselors – FT – Limited Counseling Department

X Provide counseling/advisement for Orientation/Educational Planning

General Counselor – Hourly Assignments

Counseling Department

X Assignments to provide counseling/educational planning

1 Orientation Events Coordinator

Student Services X Coordinate Welcome Fair, Senior Day, and workshops

1 Student Recruiter Office of HS Outreach and Recruitment

X Supervise all CGCA activities for high school matriculation services

16 CGCAs – Unclassified Counseling DepartmentOffice of HS Outreach and Recruitment

X Assist with matriculation services for High School Students; assist with orientations, assist with educational planning

1 Student Services Assistant


X Assist with coordination of all events and workshops; responsible for all data collection and documentation

1 AdditionalOffice Assistant -


X Clerical – Office support - Schedule appointments, scan SEPS, address student requests and questions

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.

The LAVC orientation is an interactive online multimedia presentation developed by the LAVC Counseling Faculty. The orientation was designed by Cynosure, New Media, Inc. specifically to meet the needs of LAVC students. The initial cost of the contract for development was funded by a Title 5 grant. Minor updates are provided at no additional cost, and there is no annual subscription fee required.

A new contract with Cynosure is required to provide necessary, substantial updates to the orientation, including shooting new videos. Additionally, the new contract will include costs associated with


translating the online orientation to Spanish, Armenian and Russian.

Next Steps: Currently, the LAVC orientation is only available online. Although most students at LAVC have access to a computer, they may not have that access and/or availability 24/7, creating a limitation. Data collection/surveys will be used to determine if a need exists in providing other delivery methodologies for orientation.

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)

LAVC Online Orientation will include all of the required policies and procedures identified in Title 5, section 55521.

(1) Academic expectations and progress and probation standards pursuant to section 55031;Required Policy per LACCD Board Rule 8200 and Regulation E-72

(2) Maintaining registration priority pursuant to section 58108;Required Policy per LACCD Board Rule 8603

(3) Prerequisite or co-requisite challenge process pursuant to section 55003;Required Policy per LACCD Board Rule 8605

(4) Maintaining Board of Governors Fee Waiver eligibility pursuant to section 58621Required Policy per LACCD Board Rule 8700

(5) Description of available programs, support services, financial aid assistance, andcampus facilities, and how they can be accessed;Procedure – College Website, Catalog, Schedule of Classes

(6) Academic calendar and important timelines.Procedure – College Website, Catalog, Schedule of Classes

(7) Registration and college fees.Procedure – College Website, Catalog, Schedule of Classes

(8) Available education planning servicesProcedure – College Website, Catalog, Schedule of Classes

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.

Notes LAVC accepts completion of orientations from all LACCD campuses.


The LACCD is exploring an online orientation for district-wide usage.

LAVC understands that the goal of the SSSP is to increase student access and success. All strategies will be evaluated and measured to determine success in providing the core services. To provide a comprehensive orientation, LAVC needs to produce informational materials (printed and electronically), hire necessary staff, and continue to assess the needs of the student.

6. 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.

Orientation – Orientation Events – Budget 2014-2015

Staffing Department SSSP 2013-2014 SSSP 2014-2015

Dean of Student Success Student Services $ 121,173 $ 121,173Counselors – FT – Limited (3) Counseling Dept. $ 315,000Counselors –Hourly Assignments Counseling Dept. $ 112,890 $ 112,890SSSP Events Coordinator Student Services $ 47,250 $ 47,250Student Recruiter Outreach/Recruitment $ 65,000Student Services Assistant Counseling Dept. $ 42,624 $ 57,000Office Assistant (2 Current) Counseling Dept. $ 149,000 $ 149,000Office Assistant (1 New) Counseling Dept. $ 52,0006 CGCA-Unclassified (25hrs/50wks)

Outreach/Recruitment $ 120,000

10 CGCA-Unclassified (20/50wks) Counseling Dept. $ 61,840 $ 160,000

Resources SSSP 2013-2014 SSSP 2014-2015

Online Orientation Updates

New Videos/Translations into three languages

$ 10,000 $ 50,000

Transportation HS Students to Campus $ 7,000Printing – Guides/Brochures

SSSP Services/EventsMulti-Lingual

$ 5,000 $ 6,500

Rentals Events $ 2,000Supplies Office Supplies/Ink $ 4,500 $ 8,000Hospitality Events $ 9,500

ii. Assessment and Placement1. 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 Los Angeles Valley College Assessment Center assesses approximately 4,000 students annually in English, ESL, math, and reading. The assessment is a fully computerized tool providing immediate results upon completion. The data is collected and recorded electronically directly to the LACCD Student Information System. The Assessment Center is open year-round with the highest volume usually occurring just before registration. All new, non-exempt, students to the LACCD are required to assess. Accommodations are available through the Disabled Students Programs & Services (DSPS) (DSPS) department.

LAVC accepts placement results from within the LACCD and from all 113 California Community Colleges with supporting documentation. For the assessment placement to be valid, the assessment results must be less than two (2) years old. Out-of state placements must be evaluated by an LAVC Counselor.

For SSSP, the target audience is all new students to LACCD. Once students have completed their online application to LAVC, by return email, they are issued a Student Identification Number and forwarded to the website links for assessment and orientation. Students can either come in-person or call the center to schedule their assessment time. At the time of the appointment, students are encouraged to take the pre-tests available on the assessment web page. High school seniors are either assessed at their high school site or come to the LAVC campus to assess.

Assessments are proctored on-site for all students or off-site at our local high schools or community centers. Students are able to stop and save their assessment at any time to complete the process. They have two weeks to return and continue. Once the student completes the assessment, they are issued their results and instructed to participate in online orientation and educational planning sessions.

The LAVC Assessment Center partners with the campus Office of Outreach and Recruitment to provide assessments to high school students. Additionally, the Assessment Center partners with the campus Job Resource Center in providing assessments to community members, from local businesses and workforce agencies, who are either re-training or returning to the workforce and need to enroll in courses.

Accommodations are available through the Disabled Students Programs & Services (DSPS) (DSPS) department.

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.

Total Staff – Providing Assessment Services


# Job Title Department Campus Funded

SSSP Funded

Description

1 Assessment Center Coordinator Assessment Ctr. X Administration, coordination,

office management

6 CGCAs (Unclassified) Outreach/Recruitment X Schedule/Proctors HS Assessments

4 Program Assistants (Unclass.) (Part-Time) Assessment Ctr. X Schedule, monitor, checks-in

students1 Research Analyst Institutional Research X Validates cut scores in

collaboration with English and Math Departments

1 IT Technicians Informational Technology

X Provide ongoing technical support

Additional Staff Request# Job Title Department Campus

FundedSSSP Funded

Description

1 Senior Exam Proctor – Unclassified – Part-Time

Assessment Ctr. X Proctor assessments – second shift relief

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.)

Los Angeles Valley College uses the online College Board ACCUPLACER for English, ESL, math, and reading placements. LAVC has implemented multiple measures for all four tests. These multiple measures are incorporated through the Educational Planning Questionnaire or Background Questions located prior to the start of the assessment. Specific questions regarding students’ academic standing and their knowledge in the subject are asked. An algorithm is included in the scoring process that takes the points allotted to each question and incorporates them to the final results.

Next Steps: LAVC is interested in adopting more robust multiple measures and components to the

placement: for example high school, grade analysis and possibly adding an English essay question.

Review the proposed California Statewide Assessment instrument to determine effectiveness and usefulness.

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.

LAVC accepts placement results from within the LACCD and from all 113 California Community Colleges with supporting documentation. For the assessment placement to be valid, the assessment results must be less than two (2) years old. Out-of state placements must be evaluated by an LAVC Counselor.

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.

LAVC produced an in-house informational video that highlights the importance of preparing for the assessment. This YouTube-type, student-centered video is available on the assessment center web page. Additionally, practice tests for all three placements (English, math and ESL) are also available on the LAVC assessment web page.

Next Steps: The SSSP Advisory Committee would like to eventually develop and implement workshops and online tutorials to better prepare students and refresh their skills before assessment.

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?

LACCD re-test policy is once a year. If a student wishes to re-test in math in less than a year, LAVC offers a bridge program, an intervention. Students are required to participate in a three-week math course or workshop before re-testing.

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

There is no recency requirement for assessments conducted within the LACCD.

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?

Los Angeles Valley College accepts the Early Assessment Program (EAP) in English and in Math.

LAVC also uses the following third-party entrance tests to determine if a student is college ready and qualifies to enroll in college Freshman English or general education math: CSUs EPT/ELM, AP, ACT, and SAT scores.

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.


Assessment Center – Budget 2014- 2015


Assessment CenterCoordinator

Assessment Center $ 103,000 $ 103,000

Program Assts. Assessment Center $ 31,795 $ 31,795Senior Proctor Assessment Center $ 16,000Resources

Supplies Assessment Center $ 82,000 $ 82,000

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

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

Los Angeles Valley College implicitly understands the importance of counseling for students in achieving their educational goals. With a credit headcount of 18,397 students and currently only 13 (?)full-time counselors, the counseling department has employed a variety of delivery strategies to assist new students (29%), non-exempt students, and continuing students (64%) in academic, career, and personal counseling.

Currently, the counseling, advising, and educational planning services include group counseling/advising sessions, individual counseling appointments, workshops, visits to classrooms, personal development classes, career planning online tutorials, and an online – “Ask a Counselor” email service. Additionally, counselors are available for drop-in services and assist new students at all orientation events.

LAVC special programs (EOPS, Disabled Students Programs & Services (DSPS), CalWORKs, STEM, Puente, TRiO) also provide group sessions, individual appointments, online tutorials, and a variety of educational and student success workshops. Counseling services for at-risk student are embedded in our supplemental education programs.

The Counseling Department will provide services to all continuing and new students. The Student Success and Support Program plans to place an emphasis on delivery of services to all new, non-exempt, students who intend to enroll at LAVC to earn degrees, career technical certificates, transfer preparation, or career advancement. Service delivery strategies and funding will focus on providing new students with the assistance necessary to first define their course of study and to develop an abbreviated SEP. Efforts will then concentrate on maintaining contact with the student in order to develop a comprehensive SEP and to provide follow-up services for students identified as at-risk.


Service Delivery Timeline

Pre-Enrollment

Los Angeles Valley College understands that a student’s college academic pathway begins while they are still in high school. With our new student population of mostly first-generation college students from under-represented communities, LAVC will continue to outreach to high school students and their families in order to promote the importance and the economic rewards of a college education. Currently, this outreach is provided by the LAVC Office of Outreach and Recruitment that works with our 11 primary, 7 secondary, and 12 tertiary feeder high schools to matriculate high school seniors, culminating in the Senior Day event. Additionally, LAVC in collaboration LAUSD hosts the only annual College Fest in the San Fernando Valley with over 100 college and universities participated with over 4,500 in attendance in September 2013. At this event, LAVC staff presented bilingual workshops describing the pathways necessary for success.

Next Steps: LAVC and High School Counselors will explore the development series of workshops for high school students providing preliminary informational educational planning services.

After Completion of Application, Assessment, Orientation

All LAVC new students who have completed an application, assessment, and the online orientation are ready for counseling, advising, and educational planning services. Before their initial registration, new students are instructed to attend group advisement sessions to complete an Abbreviated SEP. These sessions, conducted by a counselor with the assistance of a CGCA, review educational goals, the registration process, prerequisite/corequisite/advisories, and the importance of following an educational plan. At the end of the session, all new students have an approved Abbreviated SEP and are ready to register. Students are encouraged to attend workshops and enroll in a personal development: Introduction to College course. At this time, the counseling department uploads an electronic format SEP to the student record and logs the service delivery.

START: New students will be encouraged to enroll in English, math, and personal development during their first semester at the college. The combination of a math, English and extended orientation Personal Development courses provide new students with important information and strategies needed to successfully complete their academic goals as well as to complete their educational planning.

For students who are unable to attend an in-person group counseling session, an online advising program is available via the Counseling Department web page which includes an electronic Abbreviated SEP form. Students may submit this form to a counselor for approval. Once approved, the counseling department will upload the document to the student file and


record the delivery of service.

Next steps: The Counseling Department is developing an electronic service whereby a counselor is able to review the student created SEP, provide feedback, and approve the document online.

Students participating in special programs make individual counseling appointments with the programs’ counselors to discuss educational goals and to develop a SEP that meets the requirements of the program. This SEP is generally longer than one semester and is considered complete once a student designates an educational goal. The program counselor uploads the SEP electronically and records service data.

End of Third Term – No later than Completion of 15 Unit

Students are notified by the Counseling Department that a course of study must be declared and a comprehensive Student Education Plan completed.

Students are encouraged to enroll in a Personal Development course that concentrates on identifying an education goal and developing a comprehensive SEP.

The Counseling Department is conducting a series of group educational planning sessions for students to develop and complete a comprehensive SEPs. These planned, group sessions will be conducted by counselors with the assistance of CGCAs. Students will be grouped by shared educational goals, certificates, or degree/major programs.

1. 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.

At Los Angeles Valley College counseling, advising, and educational planning services are offered online, in person, individually and in groups.

The online services include: Orientation, an Abbreviated SEP tutorial and form, Academic and Progress Probation/Dismissal tutorials, Career Planning tutorials, Student Success tutorials (in development), and an online “Ask a Counselor” email service. The orientation complies with both the ADA standards and Section 508 of the Rehabilitation Act.

In-person group counseling services include: Abbreviated SEP planning sessions, enhanced/program specific orientations, a series of Personal Development – 1 credit courses, numerous academic planning, student success, and career planning workshops, classroom visits, and Comprehensive SEP Planning sessions.

In-person individual counseling services include: Individual counseling appointments


for academic, career, or personal counseling. Individual appointment can be scheduled in advance for either a 30 minute or 60 minute appointment depending on the service (educational planning, transcript evaluation, probation counseling, etc.)

Drop-in appointments are available each day. However, these appointments are limited to 10 minutes. Same day longer appointments may become available if there are cancellations.

Students may schedule individual appointments with a counselor in person, by telephone, or online. Due to high demand, during certain periods, accessibility to in-person individual counseling appointments can be challenging and frustrating.

The Counseling Department will continue to creatively utilize workshops, tutorials and group sessions with the assistance of CGCAs to provide students with counseling, advising, and educational planning services. However, the LAVC SSSP Advisory Committee has determined that the majority of SSSP funds will be designated to provide counseling services with the staff and resources necessary to attain the SSSP goals and to deliver this core services.

2. Describe the type of assistance provided to help students develop an abbreviated student education plan and the scope and content of the plan.

Students develop an Abbreviated SEP in group counseling sessions conducted by a counselor, assisted by a CGCA. These sessions, lasting 1.5 hours, explain the differences and requirements of educational goals and career paths, define prerequisites/corequisites/advisories and the sequential order of courses, and describe how to use the Student Information System to register for classes.

As previously stated, students who are unable to attend a group counseling session can access the online Abbreviated SEP tutorial and form. The student must print out the form and see a counselor for review and approval.

3. 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.

Los Angeles Valley College offers students a variety of ways in which to help them identify their educational goals, course of study, and the courses, services, and programs needed to achieve them.

Through the orientation activities, students are directed to the college website and the links for the catalog, schedule of classes, programs of study, and UC/CSU transfer guidelines. Students are encouraged to enroll in a personal development course that helps students define their goals and teaches them how to develop a comprehensive and individualized educational plan. Also, the Counseling Department, Career Transfer Center, and LAVC Special Programs invite students to attend workshops with specific topics and strategies for choosing a major, transferring to a four-year college, and career opportunities.


Students are also directed to the educational planning component on the Counseling Department website. In addition to providing information about the programs of study, certificates, and Associate degrees available at LAVC, this site provides transfer information links to ASSIST, IGETC, and GE CSU Breadth. The Student Educational Plan and the Six Semester Plan forms are also available for student to use electronically or to download for their personal planning.

Before a student finishes 15 units, they are notified by the Counseling Department that they must declare a course of study and complete a Comprehensive SEP. The student is invited to a major/program-specific group advisement sessions to discuss goals and the academic path necessary to achieve them. At these group sessions, a completed SEP form is reviewed, approved, and electronically uploaded for both the student’s and the counseling department’s use.

Next Steps: The Los Angeles Community College District is currently modernizing the student information system. This new student information system (PeopleSoft) will include a degree audit and educational planning system, allowing counselors to help students develop an accurate educational plan and allow students to track their progress on their academic pathway.

4. 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).

Los Angeles Valley College – Counseling Department

General Counselors – 13 – Permanent Full Time Several counselors – reassigned time for coordinating functions (Articulation, Career/Transfer

Center, TAP – Honors Program, Veterans, Department Chair, .6 Pre-Retirement) Assigned 35 hours per week. 28 hours per week are direct student contact Responsible for providing academic, career, and personal counseling to new and continuing

students. Students receive counseling services:

1. Individual appointment basis (30 mins. and a limited number of 60 mins. for tanscript evaluation and career counseling follow up);

2. Same-day 10 mins. drop-in sessions3. Workshops, group counseling, online “Ask a Counselor” email service

Counselor – 1 – Limited Full Time – Career Technical Education/GeneralCounselor – 6 – Adjunct – 5 hours/week each = 0.15FTEF x 6 = Total of 0.9 FTEF

Actual FTEF – General Counseling – Direct service to students: 11.3 + 0.9 = 12.2

Special Program Counselors – 5 Permanent Full Time – 3 Limited Full Time


Grand total of FT and PT (adjunct) counseling hours for all Counselors – regardless of programs = Full Time: 11.3 (GC) + 8 Special Programs x 28 student contact hours/week = 540.4 student contact

hours/week Part Time: 6 PT counselors @ 5 hrs./week (all student contact) = Total of 30 hours/week

Grand Total = 570.4 student contact hours per week

5. 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.

The technology tools used for education planning include: College Source – An on-line library of college catalogs used to review course descriptions and

for transcript evaluation. ASSIST – Online program lists UC and CSU degrees and course requirements Websites accessed during planning sessions include: CSUMentor, UC Transfer Admission

Planner and the Transfer Counselor Website LAVC Counseling web page - Electronic forms: Abbreviated SEP, Student Educational Plan, and

the Six Semester Plan LACCD – PeopleSoft Student Information System - Degree Audit and Education Planning

Program – Scheduled to be available Fall 2015 – An educational tool to help develop and track student education plan

Additional technology includes tutorials, power point presentations, and on-line career assessments and resources (Eureka, Vault, ONet)

Next Steps: In order to expand educational planning services for students using technology, the Counseling Department is exploring additional avenues of accessibility. Replicating a comprehensive education planning session via podcast or multi-media presentation is being considered for its viability and usefulness.

6. 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.

Counseling, Advising, Educational Planning – Budget 2014-2015 – SSSP Funded Only ListedSee Also Staffing under Orientation – All SSSP Mandated Core Services


Counselors – FT – Limited (3) Counseling Dept. $ 315,000Counselors –Hourly Assignments Counseling Dept. $ 112,890 $ 112,89010 CGCA-Unclassified (20/50wks) Counseling Dept. $ 61,840 $ 160,000

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.

Los Angeles Valley College defines At-Risk students as: Students enrolled in Basic Skills courses (60%) Students who have not identified an educational goal and course of study (17% ) Students on Academic or Progress Probation (5300 students?) Black/African-American and Latino males (?)

At-Risk students at Los Angeles Valley College will be encouraged to: Take Personal Development 1 to provide students information about college, its resources and introduce

them to college success skills. Participate in online probation tutorial “From Probation to Academic Success”. Participate in student success workshops. Topics include:

o "Balancing Life/Work/School" o "Overcoming Math Anxiety"o "Study Smarter, Not Harder"

At-Risk Students – Enrolled in Basic Skills Courses – Identification/Strategies/ServicesBasic Skills are developmental courses that Title 5 specifies as pre-collegiate basic skills. These courses are designed to address the reading writing and computational skill deficiencies of students not meeting the skills required for the Associate Degree, transfer and/ or other college level courses.

Assessment/Placement results identify this student population. At the time of the Abbreviated SEP group counseling session, students receive information

regarding the academic support services (general tutoring, writing center, math lab) available at LAVC.

Strategies/Activities – Follow-Up Services:1. Tutoring Services: Expand campus tutoring for at-risk students. Extend tutoring hours

during peak periods. Ensure there is adequate evening and weekend coverage to target this population. Due to the high concentration of at-risk students in basic skills math and English courses the college plans to embed tutoring for these courses to improve success.

2. Workshops: Present a series of interactive workshops targeting at-risk students. Workshop topics include: improving academic habits of mind, writing skills, mathematics, refining study skills, improving motivation and developing critical


thinking skills. 3. Counseling: Embedded counseling for Basic Skills students in-person, by appointment

at the tutoring centers4. Reading lab: Explore ways to re-open and staff the campus reading center.

Next Steps: Expansion in providing follow-up services for this at-risk population include the following suggestions: Providing a campus-wide online tutoring service that would be outsourced and provide online tutoring sessions for any subject with 24/7 access to students; expanding staffing at the science tutoring center; expanding services in the Reading Lab; and designing services in the computer commons targeted for at-risk student and designating a computer commons center targeted for at-risk student

At-Risk Students – No Educational Goal/Course of Study – Identification/Strategies/Services This student population is identified at the time of the application. Through Orientation and the group advisement sessions for the Abbreviated SEP guide,

students are instructed to explore possible academic pathways/career choices. Strategies/Activities – Follow-Up Services:

1. Students can meet with a counselor in person to discuss educational planning.2. Students are encouraged to enroll in avpersonal development course.3. Students are invited to career development /planning workshops.4. Students have access in the Career Transfer Center to video and paper assessments

and online career exploration resources.5. Students are encouraged to participate in the Strategic Team for the Advancement and

Retention of Students (STARS) activities. STARS engages students, faculty, and staff in dialogue about teaching and learning. STARS workshops and events provide strategies for students to be successful in college and offer faculty useful information and handouts they can use in their classes to help students and motivate them to succeed.

At-Risk Students – Academic and/or Progress Probation – Identification/Strategies/Services This student population is identified once grades are posted. Six weeks after the semester ends, a notification letter informing the student that they have

been placed on academic probation and/or progress probation and/or subject to dismissal is generated by the Admission & Records department. This notification letter, electronically sent to the student’s district email account, also includes important information from the Counseling Department regarding interventions and remediation plans.

Strategies/Activities – Follow-Up Services:

1. Students on Academic and Progress Probation 1 are instructed to view the LAVC on-line probation workshop tutorial entitled “From Probation to Success.” This workshop provides the student with information about probation and the tools available to assist


them in being successful in college. Completing this mandatory workshop is required to maintain enrollment priorities.

2. Students on Academic and Progress Probation 2 are required to complete the above on-line workshop and attend an in-person probation workshop. Students can register for this workshop in person or by telephone. This in-person workshop explains the process of getting off probation and maintaining academic success. It also assists students in identifying some of the obstacles and challenges they may be facing; the resources available to them; and provides an individualized success plan to regain and maintain satisfactory academic status.

3. After completing the workshops, students are encouraged to schedule a counseling appointment to develop a comprehensive student educational plan.

4. Students, subject to dismissal, are required to schedule an individual counseling appointment to appeal dismissal by the college deadline. The student and the counselor develop an SEP for at least two semesters, each semester for six units only, to get the student back on the academic pathway. This SEP and appeal must be submitted by the deadline for consideration.

5. The Counseling Department provides proactive support to disqualified students. After dismissal (disqualified for at least one year, two major semesters), readmitted students are required to schedule an in-person counseling appointment during the semester. Presently, the Counseling Department is developing a new probation intervention model for this specific group of students.

At-Risk Students – Black/African-American and Latino Males – Identification/Strategies/Services

This student population is identified at the time of the application. The LAVC data shows that the persistence and retention rates for these students are

extremely low.

Strategies/Activities – Follow-Up Services1. The LAVC SSSP Advisory Committee will explore strategies and meaningful activities to

reach these students and assist them in achieving their goals. The committee will coordinate strategies with the campus diversity groups, BSU (Black Student Union Students and Faculty) and Mi Comunidad. Presently, suggestions include: developing a series of enhanced orientations, group specific workshops, and faculty-guided discussions.

Teaching Faculty involvement/monitoring student progress

1. The Early Alert Online System for the LACCD college faculty allows faculty to refer students to tutoring, services, etc. Students are notified through email.

2. With the new PeopleSoft/Student Information System, faculty alerts will appear on the


student’s portal. A variety of important messages and notifications can be posted on the student’s portal. Additionally, students can be referred to services, workshops, and student success event.

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

Staff – Providing Follow-up Services

# Job Title Department SSSP Funded

Description

1 Dean of Student Success Student Services X Coordination of services to implement SB 1456

3 Counselors – FT – Limited Counseling Department

X Provide counseling/advisement for Orientation/Educational Planning

General Counselor – Hourly Assignments


X Assignments to provide counseling/educational planning

10 CGCAs – Unclassified Counseling Department

X Assist with educational planning and at risk/probation/undecided workshops

1 Student Services Assistant


X Assist with coordination of all events and workshops; responsible for all data collection and documentation

3 Office Assistants – One New Request


X Clerical – Office support - Schedule appointments, scan SEPS, address student requests and questions

Additional Staff Request

# Job Title Department SSSP Funded

Description

3 Student Workers - Unclassified Counseling – Career Transfer Center

X Assist in scheduling appointments for students to attend Probation II Workshops

1 Office Assistant Tutoring Lab X Collect data and documentation of services

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

The technology tools used for follow-up services include:


Counseling Department has produced an online probation workshop/tutorial. This informative tool will be updated to include a second module allowing access for non-probationary students.

Campus Tutoring Lab, Reading Lab, Writing Center, and Math Lab for tutoring services for basic skills and at risk students

College Source – An on-line library of college catalogs used as a tool for students who have not identified an education goal and course of study

ASSIST – Online program lists UC and CSU degrees and course requirements – For services for students who have not identified an education goal and course of study

Websites accessed during planning sessions include: CSUMentor, UC Transfer Admission Planner and the Transfer Counselor Website

LAVC Counseling web page - Electronic forms: Abbreviated SEP, Student Educational Plan, and the Six Semester Plan

LACCD – PeopleSoft Student Information System - Degree Audit and Education Planning Program – Scheduled to be available Fall 2015 – An educational tool to help develop and track student education plan – Will also include a messaging component to send information regarding probation status and workshops

Additional technology includes tutorials, power point presentations, and on-line career assessments and resources (Eureka, Vault, ONet)

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.


Counselors – FT – Limited (3) Counseling Dept. $ 315,000Counselors –Hourly Assignments Counseling Dept. $ 112,890 $ 112,89010 CGCA-Unclassified (20/50wks) Counseling Dept. $ 61,840 $ 160,000Student Services Assistant Counseling Dept. $ 42,624 $ 57,000Office Assistant (2 Current) Counseling Dept. $ 149,000 $ 149,000Office Assistant (1 New) Counseling Dept. $ 52,000

Additional Staff Request for At-Risk/Follow-Up ServicesStaffing Department SSSP 2013-2014 SSSP 2014-20153 Unclass. Student Workers20hr/week x 50 weeks

Counseling Department $ 30,000

1 – Office Assistant Tutoring Lab $ 52,000

Additional Resources Request for At-Risk/Follow-Up ServicesResources Department Description SSSP 2014-2015Probation Tutorial – Phase 2 Counseling Department Add Tutorials/Videos $ 9,00015 Laptop Computers Counseling Department Use in Workshops $23,400


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.

MICHELLE TO PROVIDE:

BACKGROUND INFO FOR REPORT:

LAVC Institutional Standards Success – 64% Retention(within course) – 84% Persistence (Fall to Fall – New Students) – 41% Degree Awards – 722 Certificate Awards – 260 UC & CSU Transfer – 618

Six Metrics – Proposed Goals –CA. Community College SystemStudent Success: 1. Scorecard success rates 2. AA/AS Transfer DegreesEquity: 3. Completion rate among subgroupsService: 4. Percent with Education PlanEfficiency: 5. Average FTES spent per student 6. FTES spent per Scorecard outcome

How is the LAVC IR office going to measure SSSP program to gather data in these areas?

ii. Technology1. 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.

Online Orientation Assessment Pre-tests Pre-assessment Online Video Limited Online Advising – “Ask a counselor” Limited Online Tutoring Online Educational Planning Probation Tutorial


Virtual Career Planning Software Transcript Services (Extender, College Source, Transcript Evaluation) Library Resources

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.

Admissions & Records – Student Progress, Enrollment Articulation – Transfer Educational Planning Career Transfer Center – Career Exploration and Transfer Assistance All Academic Support Services: Writing Lab, Math Lab, Learning Resource Center, Tutoring

Labs - Services for At-Risk Students Institutional Research Office: Outcomes Data Personal Development Classes – Educational Planning

Section III. Policies & Professional Development1. 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.

Exemption CriteriaBased on title 5 section 55520 Los Angeles Valley College exempts from mandatory SSSP activities students who:

a. Have earned an Associate Degree or higher degree Students are exempted at the time of application and are given the option to participate in SSSP Services.

b. Have enrolled in the college for a reason other than career development or advancement, transfer, attainment of a degree or certificate of achievement, completion of basic skills, or English as a Second Language course sequence.


Students are exempted at the time of application and are given the option to participate in SSSP Services.

c. Have completed these services at another community college within a time period identified by the district. The Los Angeles Community College District Board of Trustee has decided to exempt students from assessment only. Students may request an exemption from assessment if they have completed assessment at another California Community College or participated in the Early Assessment Program in the last two years. Students seeking this exemption may fill out an Assessment Exemption Request and submit it to the Office of Admissions and Records.

d. Are taking classes to maintain a license. Students are exempted at the time of application and are given the option to participate in SSSP Services.

e. Are concurrently enrolled K-12 studentsStudents are exempted at the time of application and are given the option to participate in SSSP Services.

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

Los Angeles Valley College does not have a process for students to appeal mandatory participation in SSSP activities; however students have the right to:

a. Appeal their SSSP classification (exemption status) based on alleged unlawful discrimination or unlawful application of the law. Students may file an appeal with the College Ombudsperson. In the case of appeals based on the exemptions criteria the burden of proof is on the student and all relevant materials must be submitted with the appeal

Request that their participation in assessment be waived because they have completed assessment at a California Community College within the last two years or have completed the Early Assessment Program (EAP) through the California State University System. The Matriculation Assessment Exemption Request:

b. is available in the Office of Admissions and Records. Students must submit the waiver along with proof of assessment.


c. Appeal their Registration Priority Loss. Registration Priority Loss Appeals are collected by the Office of Admissions and Records and reviewed by the College’s Petitions Committee.

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 Procedures

a. Establishing and Reviewing Prerequisites:

In accordance with Title 5, section 55003, and the District’s Policy and Prerequisites, Co-requisites, and Advisories, all course and program prerequisites are established when faculty in the discipline submit a request and appropriate validation form to the Curriculum Committee for approval. For course prerequisites and co-requisites within the discipline, rigorous content review is used to establish entry and exit skill alignment. The skills are based on the course outline of record including course objectives and types of assignments required in the course. Review of the course outline is to determine if a student would be highly unlikely to receive a satisfactory grade unless the student had knowledge or skills not taught in the course. If the prerequisite course requires skills in communication or computation (i.e., English or mathematics) then the prerequisite course is statistically validated through the Office of Institutional Effectiveness in addition to rigorous content review. If a course is required by statute or regulation, is part of paired lecture-lab courses within a discipline, is required by four-year institutions, or baccalaureate institutions will not grant credit for a course unless there is a prerequisite in communication or computation, then neither rigorous content review nor statistical validation is required.

Prerequisites, co-requisites, and advisories are reviewed at least once every six years using the same criteria as used for the establishment of prerequisites, co-requisites, and advisories.

b. Considering Challenges:Los Angeles Valley College allows students to challenge prerequisites on the basis of:

The student has the documented knowledge or ability to succeed without meeting the prerequisite/co-requisite.

The prerequisite/co-requisite is not reasonably available The prerequisite/co-requisite is either unlawfully discriminatory or is being

applied in an unlawfully discriminatory manner.


The prerequisite/co-requisite has not been established in accordance with the district’s process.

The prerequisite/co-requisite is in violation of title 5 section 55003.

First-Level Challenge: Students challenge prerequisites though the Department Chair that oversees the department offering the course. The Department Chair reviews the petition and renders a decision.

Option 1: If the challenge is granted, the student takes the Challenge to the Office of Admissions & Records for processing.

Option 2: If the challenge is denied and the student chooses to appeal the denial, the student brings the Challenge to the Office of Admissions & Records. A&R adds the student to the class (if they have an Add Permit) and notifies the Office of Academic Affairs to convene an appeals committee commencing a second-level challenge.

Second-Level Challenge: The area Academic Affairs Dean convenes an Appeals Committee. Appeals Committee Membership requires an Academic Affairs Dean and two faculty members at least one of which if from the discipline.

Option 1: If the appeal is granted, the student is allowed to remain in the class. Option 2: If the appeal is denied, the student is excluded from the class and

notified of the committee’s decision. Option 3: If the Appeal’s Committee fails to render a decision within 5 working

days of the appeal’s submission, the Challenge is granted by default and the student remains in the class.

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

The College is planning several activities to involve, inform, and train the campus community. These activities include:

SSSP Town Hall Counselor Training Student Services Classified Staff Training in Roles and Responsibilities in meeting the

SSSP guidelines. Campus Committee Outreach to define Equity Activity planning with faculty and staff for At-Risk Populations


Faculty Opening Day (General Session information and SSSP Break-out Session) Campus-wide Information Campaign including Student Services Newsletter, information

sessions for all constituencies (Classified Staff Development, Academic Senate, Chairs and Directors Meeting, AFT Faculty Guild, AFT Staff Guild)

Orientations for New Faculty and Adjunct Faculty

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 is working to ensure that the SSSP plan is aligned with the College’s Educational Master Plan, as well as the Equity Plan, Basic Skills Initiative Plan, and Accreditation. A coordinated effort to eliminate duplicity of effort and to integrate the goals of the SSSP Plan with EOPS, Disabled Students Programs & Services (DSPS), and CalWORKS will be made.

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.

All groups affected by the SSSP Plan have representation on district-wide committees that discuss policies and procedures and are coordinated across the nine colleges.

District Admissions and Records Committee District SSSP Committee (formerly Matriculation) District DSPS Committee District CalWorks Committee District EOPS Committee District Counseling Discipline Committee District Academic Senate District CSSO Committee

All colleges in the district will honor orientation, assessment, abbreviated and comprehensive Student Educational Plans (SEP) completed at any of the district colleges. In addition, the results of appeals filed at any college in the district will be honored at all colleges within the district.

Next Steps:


The appointment of a District wide SSSP Coordinator. A district-wide standard appeals policy.

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.

ADDITI ONAL INFOR MATIONQuestions regarding the development of the college SSSP Plan may be directed to:

Debra SheldonCalifornia Community College Chancellor's Office1102 Q Street, Suite 4554Sacramento, CA 95811-6549


[email protected](916) 322-2818



Attachment AStudent 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: ____________________________________ Title: ___________________________

Stakeholder Group: ____________________________________________________________

Name: ____________________________________ Title: ___________________________


Name: ____________________________________ Title: ___________________________


Name: ____________________________________ Title: ___________________________


Name: ____________________________________ Title: ___________________________


Name: ____________________________________ Title: ___________________________


Name: ____________________________________ Title: ___________________________


Name: ____________________________________ Title: ___________________________



Name: ____________________________________ Title: ___________________________


Name: ____________________________________ Title: ___________________________


Name: ____________________________________ Title: ___________________________


Name: ____________________________________ Title: ___________________________


Name: ____________________________________ Title: ___________________________


Name: ____________________________________ Title: ___________________________


Name: ____________________________________ Title: ___________________________


Name: ____________________________________ Title: ___________________________



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

http://www.accjc.org/

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

the student success and support program plan (credit students)€¦ · web viewthe program plan...

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