ADMINISTRATIVE SERVICES, STUDENT SERVICES AND … · In Spring 2016, two additional Enrollment Success Specialists will be hired to assist with ... which will result in a mobile-optimized

1 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t N o n - I n s t r u c t i o n a l A n n u a l P r o g r a m P l a n n i n g W o r k s h e e t Approved Document to be Used for Submission Spring 2016, r e v i s e d F e b r u a r y 1 1 , 2 0 1 5

ADMINISTRATIVE SERVICES, STUDENT SERVICES AND PRESIDENT’S CLUSTER ANNUAL PROGRAM PLAN WORKSHEET

Program: SSSP, Counseling, Assessment, Transfer/Career Services Planning Year: 2016-2017 Last Year CPPR Completed: 2013 Unit: SSSP, Counseling, Assessment, Transfer/Career Services Cluster: Student Services Please complete the following information. Please note that responses are not required for all elements of this document.

I. GENERAL PROGRAM INFORMATION

A. Describe changes to program mission, if applicable.

N/A

B. Describe any changes in primary relationships, internal and external, to the District.

California Men’s Colony, State Prison This academic year, Cuesta College increased course offerings and on-site services to students at the California Men’s Colony. The added services include, English and math assessment testing, orientation, counseling, educational planning, and follow-up services. Get Focused, Stay Focused The College’s Dual Enrollment program has expanded significantly. In 2014-2015, we had a partnership with one local high school district. In 2015-2016 the program has grown to include four additional high school districts and two charter schools. This collaboration between the College and local high schools is designed to assist high school students in planning and preparing for college. Through dual enrollment, high school freshman take a course in career and educational planning, in which they assess career and educational interests, explore career options, and develop a 10-year plan. English as a Second Language In November 2015, the ESL Outreach staff, under the supervision of the Director of Counseling, was reassigned to directly serve the merged Non-Credit and Credit ESL Programs. With this reassignment, the two ESL staff, who previously reported to the Director of Counseling, now report to the Dean of Humanities and the Division Chair of Student Development and Success, who oversee the English as a Second Language programs.


Stand Alone Counseling Courses Counseling courses have not been taught since Spring 2012, which were suspended due to the 2011-2012 budget cuts during which time overloads to teach these courses were not possible. The department does not have data to report on fill rates; efficiency; course completion; modality; and projections. It is our intention to implement Counseling 250: Educational Planning in Fall 2016 as a part of the Freshman Year Experience Program, and to reinstate Counseling 254: Career Exploration in 2016-2017 on the SLO and NCC campuses.

C. List any changes to program service, including changes and improvements, since last year, if applicable. Program Expansion and Improvements

Staffing One full-time tenure-track bilingual counselor was hired in late Spring 2015. Also, one full-time tenure-track counselor who has strength in the area of technology is scheduled to be hired in Fall 2016. Additionally, four part-time counselors and two Enrollment Success Specialists were hired in late Spring 2015. The new part-time counselors’ assignments are as follows 1) one 67%, general fund funded, Generalist Counselor; 2) one 67%, categorically funded, CalWORKs Counselor; 3) one 67%, categorically funded, DSPS Counselor; and 4) one 50%, categorically funded, EOPS Counselor. Two full-time Enrollment Success Specialists were hired, in April 2015 to assist students with completion of the core SSSP requirements. They have made contributions to the expansion of services in areas of access (e.g. AB540 and Foster Youth); online and in-person orientations; referrals to counseling and other instructional support/student service areas; and follow-up services for our designated “at-risk” students such as, students without an educational goal or course of study, students enrolled in basic skills or ESL courses, and students on academic or progress probation or dismissal. One of the specialists is assigned to serve students in the District’s San Luis Obispo and South County areas, while the other is assigned to serve the North County region. One of their functions is to hold lab hours on both the San Luis Obispo and North County Campuses, in which they help students complete the online orientation. If needed, students are referred to the lab to receive assistance completing the online orientation and other matriculation related requirements, after completing assessment testing. Both faculty and staff refer students to the Enrollments Success Specialist when needed. In Spring 2016, two additional Enrollment Success Specialists will be hired to assist with the delivery of core services.


In late Spring 2015, reinstatement of the Counseling Department Division Assistant, a position that was lost during the 2011-2012 reorganization, also occurred. The Division Assistant reassumed general office support responsibilities including, organizing and managing the student appointment and staff calendaring program used by the division (SARS-Grid), and providing assistance with the management of the department’s budgets. A part-time bilingual (Spanish) assessment proctor was hired and added to our assessment team. This hire has allowed us to expand testing services at both our North County Campus and South County Center. On the North County Campus, we now offer bilingual assessment testing twice a week, which is a significant increase from our previous offerings of only two or three testing sessions a month; and at the South County Center, we increased the number of testing sessions from once a month to once a week. The addition of this part-time proctor has also given us the ability to do more onsite testing in the community. We added three local high schools, one continuation school, and the County community schools to our onsite testing schedule. Online Orientation With SSSP mandates in mind, improvements and updates were made to the online orientation. Revisions were made to the English Basic Skills Courses Flowchart and to the content and educational planning options available to students. The online orientation remains a substantive, customized, individual orientation which complies with the Title 5 definition of an orientation. As students complete the online orientation, which includes an abbreviated student education plan, documentation of such is automatically uploaded into Banner, capturing the needed Student Success MIS data. An online orientation is currently being developed for second language learners. We anticipate launching it for Fall 2016. Printed Orientation Materials The production of our printed orientation “Welcome Booklet”, which in many ways follows the information provided on the online orientation, will be enhanced with the addition of sections that will specifically address the needs of programs serving special populations.

Development of Degree Works – Audit and Student Education Plans (SEP) In Spring 2015, Counselors and Evaluation Analysts were trained and contributed to the development of Cuesta’s Degree Works Audit System. Degree Works was successfully launched for student use in Fall 2015. The focus of the initial programming was given to Cuesta’s native coursework, with specific emphasis on the 24 Associate Degrees for Transfer (ADTs). In October 2015, a second Degree Works project was initiated with intentions of a Spring 2016 roll-out. This project consists of electronic Student Education


Plan (SEP) templates designed to be used within Degree Works. To date, SEP templates with pre-populated two-year degree plans for Cuesta’s twenty-four approved ADTs have been created. On-line Counseling and Communication Services Revisions to our current “Counselor-Chat”, an interactive counseling tool, are being made in preparation for Fall 2016 implementation. When launched, the new and improved version will be known as “E-Counseling”. E-Counseling supports the department’s interest and need to serve distance education students, providing them with equal access to counseling services. An automated email delivery system was designed to notify students from whom we receive external assessment and Early Assessment Program results. When external scores have been input into Banner, an email is automatically generated and sent to the student’s myCuesta email account informing him/her of his/her course placements.

Data Collection Documentation and Reporting A Banner report was created specifically to identify students who have applied for a given term, but have not completed the online orientation. This report gives the college the ability to directly contact students who have not completed the online orientation, with intent to provide and promote services that support academic success. The Enrollment Success Specialists will use this information to implement interventions by following up with these students via group email or by calling them to encourage and help them complete the online orientation and any other matriculation services that they have not yet completed. In addition, through a similar Banner report, student services staff is able to access orientation completion information on all students, allowing them to verify if a student has completed the orientation or not. Students who have not completed the orientation are encouraged to do so and are referred to an Enrollment Success Specialist if additional enrollment and matriculation support is needed. We anticipate these efforts contributing to an increase in student participation and orientation completion. Website Development and Other Technology Departments will benefit from the College’s upcoming website revision. It is being redesigned to allow for simpler navigation, shorter URLs, and better integration of student web software, which will result in a mobile-optimized web site for students’ access of core services via smart phones and tablets.

To increase visibility of the online orientation and core SSSP services, we will highlight them with the creation of short videos, which will be prominently posted on the college website.


D. List changes to program in the last year in reference to relevant statutory authority/program regulation and related compliance issues, if any. Student Success and Support Plan In October 2014, the Student Success and Support Program (SSSP) Coordinator and Director took the lead role in writing Cuesta College’s initial SSSP Credit Plan. Following submission of the SSSP Plan, the California Community College Chancellor’s Office returned its review of the plan, awarding Cuesta College the highest marks in all facets of the submission. The second SSSP Plan, 2015-2016, was submitted in November 2015. The annual SSSP college match in 2014-2015 changed from 3:1 to 2:1. For 2015-2016 the match ratio is 1.3:1.

II. ANNUAL PROGRAM SUPPORT OF DISTRICT’S MISSION STATEMENT, INSTITUTIONAL GOALS, INSTITUTIONAL OBJECTIVES, AND/OR INSTITUTIONAL LEARNING OUTCOMES Provide updates, if any, in how your program addresses or helps to achieve the District’s Mission Statement in the last year. A. The program helped support the District Mission Statement in these primary areas:

1. Inspire diverse student population to achieve their educational goals. In compliance with Title 5’s substantive orientation requirements, the Department updated the online student orientation. The Orientation Welcome Booklet designed for and distributed to students at the in-person orientations was edited, adding required SSSP orientation elements. The Coordinator of SSSP worked with the student service staff and administrators who work with and oversee the special populations programs to guide the on-going compliance of SSSP and Title 5 requirements.

2. Supporting students to transfer

The Articulation Officer and Transfer Center Coordinator contributed to expanding our ADT offerings. They increased our total number of ADTs to 24, which puts Cuesta at #4 in the state (tied along with 4 other CCCs) as having the highest number of ADT’s offered on one campus. Degree Works, the recently implemented, comprehensive academic planning and degree audit tool, is designed to help students and the institution to streamline course selection and offerings. Students are able to access this tool independently, giving them up to date information on their academic progress and outstanding requirements. When used to its capacity, students are less likely to take courses they don’t need and are more likely to stay on track to efficient graduation and transfer eligibility.

http://www.cuesta.edu/aboutcc/planning/president/mission.html

http://www.cuesta.edu/aboutcc/documents/accreditation/plans/SLOCCCD_Strategic_Plan_2014-17.pdf

http://www.cuesta.edu/aboutcc/documents/accreditation/plans/SLOCCCD_Strategic_Plan_2014-17.pdf

http://www.cuesta.edu/aboutcc/planning/research/Student_Learning_Outcomes.html


Counselors worked with teaching faculty and administrators to implement six comprehensive AA/AS transfer degree options on the NCC, with the objective of making it possible for students to complete these degrees, in their entirety, without having to travel to the San Luis Obispo Campus. Planning for establishing new NCC class offerings and schedules took place. The new rotation of course offerings will be implemented beginning Fall 2016.

3. Promote cultural, intellectual, and professional growth.

• Counseling staff contributed to the planning and implementation of the Edúcate: Sí Se Puede Conference.

• During the Fall and Spring semesters, Counselors and Enrollment Success Specialists provided informational presentations to students enrolled in Basic Skills Math, English, College Success, and English as a Second Language courses.

• Counselors and department staff were trained in the implementation and use of Degree Works.

• Counselors and department staff participate in professional growth and development activities on an ongoing basis during weekly counseling staff meetings, administrative student services meetings, all-staff service meetings, webinars, and through attendance at local and Statewide conferences designed to provide relevant, current, and updated information regarding regulatory and legislative issues. These include:

• International Student Conference • UC/CSU Articulation Conference • Private University (e.g. USF) Transfer Admission Conference • Common Assessment Initiative • Student Athlete Eligibility • Student Success and Support Program Regulations & Budget

Reporting • Common Assessment Initiative • Ensuring Transfer Success • Counselor Days (UCSB, CSU-Channel Islands, Monterey Bay and

Stanislaus State) • Degree Works Training • EOPS Conference • Foster Youth • Latina Leadership Network Conference • e-Counseling


• 2015 Learning Disabilities Conference • Veterans’ Seminar • California Career Café Webinars (Student Success, Career

Preparation, Career Pathways)

B. Provide updates, if any, to how your program addresses or helps to achieve the District’s Institutional Goals and Objectives, and/or operational planning initiatives in the last year.

Support of Institutional Objectives Institutional Objective 1.1: Increase the percentage of transfer-directed students who are transfer-prepared by 2% annually.

Activity in Support of Objective: Transfer Center Argos report used to identify “transfer-ready” students in

fall and spring via email Students notified of CSU/UC application deadlines

• Fall: Application filing assistance workshops • Spring: Assistance with UC application updates, supplemental

application information (transfer-ready defined as completing transfer-level math and English courses and approximately 35 transferable units)

New articulation has also been added to CSU articulation agreements based solely on our C-ID approvals

All UC/CSU campuses have received requests to add additional articulation with Cuesta courses, as identified by the Articulation Officer

Edits to catalog, website and updates to online and in-person orientations and related general education handouts brought into compliance with current calendar and SSSP mandates

Worked toward CID completion and continuation of ADT development as mandated by SB 1440 (Cuesta has had 158 courses C-ID approved)

Compliance with curriculum and articulation Development of Career Exploration Festival in Spring 2016

Transfer Center Activities:

UC/CSU application filing assistance from Fall 2015 – Spring 2016 (446 appointments)

Transfer Day in November (266 participants) Career workshops (248 participants) Four-year college representative visits (6 colleges) Meeting with Cal Poly San Luis Obispo articulation/admissions staff to

discuss unresolved articulation requests


504 students self-identified that they would receive an ADT on the CSU application, which is an increase of 17% (85 students) from the Fall 2014 –2015 filing period. See Table 4 in Section III.A.

Institutional Objective 1.2: Increase the percentage of degree- or certificate-directed students who complete degrees or certificates by 2% annually

Activity in Support of Objective: Degree Works training in February to release SEP functionality to counselors

in April 2016 Evaluations Analyst – scribing support, non-native transfer evaluations, (0.5

supported by SSSP, position filled) FT NCC Counselor – bilingual (Spanish/English) hired spring 2015 (1.0 FTEF

supported by SSSP) CS working on interface SARS Banner (Spring 2016) Development of Career Exploration Festival in Spring 2016 Creation of six comprehensive AA/AS transfer degree options to be offered

on the NCC, with the objective of making it possible for students to complete these degrees, in their entirety, without having to travel to the San Luis Obispo Campus.

Institutional Objective 1.4: Increase ESL credit course success and improvement rates by 2% annually.

Activity in Support of Objective: Credit ESL online orientation under development (intention to include SEP) Enrollment Success Specialists - assist with provision of core services (2.0

supported by SSSP, to be hired March 2016) NCC Bilingual Assessment Proctor – assist with assessment and online

orientation (0.5 supported by SSSP, hired Spring 2015) Outreach to Basic Skills classes – Fall/Spring terms CS Argos report work order – track “at-risk” student completion of core SSSP

services ESL outreach recruiters conduct motivation and informational outreach to

all ESL courses. Outreach recruiters promote financial aid and scholarship information in Spanish and English to ESL students. Assistance from filing to rewarding is provided.


Institutional Objective 1.5: Increase basic skills course success and improvement rates by 2% annually.

Activity in Support of Objective: Implemented strategies through the two Enrollment Success Specialists who

assist with provision of core services (2.0 supported by SSSP) NCC Bilingual Assessment Proctor – assisted with assessment and online

orientation (0.5 supported by SSSP) FT NCC Counselor – bilingual (Spanish/English) - hired Spring 2015 (1.0 FTEF

supported by SSSP) Outreach to Basic Skills classes conducted Fall/Spring terms Follow-up activity increased via referrals to the Student Success Center and

Academic Success Coaches with collaboration with the Enrollment Success Specialists.

Continuation of substantive retention workshop activities on topics such as procrastination, overcoming test anxiety, time management, becoming a better student, and motivation were expanded. The Student Success Festival featured programs and services for students fall term.

Institutional Objective 2.2: Increase the local high school capture rate by 2% annually.

Activity in Support of Objective: Promise application requires completion of assessment, orientation,

abbreviated SEP Coordinated outreach to high schools Assessment:

Internally retrieve EAP Results Provided on-site assessment test proctoring to additional sites in the

community (added 3 high schools, continuation schools, and community schools)

Enrollment Success Specialists - assisted with provision of core services (2.0 supported by SSSP), hired spring 2015 and an additional 2.0 in Spring 2016

NCC Bilingual Assessment Proctor – assisted with assessment and online orientation (0.5 supported by SSSP), hired May 2015

CS Argos report work order – work order SSSP and Promise core service tracking

Edúcate Conference, College Night, Senior Promise Day and meetings/conference with local high school counselors

Planned activities with local County agencies that support an increase of matriculated Independent Living Program Foster Youth


III. ANNUAL MEASUREMENTS, ANALYSIS AND IMPROVEMENTS Programs are often impacted by institutional or other organizational change. Please review program-relevant institutional data sources, such as institutional enrollment trends, which along with some other relevant program data, is available on the SLOCCCD Institutional Research and Assessment website. Other organizational or departmental measurements may provide useful information for planning in your program; please describe those measurements and the data below.

A. Data Summary • Describe data collection tool(s) used.

• Include updates to program data results from the previous year, if any.

Table 1: Students Receiving Counseling Services

Total Students Served 2012 – 2013 2014 – 2015 2020 - 2021 Target

2025 – 2026 Target

District-wide 4,174 5,341 5,613 5,900

- North County 1,005 1,181 1,241 1,305

- SLO 3,462 4,468 4,696 4,935

- South County 144 133 140 147

Table 2: Student Persistence and Success

Counseling 1st Year Student Persistence

Student Success Units Completed/ Units Attempted

Staffing Ratio HEADCOUNT/FTE

Annual 2014 – 2015 65% 78% 1,093

67% 80% 1,093

Target 2025 68% 80% 1,175

http://cuesta.edu/aboutcc/planning/research/

http://cuesta.edu/aboutcc/planning/research/


Table 3: Counseling Courses

Discipline Size: FTES

Efficiency: FTES/FTEF District-wide Target = 15.0

Demand: Fill Rate

SLOCCCD COUN Successful Course Completion

Statewide COUN Successful Course Completion

DISTRICT-WIDE Fall 2012 3,716 14.54 83%

COUN Fall 2012 Total 1 9.72 78% 95% 74%

DISTRICT-WIDE Fall 2014 3,530 13.84 82%

COUN Fall 2014 Total COUN courses not offered in fall 2014

Target: Fall 2020 5 14.00 95% 95%

Target: Fall 2025 8 14.50 95% 95%

Table 4: ADTs Reported by Cuesta Students


B. Data Interpretation:

• Describe results from previous improvement efforts to the program based on institutional or departmental changes.

Definitions for Counseling Data Tables 1 and 2 represent students served: all students (duplicated) who had a counseling contact in the 2012–2013 or 2014–2015 academic year and were enrolled in at least one course at census of that respective academic year. 1st Year Persistence: First time students in Fall 2014 who were enrolled in at least one course at census and who had at least one counseling contact in either Fall 2014 or Spring 2015 and who were enrolled in at least one course at census in Fall 2015. Units Completed/Units Attempted: Fall 2014 and Spring 2015 Units Completed/ Units Attempted by students who completed either an Abbreviated or Comprehensive Student Education Plan in either Fall 2014 or Spring 2015 Data Analysis: The number of students receiving Counseling services increased between 2012–2013 and 2014–2015 at all sites. During the same period District-wide enrollment decreased slightly. First-year student persistence is projected to increase at a rate of 5% and Units Completed/Units Attempted are projected to increase by 5% by 2020 and for this level to be maintained through 2025. Table 3: No counseling courses were offered in 2014 – 2015. Table 4 Table 4: This table illustrates the dramatic increase in the number of Cuesta College students declaring intent to earn an Associate Degree for Transfer on their CSU Mentor Application, increasing from 29 students in 2013-2014 to 457 in 2015-2016. For the first half of the 2016-2017 application cycle, the number has risen to 504. The following steps were taken to reduce unmet need in counseling and student education planning:

• Additional support staff and faculty were hired in the Counseling Department.

• Degree Works, locally named myCuesta Pathway, an electronic education planning tool, was successfully launched during the 2015-2016 academic year.

• With assistance from Computer Services, a Banner Argos report was created to identify students who have not completed a Comprehensive SEP by indicated unit and terms completed. Students are notified by our Enrollment Success Specialists and offered opportunities to create an SEP with an academic counselor.


• Newly registered students who had not completed an abbreviated SEP were contacted prior to the Fall 2015 term and encouraged to set up a plan.

• Several new strategies have been implemented to promote the online orientation.

• Within the term, all student services areas met to identify delivery methods for counseling and follow-up activities in an effort to expand student participation and reduce redundancy of similar activities or presentations.

• Increased interdepartmental requirements by financial aid, categorical programs, veterans, pre-nursing, international students, reentry students, and student athletes to complete the online orientation (which includes the abbreviated SEP) was collectively agreed upon by all service areas.

• Via a facilitated exercise and survey, students on academic probation and those reinstated from dismissal status, identified problem areas and provided suggestions of possible services that the believed could enhance their success. The information collected will be used to identify possible student success workshop topics, and to research persistence and retention. Furthermore, the information is shared with basic skills instructional departments and key campus committees, such as Enrollment Management, for potential planning purposes.

• “Choose Major/Career Exploration Festival” – this was a collaborative event, facilitated by the counseling department. Participants included academic departments and student service programs. Events were held on both the NC and SLO Campuses. Approximately 200 students participated.

• Identify areas if any that may need improvement for program quality and growth. New staffing to be hired to meet SSSP mandates (2016-2017) FTTT Counselor (1.0) funded by SSSP Enrollment Success Specialists (2.0) funded by SSSP and Student Equity Adjunct Counselors (4.0 FTE) Clerical Assistant III (0.75)

• Recommend any changes and updates to program based on the analysis above. For elements that require funding, complete the Resource Plan Worksheets.

• We are in the process of creating an online orientation for second

language learners, which will include an abbreviated student education plan.


• An interface is being created between SARS and Banner to improve efficiencies in MIS data entry. This will free up counseling faculty time in the reduction of manual data entry.

• The SARS Early Alert program was purchased in Fall 2015 and will be piloted in Fall 2016 with instructional faculty in English, Math, and ESL. The goal is to expand it beyond these departments in future terms.

• Enrollment Success Specialists and Academic Success Coaches (to be hired in Spring 2016) facilitate the referral process initiated by faculty who identify a student as “at-risk”. Enrollment Success Specialists will link an “at-risk” student to a Success Coach and to the Student Success Center.

• A First Year Experience (FYE)/Learning Community program will be piloted in Fall 2016. It will be open to all students, yet will target underperforming students as identified in the Student Equity Plan. The FYE/Learning Community program will be composed of accelerated Math and English classes coupled with COUN 250 (student success/career and educational planning class taught by academic counselors) and will also include embedded tutorial support. Instructors will use the early alert system early in the term to identify and refer at-risk students to Academic Success Coaches and/or Counselors to problem-solve any obstacles. Academic Success Coaches will work closely with instructors and counselors to ensure students’ follow up needs are met.

• In 2015-2016, a student success website will be created that will house student success information (video DLAs, student success online resources/information, student success and career planning workshops, and information regarding dismissal workshops.

• Students who have an end of the term academic standing of probation and/or dismissal will have their participation in success enhancing/follow-up activities tracked to measure their follow through and engagement. Tracked activities will include the Student Success Festival, Student Success Workshops, Career Workshops, tutorial services, counseling services, and others.

• In 2015-2016, a Student Success Plan serving as a general assessment and problem-solving template will be created for use by departments who provide follow-up services to at-risk students. The plan will be general enough to allow for therapeutic flexibility, allowing for the holistic assessment of student obstacles and the creation of clear, well-defined and measurable goals and action steps, creating a uniform name/code for this activity will streamline the processes and facilitate ease of tracking and continuity of services across settings/departments.

• We will enhance the utility of an existing Argos report by combining students who have not completed an SEP with those who have indicated that they are undecided on a major; and actively market activities and services that will enhance their educational experience, engagement and


success, such as: Education Plans, Career/Choose Major workshops, Choose Major Exploration Week.

• The Cuesta College web site will also be redesigned to allow for simpler navigation with shorter URLs, better integration with the student web software, and create a mobile-optimized web site for students accessing core services via smart phones and tablets. This will also house the Student Success web site mentioned above.

• To increase visibility of support services, we will create short videos highlighting resources and academic progress services available at Cuesta College.

IV. ANNUAL PROGRAM OUTCOMES (ASOs AND SSOs), ASSESSMENT AND IMPROVEMENTS Your program has established either Administrative Service Outcomes or Student Service Outcomes. Those outcomes are assessed and tracked in the Course or Program Assessment Summary. Review CPAS documents for ASO or SSO assessment results for program outcomes.

A. Describe any results from improvement efforts arising from ASO or SSO assessment in the last year.

Assessment data outcomes prompted improvements for probation and dismissal students. These are the improvements:

Increase in awareness and emphasis on at-risk follow-up per SSSP MIS requirements

Directing of students on probation and dismissal to attend the Student Success Festival (Fall) and Select a Major Festival (Spring)

Sending of probation letter informing students of loss of priority registration while on probation and participation in directed learning activities

Creation of an additional method of reinstatement for distance education students on dismissal status. Development of online questionnaire that must be completed by student and returned for review by a counselor. Upon review, the student is reinstated. The student is provided with follow-up activities to support persistence.

Data outcomes prompted improvements in the orientation:

SSSP mandates beginning in Fall 2014 required students seeking priority registration to complete the assessment, orientation, and abbreviated student education plan

Due to SSSP mandates, the online student orientation received major revisions As a result of the evaluation of the 2015 Student Learning Outcomes for new

students attending the in-person orientation, the following improvement will be incorporated into the Spring 2016 orientation

o Expanding emphasis on the first math course in which to enroll for the first term


o More detailed explanation on how to select General Education (GE) courses

o More hands-on practicing of how to register/sign up for Cuesta courses o Checking to make sure that students understand how to add, drop, and

sign up for a waitlisted course

B. Recommend changes and updates to program based on assessment of program outcomes. For elements that require funding, complete the Resource Plan Worksheets and review the Resource Allocation Rubric. Additional Staffing to be hired to meet demand: FTTT Counselor (1.0) Clerical Assistant III (0.75) Part-time adjunct Counselors (4.0 FTE) Enrollment Success Specialists (2.0)

V. ANTICIPATED SERVICE CHALLENGES/CHANGES

Provide a brief description of challenges or changes anticipated in the next year and any needs that have emerged as a consequence. Suggested Elements:

A. Regulatory changes Common Assessment Initiative The Statewide English and math common assessment test is under development and is expected to be piloted in Fall 2016 at colleges currently using Compass along with 12 pilot colleges. The common assessment will be introduced at Cuesta College as part of the Phase II implementation in Spring or Fall 2017. This will necessitate prior local validation with the Math, English and ESL departments. Early Alert As a part of the SSSP follow-up component, Cuesta College will implement the SARS-ALRT software. It will be piloted in Fall 2016.

B. Internal and external organizational changes CMC Expansion The college will continue to expand services at the CMC and county jail. The services will include all of the components of SSSP.


C. Student and staff demographic changes Enrollment Success Specialists Due to the needs of our student population, additional Enrollment Success Specialists will be hired (2.0) to support DSPS and Veteran students. They will also support Early Alert interventions. Café Counselors Café Counselors will be hired to support students in these at-risk programs.

D. Community economic changes – workforce demands N/A

E. Role of technology for information, service delivery and data retrieval Degree Works SEP With SSSP regulations it is required that colleges provide students with electronic student education plans. Cuesta College is implementing Degree Works, which will meet this requirement. The Degree Works student education plan will be launched in Spring 2016. Educational/Promotional Videos The Student Success and Support Program will begin to develop videos to illustrate the steps to getting started at the college and the components of SSSP.

SARS Automation We are currently working with computer services to develop a system that automates SARS student contacts into Banner. Online orientation ESL We are currently developing an online orientation for English as a Second Language students. We expect this to be launched in summer 2016. E-Counseling E-Counseling services will be reviewed to ensure that current technology is utilized to meet the needs of distance education students.

F. Providing service to multiple off-campus sites With the service support gained by hiring the Enrollment Success Specialist and the Bilingual Assessment Proctor, we were able to expand our services to additional off-campus sites. With their support we are now able to provide services on-site at community schools, high schools, and charter schools. The Enrollment Success


Specialists and added Assessment Proctor allow us to offer enhanced one-on-one support to our local high school students.

G. Anticipated staffing changes/retirements

FTTT Counselor (1.0) Clerical Assistant III (0.75) Part-time adjunct Counselors (4.0 FTE) Enrollment Success Specialists (2.0)

We also have a full-time counselor that will be on sabbatical in Fall 2016 as well as planned retirements.

VI. OVERALL BUDGET IMPLICATIONS Provide a brief description of the immediate budget request(s) made in your Resource Plan (formerly called the Unit Plan). These elements will be reflected in the District planning and budget process. Elements:

A. Personnel • Non-credit Counselor • Full-time Counselor

B. Equipment/furniture (other than technology)

• Additional sit-stand work stations

C. Technology • Support for transition to electronic SEP • Renovation of online orientation template • Tablets • Staff computers

D. Facilities

N/A

Documents

ADMINISTRATIVE SERVICES, STUDENT SERVICES AND … · In Spring 2016, two additional Enrollment Success Specialists will be hired to assist with ... which will result in a mobile-optimized