College: Shasta College District: Shasta-Tehama-Trinity Joint CCD page ______ of ______

Noncredit

Student Success and Support Program Plan

2015-16

Report Due Postmarked By

FridayOctober 30, 2015

Email PDF of completed plan to:noncreditSSSP@cccco.eduandMail signature page with original signatures to: Patty Falero, Student Services and Special Programs Division California Community Colleges Chancellor’s Office 1102 Q Street, Suite 4554 Sacramento, CA 95811-6549

College: Shasta College District: Shasta-Tehama-Trinity Joint CCD page ______ of ______

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

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

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

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

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

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

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

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

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

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

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

College: Shasta College District: Shasta-Tehama-Trinity Joint CCD page ______ of ______

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

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

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

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

College: Shasta College District: Shasta-Tehama-Trinity Joint CCD page ______ of ______

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

I. Signature Page

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

i. Orientationii. Assessment and Placement

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

b. Additional Match Expenditures

III. Policies i. Exemption Policy

ii. Appeal Policiesiii. Prerequisite Procedures

IV. Professional Development

V. Institutional Research

VI. Plan Coordination

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

College: Shasta College District: Shasta-Tehama-Trinity Joint CCD page ______ of ______

SECTION I. SIGNATURE PAGE

College/Noncredit Adult Education Program: Shasta College

District Name: Shasta-Tehama-Trinity Joint CCD

We certify that noncredit SSSP funds will be expended in accordance with the provisions of Chapter 2 (commencing with section 55500) of Division 6 of title 5 of the California Code of Regulations and the SSSP Funding Guidelines.

Tim Johnston / Dean of Enrollment Services ____________________________________________________ Noncredit SSSP Director/Coordinator (Typed Name/Title and Signature)

Phone: 530-242-7669 Email: tjohnston@shastacollege.edu__________________ Date: _________________

Kevin O’Rorke / VP Student Services __________________________________________________________Noncredit SSSP Supervising Administrator (Typed Name/Title and Signature)

Phone:____________________ Email:_____________________________ Date: _________________

Morris Rodrigue_____________________________________________________ Date: _________________Chief Business Officer (Typed Name and Signature)

Robb Lightfoot______________________________________________________ Date: _________________Academic Senate President (Typed Name and Signature)

Joe Wyse__________________________________________________________ Date: _________________Chief Executive Officer (Typed Name and Signature)

Contact information for person preparing the plan:

Name: Tim Johnston Title: Dean of Enrollment Services

Email: tjohnston@shastacollege.edu Phone: 530-242-7669

College: Shasta College District: Shasta-Tehama-Trinity Joint CCD page ______ of ______

SECTION II. NONCREDIT STUDENT SUCCESS AND SUPPORT PROGRAM SERVICES

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

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

IIa. Core Servicesi. Orientation

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

Academic expectations and progress standards pursuant to section 55031. Maintaining registration priority pursuant to section 58108. Prerequisite or co-requisite challenge process pursuant to section 55003. Description of available programs, support services, and campus facilities, and how they can be accessed. Academic calendar and important timeline. Registration and costs related to attendance. Available education planning services. Other issues, policies, and procedures determined necessary to provide a comprehensive orientation to

students.

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

All non-exempt first-time students who are interested in enrolling in non-credit courses may complete an orientation. As non-credit are “open entry / open exit” courses, the completion of an orientation is not tied to registration priority. Consistent with Title 5, the college offers both online and in-person orientations. The online orientation is divided into six modules: Basic Information, Services and Resources, Policies and Procedures, College Success Tips, Student Life and Navigating MyShasta and covers the required topics listed in section 55521.

Academic expectations and progress and probation standards pursuant to section 55031: This information is presented in the Policies and Procedures module on slide 45.

Maintaining registration priority pursuant to section 58108: This information is presented in the Policies and Procedures module on slide 49.

Prerequisite or co-requisite challenge process pursuant to section 55003: This information is presented in the Policies and Procedures module on slide 47.

Maintaining Board of Governors Fee Waiver eligibility pursuant to section 58621: Information on the BOGFW is presented in slides 11-13.

Description of available programs, support services, financial aid assistance, and campus facilities, and how they can be accessed: Program information is presented in slides 15-19. Support services and campus facilities information is presented throughout the “Services and Resources” section.

College: Shasta College District: Shasta-Tehama-Trinity Joint CCD page ______ of ______

Academic calendar and important timelines: This information is presented in the Policies and Procedures section on slide 48 – Important dates.

Registration and college fees. This information is presented is presented most directly on slide 15. A link to the college catalog is provided.

Available education planning services. This topic is presented in multiple modules. Students are introduced to the importance of education plans and advised on how one may be obtained. Additionally, a separate module provides information on how to navigate MyShasta.

The college needs to update relevant slides to include specific information regarding Noncredit Student Education Plans (NSEP). Additionally, the in-person orientation needs to be updated to include all topics required by Title 5, section 55521.

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

Noncredit courses must meet the requirements of an “educational program” as defined in Title 5, section 55000(m) and must be one of the eligible program types to qualify for funding. An “educational program” is defined as an organized sequence of courses leading to a defined objective, a degree, a certificate, a diploma, a license, or transfer to another institution of higher education. Historically, noncredit funding has been based on “headcount”.

The majority of noncredit students at this college came from non-qualifying programs such as tutoring and music. For the purpose of this plan, the college will only count ESL and elementary and secondary basic skills courses that meet program eligibility requirements. Between fall 2014 and fall 2015, there were approximately 180 students who enrolled in ESL courses and approximately 105 students enrolled in the elementary/secondary basic skills (GED test prep) courses each semester. The majority of these students have not identified an education goal and course of study.

Fall 2014 = 196 ESL students; 96 Student Development (GED)Fall 2015 = 95 ESL students; 49 Student Development (GED)Spring 2015 = 163 ESL; 113 Student Development (GED)

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

The majority of non-credit students do not complete an orientation. Most of the noncredit students who do participate in an orientation receive an in-person, one-on-one orientation presented by the ESL Center Coordinator. The college does offer an online orientation that takes approximately one hour and fifteen minutes to complete. The vast majority of “credit” students favor this delivery method as compared to few, if any, noncredit.

During the online orientation, students complete modules and respond to pre- and post-test questions to assess their understanding. Through a comparison of pre- and post-test scores, the college Office of Research and Planning indicated a significant improvement in student understanding of college processes. The online orientation is ADA compliant. The college also provides assistive technology to students who require accommodations with the online orientation.

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

Shasta College is a partner in The Shasta Promise. The Shasta Promise is an initiative of REACH HIGHER Shasta, a local collaborative movement, which seeks to ensure that all Shasta County students achieve success beyond high school. While the focus on this initiative is on students pursuing “credit” courses, partners of the Shasta Promise agree to provide information about college opportunities including orientation schedules and links to online resources. In addition, a monthly Shasta College / High School Counselor webinar hosted on CCC-Confer and an annual High School Counselor Day provide opportunities to share information regarding student success steps including orientation.

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

College: Shasta College District: Shasta-Tehama-Trinity Joint CCD page ______ of ______

Orientation is required for non-exempt new students prior to registration to receive priority enrollment for credit courses. Currently, noncredit students typically complete an in-person, one-on-one orientation after they have registered for classes and after the beginning of the semester.

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

The audio on slide 37 of the new student orientation provides information on awareness and prevention programs on campus sexual violence. Students are also directed to the college’s campus safety website. In addition, students living in the dorms, athletes and members of student clubs are required to view an informational video.

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

Shasta College has updated an in-house, online, new student orientation. The updated online option is now available to the general student population regardless of physical location.

The orientation slides were developed with the assistance of iSpring software that provided customizable, mobile-ready content in a PowerPoint environment. The online orientation is housed on a district-developed platform that allows periodic content updates and usage tracking. The district maintenance costs are reflected in both the SSSP budget below and the district match calculation. Counselors use PowerPoint software for face-to-face orientations.

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

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

Budget Code Category Title FTE SSSP Match1000 Academic Salaries2000 Classified & Other Nonacademic Salaries .25 $11,6733000 Benefits $ 2,0604000 Supplies and Materials5000 Other Operating Expenses6000 Capital Outlay7000 Other Outgo

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

Title RoleESL Center Coordinator Provide in-person, one on one orientation.

ii. Assessment and Placement

College: Shasta College District: Shasta-Tehama-Trinity Joint CCD page ______ of ______

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

Students enrolled in our GED preparation program self-select into the courses. The academic instructor uses a multiple measure assessment and Compass ESL to place noncredit ESL students into beginning, intermediate or advanced courses. There is currently no formal test preparation that is provided.

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

Between fall 2014 and fall 2015, there were approximately 180 students who enrolled in ESL courses and approximately 105 students enrolled in the elementary/secondary basic skills (GED test prep) courses each semester. The majority of these students have not identified an education goal and course of study. As stated above, all noncredit ESL students are assessed through instructor-initiated multiple measures. Students self-select into the GED test preparation program. While all new, non-exempt students are required to be assessed to maintain priority enrollment, this has limited value for open entry/open exit courses. In addition, Administrative Procedure 5050 (Student Success and Support Program) provides the following exemptions from matriculation components:

• Students who have received a full array of Student Support and Success Program services at another California community college;• Students who plan to enroll only in courses having no English and/or math skill requirements/prerequisites;• Students who plan to enroll in fewer than 6 units and who have “personal interest,” advancement in their current job, or maintenance of a certificate or license as their goal;• Students who have completed an Associate or higher degree and are not pursuing a program or degree objective at Shasta College; and • Students who have completed 30 or more semester units at another college or university and are not pursuing a program or degree objective at Shasta College.

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

Assessment Tests: Students must complete English, mathematics and ESL assessment tests individually and in-person. Students may complete a math self-assessment online. Students will bring self-assessment placement results to the Assessment Center. Students will often work with the instructor and counselor to determine placement through a multiple measure assessment. Shasta College will implement a CCCAssess process in preparation for a fall 2016 implementation. The following are the formal assessment instruments used by the college:

English Assessment: ACT Compass Reading; ACT Compass Writing. (Probationary approval July 1, 2013. Expiration date July 1, 2016)

Mathematics Assessment: Accuplacer Arithmetic; Accuplacer Elementary Algebra; Accuplacer College Level Math (Probationary approval March 1, 2014. Expiration date March 1, 2016)

ESL Assessment: ACT Compass ESL Grammar Usage; ACT Compass ESL Listening; ACT Compass ESL Reading. (Probationary approval July 1, 2001. Expiration date March 1, 2016)

In addition to the ESL assessment, instructor- initiated, multiple measure assessments are used to place noncredit ESL students into appropriate beginning, intermediate or advanced courses.

In spring 2013 the Research Director met with math faculty and administrators and conducted an in-depth review of our cut scores. Faculty started with content review (content validity) with guidance from the Research Office. Once content

College: Shasta College District: Shasta-Tehama-Trinity Joint CCD page ______ of ______

review was completed, the researcher provided cut score analyses using scatter plots for each course and assessment test. A document was shared showing scatter plot results to discipline faculty with discussion over two meetings.4. Describe what multiple measures are used, how they are integrated into the assessment system (as part of an

algorithm included in the test scoring process, applied by counselors, used on their own without a test, etc.) and how they meet the multiple measures requirement per title 5, sections 55502 and 55522.

Academic instructors rely upon course specific guidelines when assessing a student’s readiness for placement into a particular noncredit ESL course. Consistent with Title 5 (55502), multiple measure guidelines include performance in a prior ESL course within a specific time frame, the grade point average in previous college work, the number of years a student studied English in high school, goals, and/or career aspirations. Consistent with Title 5 (55522), no assessment test, method or procedure excludes students from any particular course or educational program.

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

Qualifying scores from approved tests taken within the last two years at accredited institutions and sent to Shasta College will be accepted and will exempt students from having to take Shasta College assessment tests.

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

Re-Take procedure: Students may re-take assessment tests once per semester. This procedure is consistent with publisher guidelines. Students are advised to complete an intervention prior to re-taking the assessment test.

Recency procedure: Shasta College accepts scores from approved tests taken within the last two years at another college. This procedure is published on page 2-2 of the College Catalog.

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

To assist with multiple measure assessments, instructors also rely upon Casas, BEST (Basic English Skills Test) and a textbook publisher (Pearson-Longman) designed test. Casas is a competency-based assessment system designed to assess the relevant, real-world basic skills and the English language and literacy skills of adult learners. The Basic English Skills Test (BEST) is a criterion-referenced test of elementary level listening comprehension, speaking, reading, and writing skills for use with limited-English-speaking adults who have studied English as a Second Language in a competency-based program.

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

Budget Code Category Title FTE SSSP Match1000 Academic Salaries $ $2000 Classified & Other Nonacademic Salaries3000 Benefits4000 Supplies and Materials5000 Other Operating Expenses6000 Capital Outlay7000 Other Outgo

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

College: Shasta College District: Shasta-Tehama-Trinity Joint CCD page ______ of ______

Title Role

iii. Counseling, Advising, and Student Education Planning

1. Give a brief and specific overview of the process and service delivery methods for noncredit students for: Counseling Advising Development of the Noncredit Student Education Plan (NSEP)3.

While students have access to academic planning, career and personal counseling services, the majority of noncredit students connect with their instructor or the ESL Center Coordinator to discuss academic pathways.

The college is beginning the implementation of the Noncredit Student Education Plan. Beginning fall 2015, counselors and ESL faculty will discuss and develop a template that can be piloted during the spring 2016 semester. In previous semesters, a counselor visited ESL classes to present an orientation. This format will be expanded to publicize the noncredit student education plan (NSEP) process.

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

The College has targeted several primary student audiences: 1) students new and returning to the college; 2) continuing students; 3) continuing students on academic/progress probation; and students who have not identified an educational goal or program of study. The college is currently developing a template for a noncredit student education plan. We estimate that this service would be provided to approximately 180 students who enroll in ESL courses each semester.

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

While Shasta College partners with College OPTIONS, this partnership does not contribute to the provision of educational planning services for noncredit students. The college is currently developing a template for a noncredit student education plan.

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

Currently, instructors and the ESL Center Coordinator, who is also a part-time Counselor, meet informally with students to discuss academic pathways and campus support services. These meetings most frequently occur as “just-in-time” interventions throughout semester. Additionally, ESL instructors send students to a bi-lingual counselor during the semester to discuss program.

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

Access to counseling and advising services is adequate. While students have access to an array of online and in-person counseling services, the vast majority of noncredit students choose to meet in-person with their instructor or ESL Center Coordinator. Given the low number of noncredit students, appointments are not required and the wait-time for drop-in counseling / advising is typically less than five minutes.

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

College: Shasta College District: Shasta-Tehama-Trinity Joint CCD page ______ of ______

6. Describe any use of academic or paraprofessional advising.

Primarily, academic instructors and the ESL Center Coordinator provide advising services to noncredit students. The ESL Coordinator serves in a classified position. During off-contract time, the Coordinator also serves as a part-time counselor for the college. The college will explore the best way to provide noncredit counseling and advising on our Tehama campus.

7. Describe any additional commercial technology or in-house products used for support of counseling, advising, NSEP development and other education planning services, such as scheduling or degree audit, as well as any annual subscriptions or other requirements for these products. Be sure to include these items in the table below.

A variety of technological tools are used to support instructors and advisors as they provide education planning services. These tools include:

Inland Business Systems: The District will purchase and implement a document management solution that integrates document archives and workflow with the existing district student information system.

Web Advisor (My Shasta): Students have access to online scheduling and registration. I-drive: Preliminary and comprehensive student education plan are stored on a secure shared drive. The

Counseling Department is planning to create a noncredit student education plan folder this fall. Online Catalog: Past and current College Catalogs are available online for student and counselor access

to course descriptions and program plans.

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

Budget Code Category Title FTE SSSP Match1000 Academic Salaries 0.1 $116732000 Classified & Other Nonacademic Salaries3000 Benefits $ 20604000 Supplies and Materials5000 Other Operating Expenses6000 Capital Outlay7000 Other Outgo

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

Title RoleTBD Counselor Provide noncredit student education plans.

iv. Follow-Up Services

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

College: Shasta College District: Shasta-Tehama-Trinity Joint CCD page ______ of ______

Consistent with Title 5, section 55525, this college evaluates the academic progress of, and provides support services to, at risk students. Instructors monitor the academic progress of each student to detect early signs of academic difficulty and provide students with advice or referral to specialized services or curriculum offerings where necessary pursuant to section 55523. Also, consistent with Title 5, follow-up services are targeted to students enrolled in basic skills courses, or students who have not identified an education goal and course of study. These services include an academic early alert system and referral to other support services. The college is continuing to work on expanding follow-up services to noncredit students.

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

For the purpose of this report, the student audience includes the approximately 180 students who enrolled in noncredit ESL courses and approximately 105 students enrolled in the adult literacy and GED test prep courses each semester. The vast majority of these students have not identified an education goal and course of study.

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

An estimate of the annual number of students to be provided with these services is described above. The vast majority of students enrolled in noncredit ESL and GED test prep courses have not identified an education goal and course of study. As a result, students enrolled in these courses are identified as those who require follow-up services.

4. Describe the strategies for addressing the needs of these students, including: Types of services available. Strategies for providing these services to assist students in selecting an education goal and course of study, and

how the services are provided (online, in groups, etc.).

Instructors and the ESL Center Coordinator direct noncredit students to campus support services. Because of the small number of noncredit students, instructors provide more individualized interventions to help students who are struggling in their courses. ESL and developmental reading students are also supported by the ESL/Reading Lab and tutorial assistance.

The college is developing a plan to reach out to noncredit students who have not selected an education goal and course of study. Most noncredit students come to Shasta College without an education goal. Instructors and the ESL Center Coordinator will use a newly developed noncredit student education plan template to proactively connect with students and help them identify an education goal and course of study.

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

Currently, Shasta College is querying the Ellucian/Colleague database to identify at-risk students. The college is considering a number of tools including SARS-ALRT to support the early alert process. These costs and related district match are reported in the credit SSSP plan.

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

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

Budget Code Category Title FTE SSSP Match1000 Academic Salaries $ $2000 Classified & Other Nonacademic Salaries

College: Shasta College District: Shasta-Tehama-Trinity Joint CCD page ______ of ______

3000 Benefits4000 Supplies and Materials5000 Other Operating Expenses6000 Capital Outlay7000 Other Outgo

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

Title Rolen/a n/a

IIb. Additional Match Expenditures

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

Budget code Expenditure Amount$

SECTION III. POLICIES i. Exemption Policy

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

Administrative Procedure 5050 (Student Success and Support) outlines the college’s policy for exempting students from participation in required services. Specifically, this policy exempts students who:

o have received a full array of Student Support and Success Program services at another California community college.

o plan to enroll in noncredit courses only.

o plan to enroll in fewer than 6 units and who have personal interest, advancement in their current job, or maintenance of a certificate or license as their goal.

o have completed an Associates or higher degree and are not pursuing a program or degree objective at Shasta College.

o are concurrently enrolled at a four-year college or university and are not pursuing a program or degree objective at Shasta College.

College: Shasta College District: Shasta-Tehama-Trinity Joint CCD page ______ of ______

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

Administrative Procedure 5050 (Student Success and Support) outlines the college’s student appeal policies and procedures.

A student may appeal the loss of their priority enrollment status due to extenuating circumstances if a student with a disability applied for but did not receive reasonable accommodation in a timely manner; if a student is enrolled in a high unit major, or if a student demonstrates significant academic improvement. Extenuating circumstances are defined as verified cases of accident, illness or other circumstances beyond the control of the student. Verification must be submitted with the appeal.

The student must file the written petition of appeal before the end of thirty (30) days after a loss of enrollment priority. All appeals shall be submitted to the Admissions and Records Department and will be forwarded to the Priority Registration Appeals Committee. If the student fails to file a written petition within the thirty day time limit, the student waives all future rights to appeal an adverse action for that semester. It is the student’s responsibility to indicate on the petition a clear statement of the grounds on which the retention of enrollment priority should be granted and to provide evidence supporting the reasons. The student will be continued on sanction until the Priority Registration Appeals Committee renders a decision.

The Priority Registration Appeals Committee will notify the student of its decision in writing within thirty days of receipt of the student's appeal. The student may appeal this decision in writing to the Superintendent/President or designee within ten (10) working days of the date of notification. The decision of the Superintendent/President or designee is final.

If the loss of enrollment priority appeal is granted, enrollment priority will be reinstated at the next available registration. Prior to the subsequent enrollment period, the student’s academic record will again be evaluated to determine enrollment priority status. Priority enrollment will be re-evaluated each term.

The District will retain records of all such appeals and/or complaints for at least three years after the complaint has been resolved or longer if necessary to meet other requirements and shall be subject to review by the Chancellor as part of the statewide evaluation required under section 55511. When a challenge contains an allegation that the district has violated the provisions of section 55522(c), the district shall, upon completion of the challenge procedure established pursuant to this section, advise the student that he or she may file a formal complaint of unlawful discrimination pursuant to subchapter 5 (commencing with section 59300) of chapter 10. Completion of the challenge procedure shall be deemed to be an effort at informal resolution of the complaint.

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

Board Policy 4260 outlines the college’s procedures for establishing and reviewing prerequisites and corequisites in accordance with title 5, section 55003.

The Administration will rely primarily upon the advice of the Senate when defining prerequisites, corequisites, and limitations on enrollment including the specific differences among them and the specific prerequisites, corequisites, and limitations on enrollment, which have been established pursuant to Title 5, Section 55200(a)-(f). The Administration will rely primarily upon the advice of the Academic Senate before modifying these procedures.

a. Prerequisites and Corequisites (1) Levels of Scrutiny Prerequisites and corequisites must meet the requirements of at least one of the following subsections: (a) The Standard Prerequisites or Corequisites:

College: Shasta College District: Shasta-Tehama-Trinity Joint CCD page ______ of ______

Shasta College may establish satisfactory completion of a course as prerequisite or corequisite for another course provided that, in addition to obtaining the review of the faculty in the discipline or department and the curriculum committee as provided above, the college specifies as part of the course outline of record at least three of the campuses of the University of California and the California State University which reflect in their catalogs that they offer the equivalent course with the equivalent prerequisite(s) or corequisite(s). Any combination of University of California campuses and California State University campuses is acceptable in satisfaction of this requirement. (b) Sequential Courses Within and Across Disciplines: A course may be established as a prerequisite or corequisite for another course provided that, in addition to the review by faculty in the department or discipline and by the curriculum committee as described above, skills, concepts, and/or information taught in the first course are presupposed in the second course, and a list of the specific skills and/or knowledge a student must possess in order to be ready to take the second course is included in its outline of record. (c) Courses in Communication or Computation Skills: Prerequisites establishing communication or computational skill requirements may not be established on a course by course basis. A course in communication or computation skills, or eligibility for enrollment in such a course, may be established as a prerequisite or corequisite for any course other than another course in communication or computation skills if, in addition to the review by the faculty in the discipline or department and by the curriculum committee as provided above, the following is also done: [1] A list of the specific skills a student must possess in order to be ready to take the course is included in the course outline of record; and [2] Research is conducted as provided in 4.a.(1)(g). [3] The prerequisite or corequisite may be established for a period of not more than two years while the research is being conducted, provided that a determination is made that a student who lacks the particular skills is highly unlikely to receive a satisfactory grade because a sufficient percentage of the grade is directly dependent on these skills. This determination must be approved both by the faculty in the discipline as provided in 3.a.(1) and by the curriculum committee as provided in 3.b.(2) and must be based on a review of the syllabus as well as samples of tests and other assignments on which the grade is based. (d) Cut Scores and Prerequisites Whether or not research is required to establish a prerequisite, data collected to validate assessment instruments and cut scores is always relevant to reviewing the prerequisites for the associated courses. If such data are insufficient to establish the cut scores, any course prerequisites established for the same course or courses may not be printed in subsequent catalogs and schedules nor enforced in subsequent semesters until the problems are resolved, and sufficient data exist to establish the cut scores. In such a case, the collection of this data shall be done in the manner prescribed in 4.a.(1)(g) of this policy in addition to other requirements of law. Such a prerequisite may be changed to an advisory on recommended preparation while the problems are being resolved. (e) Programs In order to establish a prerequisite for a program, the proposed prerequisite must be approved as provided for a course prerequisite in regard to at least one course that is required as part of the program. (f) Health and Safety A prerequisite or corequisite may be established provided that, in addition to the review by faculty in the department or division and by the curriculum committee as provided above: [1] The course for which the prerequisite is proposed is one in which the student might endanger his or her own health and safety or the health and safety of others; and [2] The prerequisite is that the student possess what is necessary to protect his or her health and safety and the health and safety of others before entering the course. (g) Recency and Other Measures of Readiness Recency and other measures of readiness may be established as a prerequisite or corequisite only if, in addition to the review by the faculty in the discipline or department and by the curriculum committee as provided above, the following is also done: [1] A list of the specific skills a student must possess in order to be ready to take the course is included in the course outline of record. [2] Data are gathered according to sound research practices in at least one of the following areas: [a] The extent to which students, those currently enrolled in the course or those who have completed it, believe the proposed pre-requisite or corequisite is necessary.

College: Shasta College District: Shasta-Tehama-Trinity Joint CCD page ______ of ______

[b] Comparison of the faculty members' appraisal of students' readiness for the course to whether students met the proposed prerequisite or corequisite. The faculty appraisal could be done at any time in the semester that the college determined was appropriate and based on independent assignments, quizzes and exams, participation in class, or other indicators that the student was or was not ready to take the course. [c] Comparison of students' performance at any point in the course with completion of the proposed prerequisite or corequisite. [d] Comparison of student performance in the course to their scores on assessment instruments in the manner required to validate an assessment instrument and cut scores for the course in question as described in 4.a.(1)(d).

b. Review of prerequisites, corequisites, and/or advisories The college shall review each prerequisite, corequisite, or advisory at least every six years pursuant to Title 5, Section 55201(b)(3). Any prerequisite or corequisite which is successfully challenged under subsections (1), (2), or (3) of Title 5, Section 55201(f) shall be reviewed promptly thereafter to assure that it is in compliance with all other provisions of the law. Career/Technical courses shall perform the review once every two years pursuant to subsection (b)(3). (1) Program Review As a regular part of the Program Review process or at least every six years, the college shall review each prerequisite, corequisite, or advisory to establish that each is still supported by the faculty in the discipline or department and by the curriculum committee and is still in compliance with all other provisions of this policy and with the law…. Any prerequisite or corequisite which is successfully challenged under subsections (1), (2), or (3) or Title 5, Section 55201(f) shall be reviewed promptly thereafter to assure that it is in compliance with all other provisions of this policy and with the law. Any prerequisite or corequisite may be challenged by a student on one or more of the grounds listed below. The student shall bear the initial burden of showing that grounds exist for the challenge. Challenges shall be resolved in a timely manner and, if the challenge is upheld, the student shall be permitted to enroll in the course or program in question. Grounds for challenge are: (a) The prerequisite or corequisite has not been established in accordance with the district's process for establishing prerequisites and corequisites; (b) The prerequisite or corequisite is in violation of this Article; (c) The prerequisite or corequisite is either unlawfully discriminatory or is being applied in an unlawfully discriminatory manner; (d) The student has the knowledge or ability to succeed in the course or program despite not meeting the prerequisite or corequisite; (e) The student will be subject to undue delay in attaining the goal of his or her educational plan because the prerequisite or corequisite course has not been made reasonably available; and, (f) Such other grounds for challenge as may be established by the district government board. (2) Limitations on Enrollment The types of limitation on enrollment specified below may only be established through the curriculum review process by the discipline or department faculty and the curriculum committee specified above including the requirement to review them again at least every six years, for example, as part of program review. The following requirements must also be met in order to establish these particular limitations on enrollment: (a) Performance Courses. Each college may establish audition or try-out as a limitation on enrollment for courses that include public performance or intercollegiate competition such as but not limited to band, orchestra, theater, competitive speech, chorus, journalism, dance, and intercollegiate athletics provided that: [1] For any certificate or associate degree requirement which can be met by taking this course, there is another course or courses which satisfy the same requirement; and [2] The college includes in the course outline of record a list of each certificate or associate degree requirement that the course meets and of the other course or courses which meet the same requirement. [3] Limitations on enrollment established as provided for performance courses shall be reviewed during program review or at least every six years to determine whether the audition or try-out process is having a disproportionate impact on any historically underrepresented group and, if so, a plan shall be adopted to seek to remedy the disproportionate impact. If disproportionate impact has been found, the limitation on enrollment may not be printed in subsequent catalogs or schedules nor enforced in any subsequent term until such a plan has been endorsed by the department and the college administration and put into effect. (See also Sections 55502(e) and 55512.) (b) Honors Courses. A limitation on enrollment for an honors course or an honors section of a course may be established if, in addition to the review by the faculty in discipline or department and by the curriculum committee as provided above,

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there is another section or another course or courses at the college which satisfy the same requirements. If the limitation is for an honors course and not only for an honors section, the college must also include in the course outline of record a list of each certificate or associate degree requirement that the course meets and of the other course or courses which meet the same associate degree or certificate requirement. (c) Blocks of Courses or Sections. Blocks of courses or blocks of sections of courses are two or more courses of sections for which enrollment is limited in order to create a cohort of students. Such a limitation on enrollment may be established if, in addition to review by the faculty in the discipline or department and by the curriculum committee as provided above, there is another section or another course or courses which satisfy the same requirement. If the cohort is created through limitations on enrollment in the courses rather than limitations on specific sections of courses, then the college must include in the course outline of record a list of each certificate or associate degree requirement that the course meets and of the other course or courses which satisfy the same associate degree or certificate requirement.

Implementing Prerequisites, Corequisites, and Limitations on Enrollment Implementation of prerequisites, corequisites, and limitations on enrollment must be done in some consistent manner and not left exclusively to the classroom instructor. Every attempt shall be made to enforce all conditions a student must meet to be enrolled in the class through the registration process so that a student is not permitted to enroll unless he/she or she has met all the conditions or has met all except those for which he/she or she has a pending challenge or for which further information is needed before final determination is possible of whether the student has met the condition.

Procedures for considering student challenges to a prerequisite or corequisite

The student will obtain a Prerequisite/Corequisite Challenge Form at the Admissions and Records Office. The Instruction Office will retain documentation of Board Policy and Title 5 regulations regarding prerequisite/corequisite challenges. A student may review this information prior to submitting a Prerequisite/Corequisite Challenge Form. A student who chooses to challenge a prerequisite or corequisite may do so for any of the following reasons: 1. The student has the knowledge or ability to succeed in the course or program despite not meeting the prerequisite or corequisite; 2. The prerequisite or corequisite has not been established in accordance with the district’s process for establishing prerequisites and corequisites; 3. The prerequisite or corequisite is in violation of Title 5; 4. The prerequisite or corequisite is either unlawfully discriminatory or is being applied in an unlawfully discriminatory manner; 5. The student will be subject to undue delay in attaining the goal of his or her educational plan because the prerequisite or corequisite course has not been made reasonably available, or accessible;

If a student is citing reason #1 as the basis for challenging the prerequisite/corequisite, the student must first have failed to meet the prerequisite/corequisite through the Multiple Measures Procedure. A statement of specific skills and abilities needed to enter the class for which the challenge is being issued will be made available to the student through the Instruction Office, Room 115, on any workday. The student must complete a Prerequisite/Corequisite Challenge Form. The student must attach a completed and signed Multiple Measures Form to the Prerequisite/ Corequisite Challenge Form. The student must return these forms along with the other supporting documentation to the Director of Admissions and Records. The student has the obligation to provide satisfactory evidence that the challenge should be upheld. Without supporting documentation, the application for a challenge will be considered incomplete and the challenge will be denied. When a complete application is filed, the Director of Admissions and Records will forward the Prerequisite/Corequisite Challenge Form and supporting documentation to the appropriate Academic Division Office. The Division staff will arrange a Challenge Hearing.

If the challenge form is submitted during the period when the student is eligible to register for the course, and if space is available, then the student will be conditionally enrolled in the target course until resolution of the challenge is complete. Two or more faculty members will conduct the Challenge Hearing. If possible, the faculty members will be from a discipline closely related to the target course. The student will have the right to attend and speak at the Challenge Hearing. Staff from the appropriate Academic Division Office will attempt to notify the student regarding the time and location of the Challenge Hearing at least one business day prior to the start of that hearing. The results of the Challenge Hearing will be documented and forwarded to the student and to the Admissions and Records Office within five business

College: Shasta College District: Shasta-Tehama-Trinity Joint CCD page ______ of ______

days from the date that the challenge was filed with the Director of Admissions and Records. If the college has not made a decision within five working days then the student’s challenge is upheld and the Admissions and Records Office will allow the student to enroll in the course.

If a student is citing reason #2, #3, #4 or #5 as the basis for challenging the prerequisite/corequisite, the student must submit a completed Prerequisite/ Corequisite Challenge Form along with supporting documentation to the Vice President of Instruction Room 115. The student has the obligation to provide satisfactory evidence that the challenge should be upheld. Without supporting documentation, the application for a challenge will be considered incomplete and the challenge will be denied. When a complete application is filed, the Vice President of Instruction will conduct a Challenge Hearing. This hearing will include as voting members the Vice President of Instruction, one faculty from the Curriculum Council, and one other faculty, preferably from a discipline closely related to the target course.

The student will have the right to attend and speak at the Challenge Hearing. Staff from the Instruction Office will attempt to notify the student regarding the time and location of the Challenge Hearing at least one business day prior to the start of that hearing. The results of the Challenge Hearing will be documented and forwarded to the student and to the Admissions and Records Office within five business days from the date of the hearing. If the college has not made a decision within five working days then the student’s challenge is upheld and the Admissions and Records Office will allow the student to enroll in the course.

Note 1: Students who submit a Prerequisite/Corequisite Challenge Form claiming that a specific disability is a factor in their challenge rationale must forward a copy of the Prerequisite/Corequisite Challenge Form to the Disability Resource Center. The Disabled Students Programs and Services Office will determine if accommodations or academic adjustments are warranted. Note 2: Students who initiate the challenge procedure during registration may obtain the Prerequisite/Corequisite Challenge Form at the registration site and submit the completed form along with supporting documentation at that site. If space is available, the student will be provisionally enrolled in the target course until resolution of the challenge is complete. Staff at the registration site will time-stamp the form and forward it to the Director of Admissions and Records, or to the Vice President of Instruction as appropriate. The Challenge Procedure will then proceed as outlined above.

SECTION IV. PROFESSIONAL DEVELOPMENT

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

Professional development will occur in Counseling Department meetings around the creation and implementation of Noncredit Student Education Plans. Additionally, the department will work to develop an in-person noncredit orientation that includes all required elements and a more robust assessment process for students enrolled in noncredit ESL. Various instructional departments are exploring the creation and expansion of short-term vocational and workforce preparation programs. The Vice President of Student Services and Dean of Enrollment Services plan to attend the SSSP All-Directors Training in Sacramento and various statewide / regional student success meetings as Region 1 representatives.

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

Since the last report, the College has re-structured the Office of Research and Planning. The previous model included a Director of Research and Planning and a Senior Staff Secretary. The current model provides for two Research Analysts who will provide support to the district. Specifically, these positions will provide the following services in support of noncredit SSSP services:

Evaluate all assessment instruments to ensure that they minimize or eliminate cultural or linguistic bias and are being used in a valid manner. Determine whether any assessment instrument, method or procedure has a disproportionate impact on particular groups of students described in terms of ethnicity, gender, age or disability.

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Determine ethnicity, sex and age of noncredit students. Determine proportion of students of ethnic, gender, age and disability groups placed into noncredit ESL or GED prep courses.

Evaluate student success in short-term vocational and workforce preparation programs. Evaluate student satisfaction with noncredit SSSP services.

SECTION VI. PLAN COORDINATION

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

An integrated planning tool cross-references credit and noncredit Student Success and Support Plan initiatives with other planning efforts including the Educational Master Plan, Strategic Plan, Accreditation standards, Student Equity Plan, Enrollment Management Plan and the Basic Skills Plan to ensure a coordinated and strategic approach to achieve common institutional goals. In their respective planning efforts, academic and support departments may reference the integrated planning document in the preparation of their program reviews and annual area plan augmentation requests. Please see Attachment D: Integrated Planning Tool.

Specifically, multiple conversations have occurred to crosswalk initiatives outlined in each plan. Examples include:- Automated student education plan initiative- Early Alert / enhanced follow-up services initiative

SECTION VII. ATTACHMENTS

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

The following attachments are required:

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

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

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

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

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

A D D I T I O N A L I N F O R M A T I O N

College: Shasta College District: Shasta-Tehama-Trinity Joint CCD page ______ of ______

Questions regarding the development and submission of the noncredit SSSP plan may be directed to: noncreditSSSP@cccco.edu.

College: Shasta College District: Shasta-Tehama-Trinity Joint CCD page ______ of ______

Attachment ANoncredit SSSP Plan Participants

Title 5 Section 55510 (11)(b) requires that the plan "be developed in consultation with representatives of the academic senate, students, administrators, and staff with appropriate expertise." Please list the persons and their stakeholder group (e.g., Student Senate, Academic Senate, Curriculum Committee, etc.), of the individuals who participated in the development and writing of this plan. Add more pages as needed.

Name: ____________________________________ Title: ___________________________

Stakeholder Group: ____________________________________________________________

Name: ____________________________________ Title: ___________________________

Stakeholder Group: ____________________________________________________________

Name: ____________________________________ Title: ___________________________

Stakeholder Group: ____________________________________________________________

Name: ____________________________________ Title: ___________________________

Stakeholder Group: ____________________________________________________________

Name: ____________________________________ Title: ___________________________

Stakeholder Group: ____________________________________________________________

Name: ____________________________________ Title: ___________________________

Stakeholder Group: ____________________________________________________________

Name: ____________________________________ Title: ___________________________

Stakeholder Group: ____________________________________________________________

Name: ____________________________________ Title: ___________________________

Stakeholder Group: ____________________________________________________________

College: Shasta College District: Shasta-Tehama-Trinity Joint CCD page ______ of ______

Attachment BSSSP Organizational Chart

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

College: Shasta College District: Shasta-Tehama-Trinity Joint CCD page ______ of ______

Attachment CNoncredit SSSP Advisory Committee

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

SSSP Advisory Committee / Student Success Committee

James Crandall, Director of Information TechnologyMichelle Knudsen, CounselorJames Crooks, English Department FacultyCheryl Cruse, LibrarianTeresa Doyle, Student Success Coordinator, Student Development Instructor, Committee Co-ChairLorelei Hartzler, Financial Aid TechnicianTim Johnston, Dean of Enrollment Services / SSSP CoordinatorJanet Krewson, Administrative Assistant / Health SciencesDan Bryant, Automotive InstructorShelly Presnell, Communication Studies FacultyKevin O’Rorke, Vice President of Student Services, Committee Co-ChairSusan Sawyer, English as a Second Language FacultyDeb Griffin, Mathematics FacultyJason Kelly, Athletics Counselor Kate Mahar, Associate Dean of Foundational Skills/Adult EducationLyndia McBroome, Nurse Aide/Home Health Aide

College: Shasta College District: Shasta-Tehama-Trinity Joint CCD page ______ of ______

Attachment DIntegrated Planning Tool

College: Shasta College District: Shasta-Tehama-Trinity Joint CCD page ______ of ______

RESOURCES

Senate Bill 1456

California Code of Regulations, Online

Student Success and Support Program Handbook

MIS Data Element Dictionary

Student Success and Support Program Student Equity Plan

Program and Course Approval Handbook

Accrediting Commission for Community and Junior Colleges

Chancellor's Office Basic Skills website