end of grant Manual title v PACto cooperative grant program · 2018. 12. 10. · END OF GRANT MANUAL TITLE V PACTO COOPERATIVE GRANT PROGRAM FY 2012-2018 AVID: Proven Achievement

END OF GRANT MANUAL TITLE V PACTO COOPERATIVE GRANT PROGRAM

FY 2012-2018

AVID: Proven Achievement .Lifelong Advantage; 75% of AVID students are from low socioeconomic status background, and 80% are underrepresented students.

Nevertheless, they outperform their peers in crucial metrics nationwide.

Table of Contents

PACTO Overview Page 1.

Strategic Highlights Page 1.

Grant Initiatives Page 2.

Operating Highlights Page 3.

Student Highlights Page 7.

Financial Highlights Page 9.

Grant Status Page 10.

PACTO Goals, Objectives, Strategies & Results Page 13.

Key Results from External Evaluator Page 21.

INCREASING SUCCESS THROUGH:

Initiative 1: Comp. Support Services Grounded in AVID Essentials Page 23.

Initiative 2: Improved Information and Technology Systems Page 30.

Initiative 3: Improvement of Facilities to House Support Services Page 34.

No Cost Extension Request Page 38.

Lessons Learned Page 38.

In Conclusion Page 40.

Looking Ahead Page 41.

Contact Information Page 42.

TITLE V PACTO COOPERATIVE GRANT PROGRAM

Page 1

PACTO Overview

STRATEGIC HIGHLIGHTS

Arizona Western College and Northern Arizona University - Yuma created a single,

collaborative activity – Partners Advancing Completion through Transfer Opportunities

(PACTO) to address the significant problems facing partner institutions in their mission to improve

educational access for Hispanic, low-income student populations, building on each institution’s

strengths. This grant project’s goals were that both Institutions: (1) Maximize limited resources at

both institutions, (2) Increase participation in higher education for students who for financial,

family, or employment reasons cannot attend and/or succeed in college without added support.

(3)Increase the number of Hispanic and low-income students who enroll, succeed, and graduate

from AWC and transfer, succeed and graduate from NAU-Yuma, and (4) Increase the number of the

region’s residents who complete college degrees. The PACTO grant endeavored to take advantage

of the fact that both Institutions share a campus, thus with added support and a close partnership,

a seamless pathway was created in the Elementary Education department in helping local students

obtain a Bachelor’s degree and pass the required state assessments to enter the teaching

profession. Additionally, both Institutions desired to upgrade and enhance their services to local

Military and Veteran students. Maintaining a quality academic program was the highest priority

for the partner institutions in this Title V PACTO Project.

Grounded in established best practices and inclusive of solid assessment processes, the

grant’s annual objectives measured the intended outcomes of three interrelated initiatives based

on support mechanisms to increase the rates of student success, retention, access, and degree

completion. These Initiatives were:


Page 2

Initiative One – Increasing Success through Comprehensive Support Services

Grounded in AVID essentials.

Partner Institutions engaged in a process to expose and train faculty on the effective implementation of Advancement Via Individual Determination (AVID) Postsecondary strategies and encouraged increased utilization of AVID essential principles to create systemic organizational change on the combined AWC and NAU-Y campus. New systems and processes were pilot tested, evaluated, and implemented with distinct cohorts of high-risk student groups beginning in year two.

Initiative Two – Increasing Success through Information and Technology Systems.

AWC transitioned to an externally-hosted data management process resulting in improved access to and use of student information data. The new system was rolled out incrementally throughout the five project years. NAU-Yuma developed a virtual advising system which served to improve and expand seamless transfer pathways for students and develop processes to better prepare Teacher Education students for passage of teacher certification examinations.

Initiative Three - Increasing Success through Improvement of Facilities to House

Support Services.

Partner Institutions renovated existing facilities to house a new Advising and Transfer Center (year one), accommodate a shared Veteran/Military Support Center (years two through four), and create a collaborative student work area (year four).


Page 3

OPERATING HIGHLIGHTS

The Title V Cooperative Grant brought many improvements to both Arizona Western College and

Northern Arizona University-Yuma during the six year span of grant pilots and programs (2012-

2018). At Arizona Western College, the PACTO team experienced many personnel changes, due to

permanent employment offerings and employees moving out of the area. The staff at NAU-Yuma

had only one employee replacement. Despite these changes, the grant team was able to accomplish

many objectives, as well as develop, pilot, implement and support programs to improve student

experiences at both institutions. Highlights include the following:

The full implementation of the “Teacher Preparation Initiative” via AVID for Higher

Education in the Teacher Education department at NAU-Yuma.

A comprehensive AVID based training program by AVID

qualified Trainers for all Tutors hired at AWC.

A strong Case Management Program of Individual

Student Support for Education and Psychology students

beginning at AWC and continuing through the Bachelors

program at NAU-Yuma. The NAU-Yuma Program/Case

Management Coordinator position will continue since it

is institutionalized. At AWC, the Case Management/Transfer Specialist position continues

also.

A collaborative enrollment process was established to support students throughout the

transfer process and beyond. The joint admission program AWC2NAU allowed students

to be dually enrolled at both AWC and NAU-Yuma allowing them access to services at both

institutions.

Arizona Western College experienced a 31.5% increase in

students who earn a bachelor’s degree from 2010 to 2016 in

large part due to the initiatives of the PACTO grant including the

support to the Transfer Services Department.


Page 4

NAU Leadership hired a consultant to visit the NAU-Yuma campus. While there, she spoke

to NAU PACTO staff and students. She stated that a highlight of her visit was hearing the

students’ praise for the Case Management system and the tutoring and assessments

provided to support the students and help them be successful.

Improved services in the AWC Transfer Services Department via additional personnel,

and improved communication between AWC and NAU-Yuma.

AWC has successfully transitioned to an externally-hosted data management process

resulting in improved access to and use of student information data. The new system has

been rolled out incrementally throughout the six

project years.

Partner institutions have renovated existing

facilities to house a newly created Advising and

Transfer Center, Accommodate a shared

Veteran/Military Support Center, and create

collaborative student work areas. Improved

spaces for NAU-Yuma PACTO staff including

tutoring areas, a student center, and the

Assessment Center listed below.

A comprehensive Assessment Center was created at NAU-Yuma and it continues to

expand assessment opportunities for students transferring to NAU-Yuma. It is now a

certified testing center and has expanded to offer other testing to NAU students.

A strong, effective semester long Professional Development Series (PD Series) at AWC

was piloted in Year Four that has been replicated (on a scaled down basis) during Year Five

and is being considered for institutionalization through the Center for Instructional

Excellence.

Each project year, all training activities were evaluated utilizing a survey instrument

developed and administered by PACTO staff. Survey results were overwhelmingly positive

from both AWC and NAU-Yuma attendees.


Page 5

Targeted Early Assessment and Tutoring for NAU-Yuma Education Students in order to

prepare students to pass the rigorous NES exam (required for teacher certification in

Arizona prior to 2018).

NAU-Yuma established a virtual advising system that has since been implemented at all

NAU campuses.

By year four, the Education program at NAU-Yuma experienced an increase in students to

nearly 150 due to the PACTO initiated services. In year 5, these services were expanded to

Psychology students also.

In year four, PACTO grant staff created a joint “Guide to Your

Transfer Degree in Elementary Education at NAU-Yuma”

providing transfer students with a wealth of information about

the Elementary Program and the transfer process.

The AVID program introduced highly effective strategies to

faculty members at both AWC and NAU-Yuma through AVID

based Professional Development sessions; specifically, High

Engagement Strategies, Socratic Seminar, WICOR strategies,

Professional Development days, Peer Mentor program, highly

trained Peer Tutors, and Philosophical chairs.

PACTO enabled staff to pilot services in specific cohort

classes in order to gain data on the effectiveness of

these services; for example, the use of Peer Mentors

in ORI courses; then comparing the GPA of these

students with ORI course students not receiving Peer

Mentor assistance.

Services to Veteran and Military students were

increased in various ways, including providing tutoring in the Veterans Center.


Page 6

A full time Military & Veterans Services Specialist was

hired through the PACTO grant to pilot advising systems; this

position has been institutionalized post grant in order to

continue to support this population of students.

The use of the AccuTrak system of student “check-in” was

expanded and increased across various campus departments

through the PACTO grant. The next level of software was purchased in Year 5 to allow these

departments to track students while attending events away from the center via a mobile

tablet.

The PACTO grant received a NO COST EXTENSION into the 2017-2018 academic year in

order to allow the PACTO Activity/Student Support Coordinator the time needed to continue

strategies and support in order to meet Objective 6 and Objective 13, which while close,

were not yet met. NAU-Y also used the extension time to support their Peer Mentor program

in the Elementary Education Department which will continue post grant.

During the extension year, AWC AVID for Higher Education (AHE) and NAU-Yuma AVID

for Higher Education (AHE) joined the county AVID “V Team” (Vertical Alignment Team).

This team has AVID support and representation from Kindergarten through grade 16

(Baccalaureate) level; inclusive of Yuma District One, Yuma Union High School District,

Arizona Western College and Northern Arizona University-Yuma.


Page 7

STUDENT HIGHLIGHTS

NAU-Y Student Katie Lamaestra has been fully admitted to the Teacher Education

Program. She states; “The main person I feel has helped me the

most is Julie, my peer mentor. Even though she did not have to hound

me about completing my assignments, she is always there with

encouragement and a willing ear to listen. It was by her suggestion

that I was able to complete my scholarship application and stay sane!

A lot of hard work went into being accepted into the teacher

preparation program. I had to keep myself motivated and keep my

priorities in line. Thank you Marcy, Julie, and all of PACTO for helping

me succeed!

NAU-Y Student Paloma Carillo has passed NES

Subtest I & NES Subtest II. She states: “I can honestly say that

the NES test has been one of the most challenging exams I have ever

taken. It took hard work and dedication to pass this test. Thanks to

the study resources and tutoring sessions I received here at NAU, I

was able to expand my knowledge of what the NES would throw at

me. If it wasn’t’ for the lessons provided by my tutors and my

individual study time, I wouldn’t have done as well as I did on this

exam. Passing this exam was a great accomplishment and it got me

one step closer to accomplishing my main goal.”

NAU-Y Student Eliza Moody has been fully

admitted to the Teacher Ed Program. She

states: “I am glad I made the decision to meet with

my NAU advisor and Marcy. Marcy provided me with

tutoring sessions to study the content on the NES. I

know that without the help, I wouldn’t have been able

to pass the NES. I am extremely grateful for NAU’s

support services and the help they have provided to

get me started on my new journey with NAU.”


Page 8

NAU-Y Student Carla Torres has been fully admitted to the Teacher Ed Program.

She states: “Hi, everyone! This is Carla, a hardworking and devoted student, who is about to

achieve one of her most important dreams in life – becoming a TEACHER. I came to the USA in

2012, after having studied in Mexico for over 10 years. When I got here, I never thought that I

could become a teacher because I had a strong accent and I thought that people would not

understand me. However, one day I said to myself that it was time to change my destiny and

become the first person in my family attending college. Therefore, I decided to study at AWC. I

remember being in my first education class when a group of people from NAU-Yume visited us;

people who did not know me but who were willing to help me to finish my studies. Today, after two

years, they not only helped me in my academic performance, but they also helped me to grow as a

person. Honestly, I am very grateful for everything the PACTO Project at NAU-Yuma has done for

me; helping me to grow from being a shy student to becoming a student who speaks for herself and

for others, who is always looking for ways to help her peers to move forward, and who is a few

steps away from becoming a great teacher. Students, you are not alone! We live in a country that

offers many opportunities. There are programs like PACTO with professionally trained people who

are willing to help you at all times. Never say, “I can’t”. Always fight for your dreams and you will

see yours efforts will be worth it.”

Veteran Student Jessica Stuart graduated from both AWC and NAU-Yuma.

US Marine Corps Veteran graduated from AWC in May 2015, with a Associates Degree in

Exercise and Wellness. While at AWC, she was a Peer

Mentor through the PACTO grant. Jessica also worked

in Veteran Services and was the Vice President of the

Veterans Club. After graduation, she transferred to

Northern Arizona University and received her

Baccalaureate Degree in Allied Health, in May

2016. After obtaining her degree from NAU, Jessica

continued to serve Veterans, with for the Housing

Authority City of Yuma, assisting homeless and at-risk

Veterans to obtain housing.


Page 9

Veteran Student Gabriel Tovar graduated from AWC in 2016 and is currently an

NAU student.

Also a US Marine Corps Veteran, Gabriel

graduated from AWC on May 2016. He

received three degrees from AWC (AA

Homeland Security, AA Administration of Justice

Studies, AA Psychology/Sociology). He received

a Certificate in Emergency Medical Technician-

Basic, also in 2016. Gabriel transferred to

Northern Arizona University and is pursuing his

Baccalaureate Degree. Like Jessica, Gabriel

also was a Peer Mentor through the PACTO

grant and now works part-time at Veteran

Services. Gabriel was also the first ever, recipient

of the S.E.E.4Vets Military Legacy Scholarship.

FINANCIAL HIGHLIGHTS*

Year 1 Year 2 Year 3 Year 4 Year 5 Personnel $215,262 $354,076 $423,583 $440,738 $382,661

Fringe 64,318 105,163 126,747 130,550 111,437

Travel 16,880 16,880 2,080 9,480 10,080

Equipment 0 0 0 0 0

Supplies 90,960 54,453 65,027 8,542 67,961

Contractual 183,488 153,819 92,212 92,450 82,976

Construction 204,092 90,609 65,351 92,440 0

Total Project Costs $775,000

$775,000

$775,000

$774,200

$655,216

* As mentioned previously, the PACTO grant was allowed an Extension Year (2017 -2018) to continue

services in order to enable the grant to meet the two remaining unmet objectives. This extension year was

at “NO COST’ which means the Federal Title V grant does not receive any additional Federal funds, but is

allowed to continue to utilize any unspent grant funds remaining.


Page 10

Grant Status

The Title V Cooperative grant, Partners Advancing Completion through Transfer Opportunities

(PACTO) was a highly successful grant that provided both Arizona Western College and Northern

Arizona University-Yuma numerous essential initiatives that increased services to students,

increased and improved programs at the college, improved instructional strategies for participating

faculty, and added much needed personnel to “roll out” these initiatives.

The project contained three interrelated initiatives that resulted in a cohesive suite of support

mechanisms to increase the rates of student access, retention, success, transfer, and degree

completion and provided a comprehensive solution to the significant institutional problems of both

institutions. A case management approach to student monitoring was developed which was

inclusive of peer mentoring and AVID trained tutors. Following initial development, a host of

support strategies across both institutions were pilot tested with identified high-risk and/or

underserved high-risk student groups. Being a developmental grant, project staff piloted activities

in order to meet or exceed the grant objectives and performance indicators. Each pilot was assessed

to ascertain its effectiveness. As can happen at a large institution, some proposed pilot projects

never got off the ground due to differing circumstances. When this happened, project personnel

met and proposed other pilots or other ideas.

Successful pilots and projects were listed previously in the Operating Highlights section, and

student success stories were also listed previously. Successful programs implemented with Title V

funds were progressively integrated with institutional operations and will continue after grant

expiration. As new support mechanisms are implemented at AWC and NAU-Yuma, each will be

customized to more effectively meet the unique needs of identified student subgroups with

attention to potential far reaching implications. For example, AWC and NAU-Y education faculty will

work with the Yuma school district to pilot enhanced field experiences for students in the

Elementary Education program by placing them in AVID elementary classrooms.

Personnel: The PACTO grant added key personnel at both institutions whose services continue post

grant with each institution funding them. All four of these positions provide direct support to

students and are vital to the continuation of the services that PACTO has initiated. They are as

follows:

Arizona Western College Northern Arizona University-Yuma Case Management Transfer Specialist Program/Case Management Coordinator Military & Veterans Services Specialist Assessment Specialist


Page 11

Equipment Upgrades/Maintenance Absorbed by Both Institutions:

For both institutions, it is standard practice that costs for maintenance and upgrades are part of the

annual budget of the areas to which the technology belongs. At the conclusion of the grant period, a

minimum of $100,000 at AWC and $25,000 at NAU-Y has been budgeted annually within the

corresponding academic program and departmental budgets for maintenance/ upgrade of new

technology developed via the initiatives of this project. AWC has committed to institutionalizing

ongoing maintenance of the Datatel Managed Services and has demonstrated this commitment via

gradual absorption of associated costs even during the development process.

Continued Programs/Services:

As mentioned earlier in the report, numerous successful programs and support services will

continue at the conclusion of the PACTO grant period. They include:

AVID trained tutors at both institutions.

TPI program is embedded in the NAU-Yuma Elementary Education courses.

Successful Case Management/Transfer system will continue with both positions continuing

post grant.

Individual Education Plans are created for each teacher candidate that is dually admitted.

Dual admission of Education students is recommended and encouraged so that students will

have access to services at both institutions.

Successful Pre-assessment and intervention program to prepare for the NES exam will

continue. This system includes utilizing tutoring in content areas.

The NAU-Yuma Assessment Center will continue to serve NAU students with their testing

needs.

AWC Professional Development series has been handed off to the AWC “Center for

Instructional Excellence” department.

The Military/Veteran Services Specialist position continues post grant.

The improved and updated Datatel cloud based information system continues.

The Elementary Education Advising Booklet will remain as a resource for students and

advisors.

NAU-Yuma developed a virtual advising system that is now used at all NAU campuses and

will continue.

Graduation and retention rates improved (when compared to total enrollment which

declined nationwide).

Sharing Successes with other colleges and universities:

During the final year of the grant, PACTO personnel presented the successful “Case Management

System” at two national conferences; at the League for Innovation in Community College in San


Page 12

Francisco we presented “Individual Case Management: Enhancing Student Support Through the

Transfer Process” on March 13, 2017. At the AHSIE (Alliance of Hispanic Serving Institution

Educators) conference we presented “Utilizing What Works to Provide Student Supports to Hispanic

Education Students in a Border Town” on April 10, 2017 in Las Vegas, Nevada (UNLV).

Both presentations went well and had around 20-30 people in the audience. At each conference the

audience asked follow-up questions. A Director from Texas spoke to me about using our data

sharing agreement as a model for his University to create a similar one.

The PACTO grant applied for recognition through the Excelencia! In Education. While not selected as

a finalist, the grant was recognized a few months later as a “School to Watch” in their publication

“Highlighting What Works for Latino Student Success”. The link to the article online is: https://www.edexcelencia.org/research/publications/programs-watch-highlighting-what-works-latino-

student-success

https://www.edexcelencia.org/research/publications/programs-watch-highlighting-what-works-latino-student-success

https://www.edexcelencia.org/research/publications/programs-watch-highlighting-what-works-latino-student-success


Page 13

PACTO Goals, Objectives & Strategies

GOALS

Initiative One - Increasing Success Through Comprehensive Support Services

Grounded in AVID Essentials: Partner institutions will utilize the Advancement Via Individual

Determination (AVID) Postsecondary system as the framework to "systematically address the

goals of increased learning, persistence, completion, and success (in and) beyond college."

Initiative Two - Increasing Success Through Improved Information and Technology

Systems: Arizona Western College will improve the efficiency of an overburdened student

information system by transitioning to an externally-hosted data management process which can

provide necessary robust resources inclusive of up-to-date technology, personnel expertise, and

regular "end user" training.

Initiative Three – Increasing Success Through Improvement of Facilities to House

Support Services: Implementation of the services and support mechanisms described above

will require the creation and/or expansion of physical facilities. The established and unique

shared campus set up of cooperating institutions will maximize the efficiency of physical locations

from which services will be disseminated.

OBJECTIVES

YEAR ONE (2012-2013)

1.

By September 2013, 100% of design for comprehensive suite of AVID-based support services completed, approved by curriculum committees at partner institutions and ready for pilot testing.

2.

By September 2013, 100% of new advising and transfer services/systems/ processes designed, developed, approved and ready for pilot testing.


Page 14

YEAR TWO (2013-2014)

3.

By September 2014, minimum of 75% of first-time/full-time AWC education program students (Cohort 1) participating in AVID pilot will complete first year studies with a minimum GPA of 2.0 and be retained to second academic program year.

4.

By September 2014, minimum of 85% of participating NAU-Y faculty and staff will demonstrate increased knowledge of effectiveness and use of new NWEA assessment instrument.

5. By September 2014, Phase 1 of AWC/ NAU-Y shared Veteran/Military Support Center 100% complete.

YEAR THREE (2014-2015)

6.

By September 2015, minimum of 75% of part-time and non-traditional students participating in AVID pilot will complete first year studies with a minimum GPA of 2.0 and be retained to second academic program year.

7.

By September 2015, AWC and NAU students participating in case management system and AVID supported strategies will persist in college and/or transfer from AWC to NAU at a rate at least 10 percentage points higher than non-participants.

8.

By September 2015, minimum AEPA passage rates among NAU-Yuma Teacher Education program students will be at least 10 percentage points higher than 2010-2011 baseline of 65.5% (professional knowledge) and 57.7% (content area knowledge).

YEAR FOUR (2015-2016)

9.

By September 2016, minimum of 75% of veteran/military students participating in AVID pilot will complete first year studies with minimum GPA of 2.0 and be retained to second program year.

10. By August 2016, min. 85% students receiving services via new Veteran/Military Center exhibit satisfaction with new resources.

11.

By September 2016, AWC and NAU-Y education students participating in a field experience inclusive of an AVID teacher mentor will meet required proficiency levels in the AEPA assessment at a minimum of 85%.

YEAR FIVE (2016-2017)

12.

By September 2017, minimum of 75% of AWC education students (Cohort 2) and NAU-Y Psychology students participating in AVID pilot will complete first year studies with a minimum GPA of 2.0 and be retained to second academic program year.

13.

By September 2017, as a result of combined project initiatives (AVID-based supports, improved advising and diagnostic assessment, and streamlined data via SQL integration,) fall to fall retention of AWC's first year students will increase by at least 8 percentage points over 2010-2011 baseline of 47%.

14.

By Sept. 2017, as a result of combined project initiatives, number of students successfully transferring from AWC to NAU-Y annually will increase by at least 75 over 2011 baseline of 353.

15. By September 2017, the fall to fall retention of NAU-Y students following transfer from AWC will increase by at least 8 percentage points over 2010-2011 baseline of 65.8%.


Page 15

STRATEGIES

There were various strategies used to develop and pilot programs and initiatives in order to meet

the annual objectives. Some of the strategies used were:

The implementation of peer tutor and peer mentor training programs developed by the AVID

center.

The creation of an active AVID team at both institutions to oversee the AVID initiatives each

year.

Professional Development programs and/or trainings offered each year; with survey results

afterwards.

Facilities were renovated according to the timeline established in the grant language.

Datatel information/data migration completed ahead of schedule.

Cohorts were created to pilot AVID strategies and the effectiveness of these strategies

coupled with Peer Tutors and Peer Mentors.

The effectiveness of cohort strategies were assessed using surveys, student GPA data and

student retention rate.

NAU-Yuma identified an assessment to would identify student areas needing improvement

in order to pass the rigorous NES exam required in Arizona for teachers.

The NAU-Yuma Assessment Center that was created by the PACTO grant is now a certified

testing center and other NAU students are able to take required assessments/testing there.

NAU-Yuma created a system of early identification and personalized tutoring to help

students improve knowledge in the areas needing improvement in order to be prepared to

pass the NES.


Page 16

Both AWC and NAU-Y created a comprehensive, individualized Case Management system for

guiding students through the transfer process. The grant initially worked with Elementary

Education students, but expanded into other areas during Year five of the grant.

Customized Education Plans were developed for use in Case Management; which will

continue post grant.

NAU-Yuma developed a virtual advising system that is now used throughout the NAU

campuses.

The PACTO grant hosted an “Appreciative Advising” training for Advisors from both

institutions presented by Dr. Jenny Bloom, author of The Appreciative Advising Revolution.

The GPA and retention rate of students in Cohort supported classes were higher when

compared to the same courses without the support (during the same semester).

A cohort of military/veteran students participated in an AVID pilot. Unfortunately, due to

differing course schedules, this cohort was rather small in number.

The Veterans/Military Specialist created an online “Blackboard” orientation that met the

requirements of Veterans Services and provided AVID strategies embedded in the

orientation course.

Satisfaction surveys were developed and sent out to both students and staff regarding the

newly renovated veteran/military facilities and services.

Both AWC and NAU-Yuma developed an AVID-based field experience for Education students.

At the end of Year Five, Data was collected on the fall to fall retention rate of AWC first year

students in order to see an increase due to the combined project initiatives.

At the end of Year Five, Data was collected on retention at NAU-Yuma of AWC transfer

students; the goal was an 8% increase from 2010-2011.


Page 17

OBJECTIVE RESULTS

Each year, the progress toward completion of Project Objectives are reported to the Federal

Department of Education on the Annual Performance Report. Below you will find the objective with

the evidence of completion as reported each year on the APR.

Year One; 2012-2013

Activity Objective(s) Evidence of Completion

1. By September 2013, 100% of design for comprehensive suite of AVID-based support services

completed, approved by curriculum committees at

partner institutions and ready for pilot.

This objective was accomplished. The design for new AVID-based support services was approved by curriculum committees at AWC & NAU-Y.

-45 faculty/staff from AWC & NAU-Y demonstrate an increased knowledge of AVID-based strategies following participation in professional development, as

verified by pre-posttests.

2. By September 2013, 100% of new advising and transfer services/systems/processes designed,

developed, approved, and ready for pilot testing.

This objective was accomplished. By the end of the grant year, the new advising and transfer systems processes had been designed and approved. Pilots started in

Year 2 of the project. Steps towards accomplishing the objective included the following:

-designed format, content, and structure of first-year experiences 100% completed and approved by appropriate partner institutions academic/administrative units.

-created AVID-based tutoring and mentoring systems design ready for pilot testing.

-AWC Transfer Center renovation completed.

-NAU-Y virtual advising system 100% complete

-phase 1 of AWC Datatel information/data migration to SQL complete.

Year Two; 2013-2014


3. By September 2014, minimum of 75% of first-time/full-time AWC education program students

(Cohort 1) participation in AVID pilot will complete first year studies with a minimum GPA of 2.0 and be

retained to second academic program year.

Student data retrieved by IERG department concerning retention and GPA information. The data showed an 80% retention rate and a 2.4% G.P.A. for students

within the cohorts.

4. By September 2014, minimum of 85% of participating NAU-Y faculty and staff will demonstrate

increased knowledge of effectiveness and use of new

NWEA assessment instrument.

Provided multiple training events to insure all faculty and staff were able to receive professional development. 100% of faculty and staff were trained and surveyed to

insure their knowledge and effectiveness in using the NWEA assessment

instrument. The survey results exhibited 94% of the participants could demonstrate

the increase knowledge of the effective use of the NWEA assessment instrument.

5. By September 2014, Phase 1 of AWC/NAU-Y shared Veteran/Military Support Center 100%

complete.

Project completed; as the Veteran/Military Center is open and has been utilized for advising, training, studying, and peer interaction. Surveys issued to participants that

utilize the Veteran/Military Center and the results are overwhelmingly positive. The Veteran/Military Center is a success and heavily utilized.


Page 18

Year Three; 2014-2015


6. By September 2015, minimum of 75% of part-

time and non-traditional students participating in

AVID pilot will complete first year studies with a

minimum GPA of 2.0 and be retained to second

academic program year.

While there was positive influence evidenced, project staff petitioned and were

approved by DOE to extend the timeframe for completing this objective to Sept. 2017. Additionally:

93.8% of participating students felt their study skills had improved since their participation in the AVID program.

The positive impact of the AVID program was verified via the 66$ of participating students completing first-year course with a GPA of 2.0 compared to 56% of

students enrolled in a traditional courses there were not imbedded with AVID

strategies.

7. By September 2015, AWC and NAU students

participating in case management system and AVID

supported strategies will persist in college and/or

transfer from AWC to NAU at a rate at least 10

percentage points higher than non-participants.

Among students entering AWC in Spring 2013, 26% of PACTO cohort students

transferred to any college or university compared to 12% of non-PACTO participants and 13% of PACTO cohort students transferred to NAU compared to

2% of non-PACTO participants.

8. By September 2015, minimum AEPA passage

rates among NAU-Yuma Teacher Education

program students will be at least 10 percentage

points higher than 2010-2011 baseline of 65.5%

(professional knowledge) and 57.7% (content area

knowledge).

In the 2014-2015 academic year, the pass rate among Elementary Education Content Knowledge exams reached 98%, an increase of 40.3 percentage points

over the 2010-2011 baseline of 57.7% and a 14 percentage point increase over the previous year’s rate of 84% passing.

Year Four; 2015-2016


9. By September 2016, minimum of 75% of veteran/military students participating in AVID pilot will complete first year studies

with minimum GPA of 2.0 and be retained to second program year.

This objective was met with 83% of Veteran/Military students participating in AVID pilot completing first year studies with a GPA

of 2.0 or more and being retained to a second program year. In

comparison, Veteran/Military students not participating in the pilot had a 65% rate of 2.0 GPA and only 57% were retained to a second

year.

10. By August 2016, min. 85% students receiving services via new Vet. /Mil. Ctr exhibit satisfaction with new resources.

Out of 44 students completing the satisfaction survey, 40 had visited the Vet/Mil Center. 90% listed satisfaction with the new Vet/Mil

Center; 64% (25 students) were very satisfied with the new Vet/Military center and 28% (11 students) were satisfied.

11. By September 2016, AWC and NAU-Y education students participating in a field experience inclusive of an AVID teacher

mentor will meet required proficiency levels in the AEPA

assessment at a minimum of 85%.

By September 2016, 25 AWC students participated in a field experience inclusive of AVID strategies and 28 NAU students had

participated in a field experience inclusive of AVID strategies with a

passing rate on the NES exam* of 98%.

*the AEPA exam was replaced with the NES exam with Program Officer permission during Year 2.


Page 19

Year Five; 2016-2017


12. By September 2017, minimum of 75% of AWC education

students (Cohort 2) and NAU-Y Psychology students

participating in AVID pilot will complete first year studies with a

minimum GPA of 2.0 and be retained to second academic

program year.

Among the 94 cohort students enrolled in Fall 2016, 7 graduated, 79

(84%) achieved a GPA of 2.0 or greater and 61 (65%) re-enrolled for the Fall 2017 semester (as of August 2017).

As a whole, among the 158 education students enrolled in 2016-17 academic year, 8 graduated, 128 (81%) achieved a GPA of 2.0 or

greater and 104 (66%) re-enrolled for the Fall 2017 semester (as of

August 2017).

For Psychology students, a total of 18 participants, 15 students (83%)

were retained to Fall 2016 and earned an average 3.12 GPA.

13. By September 2017, as a result of combined project

initiatives (AVID-based supports, improved advising and

diagnostic assessment, and streamlined data via SQL

integration,) fall to fall retention of AWC's first year students

will increase by at least 8 percentage points over 2010-2011

baseline of 47%.

Retention rate data indicate that there is a 47% retention rate among

all first year AWC students and 54% among Hispanic and/or low income first year students.

14. By Sept. 2017, as a result of combined project initiatives,

number of students successfully transferring from AWC to NAU-

Y annually will increase by at least 75 over 2011 baseline of 353.

Additional analysis of institutional data revealed that the accurate baseline for AWC students transferring to NAU-Y in 2011 was 265,

not the 353 stated in this objective.

By Fall 2016, total AWC to NAU-Y transfers equaled 396, an increase of 131 students more than the 2011 baseline of 263.

15. By September 2017, the fall to fall retention of NAU-Y

students following transfer from AWC will increase by at least 8

percentage points over 2010-2011 baseline of 65.8%.

In Fall 2010, a total of 138 students transferred from AWC to NAU-Y. Of these, 84.1% were retained into Spring 2011.

In Fall 2016, a total of 135 students transferred from AWC to NAU-Y. Of these 91.9% were retained into the Spring 2017 semester.

Year Six; 2017-2018 (No Cost Extension Year)


6. By September 2015, minimum of 75% of part-time and non-

traditional students participating in AVID pilot will complete

first year studies with a minimum GPA of 2.0 and be retained to

second academic program year.

The positive impact of the AVID program was verified via the 66% of participating students completing first-year courses with a GPA of 2.0

compared to 56% of students enrolled in traditional courses that were

not imbedded with AVID strategies.

During the 2016-17 academic year, a total of 94 part-time and

nontraditional students participated in AVID activities via enrollment in the Strategies for Success (ORI 101) and/or the Introduction to

Education (EDU 110) course. Results among participating students

were as follows: 74 students (79%) completed academic year with a GPA equal

to or greater than 2.0;

57 (61%) enrolled the following academic year (Fall 2017); 5 (5%) graduated; and

9 (10%) transferred to NAU-Yuma or another institution.


Page 20


13. By September 2017, as a result of combined project

initiatives (AVID-based supports, improved advising and

diagnostic assessment, and streamlined data via SQL

integration,) fall to fall retention of AWC's first year students

will increase by at least 8 percentage points over 2010-2011

baseline of 47%.

Data available as of August 2017 indicated a retention rate of 47%

among all first year AWC students and 54% among Hispanic and/or

low income firsts year students.

Of the 2,040 first year students enrolled in Fall 2016, a total of 1,457

(56.7%) were retained to the Fall 2017 semester and/or transferred to a four year institution. An additional 26 students of the 2,040

graduated within their first year of enrollment at AWC.

Of the 944 first year Hispanic and/or low-income students enrolled in Fall 2016, a total of 543 (57.5%) were retained to the Fall

2017 semester and/or transferred to a four-year institution. An

additional 8 Hispanic and/or low-income students of the 944

graduated within their first year of enrollment at AWC.


Page 21

Key Results from the External Evaluator

YEAR 1; 2012-2013

The External Evaluator, Pinnacle Evaluation Services was hired September 2013. In the concluding

statement, they reported: “The Arizona Western/ Northern Arizona State University-Yuma Title V

Cooperative project has experienced a highly successful first project year. Existing project staff

members have a keen understanding of the overall objectives of the project as well as the potential

positive impact of the various project initiatives on improved student outcomes. This

understanding, couples with a high degree of professionalism, diligence, and expertise, has allowed

the project to overcome early challenges and ensured attainment of year one objectives.

Compliance documentation is substantive and thorough.”

YEAR 2; 2013-2014

Year 2 report stated: “The institutions have completed the second year of the five-year Title V

Cooperative project. Partner institutions worked jointly to initiate needed revisions to the project

during its first year of operation and ensure successful overall project implementation. Partner

institutions have accomplished a great deal in just two short years and are poised for continuous

success. The overall positive impact of this joint venture is evident within the campus that houses

both institutions jointly.

YEAR 3; 2014-2015

Year 3 report stated: “The institutions have completed the third year of the five-year Title V

Cooperative project. Title V Coop project staff continue to maintain extensive documentation to

support ongoing internal project evaluation, focused primarily on the completion of tasks as listed

in the project timeline. Faculty and student satisfaction with various Title V Coop initiatives are also

being evaluated using a variety of pre/post assessment instruments and surveys. Coop project staff

continue to maintain open lines of communication across both campuses and joint staff meetings

are conducted regularly throughout the academic year to ensure continued forward momentum and

attainment of grant objectives.”

YEAR 4; 2015-2016

Year 4 report stated: “The institutions have completed the fourth year of the five-year Title V

Cooperative project. Partner institutions worked jointly to initiate needed revisions to the project

during the first year of operation. As the PACTO grant completed its fourth project year, it is clear

that the overall positive impact of its initiatives continues to gain momentum and the results of joint

efforts are evident. While the project has maintained consistent progress throughout its four years


Page 22

of implementation, a renewed and energized level of increased cooperation and coordination

among partner institutions was witnessed during the year four evaluation visit. Partner institutions

are now experiencing the very positive outcomes of project initiatives begun early in the Title V

grant cycle.

YEAR 5; 2016-2017

Year 5 report stated: “Following five years of highly successful project implementation, the Arizona

Western/Northern Arizona University-Yuma Title V Cooperative project team has much to be

proud of. Project compliance and documentation remained consistently high, and many annual

objectives were met or even exceeded. Notably, the cooperative nature of this project has continued

to gain momentum each project year, both in theory and in practice. As the project draws to an end,

the significant, positive, and lasting effects of this cooperative venture are evident. Furthermore,

the project team's commitment to a No-Cost Extension year for the purposes of maximum objective

attainment is equally impressive and praiseworthy.”

YEAR 6; 2017-2018 (NO COST EXTENSION YEAR)

Year 6 report stated: “The Title V Developing Hispanic Serving Institutions Cooperative project

implemented by Arizona Western College and Northern Arizona University-Yuma has been highly

successful. The vast majority of project objectives were met and several were exceeded.

Furthermore, the already strong relationship between the two institutions was strengthened and a

solid framework for further collaboration was established. Many of the initiatives developed and

pilot tested via this grant project have been fully institutionalized and partner institutions,

solidifying the positive influence of this project for years to come.”


Page 23

Initiative #1 Increasing Success through Comprehensive Support Services Grounded in AVID Essentials

1.1 AVID Liaisons (both Institutions)

The AVID program (Advancement Via Individual Determination) added a Higher Education

division (AHE) in 2008. When applying for the Title V PACTO grant, AWC decided to list AVID

as a student support initiative in the implementation of the PACTO grant. Since PACTO is a

cooperative grant between AWC and NAU-Yuma, AVID gave permission for our institutions to

join AVID via a joint membership and also allowed each institution to have an AVID Liaison.

The AVID Liaison is instrumental in the implementation and follow-up of the AVID initiatives

at both institutions. During the PACTO grant years, the AVID Liaisons were:

AWC – Dubia Zaragoza, then Julia Howe

NAU-Yuma – Marcelina Hurtado

1.2 AVID campus team

A portion of AHE (AVID for Higher Education) was the creation and maintenance of AVID

Campus Teams that meet regularly to plan and implement the AVID strategies, supports, and

the faculty professional development opportunities during the program Year. NAU-Yuma had a

separate campus team than AWC since their goals, objectives and levels of implementation

were often different. The AVID campus team at each institution met quarterly to plan the above

items.

1.3 AVID pilots

Partner institutions developed a host of AVID- based initiatives focusing on three distinct areas

of impact with an intentional focus on systemic organizational change rather than piecemeal

solutions to various problems over the five year grant period. New systems and processes were

pilot tested, evaluated, and implemented with distinct cohorts of high-risk student groups.

More specifically, students enrolled in elementary education degree programs and

veteran/military student groups have traditionally been underserved and exhibited low

performance levels, were the primary target groups for initial pilot testing of new AVID

strategies.

1.4 Student Success Initiative

AVID states, “The Student Success Initiative is a comprehensive model of planning and

professional development that promotes high-engagement in curricular and co-curricular

activities. A unique component is the First-Year Seminar, which is designed to support the


Page 24

college transition to help students access campus resources, to teach college skills, and build

relationships to support academic success. Faculty development and professional learning for

faculty, staff, including CTE instructors, and additional support for advising, tutorials and

mentoring, focuses on increased persistence, success, and completion of degree and certificate

for students.”

AWC and NAU-Yuma gained permission from AVID to share a site contract since the PACTO

grant was a cooperative grant serving both institutions. The SSI initiative at both sites

implemented the Peer Tutors and Peer Mentors that are instrumental in AVID success

programs, as well as targeted Professional Development and implementation pilots throughout

the grant years.

1.5 Peer Mentors

As part of the AVID program, Peer Mentors were trained to provide assistance to cohort

students. Peer Mentors were required to apply AVID strategies to foster individual reflection,

problem solving, group collaboration and inquiry with peers. Another aspect of their duties

entailed coordinating with academic, educational, and Transfer services to present

workshops/sessions/events using AVID strategies. Peer Mentors were expected to guide

students through the first year with focus on a

smooth transition, acclimation, a sense of

belonging to gain academic confidence, and

assistance with the transfer process. The Peer

Mentor program established under the PACTO

grant will continue at NAU-Y, and possibly at

AWC.

1.6 Peer Tutors

As part of the AVID program, Peer Tutors are trained to provide assistance to cohort students

as well as other students. Peer Tutors are required to apply AVID strategies to foster individual

reflection, problem solving, group collaboration and inquiry with peers. Peer Tutors are

expected to guide students through the first year with focus on a smooth transition,

acclimation, a sense of belonging to gain academic confidence, and assistance with both

academic challenges as well as the transfer process.


Page 25

The Peer Tutor program will continue at both

institutions after the grant ends and all tutors

at AWC are now trained in utilizing AVID

tutoring strategies.

1.7 PACTO Success Story selected to Speak at

AVID Summer Institute

Former AWC student and Peer Mentor,

Melanny Navarro was a featured speaker at the

2018 AVID Summer Institute in Denver, CO as an AVID success story. Melanny began her AVID

experience as an AVID Peer Mentor at AWC. After she transferred to NAU-Yuma in the

Elementary Education program, Melanny continued as a Peer Mentor at NAU-Yuma. During

her academic courses at NAU-Yuma she was

trained further in AVID strategies through the

TPI program. Upon completion of her degree,

Melanny was hired as a full time teacher at

Roosevelt Elementary School in Yuma District

One as a fifth grade teacher. Melanny continues

to use AVID with her students and is building her

teaching skills each year. Melanny credits AVID

for much of her success in college and in her new

career.

1.8 AVID Professional Development

(a) AVID Campus Visitation Day Support - On April 29, 2013, AVID for Higher Education staff

presented an “AVID Visitation and Planning Support Day” with key personnel from AWC and

NAU-Yuma to present the AVID program and help both institutions plan implementation over

the remaining four years of the PACTO grant (with the anticipation of institutionalization post

grant). The agenda was as follows:

AGENDA

Student Success Initiative (SSI) implementation Steps AVID for Higher Education (AHE) Essentials AHE Site Team Preparation for AVID Summer Institute


Page 26

o Making sure the right people will be coming o Clarifying the strands that each person needs to be registered for o Information the team needs to process o Discuss the AHE Campus Plan and how they will continue to work on it at SI

Overview of support AWC and NAU can expect from AHE Review AWC/NAU’s grant and expected support from AHE Any questions/topics leadership has

The following staff attended from both cooperative partner institutions:

AWC: Brian J. Beeles, Linda J Elliott Nelson, Mat Hoogendoorn, Patricia A Powers, Eric P

Soulsby, Bryan E Doak, Vanessa Irene Natseway, Karen L Spencer, Jessica K Casey, Carlye S

Fernandez, Allison A Williams, Rosa A Villegas, Glenn E Mayle, Dubia Zaragoza

NAU: Alma Montemayor Sandigo, Boyce Randolf Martin, Rosa Maria Corona, Russell R Prust,

Ervin.Barnes, Vicki Ardisana, Sergio Bobadilla

Follow up Support/Visitation days were; April 24 & 25, 2014; June 4 & 5, 2015;

(b) Socratic Academic Peer Support Parts 1-3;

Marking the text, annotations and taking notes, Cornell notes, what to do during the seminar/

proper questioning, summarizing text, the 10-2 Lesson structure, focused note-taking,

(c) High Engagement Strategies & Inquiry and Collaboration (a two day training):

March 7, 2014; High Engagement Strategies

March 8, 2014; Inquiry & Collaboration

(d) “Got Challenges? Try This!” On March 2013, 45 faculty/staff from AWC & NAU-Y

demonstrated increase knowledge of AVID-based strategies by participation in professional

development, which were verified by pre-post-tests.

Session 1 was presented on Tuesday, October 20 and Wednesday, October 21.

“AWC: A Veteran Supportive Campus”

Session 2 was presented on Tuesday, November 17.

(e) District Advisors Training; September 16, 2014

An AVID based overview of Appreciative Advising was presented to advisors from both AWC

and NAU-Yuma.

mailto:Ervin.Barnes

mailto:Vicki%20Ardisana

mailto:[email protected]


Page 27

(f) “Metacognition as a Key for Organization of

Thought & Time” April 7 & 8, 2016

Metacognition must be explicitly taught; this session

focused on students’ ability to develop organizational

skills in order to experience success in rigorous academic

environments. The session included organization of

thinking, graphic organizers (thinking maps), level of

inquiry, 10-2 focused notes in processing, project planning

and smart goals. Metacognition skills (reflections), such as, objective, reflective, interpretive,

and decision reflections were presented as methods for students to use as they process their

learning.

(g) “Professional Development Series: A Culture of PEACE: (Persistence, Excellence,

Achievement, Collaboration, and Engagement)”

Interested Faculty participated in a semester-long professional learning series to enhance

instructional strategies, increase professional collaboration, and develop reflective practices.

This opportunity was open to any faculty member. Requirements were to review the expected

product and attend training sessions. Since the PD Series was a success in the fall of 2016,

PACTO staff decided to continue the series (for different faculty members) with the intention

of offering an effective PD process that can be duplicated post grant by AWC’s Center for

Instructional Excellence department. The spring series was shortened and faculty member

stipends were cut in half.

(h) Appreciative Advising Workshop; June 8, 2017

NAU-Yuma initiated the Appreciative Advising Workshop by contacting Dr. Jenny Bloom via

her website. The workshop was held on June 8, 2017 with 45 attendees and was a huge

success.

1.9 Summer Institutes

One of the beneficial portions of the AVID contract is the ability to send a team of faculty and

staff to the annual AVID Summer Institute. Each summer a team from both AWC and NAU-Y


Page 28

attend; they attend sessions, plan strategies for success,

and collaborate together on next steps in the AVID

program for each Institution. The number of participants

from AWC during each summer were:

During Year 5 Summer Institute, AWC President, Dr.

Daniel Corr attended the Leadership Symposium and

visited with the AVID team at the Institute.

NAU’s AVID Teacher Preparation Initiative

The development of the Teacher Preparation Initiative at NAU-

Yuma has been one of the major successes of the PACTO grant.

This system has now been entirely embedded in the curriculum

in the Education courses for all Education students at NAU-Yuma.

The benefits of TPI are two-fold; first the faculty embed AVID

strategies into the way they teach their courses, and second, the

Education students are taught to use AVID strategies when they

teach, even practicing them during their student teaching. In

many low-income dominated communities, it is a “plus” to be

able to say you are an AVID trained teacher.

AVID Summer Institute Attendance

Grant Year

Participants from AWC

Participants

From NAU-Y

2013 8 4

2014 8 11

2015 14 9

2016 11 5

2017 15 6

2018 1 0

TOTAL 56 35


Page 29

1.11 AVID County-Wide V TEAM

The county-wide institutions of learning that have contracted with the AVID program decided to get

together and attempt to create a vertical alignment of AVID services within the county from

Kindergarten to Grade 16 (a Baccalaureate Degree). The team of liaisons and contact personnel

named their team the “V-Team” (for Vertical alignment). The V-Team has met periodically

throughout the 2017-18 academic year. On May 9, 2018, the V- Team held a full day (two half day

sessions) of collaborative meeting centered on AVID systems in the county.

1.12 Institutionalization of AVID

I am pleased to note that NAU-Yuma agreed to complete institutionalization of AVID services in their

Elementary Education Program and the use of AVID tutors and mentors campus-wide. They have

embraced the Teacher Preparation Initiative and will use the AVID resources as their course “texts”

in numerous Teacher Ed courses. Students who graduate with a Bachelor’s in Education of Applied

Science Degree from NAU-Yuma will automatically be AVID certified teachers. This is a bonus to

their professional portfolio as well as their resume. Yuma County is currently embedded with AVID

programs at numerous Middle Schools, High Schools, and some Elementary Schools. There is

uncertainty regarding the continued implementation of AVID for Higher Education services at

Arizona Western College and how they will be supported. As the college moves through their formal

“Strategic Planning Process,” we hope that the benefits of AVID support will be discussed and listed

as a desired program. Until this process is complete, AVID services will be minimal. AVID national

leadership agreed to send the president of Nash Community College in North Carolina to Arizona

Western College to meet Dr. Corr and leadership to provide ideas and suggestions on how to move

forward with AVID implementation campus wide. Dr. Corr has agreed to this guidance and the trip

is currently being planned.


Page 30

Initiative #2 Increasing Success through Improved Information and Technology Systems

2.1 SQL Migration

SQL Migration and Datatel Managed Services. In order for AWC to tap the power of

Datatel Colleague, and to switch to managed services, it was necessary to move from

Unidata to SQL. Scheduled for Yr 1, the associated cost was $77,000 for initial license and

$54,588 professional services = $131,588. Each year following, Datatel Managed Services

commenced in Yr 2 and were progressively institutionalized by AWC in Yr 3 (50%), Yr 4

(60%), and Yr 5 (65%). Based on historic trends, we estimated 8% annual increase in

service fees.

SQL Server Migration. AWC currently runs its Datatel Colleague application suite on the

Unidata database, which limits the college’s ability to fully leverage the capabilities of the

suite, integrate other applications with it, or easily use the significant amounts of

institutional information collected in the system. Migrating to the Microsoft SQL Server

database platform offered a number of benefits including:

Better reporting infrastructure – Data stored in a Microsoft SQL Server

database is more easily accessed via industry standard tools, opening the

possibility of using robust and feature-rich solutions to extract, analyze, and

report on the College’s institutional data.

Better integration with other systems – The Microsoft SQL Server

database infrastructure, being an accepted industry standard, offers greater

opportunities for the College to integrate other information systems such as

online course schedules, user account provisioning systems, and other

applications with the Colleague suite.

Lower hardware replacement costs over the long-term – The Unidata

database and Colleague application suite currently run on expensive Oracle

Systems hardware running the Unix operating system. Moving to Microsoft SQL

Server affords the College the opportunity to replace this hardware with lower-

cost, but fully capable, systems from vendors such as Dell, or Hewlett Packard.

Better high availability and disaster recover options – Along with

allowing the College to run the Colleague application suite on lower-cost


Page 31

hardware, the move to Microsoft SQL Server would allow the college to

leverage newer technologies centered on server virtualization technologies to

ensure that the Colleague application suite is available and accessible with a

minimum of downtime. Similarly, virtualization technologies allow for much

greater disaster recovery capabilities at a lower cost than previously available.

Better availability of trained staff – Microsoft SQL Server is used

extensively in both the higher education and private industry space.

Accordingly, the pool of potential staff available for the College to recruit to

support the Colleague application suite is larger.

Better overall support – Microsoft SQL Server is very well supported by

both Microsoft and the community of users who operate the software. A vast

amount of knowledge concerning the Microsoft SQL Server infrastructure, as

well as utilities and tools to support it are widely available offering the College

the capability to resolve issues and problems with the database more quickly

than is possible with the current Unidata system.

Further, Datatel+SGHE has committed to the Microsoft technology platform in an effort to

leverage Microsoft’s educational licensing offerings and extend the value of this industry

standard platform with Datatel+SGHE’s higher education experience. Datatel+SGHE’s

partnership with Microsoft leverages their broad technology stack and cost effective Higher

Education programs. Utilizing Microsoft technology simplified the College’s integration and

support challenges while providing a very attractive cost to capabilities ratio.

Utilizing the Microsoft SQL Server platform helped the College better manage its data and

save money in hardware, software, maintenance, and training costs. Data is easy to access

and analyze with industry-standard SQL-based tools, including Microsoft Access, Microsoft

Excel, and Datatel+SGHE partner products such as Business Objects Crystal Reports.

2.2 Datatel Migration Phases

Phase 1

Data migration project initiation: design, initial planning, and contracting services.

Complete planning, review of ETL, receive invoice, and submit for approval and payment by

Wednesday 31 July 2013. Payment completed by Monday, 30 September 2013.


Page 32

Phase 2

Data migration transition: development, implementation, testing and evaluation within test

environment, and implementation and evaluation within production environment.

Review of initial data migration exceptions complete by Thursday, 31 October

2013. Production migration complete by Thursday, 30 January 2014 OR Tuesday, 31 July

2014.

Phase 3

Increasing data migration business services: improving data availability and analysis for

data-based decision making through surveying, analysis of business needs, creating

automatable reports, and comprehensive user training.

Completed by Thursday, 30 July 2015.

Phase 4

Finalizing data migration business services: completing documentation, standardization of

processes, and creating appropriate business controls and constraints.

Completed by Thursday, 28 July 2015.

2.3 Current Status

The following are the most recent links to various Colleague and Web Intelligence. The links for

Colleague UI 4 in the non-production sites have changed with the update to UI 4.6, which will be

implemented in production after we complete the change management process for that update.

Prod Colleague UI 4.4.1

Prod Self-Service 2.15.x Prod WebAdvisor Educ Colleague UI 4.6 Educ Colleague - UI 5.2 Educ Self-Service 2.15.x Educ WebAdvisor Sand Colleague UI 4.6 Sand Colleague - UI 5.2 Sand Self-Service 2.15.x Sand WebAdvisor

http://colleague.azwestern.edu/

http://selfservice.azwestern.edu/

http://webadvisor.azwestern.edu/

https://colui1-dev.ec.azwestern.edu:8182/education/sl/index

https://colui1-dev.ec.azwestern.edu:8181/ui/home/index.html

https://colss-dev.ec.azwestern.edu:8172/Student

https://webadv-dev.ec.azwestern.edu/WAEDUC/WebAdvisor

https://colui1-dev.ec.azwestern.edu:8185/sandbox/sl/index

https://colui1-dev.ec.azwestern.edu:8186/ui/home/index.html

https://colss-dev.ec.azwestern.edu:8175/Student

https://webadv-dev.ec.azwestern.edu/WASAND/WebAdvisor


Page 33

Prod BI launch pad Non-Prod BI launch pad

2.4 Technology Initiative Personnel and Trainings

The PACTO grant provided two key personnel positions; the Full time Technology Initiative

Coordinator and the Part Time Data Survey Specialist. Both positions were crucial to the

roll out of the Technology Services portion of the grant.

At AWC, campus wide “Report Architects” were identified in each department for training

in the new systems. After initial face-to-face training, report architects had training

modules available online to answer specific questions or to update their knowledge.

The Technology Initiative Coordinator created the training modules mentioned above as

one of her responsibilities.

The Technology Initiative Coordinator created a newsletter to provide Report Architects

with updated information and tips to try out.

It is a grant expectation that the Technology department will continue the training and

support to the Report Architects since the Technology Initiative Coordinator position is not

institutionalized.

https://croaa-prod.ec.azwestern.edu/BOE/BI/logonNoSso.jsp

https://croaa-dev.ec.azwestern.edu/BOE/BI/logonNoSso.jsp


Page 34

Initiative #3 Increasing Success through Improvement of Facilities to House Support Services (targeting Veterans Services)

3.1 Title V Support via Veterans Services Specialist position

The PACTO grant created a new support position, the Veterans Services Specialist. She/he

coordinates the development of college services to the active military and veteran constituencies;

including shared oversight of creation of Veteran/Military Center; ensures delivery of a full

complement of learning and support services to veteran and military-affiliated students; provides

trainings to AWC and NAU-Y staff and faculty on methods to make campus more veteran/military

friendly. This position has been institutionalized post grant.

Specific responsibilities as outlined in the PACTO grant are: Oversee opening, staffing, and operations of the Veterans/ Military Support Center and pilot

incorporation of AVID essentials into the spectrum of military supports.

Ensure development of targeted academic advising and retention strategies as well as

Individual Educational Plans for veteran/military students, as well as piloting incorporation

of AVID strategies and supports, tailored to the needs of veteran/military students.

Establish peer support systems for veteran/military students or graduates to assist

incoming students, in tandem with AVID supports.

Coordinate with appropriate college departments for placement testing and student

supports for the success, retention, and transfer of veteran/military students.

Serve as the liaison between AWC, NAU-Y and the Veteran Community Partners to assist

veteran/ military community with college processes.

3.2 Facility Update, Renovation and Supplies

NAU-Yuma vacated an area in the 3C building where NAU-Y advising used to occur. Previously, this

location was overcrowded, and overlapping functions there created confusion and frustration

among students. The vacated space was renovated and transformed into a Transfer Center to

support AWC students as they transition to NAU-Y and other 4-year institutions.

NAU-Yuma developed a comprehensive Advising, Transfer, Assessment and Academic Success

center within their building on the AWC campus. The renovation required a build out of two

classrooms and resulted in a cohesive support center for incoming students.


Page 35

To support the needs of a unique student population served by partner institutions a

Veterans/Military Student Engagement Center was developed jointly by coop partners and

equipped with advising/learning spaces and corresponding hardware/software.

Co

ffee

mak

er

fridge

projector

screen

sink

Veteran/Military Center

Quiet/Study Room-safe area

Conference/training/collaboration area

Reception/supervision

Advising/Learning area

Entrance to balcony/patio

area microwave

whiteboard

Entrance

In Grant year four, the PACTO grant created a Veterans/Military Advising area. This large room

was divided into three advising rooms, a small conference room and a central lobby/reception area.

3.3 Improved Systems to Support Veterans

Tutors were assigned to work in the Veterans Lounge on specific days and times. This service was

well received by Military and Veteran students that utilized the services.

Both the Transfer Services Department and the Veterans Lounge added the AccuTrak system

through the PACTO grant funding. This system provided a way for students to scan their ID cards

to check in for appointments and/or services. Both departments were then able to gather data

through the AccuTrak software on types and frequency of visits.

A Veteran specific online orientation (utilizing Blackboard) was created through the PACTO grant to

meet federal Veteran requirements as well as PACTO grant requirements. AVID strategies were

embedded in the orientation to provide extra support to Veteran/Military students.


Page 36

3.4 Title V Support via Case Management/ Transfer Specialist position and Testing

Center

The PACTO grant hired a newly created Case Management/Transfer Specialist position that

coordinated the development of college transfer services to students interested in transferring to a

4 year institution. Initially, emphasis was placed on the Elementary Education students transferring

to the NAU-Yuma Program due to the cooperative nature of the PACTO grant initiatives which later

expanded to incorporate other transfer students.

Specific responsibilities as outlined in the PACTO grant are:

Pilot, troubleshoot, and establish case management and transfer services for cohorts of

targeted groups to ensure successful completion of coursework at AWC, transfer to NAU-Yuma, and ultimately a four-year degree completion by coordination with college departments to craft student success supports.

Pilot, troubleshoot, and oversee AHE-developed, innovative peer mentoring program in connection with case management services.

Plans, develops, coordinate, implements and evaluates the District-wide transfer programs for students. Consults and collaborates with other offices and campus centers to provide transfer services to students in the two county District. Performs audits of and corrections to student files, updates staff of administrative and /or work-related changes. Coordinates activities in transfer areas to include training and updates. Complies, analyzes and submits monthly required reports to supervisor. Conducts regular reviews of transfer programs ensuring effectiveness and intent.

PACTO funds were used to create and staff (Assessment Specialist) a comprehensive testing center for NAU-Yuma in the newly renovated area in the AC building. Additionally, computers and software were purchased to set up in this testing center. Initially, the testing center was used for Elementary Education students to take the practice NES exam prior to taking the EXAM. After seeing a need for student tutoring in academic areas, the center was also used to content area exams through Pearson Services. During the final year of the grant, the testing center became used by many other NAU students as an official NAU testing center.

3.5 Improved Systems to Support Transfer Services Department

Once the NAU-Y offices were renovated to create the Assessment Center, Advising Offices, and

reception area, the Program /Case Management Coordinator was able to begin meeting with

Elementary Education students.


Page 37

The PACTO grant initiated a streamlined

transfer process between AWC and NAU-

Yuma for Education students. Both

institutions assisted students with needed

assessments and paperwork to obtain dual

enrollment while completing work at AWC.

This dual enrollment allows students to have

access to services at both institutions

simultaneously. Working together, the

Transfer Specialist at AWC and the Program/Case Management Coordinator at NAU-Yuma

created an EAP form (Educational Advisement Plan) for each Elementary Education student in

order to track advising sessions and provide support without duplicating efforts.


Page 38

No Cost Extension Request:

During the final grant year, when grant staff realized that we would not quite meet two grant

objectives, we were given permission by our Dean to request a NO COST EXTENSION to the grant to

allow more time to achieve these final two objectives. On August 16, 2017 we submitted our formal

request to our Program Officer in Washington, D.C. and were granted permission to extend our

work into the 2017-2018 grant year. We submitted a proposed budget for the extension year along

with our request. Both the request and the budget were approved by the Program Officer on

September 6, 2017 and a new GAN was provided.

Lessons Learned

College-based Data Systems must be supported.

With increased capabilities and increased usage, the college’s needs for data support

personnel increased exponentially. While the grant supported one part time and one full

time data persons, these positions were not listed to continue post grant, yet they need to

be.

Double check your figures when creating data objectives.

In the PACTO grant objectives, there were a couple of data errors in the baseline numbers

that required a revision in the wording that needed to be approved by the program officer.

Create systems from the start to support collaboration between institutions.

The PACTO grant staff had a substantial disconnect during the first two years of the grant

which made it difficult to work collaboratively to create the transfer process that was

envisioned. Once the issues were addressed, and collaboration begun, the program overall

improved and student support pilots increased.

More support for institutionalization.

When grant staff have worked diligently to develop, pilot, and implement successful

strategies, it is rather deflating to then have limited support from the institution when it

comes to continuing with the initiatives and strategies. For example, it is still up in the air


Page 39

on whether or not AWC will continue the AVID contract and liaison position after the grant

ends. NAU is committed to continuing with AVID and their Case Management position

continues which is the AVID liaison for their university.

Sharing Project Successes at conferences is impactful.

Being able to share your success story at National (and Regional) conferences is very

rewarding. Along with gaining knowledge from attending other sessions, grant staff can

also share their ideas with other college representatives from other states. An added bonus

is that grant staff gain experience presenting at a National conference, thus building their

professional skills.

Individual student stories matter.

During the final years of the grant, as we were sharing our story at conferences and with

Evaluators and Leadership, the impact of the student success story became glaringly

apparent. As more and more colleges and universities try to retain more students and meet

their needs, it becomes obvious that the personalized experience of an Advisor or Peer

Mentor or Case Manager can make all the difference in the world between retaining a

student of having him/her drop out of college. While each story is different, often many

have commonalities that advisors can use when providing advice to students (while, of

course, maintaining confidentiality).

Communication is KEY

When I took over as director for the grant, there was a communication breakdown between

the AWC side of the grant and the NAU-Yuma side. Team members from separate institutions

rarely spoke to one another and blame and finger pointing was going on from both sides. I

worked my first year (which was year three of the grant) to bring the team members back

together, working toward mutual goals. At the External Evaluation Leadership Meeting, it

was recognized by leadership at both institutions and by the External Evaluator that I was

able to accomplish this.

When possible, leverage support systems that will be continuing at your

institution.

Both AWC and NAU-Yuma have numerous support systems already in place that grants can

leverage and work with in order to make more substantial gains. The PACTO grant was able

to do this with the Student Success Center (SSC) under the leadership of Vanessa Natseway.

Vanessa agreed to receive AVID training in order to become a “Trainer of Trainers” so that


Page 40

she can train all Peer Tutors and Peer Mentors at the beginning of each semester to utilize

AVID strategies in their sessions with students.

If a strategy or initiative is not working, change directions as soon as possible

in order to continue forward momentum for the grant.

The PACTO grant had a few pilots that were left “hanging” waiting for faculty divisions to

respond to certain requests. A better strategy next time would be to establish a “Respond

BY” date, and if there is not response to move on to another pilot idea.

In Conclusion

The PACTO grant was highly successful and ended its sixth year with numerous successes that

impacted the lives of Yuma County students and future teachers. It created a much needed,

substantially improved Data upgrade for Arizona Western College that will have a positive impact

both now and in the near future. Four student support positions have continued post grant; two at

AWC and two at NAU-Yuma. Full implementation of the AVID for Higher Education TPI (Teacher

Preparation Initiative) in the Teacher Education department at NAU-Yuma utilizing the successful

AVID strategies. The AWC Student Success Center tutoring program was positively impacted with

all AWC tutors receiving AVID based training by an AVID certified Trainer as part of their required

training before beginning their work as tutors. The AVID program established a successful

Professional Development Series that was attended by both full time and adjunct faculty members.

Participants expressed that it was a great learning experience and enjoyed collaborating with each

other during the series. The AWC AVID program sent 56 staff and faculty members to the AVID

Summer Institute during the five years of the grant; and NAU-Yuma also sent 35 staff and faculty in

total. The PACTO grant strengthened both the Transfer Services Department and the

Veterans/Military Services Department with additional personnel, computers, and an improved

facility. Peer Mentors have been institutionalized at NAU-Yuma, and the fate of the Peer Mentor

program at AWC is currently being decided. Overall, the PACTO grant made a difference in the lives

of Yuma County students and made a lasting impact on AWC and NAU-Yuma.


Page 41

Looking Ahead

AWC still needs to provide structured support for students (outside of special programs

like CAMP, KEYS, etc.)

NAU-Yuma should continue to work closely with local school districts with the TPI program.

The business office needs to improve the rollover time between grant years. Grants are

required to “open” and “close” their budgets twice; and this is not productive (at end of the

academic year June 30, then again at the end of the grant year September 30) unless it can

be streamlined and improved.

AWC needs to re-verify its identification as a “Hispanic Serving Institute.” The Department

of Education does not automatically rollover previous HSI’s into the next grant year.

Both AWC and NAU-Yuma need to remember to budget for the costs of grant initiated

positions and services that continue after the grant ends. For example, there is usually

increase expenses in Facilities & Maintenance after the grant ends. With this grant in

particular, there is an increased expense in Technology to maintain the contracts that we

partially paid with PACTO funds.

I recommend that AWC continue to apply for Department of Education grant funding due

to the many reasons already outlined in this report.

Dawn Ponce, M.Ed.

Director, Partners Advancing Completion through Transfer Opportunities (PACTO)

November 15, 2018


Page 42

Contact Information

DAWN PONCE, M.ED. DIRECTOR; PACTO GRANT

DR. MARY SCHAAL DEAN, IERG DEPARTMENT

CHAIR, IRB

MARCY HURTADO, MBA PROGRAM/CASE MGMT COORDINATOR

Tel (928) 317-7659

[email protected]

Tel (928) 344-7772

[email protected]

Tel (928) 317-7113

[email protected]

Arizona Western College

2020 S. Avenue 8 E

Yuma, Arizona

Northern Arizona University – Yuma

2020 S. Avenue 8 E

Yuma, Arizona




Documents

end of grant Manual title v PACto cooperative grant program · 2018. 12. 10. · END OF GRANT MANUAL TITLE V PACTO COOPERATIVE GRANT PROGRAM FY 2012-2018 AVID: Proven Achievement