STUDENT SUCCESS AND SUPPORT PLAN 2 - College of the Sequoias. Student Succe… · COLLEGE OF THE SEQUOIAS COMMUNITY COLLEGE DISTRICT Board of Trustees Meeting October 13, 2014 STUDENT

COLLEGE OF THE SEQUOIAS COMMUNITY COLLEGE DISTRICT Board of Trustees Meeting

October 13, 2014

STUDENT SUCCESS AND SUPPORT PLAN 2

Status: Information

Presented by: Brent Calvin Vice President, Student Services

Issue The Student Success Act of 2012 was born out of the work done by the California Community College Student Success Task Force. It seeks to increase student success across our system by requiring Districts to strengthen their core matriculation services. Most notably this involves orientation, assessment, and counseling while also adding strategies to address students who find themselves on academic probation. The District will receive $1,262,102 for 2014-15 to help pay for these services. There is a 2-to-1 match requirement. This is over double the amount the District received last year. At that time, the match was a 3-to-1 requirement. In addition to funding the counselors and other matriculation personnel that these funds covered last year, SSSP funding will fund one quarter of the salary for the Dean in charge of Student Success and Support as well as one third of the salary for a new Director of Student Success. In addition, SSSP funds will be used to pay for two counselors to be housed within the Student Success Center (the expanded First Year Experience center), staff a part-time research technician, and purchase Degree Works, a comprehensive degree audit system which supports academic advising and transfer articulation. Recommended Action This item is presented for information only.

DRAFT Student Success and Support Program Plan

(Credit Students)

2014-15 District: Sequoias Community College District

College: College of the Sequoias

Report Due Postmarked by Friday, October 17, 2014

Email report to: [email protected] and Mail report with original signatures to: Patty Falero, Student Services and Special Programs Division California Community Colleges Chancellor’s Office 1102 Q Street, Suite 4554 Sacramento, CA 95811-6549

mailto:[email protected]

SECTION I. STUDENT SUCCESS AND SUPPORT PROGRAM PLAN SIGNATURE PAGE College Name: College of the Sequoias District Name: Sequoias Community College District We certify that funds requested herein will be expended in accordance with the provisions of Chapter 2 (commencing with Section 55500) of Division 6 of title 5 of the California Code of Regulations. Signature of College SSSP Coordinator: ________________________________________________

Name: Stephanie Collier Date: _______________ Signature of the SSSP Supervising Administrator or Chief Student Services Officer: _____________________________________________________

Name: Brent Calvin Date: _______________ Signature of the Chief Instructional Officer: _____________________________________________

Name: Jennifer La Serna Date: _______________ Signature of College Academic Senate President: ________________________________________

Name: Thea Trimble Date: _______________ Signature of College President: _______________________________________________________

Name: Stan Carrizosa Date: _______________ Signature of District Chancellor: ______________________________________________________

Name: N/A Date: _______________

Contact information for person preparing the plan:

Name: Stephanie Collier Title: Dean, Student Services email: [email protected] Phone: 559-737-5441

College: College of the Sequoias District: Sequoias Community College District page ______ of ______

SECTION II. STUDENT SUCCESS AND SUPPORT PROGRAM SERVICES

Directions: For the following SSSP services: (a) orientation, (b) assessment and placement, (c) counseling, advising, and other education planning services, and (d) follow-up services for at-risk students, describe the approach your college is taking to meet its responsibilities under title 5 section 55531. Include the target student audiences, the types of activities, service delivery strategies, partnerships, staff, resources, technology and research support assigned to provide services.

Report projected expenditures related to these items in the Budget Plan. IIa. Core Services i. Orientation

1. Describe the target student audience, including an estimate of the annual number of first-time students to be served. Describe the delivery methods (in groups, online, etc.) and activities that will be provided. Describe any partnerships among colleges or with high school districts, workforce agencies, or other community partners that assist with providing orientation. Describe at what point(s) in the student’s academic pathway services are provided (before registration, at 15 units, etc.). ALL FIRST TIME STUDENTS ARE REQUIRED TO PARTICIPATE IN ORIENTATION. STUDENTS WHO DO NOT PARTICIPATE BEFORE/DURING THEIR FIRST SEMESTER HAVE A MATRICULATION HOLD PLACED ON THEIR REGISTRATION AND CANNOT REGISTER FOR CLASSES FOR THE FOLLOWING SEMESTER UNTIL ORIENTATION HAS BEEN COMPLETE. APPROXIMATELY 3000-3500 STUDENTS PARTICIPATE IN ORIENTATION ANNUALLY. DELIVERY METHODS: ONLINE (INTERACTIVE ORIENTATION); FIRST GIANT STEP ORIENTATION (PRIOR TO BEGINNING OF FALL SEMESTER, LARGE GROUP, BREAKOUT SESSIONS LED BY STAFF); FACE TO FACE (SMALL GROUP). STUDENT WHO PARTICIPATE WILL BE ENROLLED IN IS 220 AND WILL RECEIVE 0.5 UNITS OF PASSING CREDIT. EXEMPTION CRITERIA: PREVIOUSLY PARTICIPATED IN COLLEGE OF THE SEQUOIAS ORIENTATION; TRANSFERRING TO COLLEGE OF THE SEQUOIAS FROM ANOTHER COLLEGE; ENROLLED IN 6 UNITS OR LESS WITH NO PLAN TO OBTAIN DEGREE, CERTIFICATE, OR TRANSFER.

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

statement of their role. COUNSELING TECHNICIAN (FULL-TIME): ORGANIZES ALL ORIENTATION PROCESSES EOPS/DISTRICT OUTREACH (75%/25%): PROVIDES WORKSHOPS ON BUDGETING, FINANCIAL AID, AND WORK STUDY FINANCIAL AID OUTREACH STAFF (PART-TIME): PROVIDES FAFSA, BUDGETING, AND APPEAL WORKSHOPS COORDINATOR OF WELCOME CENTER (PRESENTER): PROVIDES INFORMATION ON ACADEMIC RESOURCES DIRECTOR OF LIBRARY (PRESENTER): PROVIDES INFORMATION ON TUTORING AND LIBRARY INFORMATION DIRECTOR OF ACTIVITIES AND AFFAIRS (PRESENTER): PROVIDES INFORMATION ON NAVIGATING CAMPUS LIFE CHIEF OF DISTRICT POLICE (PRESENTER): PROVIDES INFORMATION ABOUT CAMPUS POLICE COUNSELOR (PRESENTER): PRESENTS INFORMATION ON TRANSFER, GRADUATION, AND ACADEMIC PROGRAMS 2 DEAN OF STUDENT SERVICES (PRESENTER): RUNS PARENT ORIENTATION AND PROBATION WORKSHOPS

3. If orientation is provided through the full or partial use of technology, identify any commercial products or

describe in-house products in use or under development, including any annual subscription or staff support requirements. CYNOSURE NEW MEDIA WAS USED AS OUR COMMERCIAL PRODUCT, WE DO NOT CURRENTLY PAY ANY SUBSCRIPTIONS, IT LINKS TO OUR INTERNAL BANNER PRODUCTION SYSTEM TO REMOVE THE MATRICULATION HOLD.

College: ___________________________ District: ___________________________ page ______ of ______

4. Describe the college’s plans for developing and implementing orientation services. The following eight policies

and procedures provided on the Orientation Checklist are identified in title 5 section 55521 as required information to include in an orientation.

Orientation Checklist (Required Policy or Procedure) (1) Academic expectations and progress and probation standards pursuant to section 55031; both (2) Maintaining registration priority pursuant to section 58108; both (3) Prerequisite or co-requisite challenge process pursuant to section 55003; cat looing up (4) Maintaining Board of Governors Fee Waiver eligibility pursuant to section 58621 in person, working (5) Description of available programs, support services, financial aid assistance, and campus facilities, and how they can be accessed; both (6) Academic calendar and important timelines. both (7) Registration and college fees. both (8) Available education planning services both

THERE ARE CURRENTLY NO PLANS TO CHANGE OUR ORIENTATION OFFERINGS. ITEMS 1, 2, 4, 5, 6, 8 ARE CURRENTLY INCLUDED IN ALL MODALITIES OF OUR ORIENTATIONS. ITEMS 3 AND 7 ARE INCLUDED IN THE FACE TO FACE ORIENTATIONS AS THIS INFORMATION IS INCLUDED IN THE STUDENT PLANNER. THE COUNSELING TECHNICIAN IS CURRENTLY WORKING WITH CYNOSURE TO MAKE CHANGES TO THE ONLINE ORIENTATION TO INCLUDE ITEMS 3 AND 7.

5. Please specify other issues, policies and procedures that the college or district determines necessary to provide a comprehensive orientation. Add additional lines as needed.

MANDATORY ORIENTATION HAS BEEN A COMMON PRACTICE AT COLLEGE OF THE SEQUOIAS SINCE PARTICIPATING IN ACHIEVING THE DREAM IN 2008. ORIENTATION POLICIES AND PROCEDURES ARE OUTLINED IN OUR COLLEGE CATALOG AND IN ADMINISTRATIVE PROCEDURE 5050.

6. Include in the Budget Plan, all staff costs (salaries and benefits) for each position and the direct cost to

purchase, develop or maintain technology tools specifically for orientation services.


ii. Assessment and Placement 1. Describe the target student audience, including an estimate of the annual number of students to be assessed,

and a description of who will be required to be assessed. Describe the methods by which assessment and placement services will be delivered. Describe any partnerships among colleges or with high school districts, workforce agencies, or other community partners that assist with providing assessment and placement. Describe at what point(s) in the student’s academic pathway assessment and placement are provided (while still in high school, summer, during registration, etc.). ALL NON-EXEMPT STUDENTS* ARE REQUIRED TO COMPLETE THE ASSESSMENT AND PLACEMENT PROCESS. THE ESTIMATED ANNUAL NUMBER OF STUDENTS TO BE TESTED, BASED ON A FIVE YEAR AVERAGE, IS 6575. THE MAJORITY OF STUDENTS, APPROXIMATELY 4500, ARE TESTED ON ONE OF THE THREE CAMPUSES (MOST IN VISALIA) IN A COMPUTERIZED ASSESSMENT CENTER. THE COMPUTERIZED ASSESSMENT CENTER IS OPEN ON A WALK-IN BASIS (NO APPOINTMENT NECESSARY) ON THE VISALIA CAMPUS MONDAY THROUGH FRIDAY FROM 8AM – 4:30PM. ON BOTH THE HANFORD AND TULARE CAMPUSES, TESTING IS DONE BY APPOINTMENT. THE ENTIRE ASSESSMENT, INCLUDING MATH AND ENGLISH OR ESL, TAKES LESS THAN 2 HOURS AND STUDENTS RECEIVE THEIR RESULTS IMMEDIATELY. TRADITIONALLY DURING THE SPRING SEMESTER, AND SOMETIMES IN THE FALL DEPENDING ON THE CIRCUMSTANCE, ASSESSMENT TESTS ARE ADMINISTERED AT THE FEEDER HIGH SCHOOLS AS PART OF THE HIGH SCHOOL OUTREACH EFFORTS. TESTING DONE AT THE FEEDER HIGH SCHOOLS IS DONE UTILIZING PAPER AND PENCIL EQUIVALENT TESTS. STUDENTS TYPICALLY RECEIVE THEIR RESULTS WITHIN A WEEK ALONG WITH INSTRUCTIONS ON HOW TO GO ABOUT COMPLETING THE MATRICULATION PROCESS (COUNSELING, REGISTRATION, AND ORIENTATION). EXEMPTION POLICY: ANY STUDENT WHO HAS COMPLETED AN ASSOCIATE DEGREE OR HIGHER IS EXEMPT FROM ORIENTATION, ASSESSMENT AND COUNSELING REQUIREMENTS. HOWEVER, ALL STUDENTS ARE REQUIRED TO MEET COURSE PREREQUISITES, WHICH MAY REQUIRE PLACEMENT TESTING. ADDITIONAL EXEMPTION CRITERIA ARE AS FOLLOWS: ASSESSMENT EXEMPTION: STUDENTS RECEIVING VETERAN’S EDUCATIONAL BENEFITS MUST TAKE THE APPROPRIATE PLACEMENT TESTS BEFORE ENROLLING IN REMEDIAL (300-LEVEL) MATH OR ENGLISH COURSES. COS DOES NOT ACCEPT PLACEMENT TEST RESULTS FROM OTHER COLLEGES UNLESS THE TESTS ARE THE SAME AS USED AT COS. ALL PLACEMENT TEST CUT-OFF SCORES ARE VALIDATED AGAINST COS COURSES PER MATRICULATION REGULATIONS. MATH TEST: STUDENTS ARE EXEMPT FROM THE MATH TEST IN THE FOLLOWING CIRCUMSTANCES: 1. NOT ENROLLING IN A MATH CLASS OR A CLASS THAT LISTS A MATH PREREQUISITE AND/OR ADVISORY AND STUDENT IS NOT WORKING TOWARD A CERTIFICATE, DEGREE OR TRANSFER PROGRAM; OR 2. ENROLLING IN PRE-ALGEBRA (MATH 360); OR 3. PRESENTING A VALID COLLEGE TRANSCRIPT DEMONSTRATING SUCCESSFUL COMPLETION (GRADE “C” OR HIGHER) OF MATH COURSES EQUIVALENT TO COURSES OFFERED AT COS; OR 4. PRESENTING A VALID SCORE REPORT REFLECTING A SCORE OF 3, 4, OR 5 ON THE AP CALCULUS AB, THE AP CALCULUS BC, OR THE AP STATISTICS EXAM. ENGLISH TEST: STUDENTS ARE EXEMPT FROM THE ENGLISH TEST IN THE FOLLOWING CIRCUMSTANCES: 1. NOT ENROLLING IN AN ENGLISH CLASS OR A CLASS THAT LISTS A ENGLISH PREREQUISITE AND/OR ADVISORY AND STUDENT IS NOT WORKING TOWARD A CERTIFICATE, DEGREE OR TRANSFER PROGRAM; OR 2. PRESENTING A VALID COLLEGE TRANSCRIPT DEMONSTRATING SUCCESSFUL COMPLETION (GRADE “C” OR HIGHER) OF ENGLISH COURSES EQUIVALENT TO COURSES OFFERED AT COS; OR 3. PRESENTING A VALID SCORE REPORT REFLECTING A SCORE OF 3, 4, OR 5 ON THE AP LANGUAGE COMPOSITION OR THE AP LITERATURE AND COMPOSITION TEST.


2. Identify the staff providing assessment services, including the number of positions, job titles and a brief one-sentence statement of their role. Include staff providing direct assessment related research services. ASSESSMENT/ARTICULATION COORDINATOR: OVERSEES THE ASSESSMENT PROGRAM, COORDINATES VALIDATION RESEARCH AND LOCALLY MANAGES THE COS ALGEBRA READINESS TEST ASSESSMENT SPECIALIST: SUPERVISES THE DAY-TO-DAY OPERATION OF THE COMPUTERIZED ASSESSMENT CENTER (VISALIA CAMPUS) AND ADMINISTERS THE PAPER AND PENCIL PLACEMENT TESTS AT FEEDER HIGH SCHOOLS RESEARCH ANALYST: DEVELOPS SURVEY INSTRUMENTS AND ANALYZES DATA FOR VALIDATION RESEARCH 2 CENTER STUDENT SERVICES SPECIALISTS: SUPERVISES THE DAY-TO-DAY OPERATIONS OF THE COMPUTERIZED ASSESSMENT AREAS (TULARE CAMPUS AND HANFORD CAMPUS)

3. Identify any assessment test(s) used for placement into English, mathematics, and ESL courses. For second-party tests, be specific about the versions and forms used. Describe which tests and services are offered online, in person, individually or in groups, etc. • If using a test, describe what other measures are used and how they are used to meet the multiple measures

requirement. • If not using a test, describe what other measures are used to assess students and describe how students are

placed into courses. • Describe how these measures are integrated into the assessment system (as part of an algorithm included in

the test scoring process, applied by counselors, used on their own without a test, etc.) PLEASE SEE ATTACHED “COLLEGE OF THE SEQUOIAS POLICIES AND PROCEDURES FOR INITIAL PLACEMENT IN ENGLISH, MATH, & ESL”

4. Describe the college’s or district’s policy on the acceptance of student assessment scores and placement results

from colleges within a multi-college district, if applicable, and colleges outside of the district. COS ACCEPTS TEST SCORES FROM OTHER COLLEGES AS LONG AS THE TEST(S) IS THE SAME AS WHAT WE ADMINISTER. WHEN TEST SCORES ARE ACCEPTED FROM OTHER COLLEGES THE SCORES ARE VALIDATED LOCALLY USING MULTIPLE CRITERIA PLACEMENT MODELS THAT GENERATE COURSE PLACEMENT.

5. Describe college or district policies and practices on:

a. Pre-test practice - Describe what type of test preparation is available, how it is delivered, how students are informed of and access materials, including sample test questions, and how students are notified of their pre-test performance.

b. Re-take - How often may a student re-take a test after taking it the first time? What is the waiting period? Is the waiting period consistent with publisher guidelines or more restrictive? Are there conditions that must be met such as completing a subject-matter workshop before being allowed to take the test again?

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

A. VARIOUS LINKS TO ENGLISH AND MATH TEST PREPARATION ARE ACCESSIBLE ON THE COS WEB SITE (WWW.COS.EDU). FOUR TESTS ARE USED FOR MATH PLACEMENT AND STUDENTS ARE RESPONSIBLE FOR SELECTING THE TEST MOST APPROPRIATE FOR THEIR ABILITY. THERE ARE NUMEROUS SAMPLE QUESTIONS AVAILABLE IN THE ASSESSMENT OFFICE FOR EACH MATH PLACEMENT TEST THAT ARE USED FOR BOTH TEST PREPARATION AS WELL AS TO ASSIST WITH TEST SELECTION. THE COLLEGE DOES NOT PROVIDE A PRE-TEST. B. STUDENTS MAY RETAKE THE ENGLISH, ESL, AND/OR MATH PLACEMENT TEST(S) ONCE PER YEAR TO IMPROVE SCORES AND COURSE PLACEMENT. STUDENTS WILL NOT BE PERMITTED TO RETAKE THE SAME TEST ON THE SAME DAY. WAITING TIME IS CONSISTENT WITH PUBLISHER GUIDELINES. IN ORDER TO TAKE THE TEST(S) A THIRD TIME IN THE SAME YEAR, A STUDENT MUST HAVE A COMPELLING REASON AND APPROVAL FROM THE ASSESSMENT/ARTICULATION COORDINATOR OR THE ASSESSMENT SPECIALIST.

http://www.cos.edu/


C. THE COLLEGE DOES NOT HAVE A FORMAL RECENCY POLICY THAT REQUIRES RETESTING. HOWEVER, WE DO HAVE AN INFORMAL RECENCY POLICY THAT IS USED TO INFORM STUDENTS ABOUT THE BENEFIT OF RETESTING TO INSURE ACCURATE COURSE PLACEMENT. THE ASSESSMENT STAFF ENCOURAGES STUDENT TO RETEST WHEN TEST RESULTS ARE MORE THAN THREE YEARS OLD.

6. Describe what externally-administered third-party test results are accepted for placement. Does the college accept an Early Assessment Program (EAP) result of “college ready” to exempt students from the college placement test in English? In math? THE ONLY EXTERNALLY ADMINISTERED TESTS THE COLLEGE ACCEPTS IS ADVANCED PLACEMENT (AP) AND EARLY ASSESSMENT PROGRAM (EAP). FOR MATH THE COLLEGE ACCEPTS A SCORE OF 3, 4, OR 5 ON THE AP CALCULUS AB, THE AP CALCULUS BC, OR THE AP STATISTICS EXAM. ALSO ACCEPTED IS EAP COLLEGE READY STATUS. FOR ENGLISH THE COLLEGE ACCEPTS A SCORE OF 3, 4, OR 5 ON THE AP LANGUAGE COMPOSITION OR THE AP LITERATURE AND COMPOSITION TEST. ALSO ACCEPTED IS EAP COLLEGE READY STATUS.

7. Include in the Budget Plan all staff costs (salaries and benefits) for each position and the direct cost to purchase, develop or maintain assessment instruments or other technology tools specifically for assessment.


iii. Counseling, Advising, and Other Education Planning Services 1. Describe the target student audience, including an estimate of the annual number of students to be provided

(a) counseling, (b) advising, (c) and other education planning services. Describe what these services are, the service delivery methods (in person, in workshops, FTES funded classes, online, etc.) and models used. Describe any partnerships among colleges or with high school districts, workforce agencies, or other community partners that assist with providing these services. Describe at what point(s) in the student’s academic pathway counseling, advising, and other education planning services are provided (before registration, at 15 units, etc.) ALL FIRST TIME STUDENTS ARE REQUIRED TO SEE A COUNSELOR. STUDENTS WHO DO NOT MEET THIS REQUIREMENT BEFORE/DURING THEIR FIRST SEMESTER HAVE A MATRICULATION HOLD PLACED ON THEIR REGISTRATION AND CANNOT REGISTER FOR CLASSES FOR THE FOLLOWING SEMESTER UNTIL AN APPOINTMENT HAS BEEN COMPLETED. COLLEGE OF THE SEQUOIAS DOES NOT HAVE AN ADVISING MODEL. ALL STUDENT EDUCATION PLANS ARE PREPARED BY A COUNSELOR. APPROXIMATELY 20,000 COUNSELING APPOINTMENTS TAKE PLACE ANNUALLY ON THE THREE CAMPUSES AND IN BOTH GENERAL COUNSELING AND WITHIN THE CATEGORICAL PROGRAMS. DELIVERY METHODS: MAIN MODALITY IS FACE TO FACE INDIVIDUAL APPOINTMENTS (30 - 60 MINUTES DEPENDING ON THE STUDENT); THIS PAST YEAR THE COUNSELORS PARTICIPATED IN THREE GROUP COUNSELING SESSIONS WHERE STUDENTS WERE BROKEN UP BY ENGLISH PLACEMENT SCORES (THIS WAS ONLY DONE FOR FIRST TIME STUDENTS COMING FROM THE FEEDER HIGH SCHOOLS); ONLINE COUNSELING IS DONE 2.5 HOURS PER WEEK, RIGHT NOW “ONLINE” REFERS TO EMAIL CORRESPONDENCE, THE COLLEGE IS LOOKING INTO A MORE INTERACTIVE ONLINE MODEL. PARTNERSHIPS: COLLEGE OF THE SEQUOIAS HAS SEVERAL PARTNERSHIPS WITH LOCAL HIGH SCHOOLS, UNIVERSITIES, DEPARTMENT OF REHABILITATION, KINGS AND TULARE COUNTY HEALTH AND HUMAN SERVICES, AND WORKFORCE INVESTMENT BOARD TO PROVIDE COUNSELING SERVICES. THERE ARE COLLEGE OF THE SEQUOIAS COUNSELORS PLACED ON FOUR HIGH SCHOOL CAMPUSES. THE SERVICES THEY PROVIDE INCLUDE GENERAL OUTREACH, HELPING STUDENTS THROUGH THE MATRICULATION PROCESS (APPLICATIONS, STUDENT EDUCATION PLANS, ETC.), AND SERVING AS A LIAISON BETWEEN THE HIGH SCHOOLS AND THE COLLEGE. SEVERAL TIMES A MONTH, COUNSELING REPRESENTATIVES FROM THE LOCAL UNIVERSITIES WORK IN THE GENERAL COUNSELING OFFICE AND TAKE APPOINTMENTS WITH STUDENTS WHO HOPE TO TRANSFER TO THEIR RESPECTIVE UNIVERSITY. EXEMPTION CRITERIA: TRANSFERRING TO COLLEGE OF THE SEQUOIAS FROM ANOTHER COLLEGE; ENROLLED IN 6 UNITS OR LESS WITH NO PLAN TO OBTAIN DEGREE, CERTIFICATE, OR TRANSFER

2. Describe what services are offered online, in person, individually or in groups, etc. Indicate whether drop-in counseling is available or appointments are required. Describe the adequacy of student access to counseling and advising services, including the method and time needed for students to schedule a counseling appointment and the average wait time for drop-in counseling. Describe any use of academic or paraprofessional advising. ONLINE: ONE OF THE FULL-TIME COUNSELORS DEDICATES 30 MINUTES A DAY TO ANSWER QUESTIONS SENT IN ONLINE. WE ARE LOOKING INTO A MORE INTERACTIVE FORMAT TO USE IN THE FUTURE. IN PERSON: IN PERSON INDIVIDUAL APPOINTMENTS VARY FROM 30 MINUTES TO 1 HOUR DEPENDING (VETERAN APPOINTMENTS ONLY). COLLEGE OF THE SEQUOIAS HAS 14 FULL-TIME COUNSELORS AND 12 PART-TIME COUNSELORS TO SERVE OUR APPROXIMATELY 9400 FTES. COUNSELORS ARE AVAILABLE AT ALL THREE CAMPUSES. GROUPS: INTERACTIVE GROUP COUNSELING IS NEW TO COLLEGE OF THE SEQUOIAS. THIS PAST YEAR WE SPENT THREE SATURDAYS OFFERING GROUP COUNSELING TO OUR NEW INCOMING STUDENTS FROM THE HIGH SCHOOLS. BETWEEN 4 AND 8 COUNSELORS MET IN PAIRS WITH AROUND 10 STUDENTS FOR A ONE HOUR SESSION. FEEDBACK FROM THESE SESSIONS WAS FAIRLY POSITIVE AND WILL CONTINUE INTO 2014-2015.


DROP-IN/APPOINTMENTS: DROP-IN IS ONLY AVAILABLE IN GENERAL COUNSELING AT THE VISALIA CAMPUS. THERE ARE APPROXIMATELY BETWEEN 10-15 DROP-IN APPOINTMENTS AVAILABLE ON A DAILY BASIS FOR GENERAL COUNSELING. STUDENTS ARE ONLY ABLE TO GET THESE APPOINTMENTS ON THAT DAY. THEY ARE GIVEN OUT ON A FIRST COME, FIRST SERVE BASIS. ALL FIRST TIME STUDENTS ARE REQUIRED TO SEE A COUNSELOR. STUDENTS WHO DO NOT MEET THIS REQUIREMENT BEFORE/DURING THEIR FIRST SEMESTER HAVE A MATRICULATION HOLD PLACED ON THEIR REGISTRATION AND CANNOT REGISTER FOR CLASSES FOR THE FOLLOWING SEMESTER UNTIL AN APPOINTMENT HAS BEEN COMPLETED. COLLEGE OF THE SEQUOIAS DOES NOT HAVE AN ADVISING MODEL. ALL STUDENT EDUCATION PLANS ARE PREPARED BY A COUNSELOR. CATEGORICAL PROGRAMS SUCH AS EOPS, DSPS (CALLED DRC AT COLLEGE OF THE SEQUOIAS), CALWORKS, VETERANS, AND FYE DO UTILIZE THE ASSISTANCE OF PARAPROFESSIONALS TO WORK WITH STUDENTS. STUDENT APPOINTMENTS ARE BOOKED WITHIN THEIR RESPECTIVE AREAS (GENERAL OR CATEGORICAL) BY SECRETARIES AND STUDENT WORKERS INTO THE SARS BOOKING SYSTEM.

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

the scope and content of the plan. AN ABBREVIATED PLAN COVERS THE FIRST TWO SEMESTERS OF A STUDENT’S CAREER AT COLLEGE OF THE SEQUOIAS. STUDENTS WORK WITH A COUNSELOR TO DEVELOP THIS PLAN. PLACEMENT SCORES ARE USED TO PLACE STUDENTS INTO THE CORRECT LEVELS OF MATH, ENGLISH, AND OTHER COURSES WITH MATH AND ENGLISH PRE-REQUISITES. COUNSELORS USE THE GOALS OF THE STUDENT AND GENERAL EDUCATION PATTERNS TO FILL IN OTHER COURSES WHICH WOULD BE APPROPRIATE. STUDENTS CAN ACCESS THEIR ELECTRONIC STUDENT EDUCATIONAL PLAN THROUGH THEIR BANNER WEB ACCOUNT.

4. Describe the type of assistance provided to help students develop a comprehensive student education plan that

identifies the student’s education goal, course of study, and the courses, services, and programs to be used to achieve them. A COMPREHENSIVE PLAN COVERS FOUR TO SIX SEMESTERS OF A STUDENT’S CAREER AT COLLEGE OF THE SEQUOIAS. STUDENTS WORK WITH A COUNSELOR TO DEVELOP THIS PLAN. PLACEMENT SCORES ARE USED TO PLACE STUDENTS INTO THE CORRECT LEVELS OF MATH, ENGLISH, AND OTHER COURSES WITH MATH AND ENGLISH PRE-REQUISITES. COUNSELORS USE THE GOALS OF THE STUDENT AND GENERAL EDUCATION PATTERNS TO FILL IN OTHER COURSES WHICH WOULD BE APPROPRIATE. COUNSELORS ALSO FOLLOW DEGREE AND CERTIFICATE OUTLINES FROM THE COLLEGE’S CATALOG TO ASSIST THE STUDENT IN MAKING SURE ALL COURSES ARE ACCOUNTED FOR IN THE EDUCATIONAL PLAN. STUDENTS CAN ACCESS THEIR ELECTRONIC STUDENT EDUCATION PLAN THROUGH THEIR BANNER WEB ACCOUNT.

5. Identify the staff providing counseling, advising and other education planning services, including the number of

positions, job titles and a one-sentence statement of their roles. Indicate the number of full-time counselors and their negotiated student contact hours. Indicate the number of part-time counselors and the number of full-time equivalent counselors (total full time and part time counseling hours divided by 2080). FULL-TIME COUNSELING (7 GENERAL IN VISALIA, 1 GENERAL IN TULARE, 1 GENERAL IN HANFORD, 2 IN EOPS, 1 IN ATHLETIC/DRC, 1 IN DRC, 1 IN VETERANS): COUNSELORS EMPOWER, EDUCATION, AND ADVISE STUDENTS ON HOW TO ACHIEVE THEIR ACADEMIC, VOCATIONAL, AND PERSONAL GOALS BY DEVELOPING STUDENT EDUCATIONAL PLANS AND/OR REFERRALS TO CAMPUS AND COMMUNITY RESOURCES. FULL-TIME COUNSELORS WORK 35 HOURS PER WEEK AND 175 CONTRACT DAYS. APPOINTMENTS ARE 30 MINUTES FOR ALL STUDENTS EXCEPT FOR VETERANS WHO ARE ALLOTTED A 1 HOUR APPOINTMENT. COUNSELORS CAN SEE STUDENTS MORE FREQUENTLY IF THEY SO DESIRE. PART-TIME COUNSELING (1 IN ESL/GENERAL IN VISALIA (21 HOURS), 1 IN MESA/GENERAL IN VISALIA (21 HOURS), 1 AT CORCORAN HIGH SCHOOL/GENERAL IN VISALIA (20 HOURS), 1 IN TRIO (21 HOURS), 2 IN CAL WORKS/EOPS (23 HOURS, 16 HOURS), 1 IN EOPS (8 HOURS), 1 AT HANFORD HIGH SCHOOLS/GENERAL IN HANFORD (16 HOURS), 1 IN DRC (8 HOURS), 3 IN FIRST YEAR EXPERIENCE (23 HOURS, 23 HOURS, 7 HOURS)): THE 12 PART-TIME COUNSELORS HAVE THE SAME CONTRACT AS FULL-TIME COUNSELORS. THE PART-TIME COUNSELORS TOTAL 6 FULL-TIME COUNSELORS. TOTAL OF FULL-TIME AND PART-TIME EQUIVALENT COUNSELORS = 20


6. Identify any technology tools used for education planning. For third-party tools, be specific about the product and how it is used. Identify any technology tools used for support of counseling, advising and other education planning services, such as scheduling or degree audit. For third-party tools, be specific about the product and how it is used. EDUCATION PLANNING: STUDENT EDUCATIONAL PLANS ARE HOME GROWN BY COMPUTER SERVICES (WITH INPUT FROM COUNSELING) AND ARE ACCESSED THROUGH BANNER. COURSES ARE LINKED TO GENERAL EDUCATION, CSU, AND UC PATTERNS. THEY ARE NOT CONNECTED TO DEGREES OR CERTIFICATES AS THEY WOULD BE IN A DEGREE AUDIT SYSTEM. SCHEDULING: SCHEDULING IS DONE THROUGH SARS. SECRETARIES AND STUDENT WORKERS CAN ACCESS SARS AND MAKE APPOINTMENTS FOR COUNSELORS WITHIN THEIR RESPECTIVE AREAS. IN FALL 2014 DEGREE WORKS BY ELLUCIAN WAS PURCHASED. THERE WILL BE A 22 MONTH IMPLEMENTATION PROCESS WITH A FULL LAUNCH OF THE PRODUCT SLATED FOR FALL 2016. THIS PRODUCT WILL ASSIST STUDENTS AND COUNSELORS TO MAP OUT CERTIFICATE, DEGREE, AND TRANSFER PATHWAYS MORE EFFICIENTLY. STUDENTS AND COUNSELORS WILL BE ABLE TO MORE CLEARLY SEE WHAT COURSES ARE MISSING FROM A STUDENT’S PATHWAY FOR SUCCESS. THIS PRODUCT WILL ALSO ALLOW THE ACADEMIC SIDE TO BETTER DETERMINE THE TYPES OF COURSES AND NUMBER OF COURSES TO OFFER BASED UPON STUDENT NEED AND DEMAND.


purchase, develop or maintain technology tools specifically for counseling, advising and other education planning services.


iv. Follow-Up for At-Risk Students 1. Describe the target student audience according to title 5 section 55525, including an estimate of the annual

number of students to be provided at- risk follow-up services, and the college’s process to identify them. Describe the strategies for addressing the needs of these students, including: a. Types of services are available to these students; how they are notified and when. b. Strategies for providing counseling, advising, or other education planning services to assist them in

selecting an education goal and course of study. c. How the services identified in “a” and “b” above are provided (online, in groups, etc.). d. How teaching faculty are involved or encouraged to monitor student progress and develop or participate in

early alert systems. THE COLLEGE OF THE SEQUOIAS IS A HISPANIC SERVING INSTITUTE WITH 71% OF THE POPULATION IDENTIFIED AS FIRST GENERATION COLLEGE STUDENTS. 58% OF ALL STUDENTS INITIALLY PLACE BELOW COLLEGE LEVEL IN ENGLISH AND 85% INITIALLY PLACE BELOW COLLEGE LEVEL IN MATHEMATICS. 64% OF ALL STUDENTS RECEIVE SOME FORM OF FINANCIAL AID. FOR THE 2013-2014 ACADEMIC YEAR THE EOPS PROGRAM SERVED 1,095 UNDUPLICATED STUDENTS. A. THE COLLEGE OF THE SEQUOIAS OUTREACH AND RECRUITMENT TEAM STRATEGICALLY TARGET AND VISIT THE DISTRICT 23 FEEDER SCHOOLS COMMENCING WITH A HIGH SCHOOL PARTNER LUNCHEON IN AUGUST OF EACH YEAR. THE FOLLOWING WORKSHOPS ARE HOSTED AT THESE SCHOOLS: APPLICATION, FASFA, ASSESSMENT AND PLACEMENT, SPECIAL PROGRAM INFORMATION. ADDITIONALLY ALL INCOMING STUDENTS ARE REQUIRED TO ATTEND A MANDATORY ORIENTATION WHERE SPECIAL PROGRAMS ARE ALSO DISCUSSED. SPECIALIZED PROGRAMS SUCH DSPS WORK DIRECTLY WITH THEIR K-12 LEARNING SPECIALIST PARTNERS TO ENSURE ACCESS. FOR THE FIRST-TIME NON-TRADITIONAL STUDENT, MANDATORY ORIENTATION AND COUNSELOR REFERRALS ASSIST STUDENTS BY INFORMING THEM OF THESE PROGRAMS. B. THROUGH ESTABLISHED DISTRICT OBJECTIVES, COUNSELORS VISIT ENGLISH CLASSES AND WORK WITH BASIC SKILLS FACULTY ON A REGULAR BASIS TO PROVIDE INTRUSIVE COUNSELING AND EDUCATIONAL PLANNING. ADDITIONALLY TRANSFER WORKSHOPS PROVIDED BY BOTH DISTRICT EMPLOYEES AND OUR FOUR-YEAR PARTNERS ARE MADE AVAILABLE TO ALL STUDENTS ON A REGULAR BASIS. FOR STUDENTS NEEDING MORE INTENSIVE ADVISING AND EDUCATIONAL PLANNING THE DISTRICT OFFERS TWO COURSES: CAREER COUNSELING AND STUDENT SUCCESS. AS DESCRIBE IN SECTION III QUESTION 1, ALL STUDENTS ARE REQUIRED TO SEE A COUNSELOR PRIOR TO THEIR SECOND SEMESTER. C. DELIVERY METHODS: MAIN MODALITY IS FACE TO FACE INDIVIDUAL APPOINTMENTS (30 - 60 MINUTES DEPENDING ON THE STUDENT); THIS PAST YEAR THE COUNSELORS PARTICIPATED IN THREE GROUP COUNSELING SESSIONS WHERE STUDENTS WERE BROKEN UP BY ENGLISH PLACEMENT SCORES (THIS WAS ONLY DONE FOR FIRST TIME STUDENTS COMING FROM THE FEEDER HIGH SCHOOLS); ONLINE COUNSELING IS DONE 2.5 HOURS PER WEEK, RIGHT NOW “ONLINE” REFERS TO EMAIL CORRESPONDENCE, THE COLLEGE IS LOOKING INTO A MORE INTERACTIVE ONLINE MODEL. EVENING COUNSELING IS AVAILABLE ON ALL THREE SITES THROUGHOUT THE SEMESTER. D. TEACHING FACULTY ARE ENCOURAGED TO USE THE DISTRICT’S EARLY ALERT SYSTEM WHICH HAS BEEN BUILT INTO BANNER WEB. ALL NEW FACULTY RECEIVE TRAINING ON EARLY ALERT, AND EXISTING FACULTY ARE CONTINUALLY REINFORCED THAT UTILIZING EARLY ALERT SUPPORTS ONE OF THE DISTRICT’S OBJECTIVES. TEACHING FACULTY ARE SUPPORTED AND ENCOURAGED THROUGHOUT THE ACADEMIC YEAR TO UTILIZE EARLY ALERT BY THEIR DEANS AS WELL AS BY STUDENT SERVICES SUPPORT STAFF. ON-GOING TRAINING IS AVAILABLE FOR FACULTY. IN A FACULTY’S BANNER WEB, STUDENTS PARTICIPATING IN A CATEGORICAL OR SPECIALIZED PROGRAM ARE HIGHLIGHTED IN YELLOW. INSTRUCTORS ARE ENCOURAGED, HOWEVER, TO PROVIDE AN EARLY ALERT FOR ALL STUDENTS ON THEIR ROSTER. IN 2013-2014, THE DUPLICATED EARLY ALERT COUNT WAS 4,196. ALL STUDENTS, EVEN THOSE OUTSIDE OF A CATEGORICAL PROGRAM, WERE CONTACTED BY EMAIL, BANNER WEB, AND TELEPHONE REGARDING THEIR ALERT.

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

statement of their roles). 3 STUDENT SERVICES SPECIALIST: SUPPORT STUDENT RETENTION AND SUCCESS 1 INSTRUCTIONAL AID: SUPPORT TUTORIAL NEEDS 6 COUNSELORS: RESOURCE REFERRALS AND ACADEMIC ADVISING 2 DEANS OF STUDENT SERVICES: PROVIDE PROBATION WORKSHOPS


3. Identify any technology tools used for follow-up services. For third-party tools, be specific about the product and how it is used. THE EARLY ALERT SYSTEM WAS CREATED WITHIN BANNER WEB. THE DISTRICT’S DATA REPOSITORY, EXTENDED INFORMATION SYSTEMS, THEN CREATES EARLY ALERT REPORTS BY CATEGORICAL PROGRAM AS WELL AS BY CAMPUS. ADDITIONALLY, ALL NON-CATEGORICAL STUDENT REPORTS CAN BE PULLED. THESE REPORTS CAN BE ACCESSED AT ANY POINT DURING THE SEMESTER FOR STUDENT FOLLOW-UP. ONCE DEGREE WORKS IS IMPLEMENTED, IT WILL BE A VALUABLE RESOURCE TO ASSIST WITH STUDENTS ON ACADEMIC AND PROGRESS PROBATION. DEGREE WORKS WILL ALLOW THOSE WHO LEAD THE PROBATION WORKSHOPS, AND THE STAFF WHO FOLLOW UP WITH THESE STUDENTS ON AN INDIVIDUAL BASIS, REAL TIME INTERACTION WITH THEIR PROFILES IN DEGREE WORKS TO SEE IF A GOAL HAS BEEN DECLARED AND THEIR PROGRESS TOWARD THEIR GOAL. IT WILL ALSO ALLOW FOR STUDENTS TO COMPARE THEIR TRANSCRIPTS (SOMETHING THAT IS PROVIDED TO THEM DURING THE PROBATION WORKSHOPS) TO WHAT THEY SEE IN DEGREE WORKS AND HOPEFULLY MAKE SOME NECESSARY CHANGES SO THAT THEY CAN BE SUCCESSFUL IN FUTURE SEMESTERS.


purchase, develop or maintain technology tools specifically for follow-up services.


IIb. Related Direct Program Services (District Match Funds only) i. Institutional Research

1. Describe the types of Institutional Research will be provided that directly relate to the provision or evaluation of SSSP Services. THE DISTRICT’S INSTITUTIONAL RESEARCH TEAM WILL CONTINUE TO PROVIDE DATA SETS AND ANALYSIS PERTAINING TO THE FOLLOWING: SERVICE AREA OUTCOMES, PROGRAM REVIEW, DISTRICT OBJECTIVES, STRATEGIC PLAN, AND MASTER PLAN. EACH STAGE OF THE DISTRICT’S PLANNING MODEL ENCOMPASS SSSP CORE SERVICES SUCH AS ASSESSMENT AND PLACEMENT, ORIENTATION, COUNSELING AND FOLLOW-UP SERVICES TO AT-RISK STUDENTS. THE INSTITUTIONAL RESEARCH TEAM CONTINUES TO WORK WITH STUDENT SERVICE’S MANAGERS TO ALIGN THE FOLLOWING PLANS: EQUITY, SSSP, AND THE MASTER PLAN.

ii. Technology

1. Describe the types of services provided through the use of technology that directly relate to the delivery of services, such as online orientation, advising and student educational planning. TECHNOLOGY IS USED FOR ALL THE CORE SERVICES. FOR ASSESSMENT, ACCUPLACER IS USED FOR THE ENGLISH TEST AND A HOMEGROWN TEST IS USED FOR MATH PLACEMENT. BOTH HAVE ELECTRONIC VERSIONS WHICH ARE PLACED ON THE COMPUTERS IN THE ASSESSMENT CENTER IN VISALIA AND AT BOTH DISTRICT SITES (HANFORD AND TULARE). FOR ORIENTATION, THERE IS AN ONLINE VERSION WHICH STUDENTS CAN ACCESS THROUGH THE COLLEGE’S WEBSITE. THIS PRODUCT WAS DEVELOPED BY CYNOSURE NEW MEDIA AND IS NOW SUPPORTED BY THE COLLEGE’S COMPUTER SERVICE DEPARTMENT. THE ONLINE ORIENTATION CONNECTS DIRECTLY TO BANNER WEB TO RELEASE THE STUDENT’S MATRICULATION HOLD. FOR COUNSELING, THE COLLEGE’S COMPUTER SERVICE DEPARTMENT WORKED FOR OVER A YEAR WITH THE COUNSELING DEPARTMENT TO DEVELOP AN ELECTRONIC VERSION OF THE STUDENT EDUCATION PLAN. THIS PLAN IS ACCESSIBLE TO THE STUDENT THROUGH THEIR BANNER WEB PORTAL. IN FALL 2014 THE COLLEGE PURCHASED DEGREE WORKS AND WILL BEGIN THE IMPLEMENTATION PROCESS. DEGREE WORKS WILL GO LIVE IN FALL 2016. DEGREE WORKS IS AN ELECTRONIC DEGREE AUDIT SYSTEM THAT IS DEVELOPED BY ELLUCIAN WHICH ALSO DEVELOPS BANNER. THESE TWO PROGRAMS WILL INTERFACE AND WILL ALLOW STUDENTS, FACULTY, AND STAFF TO KNOW THE STATUS OF A STUDENT’S MATRICULATION STEPS.

IIc. Transitional Services Allowed for District Match

1. Recognizing the challenges some districts face in restoring services after the 2009-10 budget cuts, districts may

also count expenditures for costs that were allowable as of 2008-09, even though they are no longer allowable under SB 1456 and current SSSP regulations. These include Admissions and Records, Transfer and Articulation Services, Career Services and other Institutional Research. Describe what types of services are provided during this transition period that are being used for district match. THE DISTRICT WILL BE USING ADMISSIONS AND RECORDS SALARIES; TRANSFER AND ARTICULATION SERVICES SALARIES; CAREER SERVICES SALARIES; AND INSTITUTIONAL RESEARCH SALARIES TO MAKE THE DISTRICT MATCH.

SECTION III. POLICIES & PROFESSIONAL DEVELOPMENT 1. Exemption Policy

Provide a description of the college or district’s adopted criteria for exempting students from participation in the required services listed in title 5 section 55520 consistent with the requirements of section 55532. THE EXEMPTION POLICY IS OUTLINED IN THE DISTRICT’S ANNUAL GENERAL CATALOG WHICH IS AVAILABLE ON THE COLLEGE’S WEBSITE (WWW.COS.EDU). THE EXEMPTION POLICY IS ALSO LISTED IN THE DISTRICT’S ADMINISTRATIVE PROCEDURES AND BOARD POLICIES (NUMBER 5050). THE REFERENCE AP AND BP ARE ATTACHED TO THIS REPORT.

http://www.cos.edu/


2. Appeal Policies Describe the college’s student appeal policies and procedures. THE APPEALS PROCESS IS ALSO OUTLINED IN THE DISTRICT’S ANNUAL GENERAL CATALOG AND IN ADMINISTRATIVE PROCEDURE 5050 WHICH IS ATTACHED TO THIS REPORT.

3. Prerequisite Procedures

Provide a description of the college’s procedures for establishing and periodically reviewing prerequisites in accordance with title 5 section 55003 and procedures for considering student challenges. THE PREREQUISITE PROCEDURE IS OUTLINED IN ADMINISTRATIVE PROCEDURE AND BOARD POLICY 4260. THIS AP AND BP HAS BEEN ATTACHED TO THIS REPORT.

4. Professional Development

Describe plans for faculty and staff professional development related to implementation of the Student Success and Support Program. COUNSELORS WILL ANNUALLY ATTEND THE CSU AND UC TRAININGS. ORIENTATION TECHNICIAN AND OTHER STAFF WILL ATTEND TRAININGS TO HELP ENHANCE, GROW, AND CHANGE CURRENT METHODS FOR DELIVERING ORIENTATION. COUNSELORS, FACULTY, AND STAFF WILL ATTEND BASIC SKILLS CONFERENCES FOCUSING ON STRANDS RELATED TO CORE AND FOLLOW-UP SERVICES. TRAININGS ON DEGREE WORKS WILL BE HELD FOR COUNSELORS AND OTHER STUDENT SERVICES STAFF. OTHER RELEVANT TRAININGS AND PROFESSIONAL DEVELOPMENT OPPORTUNITIES WHICH ARISE DURING THE YEAR WILL BE SUPPORTED BY SSSP FUNDS AS WELL. COUNSELORS, FACULTY, AND STAFF WILL BE ASKED TO FILL OUT A TRAVEL CONFERENCE REQUEST EXPLAINING HOW THE TRAINING/WORKSHOP WILL ENHANCE CORE AND FOLLOW-UP SERVICES. UPON COMPLETION OF THE TRAINING/WORKSHOP ATTENDEES WILL BE ASKED TO SUMMARIZE WHAT WAS LEARNED AND TO PRESENT MATERIAL TO OTHERS. THIS PROCESS WILL HELP FACILITATE IMPORTANT INFORMATION THROUGHOUT THE COLLEGE AND TO ENSURE EVEN MORE STUDENT SUCCESS.

5. Coordination with Student Equity Plan and Other Planning Efforts

Describe how the SSSP Plan and services are coordinated with the college’s development of its student equity plan and other district/campus plans and efforts, including Accreditation Self-Study, educational master plans, strategic plans, the Basic Skills Initiative, and departmental program review. WHEN DEVELOPING THE EQUITY PLAN THE COLLEGE WAS VERY DELIBERATE TO WEAVE IN CORE SERVICES THROUGHOUT THE VARIOUS ACTIVITIES. ADDRESSING EQUITY GAPS WITHOUT INTEGRATING ORIENTATION, ASSESSMENT, AND COUNSELING DOES NOT MAKE FOR A COMPLETE PROGRAM AND THE COLLEGE RECOGNIZES THE NEED TO MAKE SURE THAT ACADEMICS AND STUDENT SERVICES WORK TOGETHER AND ENHANCE ONE ANOTHER’S SERVICES. THE PLANS WERE ALSO DEVELOPED IN CONJUNCTION TO ENSURE THAT FUNDING FROM EACH WAS NOT ONLY GOING TO ASSIST WITH SSSP OR EQUITY, BUT TO ENHANCE THE OTHER PLAN. THE COLLEGE FOLLOWED THE MODEL OF HOW EOPS AND CALWORKS FUNDING SHOULD WORK TOGETHER TO ENRICH THE OTHER AS A BASIS FOR SOME OF THE GROUND WORK FOR THE SSSP AND EQUITY PLANS. SSSP AND THE DISTRICT’S STRATEGIC AND MASTER PLANS HAVE BEEN VERY THOROUGHLY INTEGRATED. AN EXAMPLE OF HOW THIS IS WORKING IS BY EXAMINING THE CURRENT DISTRICT OBJECTIVES. OF THE EIGHT OBJECTIVES, FOUR RELATE TO CORE AND FOLLOW-UP SERVICES. THOSE DISTRICT OBJECTIVES ARE AS FOLLOWS: 1) INCREASE THE PERCENTAGE OF FACULTY WHO USE THE EARLY ALERT SYSTEM TO PROVIDE FEEDBACK ON STUDENT PROGRESS, 2) PROVIDE A LEVEL OF COUNSELING AND LIBRARY SERVICES FOR ALL DISTRICT STUDENTS THAT IS EQUITABLE ACROSS THE SITES AND INSTRUCTIONAL DELIVERY MODALITIES, 3) PILOT A PROGRAM OF DELIBERATE COUNSELING IN WHICH COUNSELORS AND BASIC SKILLS FACULTY COLLABORATE TO: INDIVIDUALLY CONTACT ALL FIRST-TIME STUDENTS WHO DECLARE AN INTENT TO COMPLETE THE REQUIREMENTS FOR AN ASSOCIATE DEGREE, CERTIFICATE, OR TRANSFER AND WHO ALSO PLACED INTO BASIC SKILLS ENGLISH OR MATHEMATICS FOR THE PURPOSE OF ENSURING THAT THIS COHORT OF STUDENTS COMPLETE THEIR SEP IN THE FIRST SEMESTER, AND 4) PILOT A PROGRAM OF DELIBERATE COUNSELING IN WHICH COUNSELORS AND ENGLISH FACULTY COLLABORATE ON THE FOLLOWING: COUNSELORS VISIT ENGLISH CLASSES FOR THE PURPOSE OF ENCOURAGING AND SCHEDULING COUNSELING APPOINTMENTS.


ALONG WITH THE CONNECTION BETWEEN SSSP AND THE DISTRICT’S STRATEGIC PLAN, THERE IS ALSO A STRONG LINK BETWEEN THESE TWO PLANS WITH RESPECT TO THE MASTER PLAN AND EQUITY PLAN. THE DISTRICT GOALS IN THE MASTER PLAN SPEAK DIRECTLY TO THE NEED TO CONTINUE TO GROW AND ENHANCE CORE AND FOLLOW-UP SERVICES. THE FOLLOWING ARE THE DISTRICT GOALS OF THE MASTER PLAN: 1) THE COLLEGE OF THE SEQUOIAS COMMUNITY COLLEGE DISTRICT WILL INCREASE STUDENT ENROLLMENT RELATIVE TO POPULATION GROWTH AND EDUCATIONAL AND WORKFORCE DEVELOPMENT NEEDS, 2) THE COLLEGE OF THE SEQUOIAS COMMUNITY COLLEGE DISTRICT WILL IMPROVE THE RATES AT WHICH ITS STUDENTS COMPLETE DEGREES, CERTIFICATES, AND TRANSFER OBJECTIVES, 3) THE COLLEGE OF THE SEQUOIAS COMMUNITY COLLEGE DISTRICT WILL STRATEGICALLY TAILOR AND IMPLEMENT ACADEMIC PROGRAMS AND STUDENT SERVICES THAT MATCH THE NEEDS OF ITS UNIQUE STUDENT POPULATION AND THE DEMANDS OF THE ONGOING CHANGES IN WORKFORCE DEVELOPMENT, AND 4) THE COLLEGE OF THE SEQUOIAS COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES, ADMINISTRATION, FACULTY AND STAFF WILL ENGAGE IN BEST PRACTICES AND STAFF DEVELOPMENT TO SUSTAIN AND IMPROVE OPERATIONAL STRUCTURES AND SYSTEMS FOR INSTITUTIONAL ASSESSMENT AND CONTINUOUS IMPROVEMENT.

6. Coordination in Multi-College Districts

In districts with more than one college, describe how policies and Student Success and Support Program services are coordinated among the colleges. N/A - SEQUOIAS COMMUNITY COLLEGE DISTRICT IS A SINGLE COLLEGE DISTRICT.


SECTION IV. ATTACHMENTS Please provide a list of attachments to the SSSP Plan and a one-sentence description of each attachment, if the title is not self-explanatory. The following attachments are required: Attachment A, Student Success and Support Program Plan Participants. Please attach a listing of all individuals with their job titles, who were involved with creating the SSSP Plan. Attachment B, Organizational Chart. Please attach a copy of your colleges’ organization chart and highlight the Student Success and Support Program Coordinator’s position. Please include all positions that work directly in the program providing SSSP services. If your district has a district SSSP Coordinator in addition to the college SSSP Coordinator, please attach a copy of the district organization chart, and highlight the district SSSP Coordinator's position (if it is not identified as such on the chart). If a recent or accurate organization chart is not available at this time, please draw one that includes the minimum elements listed above. Attachment C, SSSP Advisory Committee. Attach a list of the members of the college's SSSP Advisory Committee. This can be a list of individuals and their positions or simply the positions. If the committee is chaired by someone other than the SSSP Coordinator, please highlight the chair on the list of members, and identify the correct name of the committee, (advisory committee, coordinating council, steering committee, etc.). If the committee has standing or formalized subcommittees (e.g., SEP, orientation, budget, training, etc.), please list those also. Other Attachments (optional) Additional attachments may include SSSP forms or templates that illustrate section responses. You may also submit any documents, handbooks, manuals or similar materials that your district/campus has developed as SSSP materials. ADDITIONAL INFORMATION Questions regarding the development of the college SSSP Plan may be directed to: Debra Sheldon California Community College Chancellor's Office 1102 Q Street, Suite 4554 Sacramento, CA 95811-6549 [email protected] (916) 322-2818



Attachment A

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

Name: Stephanie Collier Title: Dean, Student Services

Stakeholder Group: Student Services Management, Curriculum Committee, Institutional Planning

Name: Jessica Figallo Title: Dean, Student Services

Stakeholder Group: Student Services Management, Program Review

Name: Catherine McGuire Title: Counseling Technician

Stakeholder Group: Outreach Work Group, Equity Committee

Name: Greg Keen Title: Articulation/Assessment Coordinator

Stakeholder Group: Curriculum Committee

Name: Meng Vang Title: Counseling Division Chair

Stakeholder Group: Instructional Council, Student Services

Name: Brent Calvin Title: Vice President, Student Services

Stakeholder Group: Student Services Management, Senior Management

Name: Jennifer Vega La Serna Title: Vice President, Academic Services

Stakeholder Group: Instructional Council, Senior Management

Name: Debbie Douglass Title: Director of Activities and Affairs

Stakeholder Group: Student Services Management, Student Senate

College: ___________________________ District: ___________________________ page ______ of ______ RESOURCES Senate Bill 1456

California Code of Regulations, Online

Student Success and Support Program Student Equity Plan

Accrediting Commission for Community and Junior Colleges

Chancellor's Office Basic Skills web site

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

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

http://www.accjc.org/

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

COLLEGE OF THE SEQUOIAS POLICIES & PROCEDURES

FOR INITIAL PLACEMENT IN

ENGLISH, MATH, & ESL

(EFFECTIVE FALL 1994 TESTING PERIOD)

REVISIONS: EFFECTIVE SPRING 2000 TESTING PERIOD 1. APS Computation Test replaced with COS Algebra Readiness Test

REVISIONS: EFFECTIVE FALL 2001 TESTING PERIOD

1. MDTP Elementary Algebra Test: New Multiple Criteria & Placement Rules 2. MDTP Intermediate Algebra Test: New Multiple Criteria & Placement Rules 3. MDTP Precalculus Test: New Multiple Criteria & Placement Rules 4. Direct Placement in “BUS 20, 119, MATH 21, 45, 10, 154” without override. 5. Mandatory placement for MATH 230 6. Modified Override Forms (Checklist for Prerequisites and Multiple Measures)

for MATH 230, 70, 75, and BUS 20, 119, MATH 21, 45, 10, 154 7. Student feedback letter simplified and attachments explaining overrides

deleted REVISIONS: EFFECTIVE SPRING 2002 TESTING PERIOD

1. All math tests available in computerized format. All Placement Rules same as the paper & pencil versions.

2. ACCUPLACER English Computerized Tests (CPT Reading & CPT Sentence Skills) Implemented 3-1-02: New Multiple Criteria & Placement Rules.

3. APSCC English Paper & Pencil tests offered only at the H.S. sites and at the Assessment lab on request.

REVISIONS: EFFECTIVE SPRING 2003 TESTING PERIOD

1. ACCUPLACER English Computerized Tests (CPT Sentence Skills & CPT English Composite) cut-scores were raised to improve the utility of the placement rules to reduce the percentage of placements in ENG 1.

REVISIONS: EFFECTIVE SPRING 2006 TESTING PERIOD 1. APSCC English Paper & Pencil tests replaced with COMPANION (CPT

paper and pencil equivalent). CPT Multiple Criteria & Placement Rules adopted for COMPANION.

REVISIONS: EFFECTIVE FALL 2009 TESTING PERIOD 1. Mandatory Placement for MATH 200 2. Mandatory Placement for ENGL 251

Greg Keen Assessment/Articulation Coordinator

May 12, 2010

TABLE OF CONTENTS ENGLISH PLACEMENT MODEL APSCC English Tests – Effective February 1993 – March 2006 .................................. 2 CPT English Tests – Effective March 2002 – January 2003 .......................................... 3 CPT English Tests – Effective February 2003 ............................................................ 4 COMPANION English Tests – Effective April 2006 .................................................. 4 MATH PLACEMENT MODEL COS Algebra Readiness Test – Effective February 2000 ........................................... 5 APS Computation Test – Effective February 1993 – January 2000 ................................ 5 MDTP Elementary Algebra Test – Effective September 2001 .................................. 6 MDTP Elementary Algebra Test – Effective February 1993 – August 2001 ................. 6 MDTP Intermediate Algebra Test – Effective September 2001 ................................ 7 MDTP Intermediate Algebra Test – Effective February 1993 – August 2001 ................ 8 MDTP Precalculus Test – Effective September 2001 ................................................. 9 MDTP Precalculus Test – Effective February 1993 – August 2001 ............................... 9 ESL PLACEMENT MODEL CELSA ESL Test – Effective September 1994 .......................................................... 10 RETEST POLICY .......................................................................................................... 10 STUDENT FEEDBACK Sample Assessment Feedback Letter ......................................................................... 11 Attachment A – Course Descriptions .................................................................... 12-13 Attachment A – ESL Course Descriptions ........................................................... 14-15 COURSE PREREQUISITE OVERRIDE Prerequisite Override Form ....................................................................................... 16 Prerequisite Override Criteria ................................................................................... 17 BANNER PLACEMENT LEVEL LEGEND Math, English and reading Placement Codes ........................................................... 18 ESL Placement Codes, and Reading & Math Competency Scores ......................... 19 NOTE: Entries in bold print are current and all others are historical.

Page - 1 -

ENGLISH MULTIPLE CRITERIA PLACEMENT MODELS ENGLISH PLACEMENT TESTS: COMPANION English Paper & Pencil tests offered only at the H.S.

sites, DRC, and the Assessment lab on request.

1. APSCC – Assessment and Placement Services for Community Colleges (1) Reading: 35 questions / 25 minutes, (2) Grammar: 40 questions / 25 minutes

2. CPT ACCUPLACER Computerized Placement Test (1) CPT Reading Comprehension: 20

questions untimed, (2) CPT Sentence Skills: 20 questions untimed. Scores for the tests are reported on a 120-point scale and represent an estimate of the score students expect to receive if they had taken a test of 120 questions. Scores are reported as whole numbers.

3. COMPANION – CPT ACCUPLACER Paper & Pencil equivalent tests: (1) COMPANION Reading Comprehension: 35 questions / 45 minutes, (2) COMPANION Sentence Skills: 35 questions / 35 minutes ENGLISH COURSE PLACEMENTS BY TEST: 1. APSCC ENGLISH TESTS: Effective February 1993 – March 2006. Writing course placements are determined by English Composite Scores which includes the following multiple measures:

A) Scaled Reading Scores:

Raw Reading Score = 0-5 => Scaled Reading Score = 1 Raw Reading Score = 6-10 => Scaled Reading Score = 2 Raw Reading Score = 11-15 => Scaled Reading Score = 3 Raw Reading Score = 16-20 => Scaled Reading Score = 4 Raw Reading Score = 21-25 => Scaled Reading Score = 5 Raw Reading Score = 26-30 => Scaled Reading Score = 6 Raw Reading Score = 31-35 => Scaled Reading Score = 7

B) Scaled Grammar Score: Raw Grammar Score = 0-5 => Scaled Grammar Score = 1 Raw Grammar Score = 6-10 => Scaled Grammar Score = 2 Raw Grammar Score = 11-16 => Scaled Grammar Score = 3 Raw Grammar Score = 17-22 => Scaled Grammar Score = 4 Raw Grammar Score = 23-28 => Scaled Grammar Score = 5 Raw Grammar Score = 29-34 => Scaled Grammar Score = 6 Raw Grammar Score = 35-40 => Scaled Grammar Score = 7

Page - 2 -

C) Scaled H.S. GPA (self reported on CAPP intake form): H.S. GPA = 0.0-0.9 => Scaled H.S. GPA = 1 H.S. GPA = 1.0-1.4 => Scaled H.S. GPA = 2 H.S. GPA = 1.5-1.9 => Scaled H.S. GPA = 3 H.S. GPA = 2.0-2.4 => Scaled H.S. GPA = 4 H.S. GPA = 2.5-2.9 => Scaled H.S. GPA = 5 H.S. GPA = 3.0-3.4 => Scaled H.S. GPA = 6 H.S. GPA = 3.5-4.0 => Scaled H.S. GPA = 7

D) Scaled Grade in last English Class (self reported on CAPP intake form): Grade Last ENG Class = F => Scaled Grade = 1 Grade Last ENG Class = D => Scaled Grade = 2 Grade Last ENG Class = C => Scaled Grade = 3 Grade Last ENG Class = B => Scaled Grade = 4 Grade Last ENG Class = A => Scaled Grade = 5

The English composite score (ENGCOMP) is computed by adding the scaled scores of the four multiple measures: Scaled Reading + Scaled Grammar + Scaled H.S. GPA + Scaled Grade

Writing Course Placements: The range of the English composite score is 0 to 26, and writing course

placements are based on the following cut-scores:

ENGCOMP 20-26 ENGLISH 1 ENGCOMP 17-19 ENGLISH 251 ENGCOMP 14-16 ENGLISH 360 ENGCOMP 0-13 ENGLISH 370

Reading Course Placements: Placement in English 265a-b is based on (1) placement in either English 1 or 251, and (2) a raw reading score of 19 or less.

ENGCOMP 17-26 ENGLISH 265

AND Reading Score 0-19

2. COMPANION – CPT ACCUPLACER Paper & Pencil equivalent tests. The CPT

ACCUPLACER multiple criteria and placement rules are utilized with these tests since they have been determined to be equivalent (see CPT ACCUPLACER multiple criteria and placement rules below). BANNER TEST CODES: CPT Reading Comprehension: R2: CPT Reading COMPANION Reading Comprehension: R3: Companion Reading CPT Sentence Skills: W2: CPT Writing COMPANION Sentence Skills: W3: Companion Writing 3. CPT/COMPANION ENGLISH TESTS: Writing course placements are determined by either a high CPT Sentence Skills (CPT SS) score or by the following English composite score:

CPTCOMP = CPT Reading Comprehension Score + CPT Sentence Skills Score + 5 points if grade in last English class is an “A” or 3 points if grade in last English class is a “B”.

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WRITING COURSE PLACENMENTS: Effective March 2002 – January 2003 The range of the CPT Reading Comprehension and the CPT Sentence Skills Tests are 0-120, and the

range of the CPT English Composite Score is 0 to 245, and writing course placements are based on the following Scores:

CPT SS 085 - 120 ENGLISH 1 or CPTCOMP 150 - 245 CPT SS 060 - 084 ENGLISH 251 or CPTCOMP 115 - 149 CPT SS 050 - 059 ENGLISH 360 or CPTCOMP 080 - 114 CPT SS 000 - 049 ENGLISH 370 or CPTCOMP 000 - 079 READING COURSE PLACEMENTS: Effective March 2002 – January 2003 Placement in English 265AB is based on (1) placement in either English 1 or 251, and (2) a CPT RC

score of 59 or less. CPT RC 000 - 059 ENGLISH 265 AB AND CPT SS 060 - 120 or CPTCOMP 115 – 245 ------------------------------------------------------------------------------------------------------------------------------------------- WRITING COURSE PLACENMENTS: Effective February 2003 The range of the CPT Reading Comprehension and the CPT Sentence Skills Tests are 0-120, and the

range of the CPT English Composite Score is 0 to 245, and writing course placements are based on the following scores:

CPT SS 095 - 120 ENGLISH 1 Or CPTCOMP 165 - 245 CPT SS 066 - 094 ENGLISH 251 Or CPTCOMP 126 - 164 CPT SS 050 - 065 ENGLISH 360 Or CPTCOMP 080 - 125 CPT SS 000 - 049 See Counselor or take ESL Placement Test Or CPTCOMP 000 - 079 READING COURSE PLACEMENTS: Effective February 2003 Placement in English 265AB is based on (1) placement in either English 1 or 251, and (2) a CPT RC

score of 59 or less. CPT RC 000 - 059 ENGLISH 265 AB AND CPT SS 066 - 120 or CPTCOMP 126 – 245

Page - 4 -

MATH PLACEMENT MODEL MATH PLACEMENT TESTS: Four options… students are responsible for choosing which test is most

appropriate for their current ability.

1) COS Algebra Readiness Test 40 questions - 45 minutes 2) MDTP Elementary Algebra Diagnostic Test 50 questions - 45 minutes 3) MDTP Intermediate Algebra Diagnostic Test 45 questions - 45 minutes 4) MDTP Precalculus Diagnostic Test 40 questions - 60 minutes

* MDTP = Math Diagnostic Testing Project • NOTE: The APS Computation Test was replaced with the COS Algebra Readiness Test beginning with

the Spring 2000 testing period.

MATH COURSE PLACEMENTS BY TEST: 1. COS ALGEBRA READINESS TEST: Effective February 2000

Course placement is determined by the Cos Algebra Readiness Test Composite Score (ARCOMP).

This composite score is an estimated grade in Math 200 (Elementary Algebra) and is computed using a regression prediction equation with (1) number correct on test, and (2) self reported H.S. GPA as the predictor variables. The range of the (ARCOMP) score is (-1.0) to (+4.0) and the cut-score for Math 200 is 2.0 which reflects a predicted grade of “C”.

# Correct 19-40 AND ARCOMP > 2.0 MATH 200 # Correct 11-40 AND

ARCOMP < 2.0 MATH 360 (or see counselor for vocational math

placement) # Correct 0-10 See Counselor

2. APS COMPUTATION TEST: Effective February 1993 through January 2000

# Correct 25-35 MATH 200 # Correct 10-24 MATH 360 (or see counselor for vocational math placement) # Correct 0-9 See Counselor NOTE 1: Students should have a score of 18 or higher to enroll in BUS 295 or AG 201. NOTE 2: Students who complete BUS 295 or AG 201 should take the APS Computation Test before enrolling in

MATH 200 to determine whether they should take Math 360 before Math 200.

* * *

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3A. MDTP ELEMENTARY ALGEBRA TEST: Effective September 2001

Course placement is determined by the Elementary Algebra Test Composite Score (EAC-C). This composite score is an estimated grade in Math 230 (Intermediate Algebra) and is computed

using a regression prediction equation with (1) number correct on test, (2) accuracy on test, and (3) self reported H.S. GPA as the predictor variables. The range of the (EAC-C) score is (-1.0) to (+4.0) and the cut-score for Math 230 is 2.0 which reflects a predicted grade of “C”.

EAC-C = Number Correct on Test + Accuracy on Test + H.S. GPA

# Correct > 20 AND EAC-C > 2.0 OR #Correct > 25 MATH 230 #Correct > 14 AND EAC-C > 1.3 MATH 200 #Correct < 14 OR EAC-C < 1.3 MATH 360 (or retest or see counselor for vocational placement)

3B. MDTP ELEMENTARY ALGEBRA TEST: Effective February 1993 - August 2001 Course placement is determined by Elementary Algebra Test Composite Score (EACOMP). This composite

score is an estimated grade in Math 230 (Intermediate Algebra) and is computed using a regression prediction equation with (1) accuracy on test and (2) grade in last math class as the predictor variables. The range of the (EACOMP) score is (-1.0) to (+4.0) and the cut-score for Math 230 is 2.0 which reflects a predicted grade of “C”.

EACOMP = Accuracy on Test + Grade in Last math Class # Correct > 16 AND EACOMP > 2.0 OR # Correct > 16 AND EACOMP > 1.6 AND Highest Math Completed > Intermediate Algebra MATH 230 # Correct > 16 AND EACOMP < 2.0 MATH 200 # Correct < 16 MATH 360 (or retest or see counselor for vocational placement)

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4A. MDTP INTERMEDIATE ALGEBRA TEST: Effective September 2001

Course placement scheme includes two Intermediate Algebra Test Composite Scores. The first composite

score (IAC-C1) is an estimated grade in courses with Math 230 as a prerequisite, and is computed using a regression prediction equation with (1) number correct, (2) self reported H.S. GPA, and (3) grade in last math class as the predictor variables. The second composite score (IAC-C2), computed for students who do not place into courses with Math 230 as a prerequisite, is an estimated grade in Math 230 (Intermediate Algebra) and is computed using a regression prediction equation with (1) number correct, (2) accuracy on test, and (3) self reported H.S. GPA as the predictor variables. The range of both scores is (-1.0) to (+4.0) and the cut-scores are as follows:

IAC-C1 = Number Correct on Test + H.S. GPA + Grade in Last Math Class IAC-C2 = Number Correct on Test + H.S. GPA + Accuracy on Test

# Correct > 14 AND IAC-C1 > 2.0 OR # Correct > 25 Bus 20, 119, MATH 21, 45, 70*, 110, 154 IAC-C2 > 2.0 MATH 230 IAC-C2 < 2.0 MATH 200

• Placement in MATH 70 also requires completion of H.S. Trigonometry with “A” or “B” in both

semesters or a “C” or higher in both semesters in a more advanced H.S. math class; student will be required to provide transcripts.

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4B. MDTP INTERMEDIATE ALGEBRA TEST: Effective February 1993 through August 2001

Course placement is determined by Intermediate Algebra Test Composite Score (IACOMP). This composite

score is an estimated grade in Math 230 (Intermediate Algebra) and is computed using a regression prediction equation with (1) number correct on test and (2) grade in last math class as the predictor variables. The range of the (IACOMP) score is (-1.0) to (+4.0) and the cut-score for Math 230 is 2.0 which reflects a predicted grade of “C”.

IACOMP = Number correct on Test + Grade in Last Math Class

# Correct > 14 AND

IACOMP > 2.0 MATH 230 (or see attachment B for higher placement)

# Correct < 14 OR IACOMP < 2.0 MATH 200

# Correct > 14 AND

IACOMP > 2.0 AND MATH 21, 45 (H.S. GPA &Grades H.S. GPA > 3.3 AND to be verified by transcript for An “A” or “B” in H.S. mandatory placement) Algebra 2 or higher

# Correct > 14 AND IACOMP > 2.0 AND MATH 154 (H.S. GPA & Grades H.S. GPA > 3.3 AND are advisory only) An “A” or “B” in H.S. Algebra 2 or higher

# Correct > 14 AND IACOMP > 2.0 AND MATH 70* (H.S. GPA & Grades H.S. GPA > 3.3 AND are advisory only) An “A” or “B” in H.S. Algebra 2 or higher A “B” or higher in H.S. Trigonometry

* Trigonometry must be completed before taking Math 70.

NOTE: The College began enforcing all prerequisites in Spring 2000’ and, therefore the H.S. GPA and

grades for placement into Math 70 and 154 became mandatory.

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5A. MDTP PRECALCULUS TEST: Effective September 2001

Course placement in Math 70 is determined by the Precalculus Test Composite Score (PCC-C). This composite

score is an estimated grade in Math 70 (Precalculus) and is computed using a regression prediction equation with (1) number correct on test and (2) self reported H.S. GPA as the predictor variables. The range of the (PCC-C) score is (-1.0) to (+4.0) and the cut-score for Math 70 is 2.0 which reflects a predicted grade of “C”.

PCC-C = Number Correct on Test + H.S. GPA # Correct > 20 AND “C” or higher in last math class AND Completion of trigonometry MATH 75 # Correct 13-19 AND PCC-C > 2.0 AND “C” or higher in last math class AND Completion of trigonometry MATH 70 # Correct < 13 OR PCC-C < 2.0 OR “D or F” on last math class OR Further Testing: Take No completion of trigonometry Intermediate Algebra Test

5B. MDTP PRECALCULUS TEST: Effective February 1993 through August 2001 # Correct 35-40 MATH 61 OR 75 # Correct 18-24 MATH 70* or 61 # Correct 11-17 MATH 70* * Trigonometry must be completed before taking Math 70.

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ESL PLACEMENT MODEL ESL PLACEMENT PROCESS: ESL students with very minimal English language ability are given the option to not take

the test and enroll in the beginning level ESL courses (ESL 300, 301, 310, 311, 312, 312a-b). This process is coordinated by Theresa Gary, Sylvia Thomas, and Susan Franciskovic.

ESL PLACEMENT TESTS: In addition to the ESL test listed below, all ESL students have the same math placement

options as all other students. CELSA - Combined English Language Skills Assessment: 75 questions - 45 minutes. ESL COURSE PLACEMENTS: # Correct 70-75 ESL 350 & 351 & 352B AND See ESL Coordinator # Correct 49-69 ESL 350 & 351 & 352B (Advanced Level II) # Correct 40-48 ESL 340 & 341 & 352A (Advanced Level I) # Correct 34-39 ESL 330 & 331 & 332A (Intermediate Level II) # Correct 21-33 ESL 320 & 321 & 332A (Intermediate Level I) # Correct 0-20 See ESL Coordinator RETEST POLICY: Students may retake the English and/or Math Placement Test(s) once per year to improve scores and course placements.

Students will not be permitted to retake the same test on the same day. In order to take the test(s) a third time in the same year, a student must have a compelling reason and approval from Greg Keen, Assessment/Articulation Coordinator, or Theresa Gary, Assessment Technician.

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COLLEGE OF THE SEQUOIAS

915 SOUTH MOONEY BOULEVARD VISALIA, CALIFORNIA 93292

NOVEMBER 6, 2001 To Congratulations on having completed your assessment questionnaire and academic test (s). Based on your

responses to the questionnaire and your test results, we are strongly encouraging you to take the following courses so that your educational experience will be efficient and rewarding.

Your course placements are: 10/20/01 ENGLISH (WRITING): English 1 (College Reading & Composition) 10/20/01 ENGLISH (READING): No reading necessary 10/20/01 MATH: Math 21, 45, 70*, 110, 154; Bus. 20, 119 Math, reading, and writing course placements are determined by assessed skill level and past academic

achievements such as high school GPA and grades in last math and English classes. Students are strongly encouraged to follow our course placement recommendations. Refer to Attachment A for course descriptions.

We are enforcing mandatory placement with multiple measures for all transfer level math, and English courses.

The college will either prohibit registration into these courses or drop students unless the requirements are met. If you want to take a reading, writing, or math course other that those you have placed into confer with a COS counselor during your orientation.

Placement in MATH 70 also requires completion of H.S. Trigonometry with an “A” or “B” in both semesters

or a “C” or higher in both semesters in a more advanced H.S. math class; student will be required to provide transcripts.

SSN:

*

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ATTACHMENT A – COURSE DESCRIPTIONS

MATH 360—PRE-ALGEBRA 4 UNITS A study of the fundamental operations with whole numbers, fractions, mixed numbers, decimals, and their use

in applied problems. Other topics include factors and multiples, divisibility, ratio, proportion, introductory algebra, percent, metric units, geometric measurements, and signed numbers. All arithmetic topics will be taught with a pre-algebra perspective. MATH 360 is a non-degree applicable arithmetic course to benefit students who need a firmer grasp of arithmetic concepts and skills.

MATH 200—ELEMENTARY ALGEBRA 4 UNITS This is a four –day-a-week intensive one-semester course in elementary algebra covering: fundamental

operations, linear equations and inequalities, word problems, factoring, rational expressions, graphing, and exponents. Advisory on Recommended Preparation: MATH 360 or Math 365 or equivalent college course with “C” or better or eligibility as determined by COS placement procedures.

MATH 230—INTERMEDIATE ALGEBRA 4 UNITS An intensive one-semester course in intermediate algebra covering :linear and quadratic equations and

inequalities in one and two variables, operations with polynomials, rational expressions, exponents, radicals, logarithms, word problems, and graphing. Prerequisite: MATH 200 or MATH 205 or equivalent college course with “C” or better or eligibility as determined by COS placement procedures.

*MATH 154—TRIGONOMETRY 4 UNITS An intensive one semester course in the elements of trigonometry. Prerequisites: MATH 230 or MATH 235

or equivalent college course with “C” or better or eligibility determined by COS placement procedures. *MATH 021—INTRODUCTION TO STATISTICS 4 UNITS An introductory course in probability and statistics for social an physical science majors, also appropriate for

those who wish to learn statistical data analysis. Extensive use of computers will be made throughout this course. Prerequisites: MATH 230 or MATH 235 or equivalent college course with “C” or better or eligibility determined by COS placement procedures.

*MATH 010—STRUCTURE AND CONCEPTS 1 4 UNITS This is a four-unit course intended for liberal studies majors, covering critical thinking, sets and functions,

numeration and computation, number theory, rational numbers, and real numbers. The emphasis of this course is in the mathematical foundations of arithmetic relevant to the future elementary school teachers.

Prerequisites: MATH 230 or MATH 235 or equivalent college course with “C” or better or eligibility determined by COS placement procedures.

*MATH 045—MODERN APPLICATIONS OF MATHEMATICS 3 UNITS This course is designed to fulfill the CSU quantitative reasoning GE requirement the emphasis is on providing

an overview of the practical applications of mathematics, and is designed primarily for non-science majors. Topics vary by instructor. Prerequisites: MATH 230 or MATH 235 or equivalent college course with “C” or better or eligibility determined by COS placement procedures.

*MATH 070—PRECALCULUS 5 UNITS This is a college algebra and advanced trigonometry course which proceeds at an intense pace. Topics include:

functions and graphs, applications of functions, exponential and logarithmic functions, trigonometry functions and analytic trigonometry, right-triangle trigonometry, analytic geometry, and roots of polynomial equations. This course is intended for students planning to take calculus. Prerequisites: MATH 154 or equivalent college course with “C” or better or eligibility determined by COS placement procedures.

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*MATH 075—CALCULUS WITH ANALYTIC GEOMETRY 5 UNITS This is the first calculus course of a three semester sequence. Topics include limits, differentiation, integration

and continuity of algebraic, trigonometric, inverse trigonometric, and hyperbolic functions. Applications include exponential growth, related rates, graphing, extreme area, volume, work, and average value.

Prerequisites: MATH 070 or equivalent college course with “C” or better or eligibility determined by COS placement procedures.

*BUSINESS 020—BUSINESS STATISTICS 3 UNITS This course is intended for business administration majors or anyone who wishes to gain an understanding of

elementary data analysis, probability and statistics. A high level of mathematical sophistication and dedication is required for successful completion of this course. Prerequisites: MATH 230 or MATH 235 or equivalent college course with “C” or better or eligibility determined by COS placement procedures.

*BUSINESS 119—QUANTITIVE METHODS 3 UNITS This is an introductory course for Business Administration majors designed to develop an appreciation of the

values of quantitative methods in decision-making by formulation and solution of common business problems. Topics include linear models, matrix algebra, linear programming, finance, and an introduction to probability.

Prerequisites: MATH 230 or MATH 235 or equivalent college course with “C” or better or eligibility determined by COS placement procedures.

*ENGLISH 001—COLLEGE READING AND COMPOSITION 4 UNITS ENGL 1 is a college freshman composition course that emphasizes expository writing, close reading, cogent

thinking, familiarity with information technology, and research strategies. Students will be expected to write 6000 to 8000 words. CAN ENGL 2 Prerequisites: ENGL 251 or equivalent college course with “C” or better or eligibility determined by COS placement procedures.

ENGLISH 251—INTRO TO ACADEMIC WRITING 4 UNITS This course emphasizes close reading and writing as processes that result in compositions appropriate for

transfer level Academic study. Advisory on Recommended Preparation: ENGL 360 or equivalent college course with “C” or better or eligibility for ENGL 251 determined by COS placement procedures.

ENGLISH 265AB—FUNDAMENTALS OF READING 3 UNITS This course is designed to develop analytical reading skills and reading fluency as preparation for success in

college courses. It features the relationship between reading, writing, and critical thinking. It stresses the need to adjust reading strategies to reading purposes. May be taken concurrently with ENGL 251 to provide students with skills for undertaking ENGL 1. May be repeated once. Advisory on Recommended Preparation: Recommendation through COS placement procedures, or recommendation of department.

ENGLISH 360—READING AND WRITING SKILLS 6 UNITS This course is designed to move students toward college level reading and writing. It includes: basic sentence

structure, writing, vocabulary improvement, critical reading, thinking and study skills. Students will read varied materials and practice systematic approaches to paragraphs, essays, and other prose writing. This course may be repeated once.

* Course is transferable to most four-year universities

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ATTACHMENT A-COURSE DESCRIPTIONS FOR ESL ENGLISH AS A SECOND LANGUAGE

ESL 320—ENGLISH AS A SECOND LANGUAGE 4 UNITS INTERMEDIATE WRITING AND GRAMMAR 3 This course is suitable for the lower intermediate student with some foundation in English grammar and

writing. Students focus on writing coherent paragraphs and begin writing essays using the process approach. The course is designated to reinforce and build upon grammar and writing skills to enable the student to function both orally and in writing in intermediate English academic and vocational situations. Students are introduced to basic computer and word processing skills necessary for academic work.

ESL 321—ENGLISH AS A SECOND LANGUAGE, 3 UNITS INTERMEDIATE READING/VOCABULARY 3 This course is suitable for the lower intermediate student with some foundation in English reading and

vocabulary skills. This course develops reading techniques, vocabulary and study skills so that the student can comprehend and respond to written and spoken English in intermediate academic and vocational situations.

ESL 330—ENGLISH AS A SECOND LANGUAGE, 4 UNITS INTERMEDIATE WRITING AND GRAMMAR 4 This course is suitable for the upper intermediate student with a good foundation in English grammar

and writing. The process method of writing is used to develop essay writing. The course is designated to reinforce and build upon grammar and writing skills to enable the student to function both orally and in writing in intermediate and low advanced English academic and vocational situations. Students are introduced to basic computer and word processing skills necessary for academic work.

ESL 331—ENGLISH AS A SECOND LANGUAGE, 3 UNITS INTERMEDIATE READING/VOCABULARY4 This course is suitable for the upper intermediate student with a strong foundation in English reading

and vocabulary skills. This course is designed to expand reading techniques, vocabulary and study skills so that the student can comprehend and respond to written and spoken English in Intermediate to advanced academic and vocational situations.

ESL 332AB—ENGLISH AS A SECOND LANGUAGE, 2 UNITS INTERMEDIATE PRONUNCIATION/SPEAKING This course is suitable for the intermediate level student with a basic foundation in English

pronunciation and speaking skills. The course is designed to improve speaking skills so that the student can comprehend and respond to spoken English in academic and vocational situations. This course may be repeated once.

SEE REVERSE SIDE

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ESL 340—ENGLISH AS A SECOND LANGUAGE, 4 UNITS ADVANCED WRITING AND GRAMMAR 5 This course is suitable for the advanced student with a strong foundation in English grammar and

writing. Using the process approach, students write essays in response to a variety of prompts. The course is designed to review and build upon grammar and writing skills to enable the student to function in advanced English academic and vocational situations. Students are introduced to basic computer and word processing skills necessary for academic work.

ESL 341—ENGLISH AS A SECOND LANGUAGE, 3 UNITS ADVANCED READING/VOCABULARY 5 This course is suitable for the advanced student with a strong foundation in English reading and

vocabulary skills. The course is designed to review and build upon grammar and writing skills to enable the student to function in advanced English academic and vocational situations.

ESL 350—ENGLISH AS A SECOND LANGUAGE, 3 UNITS ADVANCED WRITING AND GRAMMAR 6 This course is suitable for the advanced student with demonstrated knowledge and experience in

English grammar and writing. The course is designed to review and refine grammar for application in writing projects to enable the student to successfully transition into mainstream coursework. Students are introduced to basic computer and word processing skills necessary for academic work.

ESL 351—ENGLISH AS A SECOND LANGUAGE, 3 UNITS ADVANCED READING/VOCABULARY 6 This course is suitable for the advanced student with demonstrated ability to comprehend written

English at an advanced level. The course is intended to expand reading techniques, vocabulary and study skills so that the student can successfully transition into mainstream course work.

ESL 352AB—ENGLISH AS A SECOND LANGUAGE 2 UNITS ADVANCED PRONUNCIATION/SPEAKING This course is suitable for the advanced level student with a strong foundation in English pronunciation

and speaking skills. The course is designed to improve speaking skills so that the student can comprehend and respond to spoken English in advanced academic and vocational situations. This course may be repeated once.

SEE REVERSE SIDE

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PREREQUISITE OVERRIDE CRITERIA BUSINESS 20 AND 119; MATH 10, 21, 45, 154

Placement into course by COS Placement Test Procedures; OR Placement into MATH 230 by COS Placement Test procedures AND all the following:

--a cumulative H.S. GPA of 3.3 or higher --completion of H.S. Algebra II with a grade of “A”

or “B” in both semesters or a “C” or higher in a more advanced math class; OR Completion of MATH 230 or 235 or equivalent

college course with grade of “C” or higher; OR Advanced Placement Calculus AB or BC, or Advanced Placement Statistics Exam Score 3

or higher. MATH 70

Placement into MATH 70 by COS Placement Test Procedures; OR Placement into BUS 20, 119, MATH 10, 21, 154 or 70 with H.S. Trigonometry by COS Placement Test Procedures AND a grade of “A” or “B” in both semesters of H.S. Trigonometry; or a grade of “C” or higher in both semesters of a more advanced math class. OR Completion of MATH 154 or equivalent college course with a grade of “C” or higher; OR Advanced Placement Calculus AB or BC Exam Score 3 or higher.

MATH 75

Placement into MATH 75 by COS Placement Test Procedures; OR Completion of MATH 70 or equivalent or higher college course with a grade of “C” or higher; OR Advanced Placement Calculus AB or BC Exam Score 3 or higher.

MATH 200

Placement into MATH 200 by COS Placement Test Procedures; OR

Placement into MATH 360 by COS Placement Test Procedures AND all of the following:

--a cumulative H.S. GPA of 3.3 or higher --completion of H.S. Pre-algebra with a grade of “A”

or “B” in both semesters or a “C” or higher in a more advanced math class. Completion of MATH 360 or equivalent or higher college course with a grade of “C” or higher.

MATH 230 AND 235

Placement into MATH 230 by COS Placement Test Procedures; OR Placement into MATH 200 by COS Placement Test Procedures AND all of the following:

--a cumulative H.S. GPA of 3.3 or higher

--completion of H.S. Algebra 1 with a grade of “A” or “B” in both semesters or a “C” or higher in a more advanced math class.

CHEMISTRY 1 Completion of CHEM 253 or 20 or equivalent college course with a grade of “C” or higher; or

completion of a H.S. CHEM class with a grade of “C” or higher in both semesters, AND one of the following: Placement into MATH 230 AND all the following:

--a cumulative H.S. GPA of 3.3 or higher --completion of H.S. Algebra II with a grade of “A”

or “B” in both semesters or a “C” or higher in a more advanced math class; OR Completion of MATH 230 or 235 or equivalent

college course with grade of “C” or higher; OR Advanced Placement Calculus AB or BC, or Advanced Placement Statistics Exam Score 3

or higher. ENGLISH 1

Placement into ENGL 1 by COS Placement Test Procedures; OR Placement into ENGL 251 by COS Placement Test procedures AND all the following:

--4 years H.S. College Prep English with no grade lower than “B”

--a cumulative H.S. GPA of 3.3 or higher; OR Completion of ENGL 251 or equivalent college course with grade of “C” or higher; OR Advanced Placement Language and Composition or Advanced Placement Literature and Composition Exam Score 3 or higher.

ENGLISH 251

Placement into ENGL 251 by COS Placement Test Procedures; OR Placement into ENGL 360 by COS Placement Test procedures AND all the following:

--3 years H.S. College Prep English with no grade lower than “B”

--a cumulative H.S. GPA of 3.3 or higher; OR Completion of ENGL 360 or equivalent college course with grade of “C” or higher.

FOREIGN LANGUAGE Completion of equivalent college course with a grade of “C” or higher; OR

H.S. course work (if prerequisite indicates acceptance of H.S. course work); OR Equivalent skills, experience and/or proficiency with interview approval signed by division chair or interviewing instructor.

NOTE: ASL (American Sign Language) does not fall into this category. Students cannot use H.S. course work to override the prerequisite; however, they can see the instructor for a proficiency override.

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BANNER PLACEMENT LEVEL LEGEND

Test Code: Test Description Numeric Placement Level Course Placement Mandatory

Placement*

LM Math Level Code 7.3 or 7.7 MATH 61 or 75 YES

LM Math Level Code 7.2 or 7.6 MATH 70 or 61 YES

LM Math Level Code 6.1 or 6.6 MATH 70 YES

LM Math Level Code 5.6 MATH 21 or 45 or 110 or 154 or BUS 20 or 119 YES

LM Math Level Code 4.1, 4.2, 4.3, 4.6 or 4.7 MATH 230 or 235 YES

LM Math Level Code 3.0, 3.1, 3.2, 3.6 or 3.7 MATH 200 or 201 or 205 YES (F09)

LM Math Level Code 1.0, 1.1, 1.2, 1.3, 1.6 or 1.7 MATH 360 or 361 or 365 NO

LM Math Level Code 0.2, 0.3, 0.4, 0.5, 0.7 Further Testing N/A

LM Math Level Code 0.1, 0.7 See Counselor N/A

LR Reading Level Code 4.1, 4.6, 4.7, 5.1 or 5.7 No Reading Course Placement N/A

LR Reading Level Code 2.1, 2.2, 2.3, 2.6 or 3.7 ENGL 265AB NO

LR Reading Level Code 2.7, 3.1, 3.2, 3.3, 3.4 or 3.6 ENGL 360AB NO

LR Reading Level Code 1.3, 1.4, 1.6 or 1.7 ENGL 370 NO

LR Reading Level Code 1.1 ENGL 364 NO

LE English Level Code 5.1, 5.2, 5.6 or 5.7 ENGL 1 YES

LE English Level Code 3.1, 3.2, 3.6 or 3.7 ENGL 251 YES (F09)

LE English Level Code 2.1, 2.2, 2.3, 2.4, 2.6 or 2.7 ENGL 360AB NO

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Test Code: Test Description Numeric Placement Level Course Placement Mandatory

Placement*

LE English Level Code 1.3, 1.4, 1.6 or 1.7 ENGL 370 NO

LESL ESL Level Code 0.1, 0.2, 0.3 See ESL Coordinator N/A

LESL ESL Level Code 4.0 ESL 320 & 321 & 332A NO



LESL ESL Level Code 7.0 ESL 350 & 351 & 352B NO

LESL ESL Level Code 8.0 ESL 350 & 351 & 352B & See ESL Coordinator NO * If course requires Mandatory Placement, registration will be blocked unless appropriate course or placement prerequisite has been met, or override has been

approved.

BANNER READING & MATH COMPETENCY LEGEND

Test Code Test Description Score Range Competency Criteria

M8 MATH COMP (Old, Pass = 39) Score Range: 1 to 55 Minimum Score for Math Competency = 39

M9 MATH COMP (New Pass = 28) Score Range: 1 to 40 Minimum Score for Math Competency = 28

R1 APS Reading Score Range: 1 to 35 Minimum Score for Reading Competency = 25

R2 CPT Reading Score Range: 1 to 120 Minimum Score for Reading Competency = 85

R3 COMPANION Reading Score Range: 1 to 120 Minimum Score for Reading Competency = 85

R5 Nelson Denny Reading Score Range: 1.0 to 20.0 Minimum Score for Reading Competency = 12.0 NOTE: Test Information is located in Banner at “SOATEST” C:\documents\new_sys\legend_5-12-10.doc Revised: 3-9-4 & 6-16-08 & 5-12-10 GK\ 5-12-10

Page - 19 -

COLLEGE OF THE SEQUOIAS CCD Student Services ADMINISTRATIVE PROCEDURE 5050

MATRICULATION Matriculation is a process that assists students in planning, choosing and achieving educational and career goals. It begins with applying for admission and ends when the student completes the expressed goal. The purpose of matriculation is to ensure access to appropriate programs and courses offered by the College and to facilitate successful completion of student educational objectives. Through a coordinated program between instruction and support services, the College promotes and sustains efforts to help students achieve their goals. Matriculation is a partnership between the student and the community college. It comprises mutual responsibilities and agreements for both partners. Any student who enrolls in credit classes for the purpose of realizing an educational or career goal is considered a matriculant. Matriculation brings the student and the District into agreement regarding the student’s educational goal through the District’s established programs, policies and requirements. The agreement is implemented by means of the student educational plan. A. Each student, in entering into an educational plan, will do all of the following:

1. Express at least a broad educational intent upon admission; 2. Declare a specific goal no later than the term after which the student

completes15 semester units of degree applicable credit coursework; 3. Diligently attend class and complete assigned coursework; 4. Complete courses and maintain progress toward an educational goal; 5. Complete a student educational plan; 6. Complete the COS Placement Test or other assessments; 7. Participate in orientation; 8. Discuss educational/vocational choices and class selections with a counselor

prior to registration; and, 9. Seek support services as needed and complete courses to maintain progress

toward an educational goal. B. Matriculation services include, but are not limited to, all of the following:

1. Processing of the application for admission; 2. Orientation and pre-orientation services designed to provide to students, on a

timely basis, information concerning campus procedures, academic expectations, financial assistance, and any other appropriate matters;

3. Assessment and counseling upon enrollment, which shall include, but not be limited to, all of the following: a. Administration of assessment instruments to determine student competency

in computational and language skills;

b. Assistance to students in the identification of aptitudes, interests and educational objectives, including, but not limited to, associate of arts degrees, transfer for baccalaureate degrees, and vocational certificates and licenses; and,

c. Evaluation of student study and learning skills 4. Referral to specialized support services as needed, including, but not limited to:

a. Federal, state, and local financial assistance; b. Health services; c. Campus employment placement services; d. Extended Opportunity Programs and Services; e. Campus child care services programs that teach English as a second

language; and f. Disability Resource Center programs and services.

5. Advisement concerning course selection; and 6. Post-enrollment evaluation of each student's progress, and required advisement

or counseling for students who are enrolled in remedial courses, who have not declared an educational objective as required, or who are on academic probation.

The District shall not use any assessment instrument except one specifically authorized by the Board of Governors of the California Community Colleges. All students who are deemed matriculants are required to participate in the matriculation activities. Non-exempt students may request exemption status by completing a form and presenting their case to the Counseling Office. Students who are exempt based upon the Exemption Criteria listed later in this document are welcome to request any services or activity from the respective departments. At College of the Sequoias, we believe that a process of assessment, orientation and counseling/advisement, called matriculation, will help students plan and achieve the student’s goals in college. The student may choose not to participate in parts of this process if he/she meets any of the exemption criteria. In addition, if a class has a prerequisite or corequisite and the student has not been through the assessment process, the student may be blocked from enrollment. Assessment - All new students or students wishing to enroll in a course with a math or English prerequisite, unless exempted, are required to take placements tests in order to enroll in appropriate English and math classes. Orientation - All new students are expected to participate in an orientation to COS services and educational programs. Orientation content will be determined and updated by findings from satisfaction surveys and focus groups from randomly selected students who have completed orientation.

There will be three available options for students to fulfill their orientation requirement:

1. Online, interactive orientation 2. First Giant Step Orientation to be held just prior to the beginning of the Fall

Semester and will consist of a large group general session followed by small group breakout sessions for the following areas:

a. General college information b. Educational program review: Certificates and Degrees c. Graduation Requirements d. Transfer General Education requirements with online resource information e. Campus tours of support services f. Distance access skill development for college website g. Student support cohorts for follow-up interventions during the semester

with advisors h. Registration for first semester classes.

3. Face-to-Face Orientation during the first two weeks of Fall and Spring semester Students completing one of the Orientation options (listed above) are enrolled in IS 220 (Orientation) and will receive .5 unit of credit for the process and will be billed accordingly. All students will be able to register for classes their first semester but must take Orientation prior to registering the second semester at COS. Counseling - New students must complete all matriculation requirements before registering for their second semester. This provides the new students with some flexibility in meeting the enrollment requirements. Returning students are encouraged to see a counselor prior to registration. Counselors will recommend appropriate courses based on assessment results. EXEMPTION CRITERIA Any student who has completed an associate degree or higher is exempt from the orientation, assessment and counseling requirements. However, all students are required to meet course prerequisites, which may require placement testing. Additional exemption criteria are as follows: Assessment Exemption

: (Note: Students receiving Veterans’ educational benefits must take the appropriate placement tests before enrolling in remedial (300-level) Math or English courses.)

COS does not accept placement test results from other colleges unless the tests are the same as used at COS. All placement test cut-off scores are validated against COS courses per Matriculation regulations. A. Math Test: Students are exempt from the Math Test if:

1. Not enrolling in a math class or a class that lists a math prerequisite and/or advisory AND student is not working toward a certificate, degree or transfer program; or

2. Enrolling in a Pre-Algebra Math 360 or Math 365; or 3. Presenting a valid college transcript demonstrating successful completion (grade

“C” or higher) of math courses equivalent to courses offered at COS; or 4. Presenting a valid score report reflecting a score of 3, 4 or 5 on the AP Calculus

AB or the AP Calculus BC test. B. English Test: Students are exempt from the English Test if:

1. Not enrolling in an English class or a class that lists an English prerequisite and/or advisory and not working toward a certificate, degree or transfer program; or

2. Presenting a valid college transcript demonstrating successful completion (grade “C” or higher) of English courses equivalent to courses offered at COS; or

3. Presenting a valid score report reflecting a score of 3, 4, or 5 on the AP Language Composition or the AP Literature and Composition test.

Orientation Exemption

1. Previously participated in a COS orientation; or : Students are exempt from the orientation requirement if:

2. Transferring to COS from another college; or 3. Enrolling in 6 units or less and have no plan to obtain a degree, certificate or

participate in a transfer program. It is highly recommended that students who qualify for an exemption participate in the online Orientation as a guest.

Counseling ExemptionVeterans’ educational benefits are not exempt from counseling requirement.)

: (Note: Students receiving Title IV Financial Aid and/or

Students are exempt from the counseling requirement if:

1. Transferring to COS from another college; or 2. Enrolling in 6 units or less and have no plan to obtain a degree, certificate or

participate in a transfer program. EXEMPTION PROCEDURES Any student who is considered nonexempt from the matriculation services by District criteria (mentioned previously), yet wishes to be considered for exemption for one or more of the activities, shall be directed to the Admissions and Records Office. Formal Procedure

1. The student can acquire the Matriculation Exemption Form from the Admissions and Records Office.

:

2. The student must return the form to the Admissions and Records Office. 3. The staff will review forms within 24 hours of submission. 4. The student may file an Appeal/Grievance Form requesting a hearing from the

Matriculation Appeal/Grievance Committee within 10 working days or submission if the student is dissatisfied with the exemption status.

APPEAL/GRIEVANCE PROCEDURES An appeal/grievance may be filed with the Matriculation Coordinator, under the following situations:

1. If a student feels entitled to any matriculation service or program to which he/she has been denied access; and/or

2. If a student feels that any matriculation procedure is being applied in a discriminatory manner.

Formal Procedure

1. The student must complete the form and submit it to the Matriculation Coordinator.

:

2. Within 10 working days, the Matriculation Coordinator and supervisory dean will review the case with the student.

3. If the student is still dissatisfied with the resolution, the student can request a hearing from the Matriculation Appeal/Grievance Committee within 10 additional days to review the Appeal Grievance.

Reference: Educ. Code Sections 78210 et seq.; Title 5, Section 55500 February 11, 2008 Board Approved: June 13, 2011

BOARD POLICY 5055 COLLEGE OF THE SEQUOIAS CCD Student Services ENROLLMENT PRIORITIES All courses of the District shall be open to enrollment, subject to an established priority system. Enrollment also may be limited to students meeting properly validated prerequisites and co-requisites, or due to other practical considerations. The Superintendent/President shall establish procedures defining enrollment priorities, limitations, and processes for student challenge, which shall comply with Title 5 regulations. See Administrative Procedure AP 5055. Reference: Title 5, Sections 51006, 58106, 58108 Adopted: February 11, 2008

ADMINISTRATIVE PROCEDURE 4260 SEQUOIAS CCD Academic Services

PREREQUISITES AND COREQUISITES The faculty in the division/department are responsible for approving courses and establishing their associated requisites (prerequisites/ corequisites/advisories/limitations on enrollment) as separate actions. The District shall identify prerequisites, corequisites, limitations on enrollment, and advisories on recommended preparation in the College catalog, each semester’s schedule of courses, and the course outline of any course for which they are established (per Title 5 §55003(h)).

1. Prerequisites/Corequisites

The approval of a prerequisite or corequisite must be based on the determination that it is an appropriate and rational measure of a student's readiness to enter a degree-applicable credit course or program. Determinations about prerequisites and corequisites shall be made only on a course-by-course or program-by-program basis, including those establishing communication and computational skill requirements (per Title 5 §55003(a) and (j), respectively). By August 1 of each year, the District will report to the Chancellor’s Office the prerequisites and corequisites that were established during the prior academic year. The report will specify the level of scrutiny used to determine whether the prerequisite and/or corequisite was necessary and appropriate for achieving the purpose for which it was established (per Title 5 §55003(i)). Courses for which prerequisites or corequisites are established will be taught by a qualified instructor and in accordance with the course outline, particularly those aspects of the course outline that are the basis for justifying the establishment of the prerequisite or corequisite (per Title 5 §55003(b)(2) and (3)).

A. Establishing Prerequisites and Corequisites

In order to establish a prerequisite or corequisite, the prerequisite or corequisite must be determined to be necessary and appropriate for achieving the purpose for which it is being established (per Title 5 §55003(b)(1)). Necessary and appropriate shall be understood to mean reasonably needed to achieve the purpose that it purports to serve; absolute necessity is not required (per Title 5 §55000(h)). Prerequisites and corequisites may be established only for any of the following purposes (per Title 5 §55003(d)):

1

1. The prerequisite or corequisite is expressly required or expressly authorized by statute or regulation.

2. The prerequisite will assure that a student has the skills, concepts, and/or information that is presupposed in terms of the course or program for which it is being established, such that a student who has not met the prerequisite is highly unlikely to receive a satisfactory grade in the course (or at least one course within the program) for which the prerequisite is being established.

3. The corequisite course will assure that a student acquires the necessary skills, concepts, and/or information, such that a student who has not enrolled in the corequisite is highly unlikely to receive a satisfactory grade in the course or program for which the corequisite is being established.

4. The prerequisite or corequisite is necessary to protect the health or safety of a student or the health and safety of others.

B. Levels of Scrutiny

The levels of scrutiny required for establishing prerequisites and corequisites are content review or content review with statistical validation (per Title 5 §55003(a)). 1. Content review is a rigorous, systematic process conducted by

division/department faculty of representative disciplines that identifies the necessary and appropriate body of knowledge or skills students need to possess prior to enrolling in a course, or that students need to acquire through simultaneous enrollment in a corequisite course (per Title 5 §55000(c)).

At a minimum, content review shall include the following:

a. Careful review of the course outline of record (COR) for the target course

b. Review of syllabi, sample exams, assignments, instructional materials, and grading criteria for the target course

c. Using the CORs of both the target and proposed prerequisite course, identification of required skills/knowledge students must have prior to enrolling in the target course and matching those skills/knowledge to the proposed prerequisite course

d. Documentation that verifies the above steps were taken See the Curriculum Committee Policy Content Review Process for Prerequisites (attached).

2. Statistical validation is a compilation of data according to sound research practices that shows a student is highly unlikely to succeed in the course unless the student has met the proposed prerequisite or corequisite (per Title 5 §55003(f)). When this level of scrutiny is used, the District shall follow the guidelines specified in Title 5 §55003(g).

2

C. Exemptions from Scrutiny A prerequisite or corequisite shall be exempt from scrutiny (Content Review is not required) if it satisfies any of the following criteria (per Title 5 §55003(e)): 1. It is required by statute or regulation. 2. It is part of a closely related lecture-laboratory course pairing within a

discipline. 3. It is required by at least two four-year institutions. 4. Baccalaureate institutions will not grant credit for a course unless it has the

particular communication or computation skill prerequisite.

D. Curriculum Review Process The Curriculum Committee is responsible for the curriculum review process, reviews and approves the establishment of prerequisites and corequisites. Its membership is determined in a manner that is mutually agreeable to the District administration and the Academic Senate [per Title 5 §55002(a)(1)]. When content review is used to establish prerequisites or corequisites in reading, written expression, or mathematics for degree-applicable courses not in a sequence, the Curriculum Committee will do all of the following: 1. Provide training to Curriculum Committee members on the establishment of

corequisites/prerequisites. 2. Inform faculty about the regulations regarding the establishment of

corequisites/prerequisites using content review. 3. Work with the Office of Institutional Research to create baseline data and

assist with the identification of appropriate prerequisites. 4. Assure through communication with Academic Services that prerequisite

courses, corequisite courses, and courses that do not require prerequisites or corequisites, whether basic skills or degree-applicable courses, are reasonably available.

5. In concert with the Office of Instructional Research, monitor and evaluate the effect of new prerequisites and corequisites: particular attention should be given to any disproportionate impact.

A. Challenging Corequisites and Prerequisites

1. Challenge Process: a. Any student who does not meet a prerequisite or co-requisite or who is

not permitted to enroll due to a limitation on enrollment but who provides satisfactory evidence may seek entry into the course as follows:

i. If space is available in a course when a student files a challenge to the prerequisite or co-requisite, the District shall reserve a seat for the student and resolve the challenge within five (5) working days. If the

3

challenge is upheld or the District fails to resolve the challenge within the five (5) working-day period, the student shall be allowed to enroll in the course.

ii. If no space is available in the course when a challenge is filed, the challenge shall be resolved prior to the beginning of registration for the next term and, if the challenge is upheld, the student shall be permitted to enroll if space is available when the students registers for that subsequent term.

2. Grounds for challenge are as follows (per Title 5 §55003(p)):

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 Title 5 §55003 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.

2. Advisories on Recommended Preparation

The District may recommend that a student meet a standard of readiness at entry only if recommended by the faculty in the discipline or department and by the Curriculum Committee. This process requires content review to determine that the recommended skills are connected to and necessary for successful completion of the course. 3. 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 using regular approval processes. The following requirements must also be met in order to establish these particular limitations on enrollment.

A. Performance Courses: The District 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

4

2. The District 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.

Limitations on enrollment established as provided for performance courses shall be reviewed at least every six years during the regular course approval process to determine whether the audition or try-out limitation is having a disproportionate impact on any historically under-represented group and, if so, a plan shall be adopted to seek to remedy the disproportionate impact. If disproportionate impact is 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 District administration and put into effect.

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 the discipline or department and by the Curriculum Committee, there is another section or another course or courses at the District which satisfy the same requirements. If the limitation is for an honors course and not only for an honors section, the District 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 or 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, there is another section or another course or courses that 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 District 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.

4. District Oversight of Prerequisites and Corequisites If a course requires pre-collegiate skills in reading, written expression or mathematics, the District will do the following (per Title 5 §55003(l)):

A. Ensure these courses and sections are offered with reasonable frequency

B. Monitor progress on student equity in accordance with Title 5 §54220 as follows: 1. The District will conduct an evaluation to determine if the prerequisite has

a disproportionate impact on student success.

5

2. Where there is disproportionate impact on any group of students, the District will, in consultation with the Chancellor, develop and implement a plan setting forth the steps the District will take to correct the disproportionate impact.

C. Conduct periodic review of prerequisites and corequisites: Using an appropriate

level of scrutiny, the District will review all established Career Technical Education course and program prerequisites and corequisites every two years to ensure they remain necessary and appropriate; all other established course and program prerequisites and corequisites, and advisories will be reviewed every six years (per Title 5 §55003(b)(4)).

Reference: Title 5, Sections 55000 et seq. Adopted: May 12, 2009 Revised: October 14, 2013

6

Curriculum Committee Policy

CONTENT REVIEW PROCESS for PREREQUISITES

Introduction:

The purpose of content review is to clarify the skills and concepts developed in a course, to identify possible gaps in skill development between a course and its prerequisite, and to assure smooth transition between the two courses.

Goal: to establish entrance criteria for a course needing a prerequisite by comparing the exit criteria of the prerequisite course with entrance-level skills in the target course.

A course prerequisite represents a professional judgment by the institution's faculty that a student's ability to succeed in a particular course is dependent on possessing certain abilities, skills, and/or knowledge prior to taking the course. In determining course objectives, various assumptions are made about the entering students' abilities, skills, and knowledge. The classification of these assumptions and the review of a prerequisite require faculty judgment and scrutiny.

Procedure

STEP 1: Define entrance expectations in the target course and exit skills obtained in the prerequisite course.

A. Determination of need for prerequisite: Instructors of target course determine success rates of students who have completed the proposed prerequisite vs. those who have not.

B. Once the need for a prerequisite has been established, each instructor who teaches the target course reviews the course outline, syllabus, reading assignments, tests, and any other course materials used.

C. Each instructor compiles a list of entrance skills.

For a pre- or co-requisite, the entrance skills are those without which, in the professional judgment of the instructor, the student is highly unlikely to succeed in the course.

For an advisory on recommended preparation (rather than a pre-co-requisite), the entrance skills are those which, in the professional judgment of the instructor, will enrich or deepen the student's knowledge obtained from the course, but without which the student may still succeed in the course.

D. The instructors teaching the course resolve any differences and compile a final list of skills by consensus.

7

STEP 2: Identify means of obtaining abilities, skills and knowledge.

Once entrance expectations are clarified, the faculty determines how the necessary abilities, skills, and knowledge can be obtained or assessed. Courses in the college's curriculum or assessment processes that provide the exit skills needed for the target course are identified. For courses in the curriculum, these exit skills are listed in the course outcomes and/or objectives sections of the course outline of record.

STEP 3: Compare the exit skills for the prerequisite course and the entrance skills for the target course.

A. To compare the exit skills of the prerequisite course with the entrance skills of the outcome course, a matrix might be formed with entrance skills across the top and exit skills down the side. At the points where the two match, a notation can be made in the matrix. The faculty should then examine the matrix to determine if the entrance skills are met by the prerequisite course. Are the exit skills of the prerequisite course much lower, about the same, or much greater than the entrance skills of the target course?

B. If the entrance skills of the target course are very similar or the same as the exit skills for the prerequisite course, then the choice is a good one. If the prerequisite course’s exit skills are greater or more diverse than the entrance skills of the target course, the faculty should carefully consider whether requiring the course as a prerequisite is justified.

C. If the exit skills do not clearly match the needs listed by the faculty of the target course, a discussion between the groups of instructors may be helpful. It may be that differing perceptions about the curriculum can be resolved or gaps which have been identified in the student’s preparation can be corrected by modifying the curriculum of either the prerequisite course or the target course.

D. Upon completion of the content review by the discipline faculty, the revised course outline of record containing the prerequisite skills section and attached matrix (or other tool documenting the content review) is submitted to the Curriculum Committee to facilitate their review of the process and approval of the recommended prerequisite.

8

SAMPLE PREREQUISITE SKILLS MATRIX

Entrance Skills

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Where the skills intersect, note whether the skills are helpful, necessary or critical to determine the level of need.

9

BOARD POLICY 4260 COLLEGE OF THE SEQUOIAS CCD Academic Services PREREQUISITES AND CO-REQUISITES The Superintendent/President shall primarily rely upon the Academic Senate to establish prerequisites, co-requisites and advisories on recommended preparation for courses in the curriculum. All such prerequisites, co-requisites and advisories shall be established in accordance with the standards set out in Title 5 and Chancellor’s Office guidelines. Any prerequisites, co-requisites or advisories shall be necessary and appropriate for achieving the purpose for which they are established. The procedures shall include a way in which a prerequisite or co-requisite may be challenged by a student on grounds permitted by law. Prerequisites, co-requisites and advisories shall be published electronically or in print in the District catalog and schedule.

See Administrative Procedure 4260 Reference: Title 5, Section 55000 and 5503 Originally adopted as Board Policy 8003 in March 1994 Adopted: February 11, 2008 Revised: June 9, 2008

CREDIT

2014-15

Sequoias Community College District

College of the Sequoias

and

1102 Q Street, Suite 4554Sacramento, CA 95811-6549

FridayOctober 17, 2014

Email report to: [email protected]

Mail report with original signatures to:Patty Falero, Student Services and Special Programs Division

Student Success and Support Program

Budget Plan

Report Due Postmarked By

California Community Colleges Chancellor's Office


SSSP 2014-15 Budget Plan(9/23/14)

Date Printed10/9/2014 Page 2 of 11

District:College:

1 Cover Page 3 Part I Funding 6 Summary2 Do First 4 Part II Planned Expenditures

5 Part III Planned District Match

Basic instructions:

Welcome to the Excel2014-15 Student Success and Support Program Budget Planfor fiscal reporting periodJuly 1, 2014 - June 30, 2015

Multi-college districts that use any portion of the SSSP allocation to provide support for district expenses will be required to complete and return the Certification of Planned District Office Expenses form. The form can be found on the Chancellor's Office website at: http:/extranet.cccco.edu/Divisions/StudentServices.aspx.

Submit the Budget Plan with original signatures, via email (PDF format) and mail, postmarked no later thanFriday, October 17, 2014.

Email to: [email protected] to:Patty Falero, Student Services and Special Programs DivisionCalifornia Community Colleges Chancellor's Office1102 Q Street, Suite 4554Sacramento, CA 95811-6539

For assistance in completing this report, you may contact:Debra Sheldon - [email protected] - (916) 322-2818

You may enter data in spreadsheets 2-6. Use the tab key to move around in each spreadsheet. At the bottom of some of the spreadsheets (or the back of the page if printed) are Specific Entry for certain cells or Other Instructions. You will be able to enter whole numbers only (no cents).

Yellow highlighted cells allow you to enter a value, either by selecting from a drop down list or typing in the cell.

If you need additional rows to complete your data entry in Part II or Part III, please contact Debra Sheldon as listed above. The Chancellor's Office will be able to unlock the spreadsheet, add additional rows and send you the revised spreadsheet.

This workbook contains 6 protected spreadsheets in the following order:

Credit

Blue colored cells indicate a pre-populated cell and cannot be modified.Gray colored cells indicate a formula and cannot be modified.

To print entire workbook: Go to File, Print, Entire Workbook. Select double-sided.

Sequoias Community College DistrCollege of the Sequoias



Part I: Funding Enter whole numbers onlyTotal 2014-15 Student Success and Support Program Allocation 1,262,102$

Did your college move Credit SSSP funds to Non-Credit? If yes, how much? -$ 1,262,102$

Total 2014-15 Planned Expenditures in the Student Success and Support Program:Amount

Student Success and Support Program Allocation (Part II: Planned Expenditures) 1,262,080$ $ 2,527,078

2,524,160$

3,789,158$

Balance 2014-15 Student Success and Support Program Allocation: 22$

Total SSSP Funds Available for Planned Expenditures

2:1 Calculated required match for credit:

2014-15Sequoias Community College DistrictCollege of the SequoiasCREDIT

District Match (Part III: Planned District Match)

Total Planned Expenditures in the SSSP



Part II: Planned Expenditures (Student Success and Support Program Allocation)

Orientation AssessmentCounseling/

Advising/Other Ed Planning

Follow-up Coordination * Total

Academic Salaries: Position Title(s) # of FTE Positions

4.00 -$ -$ 310,591$ -$ -$ 310,591 2.25 -$ -$ 125,650$ -$ -$ 125,650

-$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -

Subtotal $ - $ - $ 436,241 $ - $ - $ 436,241 # of FTE

Positions0.25 -$ -$ -$ 8,008$ 24,023$ 32,031 0.33 -$ -$ -$ -$ 31,831$ 31,831 1.00 -$ -$ 40,581$ -$ 40,581 1.00 12,972$ -$ 25,943$ 12,972$ -$ 51,887 0.25 -$ 12,988$ -$ -$ -$ 12,988 1.00 -$ -$ 55,254$ -$ -$ 55,254 0.60 5,900$ 5,900$ -$ 5,900$ -$ 17,700 1.00 -$ -$ -$ -$ -

-$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -

Subtotal $ 18,872 $ 18,888 $ 121,778 $ 26,880 $ 55,854 $ 242,272


Classified and Other Nonacademic Salaries: Position Title(s)

Student Success and Support Program Allocation - Report planned expenditures of the SSSP allocation by object code as defined by the California Community Colleges Budget and Accounting Manual. Although they appear in the CCC Budget and Accounting Manual, not all expenditures listed are appropriate for SSSP purposes. Allowable and disallowed expenditures with Credit and Noncredit SSSP Allocations are listed below.

2000

Classification

Full-Time Counselor

1000

Director, Student SuccessDean, Student Services

Assessment SpecialistCounseling Clerical

Part-Time Counselor

Evaluation SpecialistStudent Services Programmer Analyst

Welcome Center ClericalEvaluation Specialist



Orientation AssessmentCounseling/

Advising/Other Ed Planning

Follow-up Coordination * Total

-$ -$ 115,767$ -$ -$ 115,767 -$ -$ -$ 2,786$ 8,358$ 11,144 -$ -$ -$ -$ 12,521$ 12,521 -$ -$ 28,600$ -$ 28,600

7,955$ -$ 15,910$ 7,955$ -$ 31,820 -$ 7,960$ -$ -$ -$ 7,960 -$ -$ 32,780$ -$ -$ 32,780

1,662$ 1,662$ -$ 1,662$ -$ 4,986 -$ -$ -$ -$ -

Subtotal $ 9,617 $ 9,622 $ 193,057 $ 12,403 $ 20,879 $ 245,578

5,000$ -$ 5,000$ -$ -$ 10,000 -$ -$ 40,000$ -$ -$ 40,000 -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -

Subtotal $ 5,000 $ - $ 45,000 $ - $ - $ 50,000

-$ -$ 264,489$ -$ -$ 264,489 -$ -$ 3,000$ -$ -$ 3,000 -$ -$ 10,500$ -$ -$ 10,500

5,000$ 2,500$ -$ 2,500$ -$ 10,000 -$ -$ -$ -$ -$ -

Subtotal $ 5,000 $ 2,500 $ 277,989 $ 2,500 $ - $ 287,989

-$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -

Subtotal $ - $ - $ - $ - $ - $ -

-$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -

Subtotal $ - $ - $ - $ - $ - $ -

Grand Total $ 38,489 $ 31,010 $ 1,074,065 $ 41,783 $ 76,733 Total Planned Expenditures cannot exceed the 2014-15 SSSP Allocation $ 1,262,080

4000

Dean, Student Services

7000

Counseling (both Full-Time and Part-Time)

5000

3000 Employee Benefits

SARSStaff Training

Other Operating Expenses and Services

Counseling ClericalAssessment Specialist

Supplies & Materials

Other Outgo

Welcome Center Clerical

Capital Outlay6000

Supplies

Counselor Trainings

Director, Student SuccessEvaluation SpecialistStudent Services Programmer Analyst

Technology - to support Degree Works

Classification

Degree Works - Degree Audit System



Part III: Planned District Match

Orientation Assessment

Counseling/ Advising/ Other Ed Planning

Follow-up Coordination * Research TechnologyTransitional

Services (See #8 below)

Total

Academic Salaries: Position Title(s) # of FTE Positions

8.50 -$ -$ 727,266$ -$ -$ -$ -$ -$ 727,266 2.00 -$ -$ 108,000$ -$ -$ -$ -$ -$ 108,000 3.20 -$ -$ -$ 36,718$ -$ -$ -$ -$ 36,718

-$ -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ -

Subtotal $ - $ - $ 835,266 $ 36,718 $ - $ - $ - $ - $ 871,984 # of FTE

Positions1.00 40,310$ -$ -$ -$ -$ -$ -$ -$ 40,310 1.00 -$ -$ 41,183$ -$ -$ -$ -$ -$ 41,183 7.88 -$ -$ -$ -$ -$ -$ -$ 353,445$ 353,445 0.75 -$ 36,722$ -$ -$ -$ -$ -$ -$ 36,722 1.00 -$ 82,211$ -$ -$ -$ -$ -$ 82,211 1.00 -$ -$ -$ -$ -$ -$ -$ 45,614$ 45,614 1.00 39,249$ -$ -$ -$ -$ -$ -$ -$ 39,249 0.50 16,028$ 16,028$ 16,028$ 16,028$ -$ -$ -$ -$ 64,112 2.50 -$ -$ -$ -$ -$ 208,240$ -$ -$ 208,240

-$ -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ -

Subtotal $ 95,587 $ 134,961 $ 57,211 $ 16,028 $ - $ 208,240 $ - $ 399,059 $ 911,086

Full-Time CounselorPart-Time Counselor


District Match - Report planned expenditures of district funds by object code as defined by the California Community Colleges Budget and Accounting Manual.

1000Classification

2000 Classified and Other Nonacademic Salaries: Position Title(s)Counseling TechnicianCounseling Assistant

Research Office

Outreach, Career & Transfer Coordinator

Student Services Lab Assistant

Adjunct Teaching Faculty

Assessment SpecialistAdmissions and Records Personnel

Articulation/Assessment Coordinator




Orientation Assessment

Counseling/ Advising/ Other Ed Planning

Follow-up Coordination * Research TechnologyTransitional

Services (See #8 below)

Total

-$ -$ 230,077$ -$ -$ -$ -$ -$ 230,077 3,937$ 3,937$ 3,937$ 3,937$ -$ -$ -$ -$ 15,748

-$ -$ -$ 4,322$ -$ -$ -$ -$ 4,322 55,241$ -$ -$ -$ -$ -$ -$ -$ 55,241

-$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ 205,499$ 205,499 -$ 62,228$ -$ -$ -$ -$ -$ -$ 62,228 -$ -$ -$ -$ -$ -$ -$ 29,264$ 29,264 -$ -$ -$ -$ -$ 86,397$ -$ -$ 86,397

Subtotal $ 59,178 $ 66,165 $ 234,014 $ 8,259 $ - $ 86,397 $ - $ 234,763 $ 688,776

-$ -$ 3,800$ -$ -$ -$ -$ -$ 3,800 -$ 32,180$ -$ -$ -$ -$ -$ -$ 32,180

12,420$ -$ -$ -$ -$ -$ -$ -$ 12,420 -$ -$ -$ -$ -$ -$ -$ 5,600$ 5,600

Subtotal $ 12,420 $ 32,180 $ 3,800 $ - $ - $ - $ - $ 5,600 $ 54,000

-$ -$ -$ -$ -$ -$ 1,232$ -$ 1,232 -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ -

Subtotal $ - $ - $ - $ - $ - $ - $ 1,232 $ - $ 1,232

-$ -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ -

Subtotal $ - $ - $ - $ - $ - $ - $ - $ - $ -

-$ -$ -$ -$ -$ -$ -$ -$ - -$ -$ -$ -$ -$ -$ -$ -$ -

Subtotal $ - $ - $ - $ - $ - $ - $ - $ - $ -

Grand Total $ 167,185 $ 233,306 ####### $ 61,005 $ - $ 294,637 $ 1,232 $ 639,422 Total Planned Expenditures must be at least equal to or exceed the Required District Match $ 2,527,078

3000 Employee BenefitsCounseling (both Full-Time and Part-Time) & Assist

Adjucnt Teaching FacultyCounseling Technician/SS Lab Assistant

Assessment Specialist/CoordinatorOutreach, Career & Transfer CoordinatorResearch Office

4000 Supplies & MaterialsCounseling Supplies

Outreach/Transfer Materials

5000College SourceOther Operating Expenses and Services

6000 Capital Outlay

7000 Other Outgo

Classification

Computerized Assessment MaterialsOrientation Supplies


**THIS LINE NOT WORKING**Admissions and Records Personnel



Summary

Part I: FundingTotal 2014-15 Student Success and Support Program Allocation 1,262,102$

Did your college move Credit SSSP funds to Non-Credit? If yes, how much? -$ 1,262,102$

Total 2014-15 Planned Expenditures in the Student Success and Support Program:1,262,080$ 2,527,078$

2:1 Calculated required district match for credit: 2,524,160$

3,789,158$

Balance 2014-15 Student Success and Support Program Allocation: 22$

The required District Match was met: Yes

Certification

[email protected] (559) 737-5441 10/17/2014Email address Phone Number Date

College Credit SSSP Coordinator (Typed name and signature)


SSSP Supervising Administrator or CSSO (Typed name and signature)


District Business Manager (Typed name and signature)


College President (Typed name and signature)

Email address Phone Number DateDistrict Chancellor (Typed name and signature)

Christine Statton


Total Planned Expenditures in the SSSP

Total SSSP funds Available for Planned Expenditures

N/A

Stan Carrizosa

Student Success and Support Program Allocation (Part II: Planned Expenditures)District Match (Part III: Planned District Match)

Brent Calvin

Stephanie Collier

The undersigned certify that the the SSSP allocation will be expended in accordance with the provisions outlined in title 5, sections 51020-25 and in accordance with the objectives and activities identified in the college’s Student Success and Support Progam Plan per title 5, section 55510.

Documents

STUDENT SUCCESS AND SUPPORT PLAN 2 - College of the Sequoias. Student Succe… · COLLEGE OF THE SEQUOIAS COMMUNITY COLLEGE DISTRICT Board of Trustees Meeting October 13, 2014 STUDENT