The Student Success and Support Program Plan … · Web viewStudent Success and Support Program Plan Signature Page College Name: College of the Sequoias District Name: Sequoias Community

Credit

Student Success and Support Program Plan

2015-16

District: Sequoias Community College DistrictCollege: College of the Sequoias

Report Due by

Friday, October 30, 2015

Email PDF of completed plan to:[email protected] signature page with original signatures to:Patty Falero, Student Services and Special Programs DivisionCalifornia Community Colleges Chancellor’s Office1102 Q Street, Suite 4554Sacramento, CA 95811-6549

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mailto:[email protected]

College: College of the Sequoias District: Sequoias

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

INTR ODUCTIONThe purpose of the credit Student Success and Support Program (SSSP) Plan is to outline and document how the college will provide SSSP services to credit students1. The goal of this program is to increase student access and success by providing students with core SSSP services to assist them in achieving their educational and career goals.

More specifically, colleges are to: Provide at least an abbreviated student education plan (SEP) to all entering students with a

priority focus on students who enroll to earn degrees, career technical certificates, transfer preparation, or career advancement.

Provide orientation, assessment for placement, and counseling, advising, and other education planning services to all first-time students2.

Provide students with any assistance needed to define their course of study and develop a comprehensive SEP by the end of the third term but no later than completion of 15 units.

Provide follow-up services to at-risk (students enrolled in basic skills courses, students who have not identified an education goal or course of study, or students on academic or progress probation).

INSTR UCTIONS AND GUI DE LI NE SPlease carefully review these instructions and resources, including the SSSP Handbook, relevant sections of the Education Code and title 5 regulations before completing the program plan.

The program plan is set up as a Word document. As you enter your responses below each question, the document will expand to accommodate the information provided. Colleges are to use the template as provided. When complete, also save the document as a PDF file and email it as an attachment to [email protected] with the name of the college and “SSSP Credit Program Plan” in the subject line. Mail the signature page with the original signatures, along with the separate Budget Plan signature page, by the due date (Oct. 30th).

The program plan is to be submitted on an annual basis3. When writing the program plan, assume that the reader knows nothing about your program and will have only your document to understand the delivery of program services and resources needed for implementation. Be sure to include input from faculty, staff, administrators and students in the development of this plan (per title 5, §55510[b]).

All state-funded SSSP services, procedures, and staff activities must be described in the program plan. Section 78211.5(b) of the Education Code permits districts and colleges to expend these categorical funds only on SSSP activities approved by the Chancellor. Please be sure all expenditures are 1 Colleges operating SSSP programs for noncredit students must prepare a separate noncredit plan. 2 A first-time student is defined as a student who enrolls at the college for the first time, excluding students who transferred from another institution of higher education, and concurrently enrolled high school students.3 The program plan is now required on an annual basis due to new SSSP requirements focusing funding on core services, changes related to priority enrollment, mandatory core services, and the significant increases in funding in 2013-14, 2014-15 and 2015-16. As implementation and funding stabilizes, this requirement may be revisited.

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consistent with the SSSP Funding Guidelines or your plan may not be approved. The information provided and the funding source should be clearly indicated in the plan narrative and correspond with expenditures listed in the Budget Plan. In districts with more than one college, the college program plan must also address any portion of the college’s allocation expended by the district. The program and budget plans will also be compared with the colleges’ credit SSSP Year-End Expenditure Report to monitor for consistency. Note that SSSP funds may not be used to supplant general or state categorical (restricted) funds currently expended on SSSP activities. Any services provided should supplement--not supplant--any services provided to students currently participating in college categorical programs and any other federal, state, and local programs.

The SSSP Plan is divided into six sections. The Budget Plan is a separate document.I. Program Plan Signature PageII. Planning & Core Services

A. Planning B. OrientationC. Assessment for PlacementD. Counseling, Advising, and Other Education Planning ServicesE. Follow-up for At-Risk StudentsF. Other SSSP/Match Expenditures

III. Policies A. Exemption PolicyB. Appeal PoliciesC. Prerequisite and Corequisite Procedures

IV. Professional DevelopmentV. Attachments

Links to program resources are provided below to assist with the development of your SSSP Plan.

RESOURCES

Seymour-Campbell Student Success Act of 2012

California Code of Regulations

Chancellor’s Office Student Equity web page

Accrediting Commission for Community and Junior Colleges

Chancellor's Office Basic Skills website

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

http://www.accjc.org/

http://extranet.cccco.edu/Divisions/StudentServices/StudentEquity.aspx

https://govt.westlaw.com/calregs/index?__lrguid=i278f056bb5c04e7d94f9d40fbfb9390f&transitionType=Default&contextData=(sc.Default)

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

http://extranet.cccco.edu/Portals/1/SSSP/Matriculation/SSSP%20Handbook%202014/Chapter%204%20-%20SSSP%20Funding%20Guidelines.pdf


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 and California Education Code sections 78210-78219.

Signature of College SSSP Coordinator: ________________________________________________

Name: Jessica Figallo____________________________________________ 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: _____________

Contact information for person preparing the plan:

Name: Jessica Figallo __________________________________ Title: Dean, Student Services

Email: [email protected] Phone: (559) 737-5443

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SECTION II. PLANNING & CORE SERVICES

Directions: Please provide a brief but thorough answer to each of the following questions relating to how your college is meeting the requirements to provide core services under title 5, section 55531. Do not include extraneous information outside the scope of SSSP. Projected expenditures should correspond to items listed in the Budget Plan. Answers should be entered in the document below each question.

A. Planning

1. a. Describe the planning process for updating the 2015-16 SSSP Plan. The planning process for updating the 2015-2016 SSSP Plan has been in conjunction

with the district’s categorical programs, the Equity Plan, and the Basic Skills Plan in an effort to strategically provide comprehensive services to as many students and with as little duplication as possible. The SSSP guidelines are extremely specific to the core services of matriculation; thus there is a great need to incorporate Equity, Basic Skills, and district funds to enhance those activities outside of the matriculation process. Another piece which continues to be at the core of our planning is the District’s Master Plan and Strategic Plan. b. What factors were considered in making adjustments and/or changes for 2015-16?The need for increased collaboration regarding enhancements to services provided through SSSP was recognized during the 2014/15 reporting period, and efforts to increase the collaboration and planning will be further addressed during the 15/16 reporting period. The SSSP workgroup will be formalized (meaning appointed members and regularly scheduled meetings) during this reporting period. Although many members of student services participated in past planning, expanding membership to academic faculty and students will culminate in new ideas, provide a broader scope of input, and continue to build the bridge of understanding and goal alignment amongst all constituents.c. In multi-college districts, describe how services are coordinated among the colleges.N/Ad. Briefly describe how the plan and services are coordinated with the student equity plan and other district/campus plans (e.g., categorical programs) and efforts including accreditation, self-study, educational master plans, strategic plans, Institutional Effectiveness, the Basic Skills Initiative, Adult Education (Assembly Bill 86), and departmental program review.The district recently moved from an accreditation status of show cause, next to warning, and then to fully reaffirmed. During this process the district was forced to look closely at student services with regard to the equitability and accessibility of student support services district wide. This microscopic examination of student support services, coupled with Scorecard data, has directly impacted our strategic planning as well as institutional effectiveness. Based upon the recommendations, the

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district decided to engage in a district wide student support services survey. With the analysis and discussion of this data underway, combined with the mandates of the district’s categorical programs, there is a widespread movement to continuously evaluate services and student success through Service Area Outcomes. Some of the activities outside of the scope of SSSP, yet in conjunction with the Equity Plan, are student success centers equipped with computers, staff, and peer mentors, and on our Hanford and Tulare Campuses, tutorial services. Another example of collaboration with the Equity Plan is to matriculate recently graduated high school students into the district utilizing SSSP, and then engage these students into an activity provided under the Equity Plan such as connecting these students with a Student Success Coordinator and designated computer/success lab. Collaboration between the SSSP Plan and Equity Plan has been in the hiring of two full-time counselors, funded through SSSP, but strategically placed to serve the disproportionately impacted students identified in the district’s Equity Plan. Additionally, representation from the categorical programs thus far has come from the program managers as they have returned from Chancellor sponsored director’s trainings which encourage categorical programs to participate in the planning and activities pertaining to SSSP and Equity. In the next reporting period, the college plans to invite faculty and staff from the categorical programs to participate in the SSSP Advisory Committee to broaden the scope of input and collaboration.

2. Describe the college’s student profile. Over 14,000 students enrolled in College of the Sequoias during the 2014/15 academic year making up about 9,000 full-time equivalent students. The student body is 55% female verses 45% male. The two largest ethnic groups on campus are Hispanic (60%) and White (25%) while students under 25 years of age make up 67% of the student population. Approximately 45% of the students are enrolled on a full-time basis (fall 2014 reference). In addition, disabled students comprise 6-7% of the student population. About 12% of incoming students place into transfer-level math while 36% place into transfer-level English.

On average, students have a 69% success rate. Over 33% of students who show intent to transfer, actually transfer within 6 years (transfer velocity 2008-2009 cohort; state average is 38%). The district awarded 1,790 degrees/certificates in the 2014/15 academic year (Datamart and College of the Sequoias’ Factbook).

3. Describe any partnerships among colleges or with high school districts, workforce agencies, or other community partners that assist with providing core services to new students. Currently our district partners with feeder high schools to collaboratively provide student assistance with the admissions application, FAFSA assistance, and the administration of the placement exam. An annual High School Partners Luncheon is hosted by the college to inform high school counselors and administration of the upcoming timelines and collaboration that is needed for the registering of their high

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school seniors. It is also at this annual luncheon where the college discusses and receives feedback from our partners to ensure continued improvement to our matriculation process.

B. Orientation

1. Were adjustments made to your orientation process based on outcomes from your 2014-15 program plan?While overall satisfied with the orientation process, plans to dub the online orientation into Spanish are currently under evaluation. During the next reporting period, the outcome of this conversion will be addressed. The additional of orientation staff will also be evaluated during this reporting period as providing different modalities of orientation is critical to the orientation process.

2. a. How many students were provided orientation services in 2014-15?1503 students completed the online orientation676 students completed the face-to-face orientation b. What percentage of the target population does this represent? Target population has been defined as total students with SSSP MIS record for 2014/2015 that was also enrolled. (Summer 14, Fall 14 and Spring 15). 198 students were exempt. Thus, the target population was 14,817. 15% of the target population received an orientation. The district believes these numbers to be low due to a tracking error during the fall semester, but believes this error to have since been corrected.

c. What steps are you taking to reduce any unmet need or to ensure student participation?A matriculation hold is placed on all non-exempt students’ accounts. Therefore, a student cannot register in her second semester without completing the orientation Also, as stated above; we are researching the possibility of dubbing our online orientation into Spanish.

3. a. Are orientation services offered online? Yes.

b. Identify any technology used to provide orientation, including any commercial or in-house products in use or under development, and annual subscription or staff support requirements. The online orientation is offered through a student’s portal called Banner Web. The actual online orientation was created and is serviced by Cynosure New Media. The Counseling Technician for orientation updates the content regularly as part of the job duties for this position. We do not currently pay an annual subscription for the online orientation. Cynosure New Media continues to provide support for the online orientation. Cynosure troubleshoots any problems that the online orientation may experience and updates the system as needed. The online orientation has been programmed to link to our internal Banner Production system to remove the orientation matriculation hold once a student completes the orientation.

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In addition, the college’s technology staff creates an online RSVP form for Giant Days (face to face orientation). Our technology department also provides support for the online orientation and creates an online survey for Giant Days.

4. Identify the topics covered in orientation. Include those topics mandated by title 5 section 55521 and any additional information, policies and/or procedures that the college or district determines necessary to include in a comprehensive orientationThe eight mandatory components of orientation, pursuant to Title 5, section 55031 are now included in both modalities of our orientation. This is a change and improvement from the previous reporting period. As of July, 2015, all eight modalities are present which include: Orientation Checklist (Required Policy or Procedure)

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

In addition to the mandated components of orientation, a technology segment has been added which teaches the students how to log into their Banner Web and Giant Email accounts and describes the contents and importance of both of these technological communications.

5. Complete the chart below outlining the staff associated with orientation and the source used to fund the position. These staff listed below should match those in your budget plan. Additional lines may be added.

# of FTE

Title Role Funding Source (SSSP/Match/GF)

Welcome Center Coordinator

Coordination of Orientation and overall communication with feeder high schools to ensure proper matriculation.

Counseling Technician

Provide Orientation and workshops to both incoming and fully matriculated students.

Clerical Assistant (1/2 time)

Provide support to orientation staff. Manages RSVP lists and other duties directly supporting Orientation.

6. Complete the chart below outlining all other orientation related expenditures, including the direct cost to purchase, develop or maintain technology tools specifically for orientation services. These expenditures should correspond to those in your budget plan. Additional lines may be added.

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Budget Code

Expenditure Title/Description Funding Source (SSSP/Match/GF)

Amount

C. Assessment for Placement

1. Were adjustments made to your assessment for placement process and/or procedures based on outcomes from your 2014-15 plan?

No.2. a. How many students were provided assessment services in 2014-15?

Total Number of students: 6359

Number of students on Visalia Campus: 3595Number of students on Hanford Campus: 212Number of students on Tulare Campus: 58Number of students at district high schools: 2494

b. What percentage of the target population does this represent? 42%

c. What steps are you taking to reduce any unmet need or to ensure student participation?

The only identified unmet need is our inability to accommodate all student schedules by offering the test at different times and locations. This primary unmet need could be addressed by the following:1. Offer evening testing at all three campus\center locations2. Increase access at the Tulare Center with additional PCs and dedicated/trained staff3. Offer the option of ESL Assessment at our district highs schools when we administer the traditional English Assessment.

The college is reviewing a proposal to augment staffing, cross training with other similar computer lab staff, and adding additional PCs at the Tulare Center that may be utilized for computerized test administration. Currently the Assessment Program has 27 PCs at the Visalia Testing Center, 3 PCs at the Hanford Center, and only one PC at the Tulare Center.

3. Give a brief and specific overview of the assessment process. Include a description of the test preparation that is available. The computerized placement tests are administered at the three campus/centers. Students are required to have an application for admission on file and this requirement is verified before testing is permitted. Students sign in and provide

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proper proof of identity, assessment staff assist students in determining math and or English exemption status, and if not exempt, the appropriate math test: COS Algebra Readiness, MDTP Elementary Algebra, MDTP Intermediate Algebra, or MDTP Precalculus and the appropriate language test: CELSA (ESL test) or ACCUPLACER (traditional English test).

Students select the math placement test most appropriate for their current skill/knowledge level based on the highest level math class completed in high school with a “C” or better. Students that have not recently completed a math class are provided sample questions to assist in their placement test selection. Students that select a test that is too difficult and do not do well are directed to take a less difficult test before a course placement is determined.

Many students self-identify themselves as ESL students and request the ESL placement test while others have questions about which test is most appropriate. Assessment Staff explains the basic differences between the ESL courses and the traditional English courses and help students decide whether the ESL placement test or the tradition English placement test is appropriate. Students are never coerced into taking the ESL placement test. Students who take the traditional English placement test and do not de well are instructed to take the ESL test or consult a counselor. The counselor will assess the student for a possible learning disability, and if appropriate, refer the student to the Access and Ability Center.

After completing the tests a questionnaire is completed. The questionnaire includes numerous multiple measures such as self-reported H.S. GPA, highest level math completed, grade in highest level math completed, and grade in last English class completed. The math and language test battery is completed within 105 to 120 minutes and the placement results are available immediately. Students are directed to the counseling department to make an appointment to complete an SEP and prepare for registration.

The paper and pencil equivalent tests are administered at district high schools in large group settings. The COS Assessment Specialist coordinates with high school staff to ensure students have an application for admission on file and the high school has accurate roster with student names, ID numbers, and math tests. The test answer form includes the same questions used for multiple measures as the computerized version and is completed prior to taking the tests. The math and language test battery is completed in approximately 2.5 to 3.0 hours. Students receive their test results within a week along with instructions on how complete orientation, counseling, and the registration process (Attachment A – Registration Checklist).

Various links to English and Math Test preparation are accessible on the COS Web Site. Four tests are used for math placement and students are responsible for

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selecting the test most appropriate for their ability. There are numerous sample questions available in the Assessment Center for each math placement test and both language tests that are used for both test preparation as well as to assist with test selection.

4. a. Identify any assessment test(s) used for placement into English, mathematics, and ESL courses. Provide specific information about any second-party tests, including the versions and forms used.

Assessment Instrument

Semester Consequen

tial Validation

Semester Disproportionate Impact

Study

CO Instrument Approval

In Compliance

with Six Year Review

Cycle1. ACCUPLACER Reading

S15 S15 Probationary – (3-1-14) YES

2. ACCUPLACER Sentence Skills


3. COMPANION Reading- Form F


4. COMPANION Sentence Skills-Form F


5. CELSA (ESL) –Form 1 & 2 (2000)

F12 * Full – (3-1-13) YES

6. COS Algebra Readiness Test – Form A (1998)

S12 S12 Full– (3-1-13) YES

7. MDTP Elem Algebra Test – Form – EA50C86

S12 S10 Full – (3-1-13) YES

8. MDTP Inter Algebra Test – Form – IA45C86

S12 S10 Full – (3-1-13) YES

9. MDTP Precalculus Test –

S12 S10 Full – (3-1-13)

YES

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Form - PC40C86

b. When were tests approved by the CCCCO and what type of approval was granted?See table abovec. When were disproportionate impact and consequential validity studies last completed?

See table above5. a. What multiple measures are used?

1. Highest level math course completed2. Grade in highest level math course completed3. Grade in last English course completed4. Self-reported HS GPA5. Raw test scores6. Accuracy test scoresb. How they are integrated into the assessment system (as part of an algorithm included in the test scoring process, applied by counselors, etc.)? The multiple measures listed above are used in the placement algorithms. In addition to generating initial placement based on multiple measures, students can utilize our override process to achieve a placement one level higher than their initial placement level. For example, if the initial placement is one level below transfer level Freshman Composition, the override placement could be Freshman Composition. The override criteria include high school courses, grades, and GPA verified with official transcripts.c. Do these measures meet the multiple measures requirement per title 5, sections 55502 and 55522?Yes. NOTE: Please see attached COS Policies and Procedures for Initial Placement in English, Math, & ESL document for specific multiple criteria, placement rules, and override criteria.

6. Describe the policy on the acceptance of student assessment scores and placement results from colleges within a multi-college district, from colleges outside of the district, or from adult education programs.The college accepts test scores from other colleges as long as the test(s) is the same as the test(s) utilized by the college. Test scores accepted from other colleges are entered into our locally validated multiple criteria placement models and placements are generated based on the colleges validated placement schemes.

The college does not accept course placements from other colleges even if the other college uses the same test(s). The reasons for this policy are due to the legalities of implementing mandatory placement and our responsibility to validate our multiple criteria placement models against our own curriculum. Please take a moment to reflect on the potential litigation that could occur with the following policy: Accept course placements for ENGL1 (freshman Comp) from any CCC. Local

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college uses a cut-score of 75% for placement in ENGL 1 and Community College XYZ uses a cut score of 65% with the same test for placement into ENGL 1. If the local college accepted XYZ's ENGL 1 placement they would be allowing a student who tested at XYZ College to register for ENGL 1 with a lower score (65%) than they would require of students who tested locally (75%). On the surface this does not seem fair; in court this may be considered illegal. Also, this scenario does not even take into account differences in multiple measures.

7. How are the policies and practices on re-takes and recency made available to students?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. This retest policy is accessible on the COS Assessment Web Page.

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 students to retest when test results are more than three years old.

8. Complete the chart below outlining the staff associated with assessment for placement and the source used to fund the positon. These staff listed below should match those in your budget plan. Additional lines may be added.

# of FTE


Articulation/Assessment Coordinator

Coordinate, report, and analyze and evaluate all articulation/assessment activities

Assessment Specialist Provides assessment services district wide and also to high school feeders

9. Complete the chart below outlining all other assessment for placement related expenditures, including the direct cost to purchase, develop or maintain technology tools specifically for assessment for placement services. These expenditures should correspond to those in your budget plan. Additional lines may be added.

Budget Code


Amount

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D. Counseling, Advising, and Other Education Planning Services

1. Were adjustments made to your counseling services process and/or procedures based on outcomes from your 2014-15 plan?In an effort to continuously improve counseling services to students, the counseling faculty developed best practices, discussed these practices in their counseling meetings, and many have added the best practices poster to their work stations. Additionally, the district’s Office of Research, Planning & Institutional Effectiveness administered an extensive student services survey, receiving survey responses from 2,052 students in Spring, 2015. During the Fall of 2015, the counseling division is reviewing the survey results and discussing areas of strengths of weaknesses in an effort to maintain and improve a reportedly high level of satisfaction with the counseling services. In addition to customer service related questions, the students were also surveyed regarding their preferred time and mode of counseling. Student Services continues to review and analyze data to insure equitable and preferred services to the district’s students.

2. a. How many students were provided counseling, advising and education planning services in 2014-15?The total duplicated count of attended counseling appointments, district-wide for Fall 2014 and Spring 2015 was 10,920. An additional 891 appointments were attended during Summer 2015.

3.b. What percentage of the target population does this represent? 80%c. What steps are you taking to reduce any unmet need or to ensure student participation?The counseling division began to analyze the number of counseling appointment “No Shows” and have created an internal policy regarding “No Shows.” The students have been notified of this policy via email, and are also notified at the time that the counseling appointment is created. The policy was created to prevent frequent “No Show” students from taking the time away from a first-time or follow up student in need of an appointment. The policy states that the student will be penalized after two consecutive “No Shows.” The ramification is that the penalized student would be unable to book an appointment in advance; rather they would have to arrive without an appointment and wait as a stand-by appointment, or walk-in. (Stand-by referring to no available appointments, but they stand by to see if a booked student does not show). The results of this new policy will be analyzed and shared during the next reporting period.

3. a. Describe the service delivery methods (in person, workshops, FTES generating course, etc.).Counseling services are provided face-to-face, in small groups, and via email. The counseling via email is not able to provide a student education plan, and during this

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reporting period, the counseling department will evaluate and discuss the need for an interactive form of online counseling. The counseling faculty makes classroom visits to English courses to discuss the importance of getting an educational plan. This intrusive strategy also helps to foster connectivity to the counseling staff for both the students and academic faculty.b. Is drop-in counseling available or are appointments required?Counseling appointments can be scheduled in advance, by appointment, or, students may drop-in. The majority of appointments are made in advance, however, the larger departments do their best to set one counselor’s schedule to be available for drop-in status.c. What is the average wait time for an appointment and drop-in counseling?Average wait time for a scheduled appointment can vary between same day availability to a wait time of two to three weeks for the next available appointment depending upon the registration “season.” This is one reason the district supports counselors making classroom presentations to encourage seeing a counselor. Counselors encourage not waiting until the last minute to make an appointment, but rather to schedule their appointments during the non-peak season for the counseling department. Along the same lines, a student who is trying to see a counselor by dropping in, may wait two or three minutes, or two or three hours, dependent upon the counseling demand. There are instances where drop-in students may not see a counselor if they are dropping in during the registration period. Again, however, the counseling department encourages students to see a counselor early; either in the semester before a student is to register, or early on the semester in which they are going to register. During the 15/16 reporting period, the counseling adjunct pool will be increased, as well as the possibility of a full-time transfer/career counselor.

4. a. Describe the type of assistance provided to students to develop an abbreviated student education plan and the scope and content of the plan. For the abbreviated education plan, the student gets assistance from the counselor to review appropriate courses based on placement level and interest level of the students. Typically, students who are undecided or students who have pending transcripts from other schools are given abbreviated plans until further information is made available. This scope and content of the plan will at least cover basic general education courses and some exploratory courses such as the career development course, or other introductory types of courses for the undecided students. The counselor may make suggestions or referrals for students to visit career related resources such as Career Cafe or Eureka to provide additional assistance for helping the student decide upon a major.

b. Describe the type of assistance provided to students to develop a comprehensive education plan and the scope and content of the plan.For comprehensive plans, the counselors provide a thorough explanation of all requirements required for the student to meet general education, subject, competency, major, and or transfer requirements. The counselor’s guidance is the main source of assistance in this. If appropriate, the counselor will refer to other

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service areas on campus to help assist the student with their goals. The counselor will usually introduce tools such as ASSIST.org, CSUmentor, COS Catalog, etcetera to the student she he will understand the reasons and rational for the courses prescribed on the education plan. The comprehensive education plan will cover all of the necessary course work that the student will need to achieve his goals and it will give the student a tentative timeline for how long his program will take.

5. Identify any technology tools used for, or in support of, counseling, advising and other education planning services, such as an education planning tool or degree audit system.The college utilizes an electronic student education plan. Additional student documents, such as transcripts, are housed in an electronic repository called BDMS that lives within Banner Production. Counseling appointments are generated within the SARS system, which incorporates the student’s counseling appointment history, as well as the reason for the appointment. On a daily basis, counselors utilize on line resources such as ASSIST.org, the Transfer Counselor Website, and CollegeSource. Recently, Degree Works has been purchased with counselors, technology staff, and admissions and records staff working very closely to accurately scribe the content into the Degree Works knowledgebase. This project is ongoing, and will be evaluated and discussed during the next reporting period. The need for two evaluation specialists has been determined as once hired, will be an integral part of the degree audit system.

6. Complete the chart below outlining the staff associated with counseling, advising and education planning services and the source used to fund the position. These staff listed below should match those in your budget plan. Additional lines may be added.

# of FTE


Counselors Provide Student Education Plans, career exploration, follow-up services

SSSP/Match/GF

Success Coordinators Provide orientation and follow up services

SSSP/Equity

7. Complete the chart below outlining all other counseling, advising and education planning related expenditures, including the direct cost to purchase, develop or maintain technology tools specifically for these services. These expenditures should correspond to those in your budget plan. Additional lines may be added.

Budget Code


Amount

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E. Follow-Up for At-Risk Students

1. Were adjustments made to your follow-up services and/or procedures based on outcomes from your 2014-15 plan?Yes. Adjustments were made to the following follow-up services: early alert and probation workshops. In the last reporting period, early alert was initiated and followed up on by primarily one department. Now, with the hiring of six student success coordinators, as well as the incorporation of the categorical programs, early alert follow up will be occurring district wide. Most, if not all student services’ categorical and grant programs utilize follow- up to their students early alert as an intrusive counseling tool. In addition to these programs following up with their students, the success coordinators will be following up with the several hundred identified disproportionately impacted students on their caseloads. For students not participating in any program or caseload, designated staff will place phone calls to invite these students in for follow-up services as well. Similarly, an increase in probation workshops will occur during this reporting period. The student success coordinators will hold approximately twenty workshops per year focusing upon accountability, student success, and student resources.

2. a. How many students were provided follow-up services in 2014-15?4616 duplicated early alerts were received during the last reporting period. The majority of these students were contacted by program staff either by email, phone, or personal contact. The students are informed of campus resources and offered counseling or paraprofessional appointments if they would like to discuss issues or options.

b. What percentage of the target population does this represent? 31% c. What steps are you taking to reduce any unmet need or to ensure student

participation?To ensure student participation in probation workshops, students are first sent a letter indicating that she is on probation. On the letter, the ramifications are indicated, as well as a link to RSVP to a probation workshop. Further, students are called by the success coordinators to remind them to register for a workshop.

3. a. What types of follow-up services are available to at-risk students?At-risk students have a myriad of resources available. The district provides free use of tutorial services in addition to a writing center and math lab. The district currently has several grant-funded programs such as Workability (through Department of Rehabilitation), and programs such as TRIO, FYE, Mesa, PASEO and Puente who are geared to support the first generation college student through their graduation and transfer. Additionally, the district offers programs such as Cal WORKs, EOPS, Access and Ability Center, Foster Youth, Health Center (with one therapist and four interns), and a Veterans Resource Center.b. How and when are students notified of these services?

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Students are notified of these services via the district website, orientations, probation workshops, and by counselor, faculty, and paraprofessional referrals.c. Describe the service delivery method (in groups, workshops, etc.) and any technology tools used.Students are counseled face to face, via email, or in small groups. The Welcome Center coordinates a series of workshops throughout the year ranging from transfer to study skills. Students receive information from the college primarily through email, and more recently through the district’s new phone “app.”d. Are instructional faculty involved in monitoring student progress? Do they participate in early alert systems?Yes, instructors play a key role in monitoring student progress. Although faculty are not contractually obligated to utilize Early Alert, many do. Some utilize and submit the electronic Early Alert, while others utilize a paper form of Early Alert when requested by a student. In addition to the Early Alert system, many faculty utilize Blackboard to house their grades.

4. Complete the chart below outlining the staff providing follow-up services and the source used to fund the position. These staff listed below should match those in your budget plan. Additional lines may be added.

# of FTE


5. Complete the chart below outlining all other follow-up services related expenditures, including the direct cost to purchase, develop or maintain technology tools specifically for these services. These expenditures should correspond to those included in your budget plan. Additional lines may be added.

Budget Code


Amount

F. Other SSSP/Match Expenditures

1. Describe any institutional research directly related to the provision and/or evaluation of SSSP services. List any related expenditures in the table below. These expenditures should correspond to those in your budget plan.In the last reporting period, the Office of Institutional Planning and Research created a district-wide Student Services Support Survey. The survey rendered over 2,000 student

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responses which elicited feedback regarding preferred counseling times, customer service, and an extensive comment section where students could offer suggestions and criticism. For example, when prompted with the question: For any of the options below, what days and times best accommodate your counseling needs during your attendance at COS? Interestingly the students indicated that afternoons between 2pm-5pm is the best time for counseling. (Mid-morning was a close second). The Office of Institutional Planning and Research worked with Student Senate as well as other groups on campus to strongly encourage the district’s students to participate in the survey. Shortly after the survey was complete, the Office of Institutional Planning and Research disaggregated the data, breaking it down by Student Services’ departments, and released this data to the departments for analysis and discussion.

Budget Code


Amount

2. List any match expenditures not previously accounted for in the plan. These expenditures may include Admissions and Records, Transfer and Articulation Services, Career Services, Institutional Research (unrelated to SSSP), instructionally funded tutoring and supplemental instruction costs for at-risk students. These expenditures should correspond to those in your budget plan.

Budget Code

Expenditure Title/Description Funding Source Amount

SECTION III. POLICIES

A. Exemption Policy

1. Provide a description of the college or district’s adopted criteria and process for exempting students from SSSP-required services in accordance with title 5 section 55532.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:

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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 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 pro-gram; or 2. Enrolling in a 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.

B. 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 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: Students are exempt from the orientation requirement if: 1. Previously participated in a COS orientation; or 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 Exemption: (Note: Students receiving Title IV Financial Aid and/or Veterans’ educational benefits are not exempt from counseling requirement.)

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.

2. What percentage of your student population is exempt (list by category)?1%

B. Appeal Policies

Describe the college’s student appeal policies and procedures. If these policies are posted on the college’s website, also provide the link below.

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http://www.cos.edu/Admissions/ClassSearch/Documents/2014-2015%20General%20Catalog.pdf

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 of submission if the student is dissatisfied with the exemption status.

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 ten 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.

C. Prerequisite and Corequisites Procedures

Provide a description of the college’s procedures for establishing and reviewing prerequisites and corequisites in accordance with title 5 section 55003 and procedures for considering student challenges. If these policies are posted on the college’s website, also provide the link below.

HTTP://WWW.COS.EDU/ADMISSIONS/CLASSSEARCH/DOCUMENTS/2014-2015%20GENERAL%20CATALOG.PDF Prerequisites and Corequisites Title 5 Matriculation Regulations (§55002(a)2D, §55003) state that students are entitled to enroll in any course for which they can meet necessary and valid pre- and corequisites. A “prerequisite” means a condition of enrollment that a student is required to meet in order to demonstrate current readiness for enrollment in a course or educational program. Prerequisites shall be based on successful completion of an appropriate course (e.g., Math 230 with a “C” or better prior to attempting Math 154 or 021) or the college’s assessment process using multiple measures. A “corequisite” is a condition of enrollment consisting of a course that a student is required to simultaneously take in order to enroll in another course (e.g. , Math 65 in conjunction with Engineering 1).

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An “advisory on recommended preparation” means a condition of enrollment that a student is advised, but not required, to meet before or in conjunction with enrollment in a course or educational program (e.g., GD 160 with a “C” or better prior to attempting GD 161). A “limitation on enrollment” is similar to a prerequisite because both are conditions of enrollment that a student is required to meet for enrollment in a course or educational program. A limitation on enrollment differs from a prerequisite because it is not based on the successful completion of a course or the college’s assessment process using multiple measures (e.g., public performance courses requiring an audition).Challenge Process: Any student who does not meet a prerequisite or corequisite 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: 1. If space is available in a course when a student files a challenge to the prerequisite or

corequisite, the District shall reserve a seat for the student and resolve the challenge within five (5) working days. If the 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.

2. 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 student registers for that subsequent term. 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.

SECTION IV. PROFESSIONAL DEVELOPMENT

Describe plans for faculty and staff professional development related to implementation of SSSP.Counseling faculty receive on-going training and development every week for two hours. The counseling meeting is a time to review updates and policies regarding curriculum, general education, major prep, legislation, articulation, as well as the logistical aspects of serving a large student population. In this reporting period, the district’s newly hired Student Success Coordinators will have continuous training as they work closely with our fully matriculated disproportionality impacted students. These coordinators will assist

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with retention and persistence efforts through additional workshops and direct follow-up with students on items such as early alert.

Another big training piece during this reporting period will pertain to the district’s new degree audit system, Degree Works. The counselors and technology team have put in a tremendous amount of time into discussing, scribing, and troubleshooting this new system realizing the tremendous benefit to students once thoroughly launched. Upon the launch, which is to occur during this reporting period, both counselors, academic faculty, and students will need training regarding not only how to use Degree Works, but also regarding its intended purpose.

SECTION V. ATTACHMENTS

The following attachments are required:

Attachment A, Student Success and Support Program Plan Participants. Please complete the form below of all individuals with their job title, 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, including those listed in the narrative above. If your district has a district SSSP Coordinator in addition to the college SSSP Coordinator, or other district staff included in your plan, 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).

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.

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

Mia KeeleyCalifornia Community College Chancellor's [email protected]

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Attachment AStudent Success and Support Program Plan Participants

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

Name: Catherine McGuire Title: Welcome Center Coordinator

Stakeholder Group: Equity Committee

Name: Greg Keen Title: Articulation/Assessment Coordinator

Stakeholder Group: Curriculum Committee, General Education Committee

Name: Juan Vazquez Title: Director, Student Success


Name: Jason Garza Title: Counseling Technician


Name: Jessica Figallo Title: Dean, Student Services

Stakeholder Group: Institutional Program Review

Name: Brent Calvin Title: Vice President, Student Services

Stakeholder Group: District Governance

Name: Lee McDonaldTitle: Applications Manager

Stakeholder Group: Technology Committee

Name: Michele Brock Title: Dean, Student Services

Stakeholder Group: Access and Ability, Equity

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ATTACHMENT BStudent Services Organizational Chart

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ATTACHMENT CCOLLEGE OF THE SEQUOIAS POLICIES &

PROCEDURESFOR INITIAL PLACEMENT IN

ENGLISH, MATH, & ESL(EFFECTIVE FALL 1994

TESTING PERIOD)

REVISIONS: EFFECTIVE SPRING 2000 TESTING PERIOD1. APS Computation Test replaced with COS Algebra Readiness Test

REVISIONS: EFFECTIVE FALL 2001 TESTING PERIOD1. MDTP Elementary Algebra Test: New Multiple Criteria & Placement Rules2. MDTP Intermediate Algebra Test: New Multiple Criteria & Placement Rules3. MDTP Precalculus Test: New Multiple Criteria & Placement Rules4. Direct Placement in “BUS 20, 119, MATH 21, 45, 10, 154” without

override.5. Mandatory placement for MATH 2306. Modified Override Forms (Checklist for Prerequisites and Multiple

Measures) for MATH 230, 70, 75, and BUS 20, 119, MATH 21, 45, 10, 1547. Student feedback letter simplified and attachments explaining overrides

deleted

REVISIONS: EFFECTIVE SPRING 2002 TESTING PERIOD1. 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 PERIOD1. 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 PERIOD1. 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 PERIOD1. Mandatory Placement for MATH 2002. Mandatory Placement for ENGL 251

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TABLE OF CONTENTS

ENGLISH PLACEMENT MODEL

APSCC English Tests – Effective February 1993 – March 2006 ............................2CPT English Tests – Effective March 2002 – January 2003 ...................................3CPT English Tests – Effective February 2003................................................4COMPANION 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..........................................................11Attachment A – Course Descriptions.......................................................12-13Attachment A – ESL Course Descriptions...............................................14-15

COURSE PREREQUISITE OVERRIDE

Prerequisite Override Form............................................................................16Prerequisite 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.

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

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

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

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Grade Last ENG Class = D => Scaled Grade = 2Grade Last ENG Class = C => Scaled Grade = 3Grade Last ENG Class = B => Scaled Grade = 4Grade 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 1ENGCOMP 17-19 ENGLISH 251ENGCOMP 14-16 ENGLISH 360ENGCOMP 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 265AND 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 ReadingCOMPANION Reading Comprehension: R3: Companion Reading

CPT Sentence Skills: W2: CPT WritingCOMPANION 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”.

WRITING COURSE PLACENMENTS: Effective March 2002 – January 2003The 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 1or CPTCOMP 150 - 245

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READING COURSE PLACEMENTS: Effective March 2002 – January 2003Placement 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 ABAND

CPT SS 060 - 120or CPTCOMP 115 – 245

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WRITING COURSE PLACENMENTS: Effective February 2003The 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 1Or CPTCOMP 165 - 245



CPT SS 000 - 049 See Counselor or take ESL Placement TestOr CPTCOMP 000 - 079

READING COURSE PLACEMENTS: Effective February 2003Placement 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 ABAND

CPT SS 066 - 120or CPTCOMP 126 – 245

MATH PLACEMENT MODEL

MATH PLACEMENT TESTS: Four options… students are responsible for choosing which test is most appropriate for their current ability.

***

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1) COS Algebra Readiness Test 40 questions - 45 minutes2) MDTP Elementary Algebra Diagnostic Test50 questions - 45 minutes3) MDTP Intermediate Algebra Diagnostic Test 45 questions - 45 minutes4) 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 ANDARCOMP > 2.0 MATH 200

# Correct 11-40 ANDARCOMP < 2.0 MATH 360 (or see counselor

for vocational mathplacement)

# 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 counselorfor vocational mathplacement)

# 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 ANDEAC-C > 2.0

OR#Correct > 25 MATH 230

#Correct > 14 ANDEAC-C > 1.3 MATH 200

#Correct < 14 OREAC-C < 1.3 MATH 360 (or retest or see

counselor for vocationalplacement)

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 ANDEACOMP > 2.0

OR# Correct > 16 ANDEACOMP > 1.6 ANDHighest Math Completed > Intermediate Algebra MATH 230

# Correct > 16 ANDEACOMP < 2.0 MATH 200

# Correct < 16 MATH 360 (or retest or seecounselor for vocationalplacement)

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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 ClassIAC-C2 = Number Correct on Test + H.S. GPA + Accuracy on Test

# Correct > 14 ANDIAC-C1 > 2.0

OR# Correct > 25 Bus 20, 119, MATH 21, 45,

70*, 110, 154

IAC-C2 > 2.0 MATH 230IAC-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 ANDIACOMP > 2.0 MATH 230 (or see attachment B

for higher placement)

# Correct < 14 ORIACOMP < 2.0 MATH 200

# Correct > 14 ANDIACOMP > 2.0 AND MATH 21, 45 (H.S. GPA &GradesH.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 ANDIACOMP > 2.0 AND MATH 154 (H.S. GPA & GradesH.S. GPA > 3.3 AND are advisory only)

An “A” or “B” in H.S.Algebra 2 or higher

# Correct > 14 ANDIACOMP > 2.0 AND MATH 70* (H.S. GPA & GradesH.S. GPA > 3.3 AND are advisory only)

An “A” or “B” in H.S.Algebra 2 or higher

A “B” or higher inH.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 ANDCompletion of trigonometry MATH 75

# Correct 13-19 ANDPCC-C > 2.0 AND

“C” or higher in last math class ANDCompletion of trigonometry MATH 70

# Correct < 13 ORPCC-C < 2.0 OR

“D or F” on last math class OR Further Testing: TakeNo 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 MODELESL 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 SEQUOIAS915 SOUTH MOONEY BOULEVARD

VISALIA, CALIFORNIA 93292NOVEMBER 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 necessary10/20/01 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.

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*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.

*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:

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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

ATTACHMENT A-COURSE DESCRIPTIONS FOR ESLENGLISH AS A SECOND LANGUAGE

ESL 320—ENGLISH AS A SECOND LANGUAGE 4 UNITSINTERMEDIATE 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 UNITSINTERMEDIATE 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 UNITSINTERMEDIATE 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 UNITSINTERMEDIATE 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 UNITSINTERMEDIATE PRONUNCIATION/SPEAKING

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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.ESL 340—ENGLISH AS A SECOND LANGUAGE, 4 UNITSADVANCED 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 UNITSADVANCED 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 UNITSADVANCED 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 UNITSADVANCED 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 UNITSADVANCED 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.

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College: College of the Sequoias District: Sequoias 127128

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PREREQUISITE OVERRIDE CRITERIA

BUSINESS 20 AND 119; MATH 10, 21, 45, 154Placement into course by COS Placement Test Procedures; ORPlacement 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; ORCompletion of MATH 230 or 235 or equivalentcollege course with grade of “C” or higher; ORAdvanced Placement Calculus AB or BC, or Advanced Placement Statistics Exam Score 3 or higher.

MATH 70Placement into MATH 70 by COS Placement Test Procedures; ORPlacement 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. ORCompletion of MATH 154 or equivalent college course with a grade of “C” or higher; ORAdvanced Placement Calculus AB or BC Exam Score 3 or higher.

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

MATH 200Placement into MATH 200 by COS Placement Test Procedures; ORPlacement 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 235Placement into MATH 230 by COS Placement Test Procedures; ORPlacement 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 1Completion of CHEM 253 or 20 or equivalent college course with a grade of “C” or higher; orcompletion 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; ORCompletion of MATH 230 or 235 or equivalentcollege course with grade of “C” or higher; OR Advanced Placement Calculus AB or BC, or Advanced Placement Statistics Exam Score 3 or higher.

ENGLISH 1Placement into ENGL 1 by COS Placement Test Procedures; ORPlacement 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; ORCompletion of ENGL 251 or equivalent college course with grade of “C” or higher; ORAdvanced Placement Language and Composition or Advanced Placement Literature and Composition Exam Score 3 or higher.

ENGLISH 251Placement into ENGL 251 by COS Placement Test Procedures; ORPlacement 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; ORCompletion of ENGL 360 or equivalent college course with grade of “C” or higher.

FOREIGN LANGUAGECompletion of equivalent college course with a grade of “C” or higher; ORH.S. course work (if prerequisite indicates acceptance of H.S. course work); OREquivalent 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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College: ___________________________ District: ___________________________ page ______ of ______

BANNERPLACEMENT LEVEL LEGEND

Test Code: Test Description Numeric Placement Level Course PlacementMandatory Placement*

Math Level Code 7.3 or 7.7 MATH 61 or 75 YESMath Level Code 7.2 or 7.6 MATH 70 or 61 YESMath Level Code 6.1 or 6.6 MATH 70 YESMath Level Code 5.6 MATH 21 or 45 or 110 or 154 or BUS 20 or 119 YESMath Level Code 4.1, 4.2, 4.3, 4.6 or 4.7 MATH 230 or 235 YESMath Level Code 3.0, 3.1, 3.2, 3.6 or 3.7 MATH 200 or 201 or 205 YES (F09)

Math Level Code 1.0, 1.1, 1.2, 1.3, 1.6 or 1.7 MATH 360 or 361 or 365 NOMath Level Code 0.2, 0.3, 0.4, 0.5, 0.7 Further Testing N/AMath Level Code 0.1, 0.7 See Counselor N/A

Reading Level Code 4.1, 4.6, 4.7, 5.1 or 5.7 No Reading Course Placement N/AReading Level Code 2.1, 2.2, 2.3, 2.6 or 3.7 ENGL 265AB NOReading Level Code 2.7, 3.1, 3.2, 3.3, 3.4 or 3.6 ENGL 360AB NOReading Level Code 1.3, 1.4, 1.6 or 1.7 ENGL 370 NOReading Level Code 1.1 ENGL 364 NO

English Level Code 5.1, 5.2, 5.6 or 5.7 ENGL 1 YESEnglish Level Code 3.1, 3.2, 3.6 or 3.7 ENGL 251 YES (F09)

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

Test Code: Test Description Numeric Placement Level Course PlacementMandatory Placement*

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

ESL Level Code 0.1, 0.2, 0.3 See ESL Coordinator N/AESL Level Code 4.0 ESL 320 & 321 & 332A NOESL Level Code 5.0 ESL 330 & 331 & 332A NOESL Level Code 6.0 ESL 340 & 341 & 352A NOESL Level Code 7.0 ESL 350 & 351 & 352B NO

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College: ___________________________ District: ___________________________ page ______ of ______

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.

BANNERREADING & MATH COMPETENCY LEGEND

Test Code Test Description Score Range Competency Criteria

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

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

APS Reading Score Range: 1 to 35 Minimum Score for Reading Competency = 25CPT Reading Score Range: 1 to 120 Minimum Score for Reading Competency = 85

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

Nelson Denny Reading Score Range: 1.0 to 20.0 Minimum Score for Reading Competency = 12.0NOTE: Test Information is located in Banner at “SOATEST”

Revised: 3-9-4 & 6-16-08 & 5-12-10 GK\ 5-12-10

135136

18571858

185918601861

186218631864

1865

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