UPWARD BOUND PROGRAM - Mt. San Jacinto College · community for student athletes ... Train and...

Comprehensive

Student Services

Program Review

2014-2015

Mission Statement:

Mt. San Jacinto College

Mt. San Jacinto College, a California Community College, offers accessible, innovative,

comprehensive and quality educational programs and services to diverse, dynamic and growing

communities both within and beyond traditional geographic boundaries. We support life-long

learning and student success by utilizing proven educational methodologies as determined by

collaborative institutional planning and assessment. To meet economic and workforce

development needs, MSJC provides students with basic skills, general and career education that

lead to transfer, associate degrees and certificates. Our commitment to student learning

empowers students with the skills and knowledge needed to effect positive change and enhance

the world in which we live.

UPWARD BOUND PROGRAM

Institutional Priorities

Program Review and assessment is the cornerstone of planning. The Board of Trustees has

adopted the following Institutional priorities that embrace the following concepts:

1. Student Success

2. Systematic Planning and Assessment

3. Fiscally Sound Position

4. Institutional Pride and Organizational Culture

5. Community Partnerships and Service

Program Review provides a means through which each college division (or sector) set goals and

objectives that support the Board Adopted Institutional Priorities, through focusing on the

student as a learner. All student services areas are expected to reference the Institutional

Priorities as reports are prepared.

Student Services Goals for 2011-2012 (linked to

Board Adopted Institutional Priorities)

1. Student Success a. Expand Community Learning for Athletic Scholars Success (CLASS) learning

community for student athletes (link accelerated English 61/62 to Guidance in FA

11 and English 98, general education class, and guidance SP 12).

b. Refer all student athletes to Counseling to develop an educational plan.

c. Expand the Student Athlete Scholars Program to increase availability for tutoring

needs and life skills development of student athletes.

d. Promote awareness of Financial Aid opportunities to all Athletic students.

e. Increase participation in the Student Athlete Summer Bridge Program.

f. Expand First Year Experience.

g. Increase Awareness of Career and Vocational Services.

h. Expand Veterans’ Resources.

i. Personal Action/Civic Responsibility.

j. Provide access and availability to counseling /instruction to gain time efficient

entry to the DSPS program for new students.

k. Provide access and availability to counseling /instruction to maintain compliance

for DSPS students to update their Student Educational Contract (SEC).

l. Train and educate DSPS eligible students in adaptive software and tools for

compensatory strategy development.

m. Reduce the number of students repeating courses with previous substandard

and/or ‘W’ grades through policy revision. (State Mandate).

n. Improve customer service via phone within the student services division.

o. Review position of International Program Specialist and Expand program.

p. Implement electronic receipt and transmission of student transcripts (State

Mandate).

q. Mandate every EOPS/CARE students to meet with their counselor three times per

semester.

r. Provide readily accessible and accurate financial aid information to students.

s. Establish an outreach plan that serves our k-12 partners and college students.

t. Students will recognize the importance and impact of studying prior to assessing.

u. Students will identify and utilize institutional resources to make informed

decisions.

v. Create a testing environment that allows a student to focus.

w. Initiate contact with students placed in developmental courses within the first 6

weeks of the term.

x. Provide on campus support services to assist students to be proactive and engaged

learner.

y. College Mentors should be able understand and impart the current and accurate

information about the college’s resources and services to potential and current

students.

z. Increase student awareness of the student code of conduct.

aa. Improve student understanding of the student code of conduct.

bb. Provide a learning experience for students violating the student code of conduct.

cc. Increase awareness of civic and personal responsibility.

dd. Increase student acquisition of leadership skills.

ee. Pursue funding resources (e.g. student activity fee, grants, etc).

ff. Develop knowledge of leadership concepts.

gg. SECONDARY SCHOOL PROMOTION: 95% of non-senior secondary school

participants served during each budget period will be promoted to the next grade

level at the end of each academic school year.

hh. SECONDARY SCHOOL GRADUATION: 90% of high school seniors (and

their equivalents in alternative education programs) will graduate from secondary

school or receive a certificate of high school equivalency during each budget

period.

ii. STUDENT FINANCIAL AID: 90% of “college-ready” project participants will

apply for financial aid during each budget period.

jj. APPLICATION FOR POSTSECONDARY EDUCATION ADMISSIONS: 90%

of "college-ready" project participants will apply for postsecondary school

admission during each budget period.

kk. POSTSECONDARY EDUCATION ENROLLMENT: 95% of “college-ready”

participants will enroll in a program of postsecondary education during each

budget period (or during the next fall term)

ll. Expand Awareness of university transfer opportunities and academic

requirements to complete the transfer process.

mm. Expand Articulation resources to provide expanded articulation resources

for counseling faculty with electronic capabilities.

nn. Incorporate direct surveys via pre & post assessments into all workshops and

training [for faculty, staff and students] to better evaluate the validity of

departmental services.

oo. Develop TMC’s as new degree options, replacement of existing degrees or

augmenting non-transferable degrees for MSJC students (Ed Code: 66746-

66749).

pp. ACADEMIC IMPROVEMENT ON STANDARDIZED TEST: 65% Of all UB

participants who at the time of entrance into project had an expected high school

graduation date during the school year will have achieved at proficient level

during high school on state assessments in Reading / Language Arts and Math.

qq. PROJECT RETENTION: 90% of 9th

, 10th

, 11th

grade participants served during

each school year will continue to participate in the UB Project during the next

school year.

rr. POSTSECONDARY ENROLLMENT: 65% of all UB participants who at time of

entrance into project had an expected high school graduation date during the

school year will enroll in post-secondary education by fall term immediately

following expected high school graduation date.

ss. POSTSECONDARY PERSISTENCE: 90% of all UB participants who enrolled

in postsecondary education during the fall term immediately following high

school graduation will be enrolled for the fall term of the second academic year.

2. Systematic Planning & Assessment a. Expand the Student Athlete Scholars Program to increase availability for tutoring

needs and life skills development of student athletes.

b. Expand technology resources for employment related services.

c. Improve and complete the Career Development Website.

d. Personal Action/Civic Responsibility.

e. Review position of International Program Specialist and Expand program.

f. Provide readily accessible and accurate financial aid information to students.

g. Evaluate all policy and procedures related to financial aid programs to assure that

all programs are in compliance with state and federal regulations.

h. Enhance Grant opportunities to hire police officers and obtain equipment.

3. Fiscally Sound Position a. Expand Community Learning for Athletic Scholars Success (CLASS) learning

community for student athletes (link accelerated English 61/62 to Guidance in FA

11 and English 98, general education class, and guidance SP 12).

b. Increase participation in the Student Athlete Summer Bridge Program.

c. Expand technology resources for employment related services.

d. Expand First Year Experience.

e. Personal Action/Civic Responsibility.

f. Reduce the number of students repeating courses with previous substandard

and/or ‘W’ grades through policy revision. (State Mandate).

g. Become a greener department by reducing the amount of printed/mailed

documents.

h. Review position of International Program Specialist and Expand program.

i. Implement electronic receipt and transmission of student transcripts.(State

Mandate)

j. Assess EOPS/CARE students who meet with their counselor three times per

semester.

k. Evaluate all policy and procedures related to financial aid programs to assure that

all programs are in compliance with state and federal regulations.

l. Provide on campus support services to assist students to be proactive and engaged

learner.

4. Institutional Pride and Organizational Culture a. Improve and complete the Career Development Website.

b. Increase Awareness of Career and Vocational Services.

c. Expand Veterans’ Resources.

d. Improve customer service via phone within the student services division.


f. EOPS- College Success Counseling Sessions during College Hours.

g. Provide readily accessible and accurate financial aid information to students.

h. Create a testing environment that allows a student to focus.

i. Support campus events and student life activities that connect students to campus

community.

j. SECONDARY SCHOOL PROMOTION: 95% of non-senior secondary school

participants served during each budget period will be promoted to the next grade

level at the end of each academic school year.

k. PROJECT RETENTION: 90% of 9th

, 10th

, 11th

grade participants served during

each school year will continue to participate in the UB Project during the next

school year.

5. Community Partnership and Service a. Expand community and business relationships with Career Technical Education

and the Counseling Department to build and enhance our career components

including: Internships, and Job Skills Development.

b. Increase Awareness of Career and Vocational Services.

c. Expand Veterans’ Resources.

d. Improve customer service via phone within the student services division.


f. Establish an outreach plan that serves our k-12 partners and college students.

g. College Mentors should be able understand and impart the current and accurate

information about the college’s resources and services to potential and current

students.

h. Increase outreach to the 9th

and 10th

grades for a chance to increase college going

behaviors of younger students who will make a decision later on whether to go to

college.

i. Increase follow-up connections with potential students order to increase

enrollment and customer service.

j. TS participants and staff will maintain community ties through community

service and outreach.

k. UB participants and staff will maintain community ties through community

service and outreach.

Program Review Content

Student Services Program Review contains the following sections:

I. Student Services Area Overview(contains brief, succinct narrative for

each area);

a. Executive Summary (Area Overview)

b. Mission Statement

c. Philosophy Statement

d. Program Requirements, Title 5

e. External Mandates

f. Accreditation Concerns

g. Staffing Level (organizational chart)

h. Summary ( of Area Functions)

i. Objectives

j. Strengths

k. Improvement Areas

l. Students Served

m. Report on 2011-2012 Assessment Plan (1 page historical reference)

n. 2014-2015 Assessment Plan

II. Area Needs Assessment a. Staffing

b. Five-Year Program Staffing Profile

c. New or Replacement Faculty Needs

d. New or Replacement Classified Staff Needs

e. Equipment Needs (Replacement or New)

f. Facilities Needs

g. Professional Development Needs

h. Library Needs

i. Technology Needs

j. Instructional Needs

k. Other Miscellaneous Needs

Dean’s PR Approval &

Discussion and dialogue

with units take place

(Due: December 13)

VP’s approval of all PR

VP and Deans (SSLC)

submit RAP to Budget

Development Committee,

Update SS Unit Plan and

Prioritize Unit Goals (Due:

April 11)

VP Discussion/

Presentation to FP/BC/IPC

SSL Dialogue with Units related

to PR contents

Student Services 14-15

Program Review

Process and Timeline

14-15 PR loaded

to X: Drive

July

August

September

October

November

Review 11-12

Comprehensive PR, 12-13

and 13-14 APA, Program

Data, SLO/DLO/SAO Data,

and Assessment Plan

Timeline

Unit follow-up on SLO/

DLO/SAO Assessment

(Due: May 31)

Unit follow-up on Data

Collection (Due: July 31) Collection of Evidence,

Analysis, Findings and

Recommendations must be

completed

(Due: September 13)

Development of 2014-15

Program Review

(All Student Services Units

and Deans)

(Due: October 31)

Student Services 13-14

Publication/Report

(September 30)

1. 13-14 Evidence loaded

to X: Drive

2. Submit all PR

documents and evidence to

Program Review

Coordinator (September

15)

3. Submit all DLO and

Data Assessment

documents and evidence to

Assessment Coordinator

(September 15)

December

Complete Resource

Allocation Proposal or

RAP and use Priority

Allocation Rubric or PAR

(Due: February 28)

Meet with each

Dean and unit

leaders to discuss/

train in the use of

RAP and PAR/

PAL

June

May

March

February

April

January

STUDENT SERVICES PROGRAM REVIEW WORKSHEET

Student Services Area: UPWARD BOUND PROGRAM

Prepared By: MARISA V. MENDOZA

Academic Year: 2014-2015

I. Student Services Area Overview

The Area Overview should reflect the consensus of the staff within the student services area. It is

meant to provide a broad understanding of the area, current trends related to the area’s mission,

and how the area serves to meet the overall mission or goals of Mt. San Jacinto College District

and its campuses. The following reflects the general guidelines followed by the service areas in

completing their area overview.

Note: Provide a brief, succinct narrative for your area; should be no more than 2 pages in

length)

a. Executive Summary Note: Please provide an overview of your area (e.g., program background, program focus, target population,

services provided, etc.)

Suggestion: Please be succinct and limit to two paragraphs

TRiO is a series of programs in the form of grants funded by the U.S. Department of Education under

Title IV of the Higher Education Act of 1965. These programs include:

• Upward Bound (UB)

• Talent Search (TS)

• Student Support Services (SSS)

• UB Math and Science

• Veterans UB

• McNairs

• Educational Opportunity Centers (EOC)

The Upward Bound provides fundamental support to participants in their preparation for college entrance.

The program provides opportunities for participants to succeed in their precollege performance and

ultimately in their higher education pursuits. Upward Bound serves high school students from low-

income families; and high school students from families in which neither parent holds a bachelor’s

degree. The goal of Upward Bound is to increase the rate at which participants complete secondary

education and enroll in and graduate from institutions of postsecondary education.

Upward Bound projects provide academic instruction in Mathematics, Laboratory sciences, Composition,

Literature, and Foreign languages. Tutoring, counseling, mentoring, cultural enrichment, and work-study

programs also are supported.

Other services include:

• Instruction in reading, writing, study skills, and other subjects necessary for success in

educational beyond high school

• Academic, financial, or personal counseling

• Exposure to academic programs and cultural events

• Tutorial services

• Mentoring programs

• Information on postsecondary education opportunities

• Assistance in preparing for college entrance exams

• Work-study positions to expose participants to careers requiring a postsecondary degree

First Upward Bound 5 Year Grant Cycle

• Awarded in 09/01/2003 ending on 08/31/2008 with $250, 000.00 in funds on a yearly basis.

Second grant cycle:

• Awarded in 09/01/2008 will continue until 08/31/2012 with the same funding amount per year.

Upward Bound maintains and recruits 50 participants in the San Jacinto Area High Schools:

• San Jacinto High School

• Mountain View High School (First Cycle Only)

• Noli Indian High School (First Cycle Only)

Third grant cycle:

• Awarded in 09/01/2012 will continue until 08/31/2017 with the same funding amount per year

unless there is a budget cuts.

b. Mission Statement Note: Area mission statements must be directly aligned with those of the College District. This statement should be

brief, easy to remember and include the name of the department, its primary functions, modes of delivery, and target

audience.

The Purpose of the Upward Bound Project (UB) is to identify eligible youths who are from low

income and potential first-generation college students. UB will encourage project participants to

remain and complete high school while setting higher standards for college education.

Furthermore, UB will provide the necessary tools to prepare students to enroll and succeed in

college.

c. Philosophy Statement Note: Identify or outline how your area serves the mission of the institution.

Suggestion: Please limit to a single, brief paragraph.

The Upward Bound Program has met the mission of the institution by providing and offering

accessible, innovative, comprehensive and quality educational programs and services to diverse,

dynamic and growing communities both within and beyond traditional geographic boundaries.

Upward Bound helps prepare, motivate, and explore for post-secondary education.

d. Program Requirements, Title 5 Note: If applicable, identify all related requirements applicable to Title 5 requirements.

Not Applicable

Trio is a series of programs in the form of grants funded by the U.S. Department of Education

under Title IV of the Higher Education Act of 1965.

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

e. External Mandates Note: Note all other mandated requirements identified by the state or federal level (if not applicable, please type

NA).

Other State Mandates:

Federal Mandates:

Trio is a series of programs in the form of grants funded by the U.S. Department of Education under Title

IV of the Higher Education Act of 1965. Trio programs are hosted by Mt. San Jacinto College but funded

through the Department of Education. The Upward Bound Program mission and purpose is directly linked

to the 2014-2017.

To Participate in UB:

First-generation college students

Federal/low income guidelines

9th or 10th graders from SJHS

At least a 2.50 grade point average

UB Application Process:

4 Letters of Recommendation form

Copy of Parent’s current income tax return

Copy of Social Security card & birth certificate

LAW

Specific

Program

Regulations

EDGAR

Educational Department General

Administrative Regulations

OMB Circulars Office of Management and Budget

Copy of current Transcript

Copy of Standardized test

Student/Parent Interview with UB staff

f. MSJC Mandates Note: Note how your area addresses targeted plans and priorities at the institutional level:

Educational Mater Plan:

2014-2017 Strategic Plan:

Strategic Plan goals. The program is willing to support these goals the next three years. They are:

Student Equity:

Institutional Priorities:

g. Staffing Level (organizational chart) Note: Provide a very brief description of your current staffing level and attach an organizational chart that includes

positions only.

Upward Bound Project Director 100%: Under the direction of the Associate Dean of Student Support Services, the Upward Bound Director is

responsible for the administration of the federally funded educational opportunity program for low

income, first generation students from high school. The Upward Bound Program provides support

services to successfully retain students through high school graduation to postsecondary enrollment.

Leadership will include the supervision of program staff, program expenditures, budget management and

campus facilities for the upward bound project/program. The Upward Bound Director will administer the

project throughout the district by consistently coordinating, updating and revising the project to assure

compliance with federal regulations. Purpose and major responsibilities:

Provide administrative leadership for the project including program development, staff supervision and

budget management with related college services; participate in college policymaking regarding project

participant; serve as liaison between the college, project, and the target school; negotiate all aspects of the

TRIO programs with the US Department of Education; possess a background similar to UB participants,

preferred. Student Services Assistant II, Outreach Advisor 100%: This position is either all or partially categorically funded and exists based on the availability of funds. If

http://www.msjc.edu/InstitutionalPlanningandEffectiveness/Pages/Educational-Master-Plan.aspx

http://www.msjc.edu/CollegeInformation/Pages/Mission-Statement.aspx

funds cease to be available, the District may, at its discretion, implement a reduction in force that could

result in the elimination of the position. Under general supervision of the Associate Dean of Student

Support Services and Director, the Student Services Assistant II, Outreach, functions as an outreach

specialist for the Upward Bound (UB) Program and is a representative of the college to promote effective

relations with UB target schools, agencies, businesses and industries. The Student Services Assistant II,

Outreach, provides information about the Upward Bound Program to prospective students and encourages

potential students to aspire for college attendance. The Student Services Assistant II, Outreach, also

performs other related duties as assigned. Purpose and major responsibilities: Provide academic, career, and personnel advising to low-income,

potential first-generation students from high school; organize and conduct college tours; arrange, director

and supervise educational, and cultural activities and workshops.

Administrative Assistant I, UB 50%: Under general supervision of the Director of UB, this position provides a wide variety of administrative

functions and support duties requiring an understanding of the UB/TS programs and services essential for

the successful operation of the UB office. The incumbent may need to represent the office during the

absence of other appropriate staff and will provide support and assistance to the Director, academic

advisor, staff and students for the efficient and effective operation of UB. Purpose and major responsibilities: Serve as a main point of contact for students, faculty, and staff; set appointments, monitor budget

and database; serve as receptionist; maintain memos/letters/applications; other duties as

requested.

Tutors (2) during the academic year and (1) tutors during the summer 20%: Purpose and major responsibilities: Provide tutoring in academic subjects to project

participants during the academic year; record service provision; coordinate with project

instructors in delivering services.

Summer Instructors (6) 100%: 6- weeks, summer program.

Purpose and major responsibilities:

Teaching during the academic year and summer program; participate in cultural activities,

submit report on student progress and assist in program evaluation.

Upward Bound Program Organizational Chart 2014-2015

Superintendent/President (Dr. Roger Schultz)

Upward Bound Advisor (Sebastian Rivera)

Director of Upward Bound Program (Marisa Mendoza)

Associate Dean of Student Services (Susan Loomis)

Vice-President of Student Services (Dr. Bill Vincent)

Administrative Assistant (Renee Jones)

6 Week UB Summer Component (UB Instructor: 6) (UB Tutors: 1)

Academic Year Component (UB Tutors: 2)

h. Summary (of Area Functions or Components) Note: Please provide a very brief summary of how your area functions. Upward Bound Program has two component of the program. The first component is the Academic year

where we service our student for FREE in advising and tutoring. We are hosted by San Jacinto High

School. We provide advising from Monday and Wednesday 8am-2pm and tutoring from 3pm to 5pm

every Monday, Tuesday and Thursday. Once a month each Saturday, we provide parents and student a

Saturday Workshop. The Saturday Workshop consists of guest speakers, time management, study skills,

SAT-ACT preparatory workshops, financial aid, and more. The second component is the Upward Bound six weeks summer sessions. Upward Bound is required to

provide instruction in mathematics, laboratory science, English composition, English literature, and

foreign language. However, we will also integrate subjects including, but not limited to study skills, time

management, tae kwon do and digital photography.

Attend classes selected based on your following fall schedules

Preparation for the upcoming classes

Continued tutoring services

Educational and cultural activities

University and college visits

In additional to the services, Upward Bound encourages for the graduated seniors to attend the Summer

Bridge program. Summer Bridge program is a service for graduating seniors to transition them from high

school to college.

i. Goals/Objectives

Note: List about 5 of your service area or departmental goals/ objectives. Your objectives must be related to the

district goals, student services goal, or campus goal AND have one or more measurable outcome. Your objectives

must also be addressed in your Assessment Plan for Student Services Areas and Assessment Plan Findings/Data

Analysis & Improvement Recommendations.

OBJECTIVE 1. Academic Performance- Grade Point Average (GPA) 80% of participants served during the project year will have a cumulative GPA of 2.5 or better

on a four-point scale at the end of the school year.

OBJECTIVE 2. Academic Performance on Standardized Test

75% of UB seniors served during the project year will have achieved at the proficient level on

state assessments in reading/language arts and math.

OBJECTIVE 3. Secondary School Retention and Graduation

90% of project participants served during the project year will continue in school for the next

academic year, at the next grade level, or will have graduated from secondary school with a

regular secondary school diploma.

OBJECTIVE 4. Secondary School Graduation (Rigorous Secondary School Program of

Study)

80% of all current and prior year UB participants, who graduated from high school during the

school year with a regular secondary school diploma, will complete a rigorous secondary school

program of study.

OBJECTIVE 5. Postsecondary Enrollment

65% of all current and prior year UB participants who graduated from high school during the

school year with a regular secondary school diploma will enroll in a program of postsecondary

education by the fall term immediately following high school graduation or will have received

notification, by the fall term immediately following high school, from an institution of higher

education, of acceptance but deferred enrollment until the next academic semester (e.g. spring

semester.)

OBJECTIVE 6. Postsecondary Completion

65% of participants who enrolled in a program of postsecondary education by the fall term

immediately following high school graduation or by the next academic term as a result of

acceptance but deferred enrollment, will attain either an associate’s or bachelor’s degree within

six years following graduation from high school.

j. Strengths

Note: Briefly describe about five of your area’s greatest strengths. Strengths substantiated through data are

preferred.

1. PREPARE AND MOTIVATE HIGH SCHOOL STUDENTS TO POSTSECONDARY

INTSTUTION

2. PROJECT RETENTION

3. POSTSECONDARY ENROLLMENT

4. POSTSECONDARY PERSISTENCE

5. ACADEMIC IMPROVEMENT ON STANDARDIZED TEST

k. Improvement Areas Note: Identify specific issues and/or needs that are affecting the efficiency or effectiveness of your area.

1. Additional staff in order to maintain quality services to our students

2. Space for staff, student and supplies use

3. Computer Lab for our students

4. Stronger Institutional support5.

l. Students Served Note: Briefly report the number of students served and/or provide a general description of the student population(s)

you serve (please refer to your unit data collection that are linked to your unit key indicators and your DLO). When

reporting numbers, please specify the timeframe (preferably last year’s number) you are reporting.

Upward Bound 2013-2014

Data Tracking:

Number of UB students 47

Number of students promoting to the next grade level

47

Unduplicated Duplicated Frequency of Activity Ratio of Duplicated to Unduplicated

Number of Tutoring sessions by student

47 1106

76 1106:47

Number of times a student met with an academic advisor

46 326 50 326:46

Number of students attending workshops

46 141 7 141:46

Number of students attending ACT/SAT Prep workshops

19 43 6 43:19

Number of students attending Educational/Cultural Activities

29 86 3 86:29

Number of seniors attending senior seminar

11 52 13 52:11

Number of students participating in Community Service

20 0 2 0:20

Number of Campus Visitation 27 88 6 88:27

Number of scholarship recipient 7

Number of students participating in 6-Week Summer Program

22

Number of senior exit interview 11

Number of students graduating at the end of the academic year

11

Number of students completed A-G requirements

11

Number of seniors applying for FAFSA

11

Number of seniors applying to colleges and/or universities

11

Number of seniors enrolled in post-secondary education

11

Number of seniors referred to SSS/EOP/EOPS/STEM/etc.

11

Average GPA of Upward Bound participants

3.34

Number of students taking standardized tests

36

Number of students taking SAT or ACT

15

m. Report on 2011-2012 Assessment Plan for Student Services Area: (specify)

(Please provide a historical reference of 2011-2012 Program Review Assessment Plan. If additional outcomes were included in

your Annual Program Assessments, please indicate here)

Mission Statement: The Purpose of the Upward Bound Project (UB) is to identify eligible youths who are from low

income and potential first-generation college students. UB will encourage project participants to remain and

complete high school while setting higher standards for college education. Furthermore, UB will provide the

necessary tools to prepare students to enroll and succeed in college.

Linked

to

Institut

ional

Goals

Linked to

Strategic

Plan Goals

#4 - Objective

(from Program

Review)

#6 - Service Area Outcome (SAO)

or Department

Learning

Outcome (DLO)

#7 - Linked to

Student Institutional

Learning Outcome

(check all that apply)

Assessment

Criteria (Specify

Target

Performance

Level)

#8 -

Assessment

Measure (Instrument)

#9 -

Completion

(or anticipate

completion) Findings

#10 -Improvement

Recommendations

(next step)

x 1 2 3 4 5

x 1 7 2 8 x 3 9 4 10 5 11

6 12

1. ACADEMIC

IMPROVEMEN

T ON

STANDARDIZE

D TEST: 65% Of

all UB participants

who at the time of

entrance into

project had an

expected high

school graduation

date during the

school year will

have achieved at

proficient level

during high school

on state

assessments in

Reading /

Language Arts and

Math.

Analyze and develop a

4 year plan to: improve

standardized test scores

in Reading, Language

Arts, and Math,

graduate high school

and enroll in higher

learning institution the

fall term following

graduation.

X Communication

X Critical Thinking

Aesthetic Awareness

Social Awareness

X Responsibility

Scientific Awareness

-Through the use of

Standardized test

results, determine

whether they have

achieved at proficient

level.

-Determine to take

college entrance exams

such as SAT and ACT

-One-one-One meeting

with students regarding

grades and test results

kept on Contact Logs

then filed in student’s

UB file.

-Copy of

Students’

performance

report on state

will determine

testing results

for CST for

high school

participants in

grades 9th – 11th

-Copy of

Students’

exams results

will determine

the results of

their test.

-To maintain at

least four

contacts per

school year in

which test

results, grades,

Findings will be

collected by June

30, 2012

-Anticipated

65% Of all UB

participants who at

the time of

entrance into

project had an

expected high

school graduation

date during the

school year will

have achieved at

proficient level

during high school

on state

assessments in

Reading /

Language Arts and

Math.

and program

participation are

assessed.

x 1 2 3 x 4 5

x 1 7 2 8 x 3 9 4 10 5 11

6 12

2. PROJECT

RETENTION:

90% of 9th, 10th,

11th grade

participants served

during each school

year will continue

to participate in the

UB Project during

the next school

year.

Understand pre-college

preparation by

attending a series of

informational and

interactive workshops

covering: college

entrance test

preparedness, financial

aid, A-G high school

requirements.

X Communication

X Critical Thinking

Aesthetic Awareness

X Social Awareness

X Responsibility


-Determine the number

of students

participating

Mandatory monthly

Saturday Workshops

covering diverse topics

which will enrich a

students’ perspective

on education and

personal goals.

-Determine the number

of students attending

Tutoring Sessions

(offered twice a week

throughout academic

year- especially

students identified on

academic probations

(GPA lower than 3.0)

Students should report

changes in class

schedules and maintain

mutual communication

with Academic

Advisor

Monthly and

Yearly

Calendars sent

out to students

will keep

students

updated on

upcoming

project events.

Track

attendance

record for every

Activity and

event related to

UB Project.

Findings will be

collected by June

30, 2012

-Anticipated

90% of 9th, 10th,

11th grade

participants served

during each school

year will continue

to participate in the

UB Project during

the next school

year

x 1 2 3 4 5

x 1 7 2 8 x 3 9 4 10 5 11

6 x 12

3.

POSTSECONDA

RY

ENROLLMENT:

65% of all UB

participants who at

time of entrance

into project had an

expected high

Understand pre-college

preparation by

attending a series of

informational and

interactive workshops

covering: college

entrance test

preparedness, financial

aid, A-G high school

X Communication

X Critical Thinking

X Aesthetic Awareness

X Social Awareness

X Responsibility


Completion of College

Applications

Completion of

Matriculation

Processes for higher

education institutions

i.e.: Assessment and

Orientation

Proof of

Application for

Enrollment at

higher

education

institution to

track students

who enrolled.

Findings will be

collected by June

30, 2012

-Anticipated

results: 65% of all

UB participants

who at time of

entrance into

school graduation

date during the

school year will

enroll in post-

secondary

education by fall

term immediately

following expected

high school

graduation date.

requirements.

Maintain community

ties with service area

schools through

community service and

referrals to programs

available at MSJC.

Free Application for

Federal Student Aid

either on-line or paper

to track completion of

application.

Registering for classes

at institution where

matriculation processes

have been completed to

track the number of

students registered.

National

Clearinghouse

to track or

search for

students who

have not

submitted proof

of enrollment to

institutions of

higher

education i.e.:

Community

Colleges, UC’s,

and CSU’s

project had an

expected high

school graduation

date during the

school year will

enroll in post-

secondary

education by fall

term immediately

following expected

high school

graduation date.

- Participant

satisfaction

surveys will be

reviewed for

improvement

recommendations.

x 1 2 3 4 5

x 1 7 2 8 3 9 4 10 5 11

6 12

4.

POSTSECONDA

RY

PERSISTENCE:

90% of all UB

participants who

enrolled in

postsecondary

education during

the fall term

immediately

following high

school graduation

will be enrolled for

the fall term of the

second academic

year.

Maintain community


schools through



available at MSJC.

X Communication

X Critical Thinking

Aesthetic Awareness

Social Awareness

X Responsibility


Through the use of

Facebook, phone calls

and National Clearing

House to track students

in enrollment of

current schools.

Blumen

Database to

track students in

school.

Findings will be

collected by June

30, 2012

-Anticipated

results: 90% of all

UB participants

who enrolled in

postsecondary

education during

the fall term

immediately

following high

school graduation

will be enrolled for

the fall term of the

second academic

year

1 2

1 7 2 8 3 9

5. UB participants

and staff will

maintain

community ties

Maintain community


schools through


X Communication

Critical Thinking

Aesthetic Awareness

UB participants will

maintain community

partnerships with local

agencies such as

Track

attendance

record for every

Activity and

Findings will be

collected by June

30, 2012

3 4 x 5

4 x 10 5 x 11

6 12

through

community service

and outreach.


available at MSJC.

Social Awareness

X Responsibility


P.A. L.

UB program will

connect participants to

events held by MSJC

for community service

and UB program will

search for community

volunteer service

opportunities such as

Soroptomist

Organization

Maintain an active

student MSJC Campus

Club: Upward Bound

Student Organization

(UBSO) that focuses

on volunteerism and

leadership and positive

public relations.

event related to

UB and

community /

volunteer work

Anticipated

Results: All UB

participants will

have completed at

least 10 hours of

community service

before graduating

from high school.

n. 2014-2015 Assessment Plan for Student Services Area: (specify)

Please record your planned objectives for the next three years and your plans to assess and track each objective below. Report

on outcomes from your service area will be re-submitted at the end of the academic year to report on progress, data outcome,

findings and improvement recommendations.

Linked

to

Instituti

onal

Prioriti

es

Linked to

2014-2017

Strategic

Plan Goals

Goal or

Objective

(Refer to part i.)

Service Area Outcome (SAO)

or Department

Learning

Outcome (DLO)

Linked to MSJC

Core Competencies

(check all that apply)

Assessment

Criteria (Specify

Target

Performance

Level)

*******

Assessment

Measure (Instrument)

Completion

(or anticipate

completion) Findings and

Evidence

Improvement

Recommendations

(next step)

X 1 2 3 4 5

X 1 6 2 7 3 8 4 9 5 10

OBJECTIVE

1. Academic

Performance

- Grade Point

Average

(GPA)

80% of

participants

served during

the project year

will have a

cumulative

GPA of 2.5 or

better on a

four-point scale

at the end of

the school year.

-Understand pre-

college preparation

by attending a

series of

informational and

interactive

workshops

covering: college

entrance test

preparedness,

financial aid, A-G

high school

requirements.

X Communication X Critical Thinking Aesthetic Awareness Social Awareness X Responsibility Scientific Awareness

-One-one-One

meeting with

students regarding

grades and test

results kept on

Contact Logs then

filed in student’s

UB file.

-Student will

attend weekly

tutoring to

maintain the

required GPA by

Department of

Education.

--Determine the

number of students

attending Tutoring

Sessions (offered

three times a week

throughout

-Copy of

students’

grade report

and

transcripts.

-Contact log

form for

student

meeting with

Advisor on

grade status.

Findings will

be collected by

Spring 2015





http://www.msjc.edu/InstitutionalPlanningandEffectiveness/Documents/Accreditation%20Evidence/2013%20Follow%20Up%20Report/Recommendation%203/31.%20MSJC%20Core%20Competencies.pdf

http://www.msjc.edu/InstitutionalPlanningandEffectiveness/Documents/Accreditation%20Evidence/2013%20Follow%20Up%20Report/Recommendation%203/31.%20MSJC%20Core%20Competencies.pdf

academic year-

especially students

identified on

academic

probations (GPA

lower than 3.0)

-Students will

maintain of a 3.0

GPA at all times.

-Students will be

put in “Intrusive

Academic Plan” if

GPA drops below

3.0.

X 1 2 3 4 5

X 1 6 2 7 3 8 4 9 5 10

OBJECTIVE 2. Academic Performance on Standardized Test 75% of UB

seniors served

during the

project year

will have

achieved at the

proficient level

on state

assessments in

reading/langua

ge arts and

math.

Analyze and

develop a 4 year

plan to: improve

standardized test

scores in Reading,

Language Arts, and

Math, graduate

high school and

enroll in higher

learning institution

the fall term

following

graduation.

X Communication

X Critical Thinking

Aesthetic

Awareness

Social Awareness

X Responsibility

Scientific

Awareness

-Through the use

of Standardized

test results,

determine whether

they have achieved

at proficient level.

-Determine to take

college entrance

exams such as

SAT and ACT

-One-one-One

meeting with

students regarding

grades and test

results kept on

-Copy of

Students’

performance

report on

state will

determine

testing

results for

CST for high

school

participants

in grades 9th

– 11th

-Copy of

Students’

exams

results will

determine

Findings will

be collected by

Spring 2015

Contact Logs then

filed in student’s

UB file.

-Students will

participate in

Saturday

Workshop

preparation for

SAT and ACT

the results of

their test.

-To maintain

at least four

contacts per

school year

in which test

results,

grades, and

program

participation

are assessed.

X 1 2 3 4 5

X 1 6 2 7 3 8 4 9 5 10

OBJECTIVE 3. Secondary School Retention and Graduation 90% of project

participants

served during

the project year

will continue in

school for the

next academic

year, at the

next grade

level, or will

have graduated

from secondary

school with a

regular

Understand pre-

college preparation

by attending a

series of

informational and

interactive

workshops

covering: college

entrance test

preparedness,

financial aid, A-G

high school

requirements.

X Communication

X Critical Thinking

Aesthetic

Awareness

X Social Awareness

X Responsibility

Scientific

Awareness

-Determine the

number of students

participating

Mandatory

monthly Saturday

Workshops

covering diverse

topics which will

enrich a students’

perspective on

education and

personal goals.

-Students should

report changes in

class schedules

and maintain

mutual

communication

with Academic

Monthly and

Yearly

Calendars

sent out to

students will

keep

students

updated on

upcoming

project

events.

Track

attendance

record for

every

Activity and

event related

to UB

Project.

Findings will

be collected by

Spring 2015

secondary

school

diploma.

Advisor

- End of

Year school

transcripts

will be used

to assess

completion

of high

school.

X 1 2 3 4 5

X 1 6 2 7 3 8 4 9 5 10

OBJECTIVE 4. Secondary School Graduation (Rigorous Secondary School Program of Study) 80% of all

current and

prior year UB

participants,

who graduated

from high

school during

the school year

with a regular

secondary

school

diploma, will

complete a

rigorous

secondary

school program

of study.

-Understand pre-

college preparation

by attending a

series of

informational and

interactive

workshops

covering: college

entrance test

preparedness,

financial aid, A-G

high school

requirements.

X Communication

X Critical Thinking

Aesthetic

Awareness

Social Awareness

X Responsibility

Scientific

Awareness

-Students will

continue to full

their A-G

requirements by

taking the required

classes.

-Students will be

aware of passing

CAHSEE exam to

receive a high

school diploma vs.

a Certificate of

Completion.

-Attend the

A-G

Requirement

workshop.

-Update “A-

G

Requirement

evaluation

form per

semester.

-Meet with

Academic

Advisor

status in

grades.

Findings will

be collected by

Spring 2015

X 1 2 3 4 5

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

OBJECTIVE 5. Postsecondary Enrollment 65% of all

current and

prior year UB

participants

who graduated

from high

school during

the school year

with a regular

secondary

school diploma

will enroll in a

program of

postsecondary

education by

the fall term

immediately

following high

school

graduation or

will have

received

notification, by

the fall term

immediately

Understand pre-

college preparation

by attending a

series of

informational and

interactive

workshops

covering: college

entrance test

preparedness,

financial aid, A-G

high school

requirements.

Maintain

community ties

with service area

schools through

community service

and referrals to

programs available

at MSJC.

X Communication

X Critical Thinking

X Aesthetic

Awareness

X Social Awareness

X Responsibility

Scientific

Awareness

Completion of

College

Applications

Completion of

Matriculation

Processes for

higher education

institutions i.e.:

Assessment and

Orientation

Free Application

for Federal Student

Aid either on-line

or paper to track

completion of

application.

Registering for

classes at

institution where

matriculation

processes have

been completed to

track the number

of students

registered.

Proof of

Application

for

Enrollment

at higher

education

institution to

track

students who

enrolled.

National

Clearinghous

e to track or

search for

students who

have not

submitted

proof of

enrollment to

institutions

of higher

education

i.e.:

Community

Colleges,

UC’s, and

CSU’s

Findings will

be collected by

Spring 2015

following high

school, from an

institution of

higher

education, of

acceptance but

deferred

enrollment

until the next

academic

semester (e.g.

spring

semester.)

-Students will

begin taking

college classes

during the next

academic school

year following

receipt of High

School Diploma,

certificate of

completion, or

GED.

X 1 2 3 4 5

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

OBJECTIVE 6. Postsecondary Completion 65% of participants who enrolled in a program of postsecondary education by the fall term immediately following high school graduation or by the next academic term as a result of

-Analyze and

develop a 4 year

plan to: improve

standardized test

scores in Reading,

Language Arts, and

Math, graduate

high school and

enroll in higher

learning institution

the fall term

following

graduation.

-Maintain

community ties

with service area

schools through

community service

and referrals to

programs available

at MSJC.

X Communication

X Critical Thinking

Aesthetic

Awareness

Social Awareness

X Responsibility

Scientific

Awareness

-Through constant

communication

either by phone,

email, or mail,

determine if

students are indeed

enrolled in an

institution of post-

secondary

education.

- Assessment of

students’ needs

will be used to

determine referral

to student services

programs at

institution of

choice such as:

SSS, EOP, EOPS,

STEM, etc.

-Proof of

Registration

Statement

documents

will be

collected and

placed in

students’

files to track

completion.

Findings will

be collected by

Spring 2015

acceptance but deferred enrollment, will attain either an associate’s or bachelor’s degree within six years following graduation from high school.

-Students will

continue to take

classes until

graduation date in

university.

II. Area Needs Assessment

a. Staffing Needs: does the staffing structure meet the area’s needs? (Please list/summarize the needs of your area.)

b. Five-Year Program Staffing Profile: Show staffing levels in each category according to the table provided. Using the table below, show the staffing

levels in each category for the previous five years, and the percentage change over that period of time. Use only numbers, not job titles.

Position Staffing Levels for Each of the Previous Five

Years

Overtime (if applicable) Anticipated needs

09 - 10 10-11 11-12 12-13 13-14 % Change

f r o m Year 1 to Year 5

13-14 Overtime

Expense

FTE 14 - 15 15 - 16

Administration

(Certificated

Management)

.5 .5 1 1 1 100 0 0

Classified Staff FT

(Including

Classified

Management)

1 1 1 1 1 0 0 0

Classified Staff

PT

.5 .5 .5 .5 .5 0 1 1

Confidential Staff

FT

0 0 0 0 0 0 0 0

Hourly Staff (by

1000 hour

equivalent = .5)

0 0 0 0 0 0 0 0

Student

Workers

.75 .75 .75 .50 .50 .-33% 1 1

Faculty Reassigned FTE Full time

0 0 0 0 0 0 0 0

Faculty Reassigned FTE Part time

0 .5 .5 .5 .5 0 0 0

Professional

Expert

2 2 2 2 2 0 0 0

Total Full Time

Equivalent

Work

2 2 2 2 2 0 0 0

c. New or Replacement Faculty Needs

List Faculty Positions Needed for Academic Year 2014-2015 Ann ual T C P*

Please be as specific and as brief as possible when offering a reason for the position (e.g. retirement

replacement, increased demand for subject, growth in overall student population). Be certain to mark

the position as new or replacement. Place titles on list in order (rank) or importance.

TCP for employee

1.

Justification (Qualified and Quantified):

2.

Justification:

3.

Justification:

4. Justification:

5.

Justification:

*TCP = “Total Cost of Position” for one year is the cost of an average salary plus benefits for an individual. New positions (not

replacement positions) also require space and equipment. Please speak with the College Business Office to obtain accurate cost

estimates. Please be sure to add related office space, equipment and other needs for new positions to the appropriate form and be sure

to mention the link to the position.

d. New or Replacement Classified Staff Needs

List Classified Positions Needed for Academic Year 2014-2015. A nnu al TC P*

Please be as specific and as brief as possible when offering a reason for the position (e.g. retirement replacement,

increased demand for subject, growth in overall student population). Be certain to mark the position as new or

replacement. Place titles on list in order (rank) or importance.

TCP for employee

1. Administrative Assistance (1)

Justification (Qualified and Quantified): To work 30 hrs. a week instead of 20 hrs. to

maintain budget and office needs.

2. Student Worker (1)

Justification: To assist in the office for the Director, Advisor or Administrative Assistant

3.

Justification:

4. Justification:

5.

Justification:

*TCP = “Total Cost of Position” for one year is the cost of an average salary plus benefits for an individual. New positions (not

replacement positions) also require space and equipment. Please speak with the College Business Office to obtain accurate cost

estimates. Please be sure to add related office space, equipment and other needs for new positions to the appropriate form and be sure

to mention the link to the position.

e. Equipment Needs

List Equipment or Equipment Repair Needed for Academic Year 2014-2015.

Please list/summarize the needs of your unit on your campus below. Please be as specific

and as brief as possible.

Place items on list in order (rank) or importance.

Annual TCO*

Cost per

item

Number

Requested

Total Cost

of Request

1.

Justification:

2.

Justification:

3.

Justification:

4.

Justification:

5.

Justification:

*It is recommended that you speak with the appropriate administrator to determine if your request can be met with the current budget.

f. Facilities Needs

List Facility Needs for Academic Year 2014-2015. Annual TCO*

(Remodels, Renovations or added new facilities) Place items on list in order (rank) or importance. Total Cost of

Request

1. Student Study and Resource Center

Justification: In order to support the objectives, students will need access to computers, printers, and other

resources in a quiet and available space on campus. Specific activities can include: research for college

and universities, practice college assessments, on-line tutoring, in addition to completing college

applications and financial aid application and scholarship essays.

$4,500.00

2.

Justification:

3.

Justification:

4.

Justification:

5.

Justification:

*Please speak with the College Business Officer to obtain accurate cost estimates and to learn if the facilities you need are already in

the planning stages.

g. Professional Development Needs

List Professional Development Needs for Academic Year 2014-2015.

Reasons might include in response to SLO assessment findings or the need to update curriculum.

Please be as specific and as brief as possible. Some items may not have a cost per se, but reflect the

need to spend current staff time differently. Place items on list in order (rank) or

importance.

Annual TCO*

Cost

per

item

Number

Requested

Total

Cost of

Request

1. Annual WESTOP Conference/ Professional Development for Trio Staff

Reason: This is a National conference addressing the need to update Trio Staff with constant changes in Federal

Regulations related to Upward Bound Program. If funded, UB Advisor should be allowed to attend.

Register:

Airfare:

Lodging:

Shuttle:

Parking:

Mileage:

Meals:

1

Advisor:100%

$2,245.00

Total:

$2,245.00

2. So. Cal Student Leadership Conference

supervisor

Reason: This conference will be attended by program participants (10) accompanied by program staff,

SLC deals with workshops on academic related subjects, motivation, self- esteem and cultural

awareness. There should be an extra staff available in event of emergency.

Register:

Airfare:

Lodging:

Shuttle:

Parking:

Mileage:

Meals:

1

Director:100%

$50.00

Total:

$ 50.00

3.

Registration:

Airfare:

Lodging:

Shuttle:

Parking:

Mileage:

Meals:

4.

5.

Justification:

h. Library Needs

List Library Needs for Academic Year 2014-2015. Annual TCO*

Please list/summarize the needs of your unit on your campus below. Please be as

specific and as brief as possible. Not all needs will have a cost, but may require a

reallocation of current staff time.

Cost per

item

Number

Requested

Total Cost of

Request

1. 1258 Biology labs

Reason: 6 weeks summer program

UB needs a science lab to have our Chemistry and Physics class.

1 lab room 6 weeks

2.

Justification:

3. Justification:

4.

Justification:

5. Justification:

*It is recommended that you speak with your campus Dean of the Library to determine if your request can be met within the current

budget, and to get an estimated cost if new funding is needed.

I. Technology Needs

List Technology Needs for Academic Year 2014-2015. Annual TCO*




Cost per

item

Number

Requested

Total Cost of

Request

1. Justification:

2.

Justification:

3. Justification:

4.

Justification:

5. Justification:

*It is recommended that you speak with the appropriate campus administrator to determine if your request can be met within the

current budget, and to acquire an estimated cost if new funding is needed.

j. Instructional Needs

List Instructional Needs for Academic Year 2014-2015. Annual TCO*




Cost per

item

Number

Requested

Total Cost of

Request

1. Justification:

2.

Justification:

3. Justification:

4.

Justification:

5. Justification:



k. Other Miscellaneous Needs

List Other Needs for Academic Year 2014-2015. Annual TCO*




Cost per

item

Number

Requested

Total Cost of

Request

1. Storage Unit/Room

Justification: Filing Cabinets, Promotional items, seasonal items, supplies for educational

workshops and summer programs.

1 portable

storage

50%

$426

Per year $65per mo+ tax=$71

x 12=$852 per year

2. Soboba or California Palm Restaurant

Justification: 6 weeks summer program “award/banquet night”. No cost to use banquet

room-cost per person per meal

$25.00 per

person

85 $2,125.00

3. Justification:

4.

Justification:

5. Justification:

Appendix A

The Legal and Professional Basis for Program Review

TITLE 5, Section 51022(a)

The governing board of each community college district shall, no later than July 1, 1984, develop, file

with the Chancellor, and carry out its policies for the establishment, modification, or discontinuance of

courses or programs. Such policies shall incorporate statutory responsibilities regarding vocational or

occupational training program review as specified in section 78016 of the Education Code.

ACCJC STANDARDS

Standard 1B. Improving Institutional Effectiveness The institution demonstrates a conscious effort to produce and support student learning,

measures that learning, assesses how well learning is occurring, and makes changes to improve

student learning. The institution also organizes its key processes and allocates its resources to

effectively support student learning. The institution demonstrates its effectiveness by providing

1) evidence of the achievement of student learning outcomes and 2) evidence of institution and

program performance. The institution uses ongoing and systematic evaluation and planning to

refine its key processes and improve student learning.

1. The institution maintains an ongoing, collegial, self-reflective dialogue about the

continuous improvement of student learning and institutional processes.

2. The institution sets goals to improve its effectiveness consistent with its stated

purposes. The institution articulates its goals and states the objectives derived from

them in measurable terms so that the degree to which they are achieved can be

determined and widely discussed. The institutional members understand these goals

and work collaboratively toward their achievement.

3. The institution assesses progress toward achieving its stated goals and makes

decisions regarding the improvement of institutional effectiveness in an ongoing and

systematic cycle of evaluation, integrated planning, resource allocation,

implementation, and re-evaluation. Evaluation is based on analyses of both

quantitative and qualitative data.

4. The institution provides evidence that the planning process is broad-based, offers

opportunities for input by appropriate constituencies, allocates necessary resources,

and leads to improvement of institutional effectiveness.

5. The institution uses documented assessment results to communicate matters of quality

assurance to appropriate constituencies.

6. The institution assures the effectiveness of its ongoing planning and resource

allocation processes by systematically reviewing and modifying, as appropriate, all

parts of the cycle, including institutional and other research efforts.

The institution assesses its evaluation mechanisms through a systematic review of their

effectiveness in improving instructional programs, student support services, and library and

other learning support services.

Student Services Planning Timeline for Program Review and SLO

May 31, 2014 2013-2014 DLO Assessment Completed

July 31, 2014 2013-2014 Unit Data Collection Completed

July – August 2015 Review outcomes of 11-12 Comprehensive Program Review and 12-13

and 13-14 Annual Program Assessments

Discussion with unit staff

Review 11-12 objectives

Review Annual Program Assessment

Review each SLO or SAO/DLO

Review Assessment Criteria

Review Assessment Measure

Analyze and discuss data with staff

Compare, reflect and review data to of previous year

Complete Assessment Plan Findings & Improvement

Recommendations (on Page 12) for each objective

Determine if objectives are fulfilled, completed, ongoing, etc.

Reassess/document/revise Area Needs Assessment

o Use this to consider for next year’s Area Needs

Assessment

Submit revised 13-14 Annual Program Assessment

Must be reviewed and approved by Dean and VP

Resubmitted to Alex

13-14 Annual Program Assessment is now closed (Deadline

August 15th

). No more revision will take place.

Submit completed 10-11 Annual Program Assessment to

Program Review Coordinator (Paul Hert) by August 31, 2015

Submit 2010-2011 DLO Assessment and Unit Data Collection to

Assessment Coordinator (Brandon Moore) by August 31, 2015

September 2014 Development of 2013-2014 Student Services Division Report

DLO Assessment Report

Unit Data Report

September 2014 – May 2015 Continued assessment of unit DLO

September-October 2014 Initiate development of 14-15 Comprehensive Program Review

Discussion with unit staff

Develop/revise 2011-2012 unit plans, mission statements and

SLOs/DLO’s

2011-12 Department Level assessment plans (compare notes to

previous years assessment plans)

Discuss SLO/DLO for implementation

o Survey

Executive Summary (Area Overview)

Mission statement

Philosophy Statement

Program Requirements, Title 5

External Mandates

Accreditation Concerns

Staffing level (organizational chart)

Summary (of Area Functions)

Objectives

o Previous year’s objective may be included if objective

is ongoing or not fulfilled

Strengths

Improvement Areas

Student Served

Initiate/discuss Assessment plan of action for 14-15

o Initiate/discuss SLO/DLO Assessment

October 17, 2014 2014 – 2015 Comprehensive Program Review Due

January 2015 Continue evaluation procedures for program review and SLO cycle

Evaluate Program Review to determine status of each objectives

Re-evaluate and/or revise Assessment Plan (if necessary)

Re-evaluate and/or revise Area Needs Assessment (if necessary)

o Includes SLO/DLO

Discuss and create plan of action for Spring 2015 to meet

objectives

Discuss SLO survey and data collection (if data is collected from

fall semester)

Discuss program review evaluation and assessment (status)

Area Needs Assessment

o Assess areas already completed

SLO/DLO Assessments

o Assess SLO(s) already completed

Submit 11-12 Program Review and SLO/DLO

o First deadline January 31st, 2015

February 2015 VP and Deans approval of all Program Reviews

Training of the following documents for Budget Committee

Development and completion of Resource Allocation Proposal

(or RAP)

Use of Priority Allocation Rubric (or PAR) and PAL

(Prioritization Allocation Links)

Submission of RAP (Deadline: March 31st)

March 2015 (For VP and Deans Only)

Update unit plans—prioritization of unit goals

Initiate Facilities Plan

Initiate Technology Plan

Initiate Staffing Plan

Discuss prioritization of unit goals

Decide unit goals for submission

Initiate budget development process

o Initiate person responsible to complete BCP

Establish goals for 15-16

April 2015 Budget development –submission of RAPs (Due: April 10

th)

Initiate collection of evidence for Program Review and SLO

Need electronic copy of assessment

Need summary of data collected and how they support your

DLO/SAO and your objectives

Need explanation of how your data collection is linked to ILO

May 2015 IPC/budget committee/executive cabinet—prioritization of college wide

goals and allocate funding

Unit DLO assessment submission

June 2015 Unit program data submission

UPWARD BOUND PROGRAM - Mt. San Jacinto College · community for student athletes ... Train and...

Documents

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