Non-instructional area plans

Wenatchee Valley College Administrative Services

Administrative Services   Sta

rt:7/1/2014End:6/30/2015 Progress:OngoingProviding Department: Administrative Services Responsible

Roles:Admin (Unassigned), Vice President (Benson, Suzie)PurposeThe Administrative Services department supports the mission and core themes of the college by ensuring the

infrastructure is adequate for college activities.We support the goals and initiatives of other college departments, and provide leadership in our areas of expertise.Summary of ma

jor changes/accomplishments since last planThe production of the first GASB standard financial statements for auditing.

More complex reporting standards for Clery Act

compliance.

More district-wide emphasis on security.

Organization and StaffingThere are 44 permanent positions in the various Administrative Services dep

artments, 41 are full time, 8 of them are self-support.There are also temporary part-time or seasonal workers, and several student employees.Current Customers/Clients

Customers include district employees, students, vendors, various state and federal agencies, financial institutions, public and private organizations, and citizens of our service area.Ide

ntify StrengthsCommitment to cross-training and support for colleagues within and between departments in administrative services.

Individual employees have approp

riate training and credentials.

The college is part of a system that encourages and supports sharing resources, expertise and experience. is possible to get advice and examples

from other colleagues at other districts.

Identify Challenges Staff turnover is a challenge.The college can't compete with other businesses and sometimes with other

districts to keep good employees.The loss of institutional memory can be very detrimental.

  

Administrative Services   Sta

rt:7/1/2015End:6/30/2016

Progress:OngoingProviding Department: Administrative Services Responsible Roles:Vice President (Benson, Suzie)PurposeThe Administrative Services department sup

ports the mission and core themes of the college by ensuring the infrastructure is adequate for college activities.We support the goals and initiatives of other college departments, and

provide leadership in our areas of expertise.Summary of major changes/accomplishments since last planOrganization and StaffingThere are 44 permanent pos

itions in the various Administrative Services departments, 41 are full time, 8 of them are self-support.There are also temporary part-time or seasonal workers, and several studen

t employees.Current Customers/ClientsCustomers include district employees, students, vendors, various state and federal agencies, financial institutions, public and private org

anizations, and citizens of our service area.Identify StrengthsThe experienced people in each administrative services department and their commitment to doing well;

evaluation and adoption of efficiencies; planning; responsiveness.Identify Challenges The changing regulatory environment; strict timelines for project development; more priorities tha

n we have resources to accomplish; sudden loss of staff; old, often broken equipment.

  

Auxiliary Services Bookstore and Central Services   Sta

rt:7/1/2014

End:6/30/2015 Progress:Providing Department: Auxiliary Services Responsible Roles:PurposeThe current bookstoresuppliesbooks,supplies,and materialsneeded bythefac

ulty, students,and staffattheWenatcheeValleyCollege Wenatcheecampus.The northcampuscurrentlyusesDavidRodstahlsbookstoreinOmak.Summary of major cha

nges/accomplishments since last planGivethefaculty, students,and staffthebest possibleproductsatthebest possibleprices. Currently,approximately90%ofour

salesaretextbookswithanother 8%beingschool supplies. The remainingpercentagesinclude clothing,snacksand drinks,greetingcards and impulseitems. The storehas historic

ally runonanon-competebasiswiththe community.Thisphilosophy willcontinue,unlessotherwisedirectedbytheschool administration,and henceoursaleswillcontinueto

be,almostexclusively,toour studentsand staff.Forthelast several years,thebookstorehas made aprofit.Thishas been accomplished primarilybyone mainfactor:tight inventory

control. Thisinvolvesorderingtextbooksat levelstomaximizesaleswhileminimizingreturns(whichinthebookstoreindustrytraditionallythesecond highest cost bus

iness,after manpower).Organization and StaffingAs the school continues to grow we will want and needadd employees. The first will needbe a shipping receiving positio

n. The next should probably be a buyer of some sort. Becauseour size now, all of the full time people are involved in buying stock of one kind or another.Current Custo

mers/ClientsThe faculty, students,and staffWenatcheeValleyCollege, Wenatchee.Wealso receivefew ordersforbooks, supplies,etc, fromprivatecitizens,othergovern

mental agenciesand someschooldistricts.Identify StrengthsKeep doing what we are doing. Those things include, but are not limited to:

Identify Challenges

But probablytherewillstill needbesomesort ofdistribution center, and hence, astore.Ontheoth

ersidehowever, 2)ThomsonPublishing(onethe23 largestpublishersofcollege textbooks)has announced theywanttosell offtheir 

higher educationpublishingdivisio

n.The mainreason theymentionfornot continuinginthis fieldthat theelectronicsalesofmaterialshas notbeenas successful astheyhad hoped.Soifone werereadbetwe

enthelines, "electronic, digital" booksmaynotbecomingasquickly aspeoplethought,or feared.

  

Bookstor

e and Central Services   Sta

rt:7/1/2015End:6/30/2016 Progress:Providing Department: Auxiliary Services Responsible Roles:PurposeThe current bookstore

suppliesbooks,supplies,and materialsneeded bythefaculty, students,and staffattheWenatcheeValleyCollege Wenatcheecampus.The northcampuscurrentlyusesthe for

mer DavidRodstahlsbookstoreinOmak.The store is currently owned and run by Kelley Imaging services of Kent, Wa.

Additionally, the Director of Auxiliary services now overse

es the Central services. Central Services main function has become the service that deals with most of the copying of materials on campus. This includes:1.Oversight of

the various copy machines in various departmentson campus andthe self service copiers used by faculty and staff in the service center2.Copying and manufacturing on campus of

materials for faculty, staff and departments3.Contracting with outside printers to produce large or specialized printings needed by the college4.Ordering and supplying of paper and ton

ers for the department and for various departments and machines on campus5. Billing for the supplies and services rendered by the departmentSummary of major changes/acc

omplishments since last planOrganization and StaffingAs the school continues to grow we will want and needadd employees. The first will needbe a shipping receivi

ng position in the bookstore. The next should probably be a buyer of some sort. Becauseour size now, all of the full time people are involved in buying stock of one kind or ano

ther.

We may want to enlarge the position currently filled by Lisa deVira to a full time positionCurrent Customers/ClientsThe faculty, students,and staffWenatche

eValleyCollege, Wenatchee.Wealso receivefew ordersforbooks, supplies,etc, fromprivatecitizens,othergovernmental agenciesand someschooldistricts.Identify Stren

gthsIdentify Challenges

  

Facilities

Facilities

 

Start:7/1/2015End:6/30/2016 Progress:Providing Department: FacilitiesResponsible Roles:PurposeTo pro

vide safe, clean, trouble free and aesthetically pleasing facilities while providing first-rate customer service to the entire campus community and district. Summary of ma

jor changes/accomplishments since last planOrganization and StaffingOrganization and Staffing: Facilities and Operations reports to the VP of Administrative Servic

es. Current staffing includes twenty five full time employees on the Wenatchee campus and two full time employees on the Omak campus. Plus eight part time hourly

positions. Full time staff include; one Director, one Program Manager, two Custodial Supervisors, one Custodial Lead, six Maintenance Mechanics, two Utility Workers, two Maintenan

ce Custodians, nine Custodians, one Admin Assist/Mail Clerk, one part time Shipping/Receiving Clerk, one part time Safety Officer . Contracted security services (security

supervisor) reports to Facilities.Current Customers/ClientsStudents, faculty and staff.Identify StrengthsIdentify Challenges

  

Facilities   Sta

rt:7/1/2014

End:6/30/2015 Progress:Providing Department: FacilitiesResponsible Roles:PurposeTo provide safe, clean, trouble free and aesthetically pleasing facilities while providi

ng first-rate customer service to the entire campus community and district. Summary of major changes/accomplishments since last planSummary of major changes/a

ccomplishments since 2011-12: New Music and Arts Center building construction completed. Remodel in Eller Fox to change vacated rad-tech space into a new organi

c chemistry lab. Significant improvements to plant functions and efficiency. Draft 10-year Facilities Master Plan to be finalized, January 2014. Predesign for Omak Classroom

building, minor capital construction project. Building assessments for Wells and Sexton Hall. Renovation of the Theater.Organization and StaffingOrganization and Staffing: Fac

ilities and Operations reports to the VP of Administrative Services. Current staffing includes twenty five full time employees on the Wenatchee campus and two full time em

ployees on the Omak campus. Plus eight part time hourly positions. Full time staff include; one Director, one Program Manager, two Custodial Supervisors, one Custodial Lea

d, six Maintenance Mechanics, two Utility Workers, two Maintenance Custodians, nine Custodians, one Admin Assist/Mail Clerk, one part time Shipping/Receiving Clerk, one par

t time Safety Officer . Contracted security services (security supervisor) reports to Facilities.Current Customers/ClientsStudents, faculty and staff.Identify StrengthsSta

ff is our greatest strength.Identify Challenges The lack of staff is the greatest challenge. What isn’t working are the current budgets and staffing level. Changes needed to incr

ease staff, training and budget. Replace aging buildings with efficient, functional and flexible buildings.

  

Fiscal Services Fiscal Services   Sta

rt:7/1/2016End:6/3

0/2017 Progress:OngoingProviding Department: Fiscal Services Responsible Roles:PurposeWVC’s Fiscal Services Department’s mission is to accurately and efficiently perform

the financial functions for the district. We are responsible for the district’s accounting, payroll, purchasing, funds management, customer accounts, cashieringand financial reporting.Su

mmary of major changes/accomplishments since last planThe last plan was created in FY1516. few of the department's accomplishments include the following:annual financi

al statements; identification of processes that must be brought current to comply with CTC and financial statement requirements; the updating of the Access dbase containing ass

et inventory and the FAE module that will be the starting point for the summer inventory; the contracts are now sortable by renewal date so we can be proactive regarding renew

als. Organization and StaffingThe Fiscal Services Department reports to the Vice President of Administrative Services. The department is currently staffed with nin

e full time positions, one of which is on medical leave for a minimum of three months.Current Customers/ClientsThe Fiscal Services Department serves students, dist

rict employees, vendors, student sponsors, various state and federal agencies, financial institutions, and citizens of our service area.Identify StrengthsThe Fiscal Services De

partment has made great strides in operating as aam and in the development of strategies to become increasingly efficient and organized. Identify Challenges 1.Staff's abil

ity to keep up with the department's workload is challenged by new demands, e.g. the annual financial reports, becoming a recipient of federal grants (begun in 2009 with

CAMP), the transition to ctcLink, the on-site production of checks, and several other new or expanded processes. An recently added Fiscal Analyst 2 position is expected to reduce this

challenge. 2.Financial Statement production will continue to be a challenge as updates torocesses are continuing and as corrections/adjustments are noted and corrected. 3.A co

mplete WVC asset-inventory will be done this summer.Upon completion FAE will be migrated to MegaMations.

  

Fiscal Services   Sta

rt:7/1/2014End:6/3

0/2015 Progress:Providing Department: Fiscal Services Responsible Roles:PurposeWVC’s Fiscal Services Department’s mission is to accurately and efficiently perform the financi

al functions for the district. We are responsible for the district’s accounting, payroll, purchasing, funds management, customer accounts, and financial reporting.Summary of major

changes/accomplishments since last planSummary of major changes/accomplishments since 2008-09:In the last five years the department has transitioned through the resi

gnation of one director and the death of another.Two staff members retired, one of whose position has not been refilled. The purchasing program failed and required the creation of

a temporary solution.Three of the current staff has less than two years of experience with WVC.Accomplishments include the institution of a tuition payment plan that has bee

n extremely valued by students and that supports one full time position.Obsolete check production equipment has been replaced.Reference and other department-wide resour

ces have been migrated to a Business Office Share computer folder.New financial aid programs, while increasing opportunities for students, has also increase work load:GE

T, Gear Up/Get, GoArmyEd, VA Ch33, BFET, CAMP, etc. Organization and StaffingThe Fiscal Services Department reports to the Vice President of Administrative Servic

es. The department is staffed with eight full time positions, two of which were fill in the last month and another that will require a replacement in three months.Current

Customers/ClientsThe Fiscal Services Department serves students, district employees, vendors, student sponsors, various state and federal agencies, financial institutions, and

citizens of our service area.Identify StrengthsThe Fiscal Services Department demonstrated considerable strength in facing the challenges resulting from a recent staff death

and another’s retirement.As a result of being short-staffed, it has been necessary to be efficient, organized, assist others, take on additional duties, and do whatever was necess

ary to complete our assignments. Identify Challenges The challenges ahead include implementing the strategies and initiatives listed above.

  

Fiscal Services

 

Start:7/1/2017End:6/30/2018 Progress:Providing Department: Fiscal Services Responsible Roles:PurposeWVC’s Fiscal Services Department’s mission is to accurately and effi

ciently perform the financial functions for the district. We are responsible for the district’s accounting, payroll, purchasing, funds management, customer accounts, cashieringand financi

al reporting.Summary of major changes/accomplishments since last planThe last plan was created in FY1516. few of the department's accomplishments include the followi

ng:annual financial statements; identification of processes that must be brought current to comply with CTC and financial statement requirements; the updating of the Access dba

se containing asset inventory and the FAE module that will be the starting point for the summer inventory; the contracts are now sortable by renewal date so we can be proactive

regarding renewals. Organization and StaffingThe Fiscal Services Department reports to the Vice President of Administrative Services. The department is currently

staffed with nine full time positions, one of which is on medical leave for a minimum of three months.Current Customers/ClientsThe Fiscal Services Department ser

ves students, district employees, vendors, student sponsors, various state and federal agencies, financial institutions, and citizens of our service area.Identify StrengthsThe Fisc

al Services Department has made great strides in operating as aam and in the development of strategies to become increasingly efficient and organized. Identify Challen

ges 1.Staff's ability to keep up with the department's workload is challenged by new demands, e.g. the annual financial reports, becoming a recipient of federal grants (begun

in 2009 with CAMP), the transition to ctcLink, the on-site production of checks, and several other new or expanded processes. An recently added Fiscal Analyst 2 position is expect

ed to reduce this challenge. 2.Financial Statement production will continue to be a challenge as updates torocesses are continuing and as corrections/adjustments are noted and correct

ed. 3.A complete WVC asset-inventory will be done this summer.Upon completion FAE will be migrated to MegaMations.

  

Center for Entrepreneurship

Center for Entr

epreneurship   Sta

rt:7/1/2015End:6/30/2016 Progress:OngoingProviding Department: Center for EntrepreneurshipResponsible Roles:PurposeThe Center for Entrep

reneurship develops and markets entrepreneurship and workforce related trainings.Staff will develop and implement a long range strategy to provide training pathways that

will equip new business owners and assist existing business owners and their employees with skills and knowledge that will contribute to successful business operations. 

Those strategies should include: design and implementation of short term business training classes, non-credit or credit certificate/programs, workshops, round table forums and

entrepreneurial special events and incumbent worker specialized skills trainings.Summary of major changes/accomplishments since last planThis is the first iteration of a pla

n.Organization and StaffingCurrently the Center for Entrepreneurship consists of one full-time staff person. Current Customers/ClientsContract Training Develop

ment:The Center for Entrepreneurship begins the 12-month period with an on-going training relationship with Chelan County PUD for quarterly Excel trainings, as well as potenti

al JSP contracts with Fibro Corp, Crunch Pak LLC, and Oneonta / Starr Ranch / Custom Apple Packets.  Economic Development Liaison: Beginning the 12-month period with very strong liaison relationships with the N

CDD,PDiss of Chelan and Douglas,the cities of Wenatchee and East Wenatchee,GARegional ChboCoeWenatchee Downtown Association.Established but weaker relationships exist with the Economic Alliance, SBDC, SCORE, SSoeW

ooe, and Cashmere Chamber of Commerce.   Identify StrengthsStrong relationships exist with a wide variety of organizations that can bring benefit to the Center for Entrepreneurshi

p and WVC as a whole, and to whom we bring benefit in return. Much groundwork has been laid to build connections within the community that hopefully will build long-

term support for future programs by developing formal partnerships.  Identify Challenges The community is eager to have the college involved in projects and conversati

ons, and often the work of liaising and developing opportunities overshadows the work of earning the funds to keep the department alive.With a staff of one, the greatest challenge

lies in handling all of the details from the various aspects of the department's functions.

  

Community Relations

Community Relations   Sta

rt:7/1/2013End:6/30/2015 Pro

gress:Providing Department: Community RelationsResponsible Roles:PurposeThe WVC Community Relations Department develops and administers internal and external co

mmunications programs and community relations efforts for the college district. Summary of major changes/accomplishments since last plan* Staffing: 80% executive dire

ctor position filled July 2013 after two years on hold, 50% writer/editor position approved July 2013 (after three years as part-time hourly), 100% web marketing and graphi

c design specialist position approved August 2013 (after three years as part-time hourly) * Media: major changes in the newspaper industry, elimination of local education ne

ws reporter, online social networking is an essential platform for communication to students and community, mobile access to information and educational resources is critical * Stu

dents: enrollments leveling off/dropping due to changes in the economy. The WVC Latino student population continues to steadily increase.Emphasis on human interest/student

features (specific academic programs, STEM, special populations such as veterans, etc.) incorporated into publications and marketing efforts. * Events: Yearlong campaign and foc

us on the Music and Art Center grand opening in partnership with the WVC Foundation and graphic design students. Organization and StaffingCommunity Relations reports to

the college president. Current staffing includes two part-time employees.Current Customers/Clients* Potential Students * Current Students * Staff/faculty *

Community members * Alumni Identify Strengths* Current staff is dedicated, experienced and knowledgeable.Department staffing will increase this year from roughly

one-quarter capacity to slightly over one-half capacity (of staffing levels prior to economic downturn). * Staff keeps up-to-date on trends and are actively working to update co

mmunications methods to bring WVC current related to the website, social media and publications. * The department is working with the Web Team (community relations, libr

ary, distance learning and IT) to plan for and implement changes to the website. * WVC social media presence is increasing (more engaged followers participating in conversations

). Working together with various college Facebook pages to cross promote events and happenings. * We work closely with the WVC Foundation to promote events and support

new initiatives.This relationship is invaluable to the success of both departments. Identify Challenges * Department staffing, though increasing this year, is roughly half of wh

ere it was prior to the economic downturn. The department was staffed at 4.5 FTE prior to 2008-09.As a department we are limited to major marketing functions and public communicati

ons. We are limited in our ability to take on special projects and events outside of our major department strategies and initiatives.* We are falling behind in updating our website and

adding new content and features.Website activity is limited to basic updates to critical areas such as the home page, news and events; department web pages as requested; and

web projects as time allows.Timeliness is an issue. * Staffing: Adding the position of web marketing and graphic design specialist position is crucial to keep website content cur

rent, add new content and features, and work with college departments and staff to increase functionality and meet the needs of our online audiences. Increased communicati

ons through social media is also needed to help connect with students, staff, alumni and the community. * Website: A new website navigation and mobile access platform are

essential to attract potential students and increase usability for both users and website administrators. * Resources: Due to reduced staffing levels, members of the depart

ment serve as resources and provide services such as editing, photography, and design to assist college departments and staff to market their own events, courses and initiatives.

With the state budget unlikely to trend upward for several more years, community relations staff will need to work more closely with other departments to update the website

and disseminate information about college events and information. The department will need to develop and provide others with easy to use resources to accomplish its goals.

  

Community Relations   Sta

rt:7/1/2015End:6/30/2016 Progress:Providing Department: Community RelationsResponsible Roles:PurposeThe WVC Community

Relations Department develops and administers internal and external communications programs and community relations efforts for the college district. Summary of major changes/

accomplishments since last planOrganization and StaffingCommunity Relations reports to the college president. Current staffing includes two part-time emplo

yees and one-full time employee.* Executive Director 80%* Writer/Editor 50%* Graphic Design & Web marketing specialist 100%Current Customers/Clients*

Potential Students * Current Students * Staff/faculty * Community members * Alumni Identify StrengthsIdentify Challenges

  

Foundations WVC Foundation

WVC Fo

undation   Sta

rt:7/1/2014End:6/30/2015 Progress:Providing Department: WVC Foundation Responsible Roles:PurposeRaise financial support for areas of need at We

natchee Valley College while building long lasting relationships with alumni, friends, faculty, staff, students and the citizens of Douglas, Chelan and Okanogan Counties.Sum

mary of major changes/accomplishments since last plan* Successfully completed capital campaign for the new Center for Music and Art, held grand openings and eve

nts in the new facility during the first year of operation.Also funded and presented a new grand piano for the recital hall to the college. * Successfully started the WVC Alumni Associ

ation & Alumni Relations Committee and initiated alumni engagement activities and raised awareness on campus. We also now have a WVC Alumni Association Facebook page

with activity, alumni updates on our website that are submitted electronically, two years of graduation records in our system (2012 and 2013) and in 2013-14 we will kick-off more

cultivation activities and begin asking alumni to give back. * Expanded diversity on the WVC Foundation Board of Directors – we have recruited younger members and have con

centrated on industries not represented on the board. (Nursing, Manufacturing, and Young Professionals, Alumni)… * Successfully secured funding for industrial technology in 2011,

2012 and 2013 from the Alcoa Foundation (total $115,000 over the three years) to purchase equipment and enhance curriculum development. * Began establishing annual scholarshi

ps and accepting contributions for these (prior to 2011 we only established endowments). We also are now working with several outside organizations to provide scholar

ship funding to our students through their scholarship programs. * Took over coordinating high school graduation scholarship award presentations (financial aid was overburde

ned and unable to coordinate in a timely manner so we offered to take the entire process over for them to ensure smooth coordination with the high schools and our board memb

ers who make the presentations.) * For two years now, the WVCF has solicited the college to present priorities and greatest needs where the WVCF could be of the most assista

nce. Between 2011-12 and 2012-14 provided almost one million dollars in funding to help WVC accomplish its goals and mission. * WVC Knight at the Wild – community out

reach, awareness and greater affinity between the community and the college. Highly successful event which will take place again in 2014.Taking the community college to the

community! * Initiated streamlining financial operations within the foundation moving from mostly manual to using the financial system to provide reports. This work continu

es as it is time consuming and requires much detail and coordination with the vendor of the programs. * Adding half-time alumni relations coordinator position.Though it was

not funded through the college the WVCF board approved funding for one year until we can move the position and expand it through the college budget. Organization and Staffin

g1 full-time executive director, 1 full-time administrative support (Foundation Coordinator), 1 half-time financial assistant and joining our department on 10-14-13 is a half

-time alumni relations coordinator.Current Customers/Clients* Individual donors * Alumni * Business and Corporate Foundations * Faculty, staff and students Identif

y Strengths* WVC is the only higher education institution in the area * Community seems generally supportive * Board members are passionate and committed to our cause

* Executive director has 25+ years of fundraising experience at nonprofits and higher Ed institutions, experience leading alumni associations, annual giving and major gifts, cultivation

and stewardship* Support staff has institutional history* Board is supportive of staff’s efforts * Additional of the alumni half time coordinator position will allow us to continu

e to expand these outreach and cultivation efforts focused at WVC alumni and building a culture of philanthropy among students before they become alumni. Identify Challenges *

Data base management – need dedicated data management professional (even if part-time) * No Advancement Services – from data mining to prospect research to poli

cies and procedures under one umbrella. This is a huge deficit that will need to be addressed if we want to raise more money - the kind of money that can transform programs at

WVC.* No contact information for alumni in our database, or aged information which makes contact next to impossible without extensive amounts of time spent on researching for up

to date address, phone and other information. Getting information from the registrar is difficult. * Many of the WVC Foundation loyal donors are 70+ in age and younger donors hav

e not been actively cultivated and solicited * Prior fundraising efforts seem to have been directed to only a few instead of casting a broader net through comprehensive ann

ual giving strategies that bring sustainable, predictable giving * Lack of funding available for expanded operations and staff (i.e. Data base manager/researcher, event coordinato

r) * Lack of support from internal campus community and retirees (campus support is getting better but we have no contact with retirees and we need them) also adjunct

faculty are not treated as part of the college like full-time faculty. The part-time faculty are important to our efforts and we need to cultivate them just like any other employee if we wa

nt to build a culture of philanthropy among faculty and staff at WVC. * 2 staff positions are funded by the WVC Foundation through unrestricted operational funds which could be

used for other things.* Executive director’s time is fragmented due to small staff and lack of support that can be directed towards annual giving and events. More time nee

ds to be spent by the executive director on managing and training the board of directors, utilizing them for prospect identification, cultivation and solicitation. * WVC Foundation at

Omak – lack of activity and coordination with the main campus foundation. * WVC Alumni Association at Omak – though this group incorporated, they do nothing.In both the

foundation and alumni instances, this now will require greater effort from the main campus foundation and alumni relations groups to reach out into the north end of the district. * Efforts

to mobilize the athletic booster club to hold an organized membership drive for fundraising have failed.   Identify expected outcomes for the coming three years.Wh

at will be the measurable result of your efforts? How will you evaluate the result? * Continue to increase the number of good records for alumni. Continue to dedicate time to alu

mni research (finding lost alumni, updating contact information, building records in the data base) This will partly be done by receivingfiles of graduates from the Registrar offi

ce each summer after commencement. * Increase contact with alumni in an effort to engage, communicate, cultivate and solicit their support.This will be done throug

h alumni networking events and other avenues such as “WVC’s Most Wanted” campaign that we will initiate this year to encourage alumni to identify themselves and share

their stories with us.Additionally, contest through our Facebook page will help this effort throughout the year. * Increase the amount of unrestricted giving by initiating a phonat

hon, primarily targeting alumni to begin the habit of annual giving as well as to secure information (employer, email….) * Assist WVC programs in their fundraising efforts through

education and collaboration.Though efforts have been made to assist the athletic booster club, these efforts have failed.Focus instead will be put on programs such as HOEEP, Industr

ial Technology, and ABE…* Recruit board members with strategic goals in mind - wide range of ages, industries represented, expertise to lend in various areas, ability to give,

ability to open doors and make introduction, assist with cultivation and stewardship activities and who will actively participate in Foundation activities, events and governance.(Willing

to get their hands dirty) * Increase activity around Planned Giving education and cultivation through activities such as the WVC Barbara Wilson Women’s Luncheon. * Increase

activities designed to reach out and engage alumni, draw them closer to the institution and increase giving through identification of strongest connection to the WVC (club, progra

m, sport, student leaders…) We will do this through the planning of 75th anniversary reunions and activities, social networking events for alumni and working with club advisor

s to build trust and secure contact information they have in their files but have not shared with the foundation yet. * Increase regular communications from the WVC Foundation to don

ors and friends (electronic newsletter, website updates) * Donor recognition – explore hosting a benefactor event annually designed to give thanks and recognition to annual donors of

$1000+ and lifetime donors at $10,000+ and planned gift donors. * Consider bringing the Scholarship Reception or activity back to bring donors and students together * Continue to pro

mote support from the WVC Foundation to OMAK campus projects and student support to raise awareness and raise financial support

  

WVC Foundatio

n   Sta

rt:7/1/2015End:6/30/2016 Progress:Providing Department: WVC Foundation Responsible Roles:PurposeRaise financial support for areas of need at Wenatchee Vall

ey College while building long lasting relationships with alumni, friends, faculty, staff, students and the citizens of Douglas, Chelan and Okanogan Counties.Summary of ma

jor changes/accomplishments since last plan

Organization and Staffing1 full-

time executive director1 full-time administrative support (Foundation Coordinator)1 full-time financial assistant1 full-time-time alumni relations coordinator.

Curren

t Customers/Clients* Individual donors * Alumni * Business and Corporate Foundations * Faculty, staff and students Identify Strengths

Identify Challenges

  

Human Resources

Employee Mandated Traini

ng   Sta

rt:7/1/2016End:6/30/2017 Progress:OngoingProviding Department: Human Resources Responsible Roles:PurposeProvide all mandated training to employeesSu

mmary of major changes/accomplishments since last planOrganization and StaffingCurrent Customers/ClientsIdentify StrengthsIdentify Challenges

  

Employee Mandated Training   Sta

rt:7/1/2017End:6/30/2018 Progress:Providing Department: Human Resources Responsible Roles:Pur

poseProvide all mandated training to employeesSummary of major changes/accomplishments since last planOrganization and StaffingCurrent Customers/

ClientsIdentify StrengthsIdentify Challenges

  

Hiring and Retaining Exceptional Employees   Sta

rt:7/1/2016End:6/30/2

017 Progress:OngoingProviding Department: Human Resources Responsible Roles:PurposeThoughtful hiring process - diversity hiring strategyOngoing great customer ser

vice from HR - benefits, employee relations, training, labor relationsSummary of major changes/accomplishments since last planOrganization and Staffing

Current Customers/ClientsIdentify StrengthsIdentify Challenges

  

Hiring and Retaining Exceptional Employees   Sta

rt:

7/1/2017End:6/30/2018 Progress:Providing Department: Human Resources Responsible Roles:PurposeThoughtful hiring process - diversity hiring strategyOngoing great

customer service from HR - benefits, employee relations, training, labor relationsSummary of major changes/accomplishments since last planOrganization an

d StaffingCurrent Customers/ClientsIdentify StrengthsIdentify Challenges

  

Human Resources   Sta

rt:7/1/2017End:6/30/2018 Progress:

Providing Department: Human Resources Responsible Roles:PurposeResponsible for recruitment and selection, benefits administration, training and development, compens

ation and contract administration, performance management, employee relations, labor relations, unemployment, affirmative action, local, state and federal reporting, compliance wit

h district-wide collective bargaining agreements, state and federal regulations/laws, public records, attorney general liaison.Summary of major changes/accomplishments sin

ce last planOrganization and StaffingCurrent Customers/ClientsIdentify StrengthsIdentify Challenges

  

Human Resources   Sta

rt:

7/1/2016End:6/30/2017 Progress:OngoingProviding Department: Human Resources Responsible Roles:PurposeResponsible for recruitment and selection, benefits admin

istration, training and development, compensation and contract administration, performance management, employee relations, labor relations, unemployment, affirmative action, loc

al, state and federal reporting, compliance with district-wide collective bargaining agreements, state and federal regulations/laws, public records, attorney general liaison.Summa

ry of major changes/accomplishments since last planOrganization and StaffingCurrent Customers/ClientsIdentify StrengthsIdentify Challenges

  

Human Resources   Sta

rt:7/1/2015End:6/30/2016 Progress:OngoingProviding Department: Human Resources Responsible Roles:PurposeResponsible

for recruitment and selection, benefits administration, training and development, compensation and contract administration, performance management, employee relations, labor

relations, unemployment, affirmative action, local, state and federal reporting, compliance with district-wide collective bargaining agreements, state and federal regulations/laws, pub

lic records, attorney general liaison.Summary of major changes/accomplishments since last planImplementednew service awardprogram for employeesSuccessful

ly bargained new 3-year faculty CBAImplemented new job application process - streamlined in Access Database Organization and StaffingDepartment has an Executive

Director of Human Resources (reporting to the President); a Human Resources Consultant 2 a Human Resource Consultant Assistant 2 and an Office Assistant 3 (all reporting to the Exe

cutive Director). Current Customers/ClientsAll current and future staff, state and federal government regulatory agencies (State Board, Health Care Authority, OFM, etc), the

public.Identify Strengthsgreat employees who have good institutional knowledge Identify Challenges small staff and many more tasks coming our way with ne

w legislation and mandateshiring season is getting longer and we seem to be hiring more employees than in the past couple of years

  

Human Resources

  Start:7/1/2014End:6/30/2015 Progress:Providing Department: Human Resources Responsible Roles:PurposeResponsible for recruitment and selection, benefits administr

ation, training and development, compensation and contract administration, performance management, employee relations, labor relations, unemployment, affirmative action, local,

state and federal reporting, compliance with district-wide collective bargaining agreements, state and federal regulations/laws, public records, attorney general liaison.Summary

of major changes/accomplishments since last planNew tobacco free campus, Eco pass program for employees through Link, online training for employees (Skillso

ft), online Title IX training for students, new professional development committee for exempt and classified, heavy involvement in ctcLink project, proactive process that sig

nificantly reduced unemployment claims administration and cost, bargained new three-year AHE contract.Organization and StaffingDepartment has an Executive Dir

ector of Human Resources (reporting to the President); a Human Resources Consultant 2 a Human Resource Consultant Assistant 2 and an Office Assistant 3 (all reporting to the Executi

ve Director). Current Customers/ClientsAll current and future staff, state and federal government regulatory agencies (State Board, Health Care Authority, OFM, etc), the pub

lic.Identify StrengthsWide breadth of knowledge of State and Federal regulations, WPEA and AHE contracts, benefits administration, organizational skills (training, evaluation

s, etc), cohesive departmental personality.Identify Challenges Continue to improve our implementation of recruiting and screening processes that result in diverse candidate poo

ls.Continue to improve the types and options for low cost staff training.Work toward a paperless office and streamlining processes.

  

Institutional Effectiveness Institutional Eff

ectiveness Area Plan   Sta

rt:7/1/2014End:6/30/2015 Progress:OngoingProviding Department: Institutional Effectiveness Responsible Roles:PurposeThe Instituti

onal Effectiveness office provides leadership, implementation and support for college-wide research and planning functions.These include institutional accreditation, strategic

planning, development and reporting for Board Ends Policies and core themes, survey development and implementation, internal and external reporting, and the Institutional Review Board

for research involving human subjects.The department also provides data analysis, reporting, and research services to any WVC department, and coordinates requests for

external funding (grants) from across the college.Summary of major changes/accomplishments since last planOrganization and StaffingThe office currently

has a full-time executive director and shares an office assistant position with Human Resources. The vacant research analyst position is being evaluated before searching for a ne

w candidate. The grants coordinator position has not been filled since the incumbent was reassigned in 2012.Current Customers/ClientsIE serves faculty and staff members

in all departments.Data and reports are prepared for college trustees and other community members. The department also reports college data to external groups including SBCT

C, the federal government (IPEDS), granting agencies, and accrediting bodies, and interprets the requirements of these groups as they apply to WVC. Student contact is primarily wit

h groups (departments, organizations) rather than individuals.

Identify Strengths

Identify Challenges

 

 

Institutional Effectiveness Area Plan   Sta

rt:7/1/2015End:6/30/2016 Progress:OngoingProviding Department: Institutional Effectiveness

Responsible Roles:PurposeThe Institutional Effectiveness office provides leadership, implementation and support for college-wide research and planning functions.These incl

ude institutional accreditation, strategic planning, development and reporting for Board Ends Policies and core themes, survey development and implementation, internal and external rep

orting, and the Institutional Review Board for research involving human subjects.The department also provides data analysis, reporting, and research services to any WVC dep

artment, and coordinates requests for external funding (grants) from across the college.Summary of major changes/accomplishments since last planOrganizati

on and StaffingCurrent staffing:Full-time Executive DirectorFull-time Data MangerShared .75 office assistant with Human ResourcesThe grants coordinator pos

ition has not been filled since the incumbent was reassigned in 2012.Current Customers/ClientsIE serves faculty and staff members in all departments.Data and reports are

prepared for college trustees and other community members. The department also reports college data to external groups including SBCTC, the federal government (IPEDS), gra

nting agencies, and accrediting bodies, and interprets the requirements of these groups as they apply to WVC. Student contact is primarily with groups (departments, organizations)

rather than individuals.

Identify StrengthsIdentify Challenges

  

Instruction Libraries and Learning Technologies

Libraries and Learning Technologies   Sta

rt:7/1/201

3End:6/30/2015 Progress:Providing Department: Libraries and Learning Technologies Responsible Roles:PurposePurpose: this department supports teaching, learning and

administrative functions with core library services, tutoring and proctoring, course development support, distance learning technologies, instructional technology, and academic

and administrative computing. Summary of major changes/accomplishments since last plan* Dean, Libraries & Learning Technologies position established July, 201

1; included moving Technology to Instruction Division. * Migration from Angel to Canvas. * New positions: HelpDesk; Electronic Services Librarian; Proctor (part-time); Tut

or Center Director to full time; vacant IT position converted to assistant to Dean. * Virtual Desktop Infrastructure implementation. * Windows 7 / Office 2010 migration. * ITV

upgrade (one classroom complete; other scheduled for December 2013). * Skype implementation * Student pay-for-print (PaperCut) * Student Portal * Web donation

form for Foundation

* Construction / renovation support: MAC; Instruction Office; 1037A/B; Math Computer Classroom; Organic Chemistry Lab. * Addition of discovery layer

software for library (Primo). * Title III grantOrganization and StaffingOrganization and Staffing: the department is organized under a Dean who reports to the VP-Instruction.

In addition to the Dean, the library and tutor center have 6.5 FTE (1 in Omak); distance learning has 2.0 FTE (plus 6 part-time ITV technicians); technology has 9.0 FTE. One FTE in

Omak supports technology; that position does not report to the Dean of Libraries & Learning Technologies. Current Customers/ClientsStudents, faculty and staff, district-wide.

Identify StrengthsWhat’s working: the merger of the library / distance learning / technology groups means that there is a healthy balance of support for administrative, operati

onal and instructional functions. Also, the ability to share expertise amongst those groups has allowed for creative problem solving and productive decision-making. Identify

Challenges What isn’t working: there is very little technical support or development for the college’s public web site. Also, in general, we need to do much more educati

on of students, faculty and staff regarding the information technology resources available to them. Our ITV system relies on equipment that at least six years old.

  

Libraries

Library Plans, 2017-2018   Sta

rt:7/1/2017End:6/30/2018 Progress:Providing Department: Libraries Responsible Roles:PurposeThe library's strategic

direction for 2017-2019 is: support ongoing curriculum development; strengthen retention through support for learning outside the classroom; Increase access and expand servic

es in support of learning outside of the classroom. 2017-18 plans include:

 

 

 Upd

Can

Summary of major changes/accomplishments since last planOrganization an

d StaffingCurrent Customers/ClientsIdentify StrengthsIdentify Challenges

  

TEST - Barbara   Sta

rt:7/1/2015End:6/30/2016 Progress:Provid

ing Department: Libraries Responsible Roles:PurposeThe purposethe WVC Libraries is to provide quality, instruction, reference, library services,materials/resources, and opportunit

y for work/life balance to the students, staff and faculty of Wenatchee Valley College.Secondary to that is providing the community at large with print materials, reference servic

e and other limited library services.   Summary of major changes/accomplishments since last planThis is the first edition of this area plan.Organization and Sta

ffingCurrent Customers/ClientsThe instruction services we provide support faculty in a variety of ways. We work with faculty to design courses and assignments integrating

the Information Literacy Framework thresholds in to key assignments to support student attainment of college wide abilities.

Instruction

services for staff and faculty can incorporate any of the same instruction pieces we provide for students. Which include all aspects of Information Literacy Framework Concepts Identif

y StrengthsIdentify Challenges

  

WVC Libraries   Sta

rt:7/1/2015End:6/30/2016 Progress:Providing Department: Libraries Responsible Roles:Purpos

eSummary of major changes/accomplishments since last planOrganization and StaffingCurrent Customers/ClientsIdentify StrengthsIdentify Chall

enges

  

Teaching and Learning Center Teaching & Learning Success Center   Sta

rt:7/1/2017End:6/30/2018 Progress:Providing Department: Teaching and Learnin

g Center Responsible Roles:PurposeThe TLSC's strategic direction for 2017-2019 is: support increased access to and continuous improvement of the college’s teaching and learnin

g efforts.  Initiatives include: 

Summary of major changes/accomplishments since last planOrganization and

StaffingCurrent Customers/ClientsIdentify StrengthsIdentify Challenges

  

Technology Technology 2017-2018 Plans   Sta

rt:7/1/2017En

d:6/30/2018 Progress:Providing Department: Technology Responsible Roles:PurposeThe Technology department's strategic direction for 2017-2019 is: provide a current,

standardized, secure information environment in support of college priorities. Initiatives include:

Summary of major changes/accomplishments since last planOrganization and StaffingCurrent Customers/ClientsIdentify

StrengthsIdentify Challenges

  

Tutoring Tutoring Services Plan   Sta

rt:7/1/2017End:6/30/2018 Progress:Providing Department: Tutoring Re

sponsible Roles:PurposeThe strategic direction for Tutoring for 2017-2019 is: strengthen retention through support for learning outside the classroom; increase access and exp

and services in support of learning outside the classroom. Initiatives include: 

Summary of major changes/acc

omplishments since last planOrganization and StaffingCurrent Customers/ClientsIdentify StrengthsIdentify Challenges

  

Workforce Education Workf

orce Grants   Sta

rt:7/1/2015End:6/30/2016 Progress:Providing Department: Workforce Education Responsible Roles:PurposeProvide Support and resources to studen

ts, faculty and staffSummary of major changes/accomplishments since last planBFET Program implementation WorkFirst relocation to campus WorkFirst Performance

funding Air Washington met all enrollment and completion targets in the first half of the project; major upgrades to equipment in Industrial Technology; expansion to a cohort at Omak

campus Opportunity Grant award from SBCTC for 92% retention over five years CHIRPA Grant, applied for and received $4,200.00 for computer equipment Worker Retraining-

FTE goals met every year since 2007-08 Early Achievers Opportunity Grant, applied for and was granted funding for 10 FTE in 2013-14 Increased Community knowledge/involvem

entMajor revisions to curriculum for ECE and NATR Expanding Your Horizons STEM non-traditional careers event for middle –school girls 2012 Try-a-Trade Open House for

high school students 2013 Met Perkins performance measures for all but one of the indicators Organization and StaffingRiva Morgan-Director, Workforce Education Pathw

ays Kristi Hills-Workforce Education Grant Coordinator Janet Clark-Workforce Grants Assistant/Student Support & Retention Specialist Cecilia Escobedo-Secretary Senior WorkforceJoanne

Roberts-WorkFirst Instruction Tina Gavin-WorkFirst FacilitatorErika Wickenhagen-WorkFirst Grant Coordinator Current Customers/ClientsStudents who are pursing profes

sional or technical programs and who meet specific grant requirements. Identify StrengthsWhat’s Working-Strong program enrollments and retention rates, connections

with local school districts and partnering agencies grant offices being co-located and grant collaborationIdentify Challenges What’ isn’t working- internal communication met

hods can be improved, grant services utilized in Omak are not proportionate to Omak student body

What changes are needed- Collaboration between Workforce Grant/WVC

Staff and faculty(Wenatchee/Omak) , more detailed conversations regarding programs with staff and faculty, increase knowledge of program incentives and benefits,Provide

“big picture understanding” regarding grant support for students and leveraging funds

  

Workforce Program Grants and Student Gr

ants   Sta

rt:7/1/2017End:6/30/2018 Progress:Providing Department: Workforce Education Responsible Roles:Purpose1) Manage projects according to grant guidelines. 2)

Provide support and resources to Workforce Education students according to eligibility and available funds.Summary of major changes/accomplishments since last plan

Organization and StaffingCurrent Customers/ClientsIdentify StrengthsIdentify Challenges

  

Workforce Grants Basic Food Employment an

d Training (BFET) Grant   Sta

rt:7/1/2014End:6/30/2015 Progress:OngoingProviding Department: Workforce Grants Responsible Roles:PurposeThe Washi

ngton State Basic Food Employment and Training (BFE&T or BFET) program provides job search, job search training, self-directed job search, educational services, skills trainin

g, and other employment opportunities to Basic Food (SNAP) recipients who are not participating in the Temporary Assistance for Needy Families (TANF) WorkFirst work program.

Services are provided through the community or technical colleges [and/or community based organizations (CBO)].BFET is an important part of the state’s comprehensive workforce dev

elopment system serving the needs of low-income individuals, displaced workers, and employers by encouraging financial independence from public assistance through skill

acquisition, personal responsibility and gainful employment.

Summary of major changes/accomplishments since last planThis year our grant totaled $100,839

to cover salaries (wages & benefits), goods & services, travel, tuition, and participant reimbursement for books, tools, clothing, emergency costs, transportation, miscellaneous

costs to students.Fundswere intended to support 126students participating in basic education, vocational education and job search activities.Staff is still on a learning curve regardi

ng the BFET grant and how other worker retraining grants relate to it to maximize its benefits for students.  Organization and StaffingStaffing consisted of one part-

time Workforce Education Grant Coordinator and one part-time Workforce Education Student Support and Retention Specialist.Current Customers/ClientsBFET clients are Bas

ic Food (SNAP) recipients who are not participating in the Temporary Assistance for Needy Families (TANF) WorkFirst work program.Identify StrengthsThe staff are immerse

d in serving the BFET program participants.They spend time developing support services and offering workshops in career-readiness,______________.The program requires tha

t every quarter clients participate inur Workforce Education Grants workshops. Identify Challenges This program is not only client-intensive (case management) but als

o fraught with data collection and reporting requirements, and the requirement that staff use the eJas State DSHS reporting system, it is complex to manage.Another co

mplication is the necessity to work closely with our financial aid staff to insure that students are coded correctly to maximize the BFET dollars. The more staff we have, the mor

eudents we canprovide with additional support, which enhances their likelihood for success and helps the college be able to apply for additional BFET funds. We have also

had some challenges with communicating the importance of BFET (it is a rather new program to our college) and its potential to positively affect student retention and success to so

me whose support is needed to make this a successful grant program.

  

Early Achievers Opportunity Grant   Sta

rt:7/1/2014End:6/30/2015 Progre

ss:OngoingProviding Department: Workforce Grants Responsible Roles:PurposeSummary of major changes/accomplishments since last planOrganization and

StaffingCurrent Customers/ClientsIdentify StrengthsIdentify Challenges

  

Workforce Grants   Sta

rt:7/1/2015End:6/30/2016 Progress:On

goingProviding Department: Workforce Grants Responsible Roles:PurposeThe workforce grants (listed below) are intended to provide both financial support and wrap-around ser

vices to enable students pursuing CTE/Prof-Tech certificates and degrees to persist to completion or attainment of their educational goal.Workforce Grants include the following

Opportunity Grant (OG) WorkFirst Grant (WF) Early Achievers Grant (EAG)Worker Retraining Grant (WRT)Basic Food, Employment and Training Grant (BFET)In addition, we

also receive Perkins Grant funds to support faculty and other salaries, as well as purchases of goods, services, supplies and equipment. Summary of major changes/accom

plishments since last planDuring the 2015-16 fiscal year, the workforce grants staff have managed to successfully meet the state-assigned FTEs for each grant.We dis

pensed all funds according to and in compliance with guidelines for each of the grants and expended our budgets as indicated in our grant proposals submitted to SBCTC via OGMS. Or

ganization and StaffingThis past year we functioned with the following staff: 1 - FT Opportunity Grant & BFET Grant position1 - PT Opportunity Grant position (18

hrs/wk)2 - FT WorkFirst Grant positions 2 - PT Early Achievers (2 Grant Assistants to the Point of Contact/Supervisor) (20 hrs/wk/assistant)1 - PT Worker Retraining Grant (20 hrs/wk)

coordinator forthe WRT grant and providing services to students.1 - PT BFET Grant position (17 hrs/wk)2 - PT Perkins Grant positions (workforce development/outreach coordin

ator and overall operational responsibility for the management and supervision of all technical and professional education).  Current Customers/Clients* Opportunity Grant:stu

dents must meet specific criteria related to number of credits earned, Washington residency, pursuit of a certificate or degree from among a list of approved programs, and be at

or below the income guidelines. * WorkFirst Grant: has as its goal to help families build a pathway that can lead them out of poverty and toward economic security. To that 

deollege collaborates withher WorkFirst training providers and meetswith LPA partners (DSHS, ESD, local contractors) to get input into the local collaboration needed for WorkFi

rst parents. * Early Achievers: as its goal serves students enrolled in Early Childhood Education certificates and programs and provides financial support for up to 45 credits of

tuition, books, and other allowable expenses as well as access to AmeriCorps tutoring services. *BFET Grant:serves the population that receives SNAP food assistance (but not Te

mporary Assistance for Needy Families (TANF) cash assistance) and whoimarily participate in the Opportunity Grant (OG) and/or Worker Retraining Grant (WRT) at the college. All

participants will be identified as enrolled in vocational education (VE) pathways

Identify Strengths* For each of the workforce grants, the staff is dedicated to serving studen

ts and collaborating among themselves to insure that grant funds are leveraged to maximize support for students.* The benefits of the combination of each grant's financial sup

port and wrap-around services for the grant program participants is positive.The short-term data has indicated the following: Start Fall 2012 RT#11

All other#170Had any activity from Winter 2013 Fall 2013WRT 8 All other 120Ave # quarters attended (out of four) WRT 3.88 All other 2.15Ave # of credits earned over time

WRT 55.4 All other 26.7Ave GPA earned WRT 3.50 All other 2.90Start Fall 2013 RT#6 All other#141Had any activity from Winter

2014 to Fall 2014WRT 5 All other 103Ave # quarters attended (out of four) WRT 2.6 All other 2.4Ave # of credits earned over time WRT 33.6 All other 26.6Ave GPA earn

ed WRT 2.96 All other 2.98Start Fall 2014 RT#5 All other#197Had any activity from Winter 2015 to Fall 2015WRT 4 All other 126Ave

# quarters attended (out of four) WRT 3.3 All other 2.3Ave # of credits earned over time WRT 41.3 All other 28.2Ave GPA earned WRT 3.30 All othe

r 3.05 

Identify Challenges * The workforce grants are generally well-supported by the SBCTC.Fundscan bempacted by specificcross-the-board, state-wide gra

nteductions that ffect every community college'sarticular grant budget. At times the reductions are the result ofot meetingBCTC established FTE goals.We went through

thisas we began the 2015-16 fiscal year, but managed to get additionalWRT dollars to serve thedisplaced Alcoa workers, and that additional money was added back in to our availab

le grant funds for the 2016-17 fiscal year.* Looking forward it would behoove the college to consider increasing workforce grants' staffing to insure that eligible students partici

pating in the grants are recruited, enrolled in the grant programs/services and receive both financial support d wrap-around services which will positively impact students' persist

ence and retention.*Ideally, there would be two full-time positions for each grant.This allows for the administrative responsibilities to be covered, for the record keeping respon

sibilities to be managed, and for the planning of outreach and recruitment activities and for providinghe support servicesor students.We have seen growth in the BFET dollars incr

ease from 2015-16 to 2016-17by approximately $50K.These funds, if used to hire additional staff, have the potential to positively affect student retention and completion bey

ond what has been seen.That additional impact would lead to an additional increase in BFET funding the following year, which would allow the college to continue to increase suppor

t to students by increasing workforce grant staff and that would again increase student participation and thereby BFET funding.This is a win-win for all concerned. *This

past year workforce grants personnel, the fiscal analyst in the Business Office as well as a Financial Aid and Registration representative, have met each month to improve comm

unication and problem-solving and to discuss ways to improve processes. Out of those meetings workforce grant staff have scheduled meetings with student services per

sonnel that specifically work with workforce grants' students financial aid and registration staff to improve workflow and processes. We plan to continue both types of meetings

with the goal of continuous improvement in what we do.

  

Workforce Program Grants and Student Grants   Sta

rt:7/1/2017End:

6/30/2018 Progress:Providing Department: Workforce Grants Responsible Roles:Purpose1) With the Workforce Dean and program faculty, manage projects according to gra

nt guidelines. 2) Provide support and resources to Workforce Education students according to specific eligibility guidelinesand available funds.Summary of major changes/acc

omplishments since last plan

Organization and StaffingCurrent full timeaff:

Riva Morgan (Perkins, PNWEC, Aero HD, Worker Retraining), cka Wickenhagen (WorkFirst), Tina Gavin (WorkFirst), Jan Clark (Opportunity Grant, BFET, Worker Retraining)Par

t time hourly staff: Rosalba Gonzales (Opportunity Grant, BFET, Worker Retraining), Carol Smith (Opportunity Grant, BFET, Worker Retraining)Current Customers/Client

s1) Program grants provide support and resources for Workforce Education programs and students. Aerospace High Demand grant supports equipping of the Machining Progra

m, navigation for the students and some faculty salary. PNWEC grant supports the Agriculture Program in the Viticulture Sustainability certificate. The enrollment support funds of

the Worker Retraining grant provides resources for the Workforce programs in high demand career fields. The Carl Perkins grant provides career services andcollege access servic

es for Workforce students, and general supports for Workforce programs. The Perkins grant also provides accessfor high school students through the CTE Dual Credit program, for

merly Tech Prep.2) The Student Grants team works directly with at-risk populations to enter college, remain in college, and address barriers in an effort to lead students tow

ard degree completion and job placement. The focus is on students in Workforce Education, High School 21+ and Transitional Studies programs. The programs include Opportunity

Grant, Worker Retraining, WorkFirst, Basic Food Employment and Training, and Early Achievers. Each grant has specific eligibility requirements that define which students can rec

eive financial help from one or more of these grants.Identify Strengths

Identify Challenges

  

Student Services

Student Services   Sta

rt:7/1/2015End:6/30/2016 Progress:Providing Department: Student ServicesResponsible Roles:PurposeSum

mary of major changes/accomplishments since last planOrganization and StaffingCurrent Customers/ClientsIdentify StrengthsIdentify Challenges

 

 

Admissions/Registration 2017-2018 Area Plan - Non-Instructional

 

Start:7/1/2017End:6/30/2018 Progress:CompletedProviding Department: Admissio

ns/Registration Responsible Roles:Registrar (Barnett, Jonathan)PurposeProvide admissions and registration services to WVC students.Also provide support for other WV

C staff in a variety of subjects related to the departmental operations. Area is also responsible for transcript review and evaluations for WVC academic programs.  Summary

of major changes/accomplishments since last planStaffingHired a new Registrar from Walla Walla Community College, who started on July 1st. All of our staff had

job title changes, which are in preparation for the idea of a one-stop shop type of format, that has yet to be implemented.TranscriptsWe have now partnered with an 3rd

party vendor called, Parchment. They have allowed our students to order transcript online, which they can be sent directly to other institutions/organizations. It is a very highly

recommended service, and Parchment offers many other services that we are looking into to see how they may benefit WVC.Organization and StaffingDepartme

nt reports to the Associate Dean of Student Services. Registrar oversees three full-time staff members. Area is usually assigned one part-time work study student during the Fall

, Winter, and Spring quarters.Current Customers/ClientsProspective and current WVC students; faculty and staff.Identify StrengthsCommitted staff with relatively

good level of experience. Good working relationship with majority of other student service areas, including staff at Omak campus. Registrar is fairly new to the org

anization and is continually working on enhancing their relationship with staff, colleagues, faculty and administration.Identify Challenges Technology is a challenge. Coming in

with a new set of lenses, I see several tasks my staff execute daily, that could save us time and stress, if we were to have updated technology, priority would be document

imaging. We collectively spend hours creating files for every applicant, and because of the time it takes to create and maintain files it not only takes away time from my staff

that could be better served, but when it comes to also serving the needs of a student/staff/faculty it makes locating a file cumbersome and time consuming as well.  

Processing is another challenge. I am still learning our processes and the way different procedures have been executed here at WVC. However, what I have seen thus far, is a

lot of manual processing that I believe could be eliminated with the right resources and professional development. Which ideally would free up more time for my staff to ser

ve the needs our students, staff and faculty, and also allow them to cross-train with each other so that they are able to absorb their colleagues duties when they are out-

of-office. Lastly, I see transcript evaluations as a challenge. Currently, there are numerous folks outside of the OAR completing evaluations for students, that I believe should

solely be completed in the OAR. Currently, in OAR the Registrar is the transcript evaluator for only transfer degrees, and that alone is fairly time consuming. However, giv

en that the Registrar is also the person that posts degree/certificate completions, having to constantly double-check the other "evaluator's" evaluations make posting degree's ver

y time consuming and tedious. Where if we had a credentials evaluator that completed all evaluations across the board, and also posted degrees, it would free up time for

several others, along with allowing the Registrar to focus on other areas of need. 

  

Admissions/Registration   Sta

rt:7/1/2013End:6/30/2015 Progre

ss:Providing Department: Admissions/Registration Responsible Roles:PurposeProvide admissions and registration services to WVC students. Also provide support for

other WVC staff in a variety of subjects related to the departmental operations. Area is also responsible for transcript review and evaluations for WVC academic programs. Sum

mary of major changes/accomplishments since last planStaffing – The last few years have been difficult in keeping the Admissions/Registration area fully staffed. A vari

ety of factors lead to the area being short one staff member for several months at time , which caused concerns for customer service, employee morale, and ability to meet critical dea

dlines. It’s only been in the last few months that the situation has been fully resolved and the area is currently at previous staffing levels.

Changes to DTA – The transfer DTA

has finally been updated to exclude the Life Skills section and limit the use of PE activity classes to 3 credits. These changes will allow the Degree Audit program to function correctl

y, which will provide a long needed advising tool for staff and students.

ARC and student discipline changes – Updates and revisions to the ARC and student discipline proced

ures have simplified an often convoluted and hard to understand process. The change in how student petitions are reviewed (who sees which petitions, at what point to the

y go to ARC, etc) will make the process easier to understand and work smoother. A long overdue update to the student discipline process has separated those procedures fro

m ARC and placed it with a committee much better suited to review such incidents.

Transcript fee – Implemented a $4.50 fee for each transcript request processed. Rev

enue collected helps fund position in area, as state funds for this were withdrawn.

Withdrawal deadline – Changed the last day a student could withdraw themselves fro

m classes from 30 instructional days to 35. This was done to help prevent conflict with students on the payment plan in the Cashier’s office and to be more consistent with other

colleges in the state.Organization and StaffingDepartment reports to the Associate Dean of Student Services. Registrar oversees three full time staff members. Area is usually

assigned one part time work study student during the Fall, Winter, and Spring quarters. Current Customers/ClientsProspective and current WVC students; faculty and sta

ff Identify StrengthsCommitted staff with relatively good level of experience. Good working relationship with majority of other student service areas, including

staff at Omak campus. Current supervisor has a much better understanding of student services operations and is supportive of staff needs and concerns. Identify Challenges

Communication with areas of the college outside of Student Services continues to be problematic, in particular with Instruction. As our areas are normally the first ones students

go to with questions about classes and/or programs, the fact we are not informed of changes or updates on a consistent basis is frustrating for both staff and students. Also, when cha

nges are made that may need clarification, it can be quite difficult to find someone to give us an answer in a timely manner.

  

Admissions/Registration

  Start:7/1/2015End:6/30/2016 Progress:Providing Department: Admissions/Registration Responsible Roles:PurposeThe Admissions/Registration team is responsible for

providing top-notch customer service to a variety of stakeholders, including prospective, current, and former students, parents, faculty and staff, and various other agencies. We ent

husiastically support our students through a variety of processes that can be overwhelming to a first-time college student. We explain policies and procedures in a way that makes

sense to the various customers we serve-from a confused parent who needs the process explained in Spanish, to a tenured professor. We assist students in getting the transfer cre

dit they have earned. We answer questions honestly and accurately and direct them to the appropriate office when they need help and they don’t know where to go. Sum

mary of major changes/accomplishments since last planThere are new faces with fresh ideas in the department. Kyla O’Connor began as the Registrar in mid-Sep

tember, followed closely by the newest Office Assistant 3, Maria Lagunas, who has been instrumental in providing front line customer service to our Spanish-speaking customers.

Kyla has been working closely with Pam Kelley and Laura Murphy to revamp the military transfer credit policy to be compliant with upcoming legislation. A more clear and

fair PLA policy is also being created. A comment card box was installed to receive feedback and suggestions from students to improve services wherever possible. There is

an increased focus on recruitment, with Kyla joining the recruitment committee and attending the recent college fair. An admission fee of $25 was implemented which provides add

itional revenue and theoretically prevents students from applying and never attending. Organization and StaffingDepartment reports to the Associate Dean of Student Servic

es.Registrar oversees three full time staff members.  Area is usually assigned one part time work study student during the Fall, Winter, and Spring quarters.Current Custo

mers/ClientsWe serve a variety of customers as the front line of the college. We serve prospective, current, and former students and their spouses, children, and parents.

We serve faculty and staff. We serve various agencies that need to verify information regarding students, which we must balance with FERPA regulations. Identify StrengthsThe

current staff has a combination of experience and a fresh outlook that speaks loudly to our ultimate mission-to serve students of all backgrounds. Kyla has been working clos

ely with other departments to improve processes and to increase teamwork. Meetings have included various staff from Student Programs, Running Start, HS21, and others to

identify areas of improvement. Kyla has also starting to attend the state wide Admissions and Registration Council meetings, where she’s been able to forge relationships with

other registrar’s in the state and learn about their challenges and best practices are. In November, all staff attended a Customer Service Workshop to improve listening skills.

Identify Challenges There is a lot of paper associated with admissions and registration. The current HP system is extremely antiquated, and having paper files is a liability, is

inconvenient and quite behind-the-times. With the new SIS system coming, a new digital system of filing is absolutely essential. A high-speed, functional scanner is a required inv

estment to scan in archived items, as well as small, desk-top scanners for all front line staff. A document imaging system is also needed, and there are options (such as OnBas

e or ImageNow) that work with the new PeopleSoft system. This will alleviate the burden of filing, the frustration of possible misfiling, the possibility of files (with social securit

y numbers and very private information) being stolen, and will provide immediate, crucial information when needed, which is essential for the safety of front line staff, such as

court orders, sexual offender notices, etc. With the advent of the new SIS system and the challenges therein, it is absolutely crucial to increase the travel budget to allow manager and

staff to attend on the ground training with some of the functional ctcLink schools. The travel budget also needs to allow Registrar to attend all ARC conferences, where vita

l information is provided and unmatched access to professionals and SME’s is given, as well as the WAACRAO conference (yearly) and/or the PAACRAO conference (yearly). At the

WAACRAO and PAACRAO conferences, the Registrar will be able to meet and form relationships with other BI’s in the state, to further improve WVC’s image and to increase comm

unication between the community college and the baccalaureate institution.

  

Athletics Athletics   Sta

rt:7/1/2017End:6/30/2018 Progress:CompletedProviding De

partment: Athletics Responsible Roles:Director (Franz, Gregory)PurposeWenatchee Valley College intercollegiate athletic teams exist as a means of providing meaningful pro

grams to supplement the educational process. They offer educational, social, cultural, and recreational activities for students. Teams are organized to fulfill a common interest and

ability of a group of students interested in pursuing intercollegiate athletic competition. Intercollegiate community college athletics must be visible in the community, create opport

unities for deserving student-athletes and enhance the image of the Wenatchee Valley College district. Another priority mission of the Wenatchee Valley College athletic department

is to encourage and cultivate student-athlete academic success. Athletics is about competition and our District has a long history of successful and highly competitive athletic teams.

Summary of major changes/accomplishments since last planMajor Changes (Facilities)

 Accomplishments:

Organization and StaffingBeginning with the 2016-17 academic year, under the direction of Dr. Chio Flores, the athletic depart

ment has seen an evolution of athletic administration staffing.

As the result of illness, the athletic director reduced his hours and salary to 2/3, the saving

s was used to fund the following for the remainder of 2017-18:

Current Customers/ClientsIdentify Strengths

  Ide

ntify Challenges Primary Challenges Include:

  

CAMP

CAMP   Sta

rt:7/1/2015End:6/30/2016 Progress:OngoingProviding

Department: CAMPResponsible Roles:PurposeThe purpose of the College Assistance Migrant Program at Wenatchee Valley College is to assure that all eligible migrant and season

al farm workers and their children receive the comprehensive education and support services needed to empower them so they may achieve success in the first year of coll

ege and persist to college completion.Summary of major changes/accomplishments since last planThe CAMP program is now in the beginning of it's second grant cycle at

WVC. With the new grant implementation we saw a turnover in staff in the beginning of the grant from July 2014-September 2014. Since then our program has recruited a new

and full staff to help implement and support the objectives of the grant. This grant cycle also saw the addition of a new position, STEM Specialist, who provides resource, opp

ortunities, exposure and encouragement of migrant seasonal farm worker students to pursue careers in STEM.Organization and StaffingProject Director- Yuritzi LozanoProgra

m Assistant- Maria de Jesus AlvizarRetention Specialist- Juan LedezmaRecruiter/Retention Specialist- Violeta MartinSTEM Specialist- James WadeAmeriCorps Volunteer- Krista Nu

gent Current Customers/ClientsThe goal of the program is to recruit 60 eligible migrant seasonal farm worker students annually. For the 2015-2016 academic year the CA

MP program is serving 66 students which is comprised of new and persisting students.Identify StrengthsDirector has been with the program for 1 year. She brings a

Master's degree and experience working with similar grant programs such as SSS. She is also from the area and understands the community.   Program assistant has been

with program for 4 years and brings experience from being in the program as a student herself. She is knowledgeable and up to date with all policies and procedures fro

m purchasing, travel, reimbursements and budget management. Recruitment specialist has been with the program for 3 years. She has established an extensive network for

recruitment and activities she participates in annually. In addition she brings creativity to marketing and presentations and strong social media knowledge.  Retention specialist is a

CAMP alumni from Eastern Washington University. He brings a wide set skills knowledge and dedication to the students.  STEM initiatives, the grant has added a new STEM

initiative and Specialist in this cycle that works with faculty and community partners to provide access to opportunities and knowledge about STEM to our students.  The progra

m has established a cycle and theme of events based on prior years. This enables the program and staff to better prepare for upcoming years. Identify Challenges This yea

r CAMP saw challenges in applicants. Similar to the college we saw a drop in applicants.  In addition with the transitions in staffing last year we are still working together as a tea

m to streamline events, communication and services to our students.

  

College Assistant Migrant Program   Sta

rt:7/1/2017End:6/30/2018 Progre

ss:Providing Department: CAMPResponsible Roles:PurposeThe mission of CAMP is to provide comprehensive service and positive educational experiences to first year and

continuing migrant seasonal farmworker students so they may successfully complete college and launch meaningful careers.Summary of major changes/accomplishment

s since last planAll 4 full time staff continued onto this year. A new STEM Specialist was hired on February 2017 and has worked significantly to make progress towards

our goals. A new AmeriCorps volunteer was hired October 2017. With a consistent group, with the exception of our AmeriCorp volunteer, we were able to make appropriate cha

nges to our programming to be more effective in meeting our goals.   Organization and StaffingProgram Investigator- Dr. Chio FloresProgram Director-Yuritzi LozanoPro

gram Assistant-Maria de Jesus AlvizarRetention Specialist-Maria NavaretteRecruitment Specialist-Alfredo OrtizSTEM Specialist-Bobbi Johnson AmeriCorps Volunteer-Evelina Kob

zarCurrent Customers/ClientsWe are currently serving 58 new students and 7 returning students for a total of 65 students.Identify Strengths

Identify Challenges

  

College Assistant Migrant Program   Sta

rt:7/1/2016End:6/30/2017 Progress:

OngoingProviding Department: CAMPResponsible Roles:PurposeThe mission of CAMP is to provide comprehensive service and positive educational experiences to first yea

r and continuing migrant seasonal farmworker students so they may successfully complete college and launch meaningful careers.Summary of major changes/accomplis

hments since last planBeginning this year in July 2016 the CAMP program lost three staff members who were crucial to the team, the Recruitment Specialist, Retention Speciali

st, and a part time STEM Specialist. This brought about challenges with finishing recruiting and admitting our cohort for the 2016-2017 year. In early July we were able to hire the

two full time staff to fill the Recruiter role and the Retention Specialist role. They begun early August and with help of them our team was able to complete recruitment of our cohort

8. In addition, with the new staffing changes as a program we were able to execute a great CAMP orientation and complete all year planning for the upcoming academic year.

  Organization and StaffingProgram Investigator- Dr. Chio FloresProgram Director-Yuritzi LozanoProgram Assistant-Maria de Jesus AlvizarRetention Specialist-Maria

NavaretteRecruitment Specialist-Alfredo OrtizSTEM Specialist-vacantAmeriCorps Volunteer-Krista NugentCurrent Customers/ClientsWe are currently serving 60 new

students and 7 returning students for a total of 67 students.Identify Strengths

Identify Challenges

  

Counseling Counseling   Sta

rt:7/1/2015End:6/30/2016 Progress:OngoingProviding Department: Counseling Responsible Roles:Purpose

WVC Counselors provide academic and personal counseling. These services are free, voluntary and confidential for WVC students.Student services/counseling is dedicated to sup

porting students in their pursuit of academic and personal growth and in making good decisions about their lives.Summary of major changes/accomplishments since las

t planSuicide training and awareness for students and WVC employees (Question, Persuade, Refer – QPR). Personal Wellness Expo’s – diverse community agencies co

me to campus three times per year to offer resources to students, staff and faculty. Quarterlyinformation newsletter for staff and faculty. Every building on campus has dis

play cases for counseling handouts and information. WVC food bank. Counseling waiting area for students in crisis, also provides a meeting area when outside agencies

are called to assist these students. Counseling services and presence for the Omak campus (one day per week). Omak has a designated laptop so students can Skype the counselors

when one is not available on the Omak campus.Crisis Response Team developed and ongoing training in progress for both Wenatchee and Omak Campuses.Counseling Workshop

series developed and implemented for students, staff and faculty.Organization and StaffingTwo full-time faculty who report to Dr. Chio Flores, the Vice President of Stu

dent Services. Staff:Bertha Sanchez, M.ED; Ryan Poortinga, M.ED Current Customers/ClientsPrimarily students, presently the student population for the district is 7,000.

The counseling department works with a diverse clientele, in age, culture and in education.We serve students from Running Start, ABS/ESL, traditional and non-traditional

areas; Faculty, providing class presentations; Community, offering a safe entry point to the college and a link between the college and social service agencies.Identify Stren

gthsWe offer a safe and confidential place where students can come and gain the tools and resources needed to be successful, both on a personal and educational level. We

have a bilingual, bicultural counselor to better support and draw-in our growing Latino population.The Counseling location embedded within other student services is beneficial to

students, as it facilitates positive interactions.Identify Challenges Counseling Department hasminimal funds/budget for events and for counseling handouts that support studen

t success. The counseling website is not user friendly.Students should have inventories, resources and tools available electronically. The Counseling Department does not have a

standardized intake form, which could be a valuable assessment in providing services to students.

  

Counseling Area Plan   Sta

rt:7/1/2017End:6/3

0/2018 Progress:Providing Department: Counseling Responsible Roles:Purpose, WVC Counselors provide academic and personal counseling. These services are free, volunt

ary and confidential for WVC students.Student services/counseling is dedicated to supporting students in their pursuit of academic and personal growth and in making good decisio

ns about their lives.

Summary of major changes/accomplishments since last planPersonal Wellness Expo/Showcase – diverse community agencies come

to campus three times per year to offer resources to students, staff and faculty. The Counseling department has partnered with the Career Center and Student Programs to make

this a campus wide event and showcase community service agencies, community businesses, WVC programs, and campus clubs.Every building on campus has display

cases for counseling handouts and information. WVC Knights Kupboard has moved to a Batjer Hall to allow for a bigger location and is now offering food, diapers, hygiene and per

sonal care items to students on a weekly basis and/or as needed. The Counseling department has kept a smaller pantry in Wenatchi Hall for disability and accessibility needs.

The Counseling waiting area has been updated with furniture and materials needed to provide a confidential, safe and soothing place for students in crisis.This area also pro

vides a meeting place when outside agencies are called to assist these students. Counseling services and presence for the Omak campus (one day per week). Omak has a des

ignated laptop so students can Skype the counselors when one is not available on the Omak campus.Crisis Response Team developed and ongoing training in progress for both We

natchee and Omak Campuses.Counseling Workshop series developed and implemented for students, staff and faculty.

Organization and StaffingCurrent Customers/

ClientsIdentify StrengthsIdentify Challenges

  

Disability Support Special Populations Coordinator   Sta

rt:7/1/2015End:6/30/2016 Progress:Pro

viding Department: Disability Support Responsible Roles:PurposeWVC Special Populations Coordinator provides equal access, opportunities, and auxiliary aids to all qualified

students with disabilities. These services are free, voluntary and confidential for WVC students. Student services/disability services is dedicated to supporting students in thei

r pursuit of academic goals.Summary of major changes/accomplishments since last planContributing member of WVC RAT team with monthly meetingsContributin

g member of WVC Crisis Recovery Team with ongoing training.Participate in Personal Wellness Expo's on campus offering disability resources to studentsParticipate in hel

ping students access WVC food bankAttend and participate in quarterly DSSC ( state) meetings and WAPED (state) meetings for professional development and current update

s.Attended Veteran Services training on TBI on campusWill attend Accessible IT capacity Building Institute 2016 in February for 2 days with Andrew Hersh-Tudor.Researchi

ng ( ong with Andrew Hersh-Tudor).. RI (video recording of classes) process for WVC for students who are deaf.Send ADA packets to all new fulltime and part time inst

ructors each quarter to inform faculty about the ADA laws and disability services and testing center processes.Responsible to purchase auxiliary aids for students as needed (for both

campuses), such as NCR paper, digital voice recorders, Assistive technology, Special chairs, etc.Responsible to arrange yearly contracts and quarterly work schedules for several ASL

interpreters-approving timesheets.Coaching, academic advising and educational planning for all students including those with disabilities.Screening for students who might

qualify for WVC's new TRIO programParticipate in the Automotive Advisory committeeParticipate in the Developmental classes department meetingsWill participates a vendor

at the Parent Resource Expo March 23rd,2016 in the evening, representing WVC and disability services.Participate in a weekly business meeting of area community partners

serving people with disabilities (DVR, Service Alternatives, DSHS, Veterans services, WorkSource, etc.)Maintain the chair inventory each quarter for those students needin

g special chairs in their classrooms.Maintain confidential case management files for 200-300 students with disabilities.Process accommodation forms for all students

each quarter and coordinate needs with the testing center staff.  Organization and StaffingOne full-time except staff person in Wenatchee and also a partial work loa

d for an Omak non-tenure track faculty member.Also several part-time contracted ASL interpreters as needed.Current Customers/ClientsPrimarily studentspresently

the students with disabilities who have connected with this office (and Omak) is between 200 and 300 depending on the quarter. We work with a diverse student pulation,

in age, culture and education and 'at risk' students. We serve students from Running Start, ABS/ESL, Traditional and non-traditional areas, AA transfer and vocational studen

ts;Faculty, sending accommodation forms and arranging for auxiliary aids, providing class presentations, consults, ADA training information, problem-solving for issues;

Staffwork closely with testing center staff, financial aid staff, registration staff, campus security, IT, library, bookstore, Administration, tutor center, facilities, Cashier, payroll dep

artment;Community, linked to many area community service agencies and local school districts, Dept of Services for the Blind, Voc Rehab agencies, Social Security De

pt., etc.Identify StrengthsProblem solving skills, communication skills, Teamwork skills, multi-tasking, working with frequent interruptions, work well independently and as

a group, self-directed, great sense of humor, compassion and empathyIdentify Challenges *need of adequate funding for professional development and goods and servic

es*need of adequate space for testing accommodations*need for complete accessible class content is ongoing because of funding,commitment, training and faculty buy-in.*need for

ever betterconnectivity between faculty and this office*need to reach more Veterans and get them to actually come in for services they need.* getting more students into

the TRIO program    Pri mary Core Theme supported:Educational achievementResponsiveness to Local needsSupport for learningDiversity and Cultural Enrichment

 

 

Student Access Coordinator   Sta

rt:7/1/2017End:6/30/2018 Progress:Providing Department: Disability Support Responsible Roles:Purpose

WVC Student Access Coordinator provides equal access, opportunities, and auxiliary aids to all qualified students with disabilities. These services are free, voluntary and confide

ntial for WVC students.Summary of major changes/accomplishments since last planContributing member of WVC Crisis Recovery Team with ongoing training.Con

tributing member of WVC RAT team with monthly meetingsParticipate in Personal Wellness Expo's on campus offering disability resources to studentsAttend and participate in

quarterly DSSC ( STATE) meetings and training as well as WAPED ( state) meetings and conferences for professional development and current updates.Send ADA packets to

all new fulltime and part time instructors each quarter to inform faculty about the ADA laws and disability services and testing center processes.Trainings since Dec. 2016:Trends

in Digital Accessibility SSSBart, webinar1 hr12/7/16Accessibility On-Demand webinar, 1 hr1/1/17Accessible Tech/Modern Web Accessibility, webinar,1 hr1/19/17DS

SC winter conference via gotomeeting-in office, 12 hrs, 2/2 &2/3/17Siteimprove "Section 508 Refreshed" webinar, 1 hr 2/7/17WAPED conference 4 days ( 25 hrs) Leavenworth, 4/11-

14/2017CAPTI webinar1 hr inoffice4/18/17Principles of Accessibly Design webinar, 1hr in office4/25/17MS Word Accessibility webinar,1 hr in office5/2/17Accessibilitiy &

3rd Party Materials, webinar, 1 hr in office 5/16/17Web Access Tools & Tips for Testing, webinar, 1 hr in office 5/24/17DREAMERS Ally Training, on campus 2 hrs, 5/25/17

COABE accommodation webinaer, 1 hr in office6/7/17BIAS Incident Training, on campus, 2 hrs, 6/8/17Serving Those Who Served Veteran conference, Wenatchee, 14 hou

rs 7/26 & 27/17DSSC Fall training, in office on "gotomeeting", 8hrs, 10/18/17  Responsible to purchase auxiliary aids for students ( for both campuses), such as NC

R paper, testing room white noise devices, CD players, special chairs, desks, Assistive technology Responsible to arrange yearly contracts and quarterly work schedules for 6-7

ASL Interpreters -approving time sheets Coaching, academic advising, and education planning and placement debriefs for all students including those with disabilities Scr

eening for students who might qualify for WVC's TRIOprogram Participate in the Automotive Advisory CommitteeParticipate in the BCT Advisory CommitteeParticipate in the

Accessible IT CommitteeMember of SRC Operation Committee (new)Member of BIRT (Bias Incident Response Team) ( new)Member of Diversity Culture/Enrichment Cor

e Team (new)Member of RAT ( Risk Advisory Team)Member of Crisis Recovery Team Maintain and purchase extensive SpecialChair inventory in cooperation with Faciliti

es for those students needing special chairs in their classrooms. Maintain confidential case management files for 180-200 students with disabilities Process acc

ommodation forms for all students each quarter and coordinate needs with the new and existing testing center staff Co-Advisor to the Veteran Knight Club on campus  

Organization and StaffingOne full-time exempt staff person in Wenatchee and also a partial work load for an Omak non-tenure track faculty member.Current Cu

stomers/ClientsPrimarily students, presently the students with disabilities who have connected with this office ( and Omak), between 180-200 students depending on the qua

rter. We work with a diverse student population, in age, culture and education and " at risk" students.We serve students from Running Start, ABS/ESL, Transitional, Tradition

and non-traditional areas, Continuing education students, Veterans, AA transfer and Vocational students. Faculty: Sending accommodation forms and arranging for auxiliary aid

s, providing class presentations, consults, ADA training information, problem-solving for issue, work closely with counselors. Staff: Work closely with the testing cen

ter, financial aid staff, registration staff, campus security, IT, library, bookstore, Administration, Tutor center, cashier, payroll, facilities, ed planners, Student programs, Diversity and

various departments Community: Linked to many area community service agencies ( WorkSource, SkillSource, DVER) and local school districts, Dept of Services for the

Blind, Voc Rehab agencies, Social Security Dept., etc.Identify StrengthsCreative problem-solving, communication skills, teamwork skills,multi-tasking, working with fre

quent interruptions, work well independently and as a group, self-directed, great sense of humor, compassion and empathy.Identify Challenges Still need adequate funding

for professional development, goods and services Still need adequate space for testing accommodations Working on need for complete accessible class content-working in par

tnership with Andrew, IT and Accessible IT committee Working on ever better connectivity with faculty Still need to reach more Veterans Still need to find more students

for the TRIO program.

  

Student Access Coordinator   Sta

rt:7/1/2017End:6/30/2018 Progress:Providing Department: Disability Support Re

sponsible Roles:PurposeWVC Student Access Coordinator provides equal access, opportunities, and auxiliary aids to all qualified students with disabilities. These services are

free, voluntary and confidential for WVC students. Student Access Office is dedicated to supporting students in their pursuit of academic goals.Summary of major changes/acc

omplishments since last planContributing member of WVCRAT team with monthly meetings Contributing member of WVC Crisis Recovery Team with ongoing

training. Participate in Personal Wellness Expo's on campus offering disability resources to students. Attend and participate in quarterly DSSC ( state) meetings and WAPED

(state) meetings and conferences for professional development and current updates. Established the VRI ( video recording of classes) process for WVC students who are dea

f. Send ADA packets to all new fulltime and part time instructors each quarter to inform faculty about the ADA laws and disability services and testing center processes. Trai

nings since June 2016:JAN 2016 Legal update/ADA & GINA, webinar 1 hr, 7/26/16 ELearning Accessibility webinar, 1 1/2hr, 9/27/16Acc Document Design webinar, 1.5 hrs/WVC

10/18/16DSSC meeting/training, 8hr. via in office, WVC 10/19/16ReadSpeakerdemo for CANVAS, in office, WVC 11/3/16 1hr Responsible to purchase auxiliary aids for studen

ts ( for both campuses), such as NCR paper, testing room white noise devices, CD players, special chairs, desks, Assistive technology. Responsible to arrange yearly con

tracts and quarterly work schedules for 6-7 ASL interpreters-approving timesheets. Coaching, academic advising and education planning and placement debriefs for all students

including those with disabilities. Screening for students who might qualify for WVC's TRIO program. Participate in the Automotive Advisory CommitteeParticipate in the

BCT Advisory CommitteeParticipate in the new Accessible IT Committee Maintain chair inventory each quarter for those students needing special chairs in their classroom

s. Maintain confidential case management files for 200+ students with disabilities. Process accommodation forms for all students each quarter and coordinate needs

with the testing center staff. Co-Advisor to the Veteran Knights club on campus.   Organization and StaffingOne full-time exempt staff person in Wenat

chee and also a partial work load for an Omak non-tenure track faulty member. Also several part-time hourly contracted ASL interpreters as needed.Current Custome

rs/ClientsPrimarily students, presently the students with disabilities who have connected with this office ( and Omak) is between 200 and 300 depending on the quarter. We wor

k with a diverse student population, in age, cultyre and education and "at risk" students. We serve students from Running Start, ABS/ESL, Transitional, Traditional and non-

traditional areas, Veterans, AA transfer an vocational students; Faculty: sending accommodation forms and arranging for auxiliary aids, providing class presentations, con

sults, ADA training information, problem-solving for issues; work closely with counselors. Staff: work closely with the testing center staff, financial aid staff, registration

staff, campus security, IT, library, bookstore, Administration, tutor center, cashier, payroll, facilities, ed planners, Student programs, Diversity, and various departments. Communit

y: linked to many area community service agencies (Worksource, Skillsource, DVR)and local school districts, Dept of Services for the Blind, Voc Rehab agencies, Social Sec

urity Dept., etc.  Identify StrengthsProblem solving skills, communication skills, teamwork skills, multi-tasking, working with frequent interruptions, work well ind

ependently and as a group, self-directed, greatsense of humor, compassion and empathy.Identify Challenges still need adequate funding for professional development, goo

ds and services. Still need adequate space for testing accommodations. working on need for complete accessible classntent -working in partnership with Andrew and IT 

Working on ever better connectivity with faculty still need to reach more Veterans Still need to find more students for the TRIO program.

  

Student Acce

ss Coordinator   Sta

rt:7/1/2017End:6/30/2018 Progress:CompletedProviding Department: Disability Support Responsible Roles:PurposeWVC Student Acc

ess Coordinator provides equal access, opportunities, and auxiliary aids to all qualified students with disabilities. These services are free, voluntary and confidential for WVC studen

ts. Student Access Office is dedicated to supporting students in their pursuit of academic goals.Summary of major changes/accomplishments since last planContributin

g member of WVCRAT team with monthly meetings Contributing member of WVC Crisis Recovery Team with ongoing training. Participate in Personal Wellness

Expo's on campus offering disability resources to students. Attend and participate in quarterly DSSC ( state) meetings and WAPED (state) meetings and conferences for professio

nal development and current updates. Send ADA packets to all new fulltime and part time instructors each quarter to inform faculty about the ADA laws and disability servic

es and testing center processes. Trainings since July 2016:Trends in Digital Accessibility SSBart, webinar 1hr 12/7/16Accessibility Tech/Modern Web Accessibility, webinar, 1hr 1/1

7/17DSSC wtr. conference via gotomeeting-in office, 12 hrs, 2/2 & 2/3/17Siteimprove, Sect. "508 Refreshed" webinar, 1hr, 2/7/17WAPED conference 4 days ( 25 hrs)-Leavenwor

th,4/11-4/14/17CAPTI webinar1 hr, in office4/18/17Principles of Accessible Designwebinar,1 hr, in office4/25/17MS Word Accessibility webinar,1HR in office 5/2/17

Accessibility & 3rd party materials,webinar1 hr- in office5/16/17Web Access Tools & Tips for testing,webinar 1 hr, in office5/24/17DREAMERS Ally training, on campus, 2 hrs

5/25/17COABE accommodation webinar, 1 hr in office6/7/17BIAS Incident Training, on campus, 2 hrs, 6/8/17Serving Those Who Served Veteran Conference, Wenatche

e, 14 hours7/26 & 27/17DSSC Fall training, in office via "gotomeeting" 8 hrs, 10/18/17  Responsible to purchase auxiliary aids for students ( for both campuses), suc

h as NCR paper, testing room white noise devices, CD players, special chairs, desks, Assistive technology. Responsible to arrange yearly contracts and quarterly work schedu

les for 6-7 ASL interpreters-approving timesheets. Coaching, academic advising and education planning and placement debriefs for all students including those with disabilitie

s. Screening for students who might qualify for WVC's TRIO program. Participate in the Automotive Advisory CommitteeParticipate in the BCT Advisory CommitteePartici

apte in the Accessible IT Committee(new)Part of SRC Operation Committee (new)Member of RAT ( Risk Advisory Team)-monthly meetingsMember of Diversity Culture/Enrichm

ent Core team (new) monthly meetingsMember of BIRT (Bias Incidents Response Team) ( new) as needed Maintain "special "chair inventory each quarter for those studen

ts needing special chairs in their classrooms. Maintain confidential case management files for 200 students with disabilities. Process accommodation forms for all

students each quarter and coordinate needs with the testing center staff. Co-Advisor to the Veteran Knights club on campus.   Organization and StaffingOne

full-time exempt staff person in Wenatchee and also a partial work load for an Omak non-tenure track faulty member. Also several part-time hourly contracted ASL inte

rpreters as needed.Current Customers/ClientsPrimarily students, presently the students with disabilities who have connected with this office ( and Omak) is between

180 and 200 depending on the quarter. We work with a diverse student population, in age, culture and education and "at risk" students. We serve students from Running Start, AB

S/ESL, Transitional, Traditional and non-traditional areas, Continuing Education students, Veterans, AA transfer an vocational students; Faculty: sending accommodation for

ms and arranging for auxiliary aids, providing class presentations, consults, ADA training information, problem-solving for issues; work closely with counselors. Staff:

work closely with the testing center staff, financial aid staff, registration staff, campus security, IT, Assistive tech staff, library, bookstore, Administration, tutor center, cashier,

payroll, facilities, ed planners, Student programs, Diversity, and various departments. Community: linked to many area community service agencies (Worksource, Skillsource,

DVR)and local school districts, Dept of Services for the Blind, Voc Rehab agencies, Social Security Dept., etc.  Identify StrengthsCreativity and Problem solving skills,

communication skills, teamwork skills, multi-tasking, working with frequent interruptions, work well independently and as a group, self-directed, greatsense of humor, co

mpassion and empathy.Identify Challenges Still need adequate funding for professional development, goods and services. Still need adequate space for testing accommodations

. Working on need for complete accessible classntent -working in partnership with Andrew, IT dept.Accessible IT committee Working on ever better connectivity wit

h faculty Still need to reach more Veterans Still need to find more students for the TRIO program.

  

Diversity, Equity and Inclusion

DEI Area Plan   Sta

rt:7/1/2017End:6/30/2018

Progress:Providing Department: Diversity, Equity and InclusionResponsible Roles:Director (Tofte-nordvik, Erin) PurposeThe office of Diversity, Equity and Inclusions committed

to serving systemically non-dominant groups as they navigate Wenatchee Valley College. We help to foster and retain a diverse college community, which includes students, faculty, and staff. r office supports individuals with their academic, personal

, and professional development, as well as provides training and educational resources for all members of the college community around diversity, inclusion, power, privilege, inequity, social equity, and social justice.We alsocreate, expand, and promote opp

ortunities to students of color. This is done through advocacy, education, and networking to strengthen higher education. Diversity, Equity and Inclusion strives to unite and integrate diversity through events, speakers, and workshops. It also pro

motes understanding, recognition, and appreciation of cultural differences and similarities. Diversity, Equity and Inclusion is committed to assist Wenatchee Valley College:

Summary of major changes/accomplishments since last planDiversity Requirement for Graduation was approved and will be implemented

Fall 2018. Full-Time International Educator position was approved to help grow the International Program.  Organization and StaffingDirector: Erin Tofte-Nor

dvik, JD International Education Coordinator: Miko Stephens (Position currently posted as Miko is retiring)Current Customers/ClientsIdentify StrengthsIdentify

Challenges

  

DEI International Program Area Plan   Sta

rt:7/1/2017End:6/30/2018 Progress:Providing Department: Diversity, Equity and

InclusionResponsible Roles:Director (Tofte-nordvik, Erin) PurposeSummary of major changes/accomplishments since last planOrganization and StaffingCur

rent Customers/ClientsIdentify StrengthsIdentify Challenges

  

Education and Career Planning Budget Requests   Sta

rt:7/1/2016End:6/30/2017 Progress:Providing De

partment: Education and Career Planning Responsible Roles:Purpose201

201

BUDGET REQUES

for Educatio

and Care

Planning AreaGOODS AND SERVICESThe Ed Planning (Budget #14

9 063 1D07) currently does not have a Goods and Services allocation.Please allocate $3000 for goods and services and $2500 for travel for Jaima and Bridget and Andrew.The Career Development

(Budget #149 063 1D05), we are requesting that the travel budget is increased from $1500 to $2500 (additional $1000) to cover professional development for Kelsay and me.These travel allocatio

ns will allow for professional development/travelfor educational planners and career specialists so that we can attend annual regional and/or state conferences.Professional Development:

We would also like to explore the possibly of remodeling the two small testing roomswe have into three even smaller

rooms so the Testing Center is better equipped to serve more students. We do not envision this requiring too much more equipment as both rooms already have three computers; we can move them

around so there is two per room instead. We may need to purchase an additional printer for the third room and possibly another table or two. Cost: Unknown at this time.Office computersare getting

old and slow. may need to be replaced next year. would be wise to put aside funds to replace them. This would include the laptop or desktop computer, docking station and monitor.Rough estimate:$21

00 - $2400 per station.$14, 400 estimate.STUDY ABROAD PROGRAMWe are asking for the annual $1400 fee for continued membership in the consortium plus another $1000 per year to cover the costs

associated with travel and lodging to attend the required quarterly consortium meetings. proposal for the study abroad program has been approved and is up and running.There is currently $1000 allotted

for the program in budget line item 149 063 1DSA for 2015-2016.PERSONNELWe request that Andrew’s three-quarters-time position be increased tofull-time to help better serve and support students. Andr

ew is presently funded 75% through Title III grant funding.Rationale:Before the budget cuts there were 3 full-time ed planners. Currently we have two full-time Educational Planners and 1 grant-funded

75% -time ed planner serving about 6000+ general students (we typically see about 2400 of those students).addition, the intake area will now be the point of entry for all transitional studies students.Rele

vance to Strategic Plan:Wenatchee Valley College’s (WVC) strategic plan states that engaging students and personalizing interactions is a priority as we work to support and retain students throughout their studies.

Increasing the 3/4-time position to full-time would help our department, the Educational Planning and Testing Center, achieve these priorities. Commit to a college-wide effort to engage students and personalize

interactions for a positive and individualized student experience. Distinguish WVC by providing an outstanding student experience that draws students to the college and retains them. Develop systems for stud

ent support and academic advising for all students from initial entry through transitions and completion. It would also help us meet our departmental mission. Guided by our belief in the benefits of edu

cation, the Education and Career Planning team provides students with the tools and resources to successfully navigate the academic world. With compassion and integrity, we empower students to take char

ge of their education and achieve their goals.The Educational Planners strive to personalize interactions, provide positive experiences, and engage students. As one of the first point of contact for new students, Educatio

nal Planners are uniquely situated to help the college achieve its goal of retaining students by providing an outstanding student experience that draws students to the college. As stated in the Catalog, Educational

Planners help students in a variety of ways, including (a) interpreting test results, (b) assisting with academic planning, course selection, and scheduling, (c) assisting with planning strategies and goal achievement, (d)

assisting with program requirements, (e) referring to appropriate personnel for additional support, and (f) assisting with the development of an educational plan. With more staff, the department could develop bett

er tools and incorporate new technology to accomplish these tasks and could provide more personalized interactions for students. Educational Planners could also use more time to develop student

support services and academic advising for all students from initial entry through transitions and completion, whether it is in the form of Faculty Adviser trainings, transition support between Adult Basic Skills

(ABS) and Developmental Education, or improving the intake processes for new students. In addition to intake advising, the ed planners are often meeting with continuing students.Research: According to a

study of fourteen community colleges by Regina Deil-Amen and James E. Rosenbaum, community colleges present seven obstacles for students who have less access to knowledge about college, including (1) bureaucratic

hurdles, (2) confusing choices, (3) student-initiated guidance, (4) limited counselor availability, (5) poor advice from staff, (6) slow detection of costly mistakes, and (7) poor handling of conflicting demands (2003).

Given these obstacles, the researchers offer five recommendations, including (a) creating clear curriculum structures and developing tight advisory relationships with students, (b) vastly improving counseling

(advising) and lowering the ratio of students to staff, and (c) closely monitoring student progress. These are just a few of the researchers’ recommendations to help improve student outcomes. Additionally, acco

rding to the Washington State Student Achievement Initiative (the new performance funding system for community and technical colleges), the college system has been able to identify, through rigorous data, achi

evement points that once accomplished, substantially improve students’ chances of completing degrees and certificates. Among these measures are first year retention and degree completion, a goal that Educatio

nal Planners at WVC work to support.Educational planning and academic advising is the very core of successful institutional efforts to educate and retain students. For this reason, educational planning and academ

ic advising should be viewed as the ‘hub of the wheel’ and not just one of the various isolated services provided for students. Educational Planners and Academic Advisers offer students the personal connec

tion to the institution that the research indicates is vital to student retention and student success.(Nutt, C.L. “Academic Advising and Student Retention and Persistence.” NACADA Clearinghouse of Academic Advi

sing Resources web site, 2006)The retention literature has long recognized educational planning and academic advising as one of the three most effective strategies, along with academic support and orientati

on programs, for improving student success. Good advising and planning promotes many outcomes that are also associated with a high rate of retention, such as student satisfaction, effective academic and

career planning, goal setting, and familiarity with and use of campus resources and support services.History, Rationale, and Impact on Students:When the educational planning model was first implemented

at the college, WVC had five full-time Educational Planners, including the Special Populations Coordinator who has since had to focus more of her time on providing accommodations and less on educational plan

ning as her student load has increased. Since 2009, the department has had to manage with just two Educational Planners, one who focuses primarily on Allied Health programs and admission, and a seco

nd for all other degrees and programs. The latter also serves as the team lead, the supervisor of the Testing Center and the GED testing program, and the International Student Adviser.On June 1, 2016, Andrew

came over from the transitional studies office and will be working ¾-time. brings all his transitional studies duties with him and will also serve as an ed planner.Every student who is new to WVC (includin

g brand new students who have never attended college before, traditional and non-traditional students, and all incoming transfer students), are required to meet with an Educational Planner before their

account is activated and they are allowed to register for their first quarter of classes. Meaning all of these new students must meet with one of the two Educational Planners or attend a group advising and registrati

on session led by one of the two Educational Planners prior to signing up for classes. Also, although former WVC students are not required to meet with an Educational Planner before registering, the Educatio

nal Planners frequently see former WVC students who have taken time off from college and now want to re-enroll and are seeking guidance and assistance in getting back into college. As the state focuses more and

more on the need to meet Student Achievement benchmarks for funding purposes, we believe that timely and more comprehensive in-take advising could help the college meet, and hopefully exceed, mor

e of the standards.In addition to new, transfer and former students, Educational Planners frequently see many current students who, for a variety of reasons, are not meeting with their assigned Faculty Adviser. Som

e of these students are in the process of changing programs and need to be assigned a new Faculty Adviser; others complain their Faculty Adviser is not available. This is particularly problematic in the summer

when many Faculty Advisers are off campus because they are not teaching. At other times, current students simply find the Educational Planners more approachable and/or accessible. The Educational Planners

make sure at least one of the two of them is available in their office every day, all day. In addition, they offer walk-in hours once a week when no appointments are needed. Our department would also like

to expand and improve services to new students but it is difficult to find the time to focus on developing and implementing additional services. For example, it took over a year to develop and launch a pilot online

advising and registration tutorial because the Educational Planners did not want to, nor had the time to, step away from the students. Current staffing also makes it difficult to take on and excel at new, important proj

ects. Most recently, the lead Educational Planner was asked to do more Faculty Adviser trainings and workshops – a critical component to ensure that Faculty Advisers are well-informed and fully trained. Preparing for

and presenting at these trainings and workshops limits the lead Educational Planner’s time with students and puts pressure on the remaining Educational Planners. If afforded additional hours for the 75% time Educ

ational Planner, the department would like to make some changes for the benefit of students, including (a) freeing up Educational Planners to spend more one-on-one time with new students after they complet

e the placement test (b) bridging the gap between ABE and Developmental Education, (c) helping more students transition on to college-level classes, (d) researching new programs and best practices, and

(e) building a stronger advising and Educational Planning link with the Omak campus. Funding Requirements:Educational Planner salary:one quarter of $45,087 ($11,271.75)If Andrew’s position could increase to

full-time we would be able to meet students’ needs and improve their access to these vital services.Please consider categorizing this position as high priority.I look forward to discussing these requests with you.Tha

nk you for your time and consideration.Respectfully, Randy MitchellSummary of major changes/accomplishments since last planOrganization and StaffingCurrent Cu

stomers/ClientsIdentify StrengthsIdentify Challenges

  

Budget Requests   Sta

rt:7/1/2017End:6/30/2018 Progress:Providing Department: Educati

on and Career Planning Responsible Roles:Purpose201

201

BUDGET REQUES

for Educatio

and Care

Planning AreaGOODS AND SERVICESThe Ed Planning (Budget #149 063 1D07) curr

ently does not have a Goods and Services allocation.Please allocate $3000 for goods and services and $2500 for travel for Jaima and Bridget and Andrew.The Career Development (Budget #149 063

1D05), we are requesting that the travel budget is increased from $1500 to $2500 (additional $1000) to cover professional development for Kelsay and me.These travel allocations will allow for

professional development/travelfor educational planners and career specialists so that we can attend annual regional and/or state conferences.Professional Development:

We would also like to explore the possibly of remodeling the two small testing roomswe have into three even smaller rooms so the Testi

ng Center is better equipped to serve more students. We do not envision this requiring too much more equipment as both rooms already have three computers; we can move them around so there is

two per room instead. We may need to purchase an additional printer for the third room and possibly another table or two. Cost: Unknown at this time.Office computersare getting old and slow. may

need to be replaced next year. would be wise to put aside funds to replace them. This would include the laptop or desktop computer, docking station and monitor.Rough estimate:$2100 - $2400 per stati

on.$14, 400 estimate.STUDY ABROAD PROGRAMWe are asking for the annual $1400 fee for continued membership in the consortium plus another $1000 per year to cover the costs associated with trav

el and lodging to attend the required quarterly consortium meetings. proposal for the study abroad program has been approved and is up and running.There is currently $1000 allotted for the program in

budget line item 149 063 1DSA for 2015-2016.PERSONNELWe request that Andrew’s three-quarters-time position be increased tofull-time to help better serve and support students. Andrew is presently

funded 75% through Title III grant funding.Rationale:Before the budget cuts there were 3 full-time ed planners. Currently we have two full-time Educational Planners and 1 grant-funded 75% -time ed plan

ner serving about 6000+ general students (we typically see about 2400 of those students).addition, the intake area will now be the point of entry for all transitional studies students.Relevance to Strategic Plan

:Wenatchee Valley College’s (WVC) strategic plan states that engaging students and personalizing interactions is a priority as we work to support and retain students throughout their studies. Increasing the 3/4-

time position to full-time would help our department, the Educational Planning and Testing Center, achieve these priorities. Commit to a college-wide effort to engage students and personalize interactions for a

positive and individualized student experience. Distinguish WVC by providing an outstanding student experience that draws students to the college and retains them. Develop systems for student support and aca

demic advising for all students from initial entry through transitions and completion. It would also help us meet our departmental mission. Guided by our belief in the benefits of education, the Educati

on and Career Planning team provides students with the tools and resources to successfully navigate the academic world. With compassion and integrity, we empower students to take charge of their educati

on and achieve their goals.The Educational Planners strive to personalize interactions, provide positive experiences, and engage students. As one of the first point of contact for new students, Educational Planners are uniq

uely situated to help the college achieve its goal of retaining students by providing an outstanding student experience that draws students to the college. As stated in the Catalog, Educational Planners help students

in a variety of ways, including (a) interpreting test results, (b) assisting with academic planning, course selection, and scheduling, (c) assisting with planning strategies and goal achievement, (d) assisting with program

requirements, (e) referring to appropriate personnel for additional support, and (f) assisting with the development of an educational plan. With more staff, the department could develop better tools and inco

rporate new technology to accomplish these tasks and could provide more personalized interactions for students. Educational Planners could also use more time to develop student support services and

academic advising for all students from initial entry through transitions and completion, whether it is in the form of Faculty Adviser trainings, transition support between Adult Basic Skills (ABS) and Develop

mental Education, or improving the intake processes for new students. In addition to intake advising, the ed planners are often meeting with continuing students.Research: According to a study of fourteen com

munity colleges by Regina Deil-Amen and James E. Rosenbaum, community colleges present seven obstacles for students who have less access to knowledge about college, including (1) bureaucratic hurdles, (2) confusin

g choices, (3) student-initiated guidance, (4) limited counselor availability, (5) poor advice from staff, (6) slow detection of costly mistakes, and (7) poor handling of conflicting demands (2003). Given these obst

acles, the researchers offer five recommendations, including (a) creating clear curriculum structures and developing tight advisory relationships with students, (b) vastly improving counseling (advising) and lowering

the ratio of students to staff, and (c) closely monitoring student progress. These are just a few of the researchers’ recommendations to help improve student outcomes. Additionally, according to the Washing

ton State Student Achievement Initiative (the new performance funding system for community and technical colleges), the college system has been able to identify, through rigorous data, achievement points

that once accomplished, substantially improve students’ chances of completing degrees and certificates. Among these measures are first year retention and degree completion, a goal that Educational Planners at WVC

work to support.Educational planning and academic advising is the very core of successful institutional efforts to educate and retain students. For this reason, educational planning and academic advising should

be viewed as the ‘hub of the wheel’ and not just one of the various isolated services provided for students. Educational Planners and Academic Advisers offer students the personal connection to the instituti

on that the research indicates is vital to student retention and student success.(Nutt, C.L. “Academic Advising and Student Retention and Persistence.” NACADA Clearinghouse of Academic Advising Resources web

site, 2006)The retention literature has long recognized educational planning and academic advising as one of the three most effective strategies, along with academic support and orientation programs, for

improving student success. Good advising and planning promotes many outcomes that are also associated with a high rate of retention, such as student satisfaction, effective academic and career planning,

goal setting, and familiarity with and use of campus resources and support services.History, Rationale, and Impact on Students:When the educational planning model was first implemented at the college, WVC

had five full-time Educational Planners, including the Special Populations Coordinator who has since had to focus more of her time on providing accommodations and less on educational planning as her student

load has increased. Since 2009, the department has had to manage with just two Educational Planners, one who focuses primarily on Allied Health programs and admission, and a second for all other

degrees and programs. The latter also serves as the team lead, the supervisor of the Testing Center and the GED testing program, and the International Student Adviser.On June 1, 2016, Andrew came over from the

transitional studies office and will be working ¾-time. brings all his transitional studies duties with him and will also serve as an ed planner.Every student who is new to WVC (including brand new stud

ents who have never attended college before, traditional and non-traditional students, and all incoming transfer students), are required to meet with an Educational Planner before their account is activated

and they are allowed to register for their first quarter of classes. Meaning all of these new students must meet with one of the two Educational Planners or attend a group advising and registration session led by

one of the two Educational Planners prior to signing up for classes. Also, although former WVC students are not required to meet with an Educational Planner before registering, the Educational Planners frequent

ly see former WVC students who have taken time off from college and now want to re-enroll and are seeking guidance and assistance in getting back into college. As the state focuses more and more on the need to

meet Student Achievement benchmarks for funding purposes, we believe that timely and more comprehensive in-take advising could help the college meet, and hopefully exceed, more of the standards.

In addition to new, transfer and former students, Educational Planners frequently see many current students who, for a variety of reasons, are not meeting with their assigned Faculty Adviser. Some of these students

are in the process of changing programs and need to be assigned a new Faculty Adviser; others complain their Faculty Adviser is not available. This is particularly problematic in the summer when many Facu

lty Advisers are off campus because they are not teaching. At other times, current students simply find the Educational Planners more approachable and/or accessible. The Educational Planners make sure at least

one of the two of them is available in their office every day, all day. In addition, they offer walk-in hours once a week when no appointments are needed. Our department would also like to expand and impr

ove services to new students but it is difficult to find the time to focus on developing and implementing additional services. For example, it took over a year to develop and launch a pilot online advising and registrati

on tutorial because the Educational Planners did not want to, nor had the time to, step away from the students. Current staffing also makes it difficult to take on and excel at new, important projects. Most recently,

the lead Educational Planner was asked to do more Faculty Adviser trainings and workshops – a critical component to ensure that Faculty Advisers are well-informed and fully trained. Preparing for and presenting at

these trainings and workshops limits the lead Educational Planner’s time with students and puts pressure on the remaining Educational Planners. If afforded additional hours for the 75% time Educational Planner, the

department would like to make some changes for the benefit of students, including (a) freeing up Educational Planners to spend more one-on-one time with new students after they complete the placement

test (b) bridging the gap between ABE and Developmental Education, (c) helping more students transition on to college-level classes, (d) researching new programs and best practices, and (e) building a stro

nger advising and Educational Planning link with the Omak campus. Funding Requirements:Educational Planner salary:one quarter of $45,087 ($11,271.75)If Andrew’s position could increase to full-time we would be

able to meet students’ needs and improve their access to these vital services.Please consider categorizing this position as high priority.I look forward to discussing these requests with you.Thank you for your time

and consideration.Respectfully, Randy MitchellSummary of major changes/accomplishments since last planOrganization and StaffingCurrent Customers/Client

sIdentify StrengthsIdentify Challenges

  

Education and Career Planning 2013-15   Sta

rt:7/1/2013End:6/30/2015 Progress:Provid

ing Department: Education and Career Planning Responsible Roles:PurposeGuided by our belief in the benefits of education, the Education and Career Planning team provides studen

ts with the tools and resources to successfully navigate the academic world. With compassion and integrity, we empower students to take charge of their education and achiev

e their goals.Summary of major changes/accomplishments since last planOne of the major changes our department has experienced recently is a new organizationa

l structure and new staffing. To fill vacancies, two new Office Assistants were hired in the Testing Center as well as a new Educational Planner for Allied Health. Our department

now reports to the Education and Career Planning Director. We have also added a new part-time position, the Career Services Specialist, and we have an established structur

e for quarterly team meetings. This past year our team has used team meetings to develop a department mission statement, objectives, and goals. Additionally, our new

director has placed an increased focus on customer service.

We have seen some technology changes as well. The Testing Center has been updated with new computers and

new GED software and the Adviser Portal has recently been launched and is continuing to grow and expand as a Faculty Adviser tool. Additionally, the Online Advising and Registratio

n (O.A.R.) tutorial has been piloted for one full year and has expanded access for distance and non-traditional students. And lastly, the MyWVC Portal has been launched college

-wide and therefore we have begun teaching students how to use this new site. The

MyWVC Portal has become a great resource for students, offering them a centralized pla

ce to access and manage their WVC student account.

The Allied Health program has seen a few significant changes as well, including an admission policy in writing that

has been approved by the Allied Health department, giving the Educational Planner for Allied Health (and program directors/coordinators) more confidence and security in the admis

sion process and footing to defend the application process. Additionally, Allied Health program requirements have been made more visible and clear, improving transparency and acc

ess for students.Organization and StaffingRandy Mitchell, Director of Education andCareer PlanningJaima Kuhlmann, Lead Educational Planner & Testing Center SupervisorBri

dget Grove, Educational Planner for Allied HealthKelsay Stanton, Career Services SpecialistNoah Fortner, Office Assistant IIIJudy Reyes, Office Assistant III

Current Custo

mers/ClientsOur team works with all WVC students. The Educational Planners provide intake advising in group settings and one-on-one advising for new, transfer, and forme

r students, including both transfer- and professional/technical-bound students. Additionally, specialized educational planning is offered to Allied Health-bound students and interna

tional students. The Career Center staff assists students who are (a) eligible for work study, (b) participating in a cooperative work experience and/or internship opportunity, and (c) exp

loring career opportunities and educational pathways. The Testing Center coordinates a variety of testing services including, scheduling, proctoring and processing scores for Compass

placement testing and GED, as well as scheduling and proctoring accommodation tests for students with special testing needs. In addition, Testing Center staff screen and schedule app

ointments for students to meet with various Student Development staff and answer the college switchboard phone line. Identify StrengthsThere are many things that are wor

king great in our department. First of all, the new structure has encouraged greater communication and collaboration within our area. Our team, and the whole Student Developm

ent department, works well together and we are always ready to assist one another when needed. Additionally, we have received positive feedback from students at the end of

group advising sessions and from secret shoppers, validating that our area makes students a priority. As one specific example, the Testing Center staff is a hub where many new, for

mer, and continuing students stop to make appointments to meet with Educational Planners, Counselors, the Career Center staff, and the Special Populations Coordinator. Students

have one central point where they can make appointments to meet with student services professionals and the Testing Center staff does a good job matching a student up wit

h the right service by screening and triaging at the desk. Someone is always available at this desk, increasing the access and visibility of the Student Development department and sha

ring with students the number of services we offer. Both the Educational Planners and the Career Center staff plan walk-in hours into our schedule allowing students the opport

unity to drop in and get quick questions answered without needing to first make an appointment. This has been a successful scheduling plan, especially for students who have a quick que

stion or for those who are having trouble connecting with their own Faculty Adviser. We feel this cuts down on panicky students who stress out when our schedules get full and the

y are desperate to see one of us. Students know they can always come in on a Wednesday and thus do not often have to wait more than a week to see us.

Recently the Edu

cational Planners launched the O.A.R. tutorial for new students to use as an alternative to the in-person New Student Advising and Registration sessions. As the pilot year co

mes to a close, O.A.R. has proven to be a success. Students with college level reading scores on the Compass placement test are offered the choice between the O.A.R. tutorial or

the in-person session. Those who have chosen the O.A.R. tutorial are doing as well, or better, than students who attend the in-person session (as measured by first-quarter GP

A, credit load, and completion of English and math classes). The O.A.R. tutorial enables new students to potentially register earlier, since they do not have to wait for the next ope

n in-person session, and it allows the Educational Planners to do fewer in-person sessions, freeing up the Educational Planners to spend more one-on-one time assisting studen

ts who specifically need or request it. Of course, students who complete the O.A.R. tutorial can always come back to campus at a later date to meet with an Educational Planne

r if they need additional assistance with their class schedule and/or degree plan. This online option will be especially helpful for distance students working on an online degree

or for those who must come a significant distance to the college. The Educational Planners will continue to evaluate and track data on students participating in both the O.A

.R. tutorial and the in-person session.

In addition to the new technology offerings that the O.A.R. tutorial brings, the WVC Information Technology Department has created

and launched the MyWVC Portal, giving students one central location to access and manage their student account. The MyWVC Portal has been a great success and feedback from

students has been very positive. Additionally, new computers in the Testing Center have resulted in fewer computer problems and combined with the MyWVC Portal, it giv

es students a very positive first impression of WVC.

The Career Center staff has done an excellent job guiding students with career decisions and connecting students with edu

cational and workplace opportunities. This past year, the Career Center staff was able to place a number of students in internship positions and, in addition, Randy Mitchell tau

ght over 100 students in WVC’s cooperative work experience program. This program enables Randy Mitchell to visit workplaces throughout the valley and network for our stu

dents. It is a priority to listen carefully to students, assess their needs and provide the proper information and services.

A few final successes to make note of include the educationa

l planning in-service sessions that are scheduled quarterly through which the educational planning team is kept up-to-date on new and changing information related to

degrees, programs, and classes, and the tracking system our area has in place that allows us to anticipate and adequately plan ahead for Compass testing sessions, New Student Adv

ising and Registration sessions, GED testing sessions, and more. Our area has a lot that is working well and we have many ideas of how to continue to grow and improve our are

a to support student success and access in the future. Identify Challenges Despite the many things that are working well in our area, there are some areas of concern. One

major concern is related to accommodation testing. In recent years, the number of students receiving testing accommodations has increased, in turn straining the available testing spa

ce and test monitors. The Testing Center staff are responsible for the security of the accommodation testing and with one large testing room for Compass and GED testing, two smaller test

ing rooms, and one or more extra vacant offices to watch, in addition to the phone and foot traffic that comes through the area, it is very difficult to ensure cheating is not taking place.

Additionally, with limited individualized testing rooms combined with the increased number of students receiving testing accommodations, other Testing Center services (including

Compass placement testing, GED testing, and New Student Advising and Registration sessions) have to be curtailed to ensure that students receiving accommodations are not turned

away.

Additionally, with limited staffing, students have to wait a longer than preferable to get an appointment with an Educational Planner or the Career Center staff during pea

k seasons. The packed schedules and responsibilities managed by everyone in our department are preventing us from saying “yes” to collaborative opportunities across campus. We

are also limited in our ability to collect data to plan and implement future data-driven programs or services that would benefit students. More support, in the form of staff, would

help us work more proactively for the benefit of students and not so reactively.

With the Career Services Specialist position vacant, Randy Mitchell is especially busy. Balanc

ing field responsibilities, cooperative learning experiences and internships, and being available for walk-in/scheduled student appointments, has left Randy Mitchell stretched and

in need of more help. It is rare for one person to run all of these services and programs alone (cooperative learning experiences, internship, job placement, the Career Center, and wor

k study). Randy Mitchell is needed in the office and out in the field. Just this past year, 180 students came through the Career Center for work study and part-time hourly work and

the cooperative learning program alone has grown significantly. With so much to do, little time is left to focus on improvements and innovative ideas.

  

Educati

on and Career Planning Area Plan 2015-2016   Sta

rt:9/1/2015End:6/30/2016 Progress:Providing Department: Education and Career Planning Re

sponsible Roles:Purposemission statement:Guided by our belief in the benefits of education, the Education and Career Planning team provides students with the tools and resources

to successfully navigate the academic world. With compassion and integrity, we empower students to take charge of their education and achieve their goals.

Current Str

ategies or InitiativesOur team created four objectives that we use as guiding principles for our current work at the college. These objectives were inspired by the college’s

strategic direction and themes and they serve to help us look forward as we create and accomplish meaningful and measurable goals. Our team’s four objectives are below.

 Primary Core Themes supported:

Summary of major changes/accomplishments since last planOne of the major changes our department has experienced recently is the

implementation of an admissions/registration cut-off date. During the 2014-15 school year the details of this new policy were developed and we began to enforce it at the start of the 201

5-16 school year. New students are no longer accepted or allowed to register on or after the tuition due date (two weeks before the start of school). This is the result of our data

collection which showed that students who register late are less likely to be successful or persist. As we implement this new policy we will continue to work with the Admissions/Reg

istration Office to refine the process and procedures.

We are very excited about our successful launch of our new study abroad program. Although we only just joined the stu

dy abroad consortium in the spring, we were able to send one student to the fall quarter program in Barcelona and we had three faculty apply for future teaching abroad opportunities. We hav

e been heavily promoting study abroad with emails, fliers, posters, information sessions, letters, and more. So far we already have one applicant for the next program in the spring

to Berlin but we have seen a lot of other interested students who might follow through with an application in the next few months.  In spring of 2014 we began piloting Co

mpass debriefs and have since fully implemented the practice. These optional one-on-one, post-testing intake planning session are offered by educational planning, counseling

, and career center staff to prospective students immediately after completing the Compass placement test. These debriefs allow students time to discuss their placeme

nt results and next steps prior to first quarter advising and registration. In addition, it gives us the opportunity to discuss financial aid timelines which many students are unfamiliar with. Hel

ping students to understand the financial aid process prepares them for the financial obligations of college. We get good feedback from students and initial data shows increas

ed persistence among students who choose to participate in a debrief.  Organization and Staffing•Randy Mitchell, Education & Career Planning Director•Bridget

Grove, Educational Planner for Allied Health & Study Abroad Coordinator•Jaima Kuhlmann, Lead Educational Planner, Testing Center Supervisor, & Study Abroad Coordinator•

Noah Fortner, Program Assistant •Jacqueline Hernandez, Office Assistant•Kelsay Stanton, Career ServicesSpecialist and Work Study CoordinatorCurrent Customers/Client

sOur team works with all WVC students. The Educational Planners provide intake advising in group settings and one-on-one advising for new, transfer, and former students,

including both transfer- and professional/technical-bound students. Additionally, specialized educational planning is offered to Allied Health-bound students, international students,

and study abroad students. The Career Center staff assists students who are (a) eligible for work study, (b) participating in a cooperative work experience and/or internship opportunity,

and (c) exploring career opportunities and educational pathways and (d) preparing for jobs. The Testing Center coordinates a variety of testing services including, scheduling, proctoring and

processing scores for Compass placement testing and GED, as well as scheduling and proctoring accommodation tests for students with special testing needs. In addition, Testing Cen

ter staff screen and schedule appointments for students to meet with various Student Services staff and answer the college operator phone line.

Identify StrengthsWhat

is working? There are many things that are working great in our department. First of all, the structure encourages communication and collaboration within our area. Our team,

and the whole Student Services department, works well together and we are always ready to assist one another when needed. Additionally, we receive positive feedback from

students at the end of group advising sessions and from secret shoppers, validating that our area makes students a priority. As one specific example, the Testing Center staff is a hub

where many new, former, and continuing students stop to make appointments to meet with Educational Planners, Counselors, the Career Center staff, and the Special Populations

Coordinator. Students have one central point where they can make appointments to meet with student services professionals and the Testing Center staff does a good job mat

ching a student up with the right service by screening and triaging at the desk. Someone is always available at this desk, increasing the access and visibility of the Student Services

department and sharing with students the number of services we offer. Both the Educational Planners and the Career Center staff build walk-in hours into our schedule allowing

students the opportunity to drop in and get quick questions answered without needing to first make an appointment. This has been a successful scheduling plan, especially for students wh

o have a quick question or for those who are having trouble connecting with their own Faculty Adviser. Students know they can always come in during Walk-ins appointments

and thus do not often have to wait more than a week to see us. The Educational Planners’ O.A.R. tutorial for new students offers an alternative to the in-person New Student

Advising and Registration sessions. O.A.R. has proven to be a success with students doing as well, or better, than students who attend the in-person session (as measured by

first-quarter GPA, credit load, and completion of English and math classes). The O.A.R. tutorial enables new students to potentially register earlier, since they do not have to wait

for the next open in-person session, and it allows the Educational Planners to do fewer in-person sessions, freeing up the Educational Planners to spend more one-on-one time

assisting students who specifically need or request it. Of course, students who complete the O.A.R. tutorial can always come back to campus at a later date to meet with an Edu

cational Planner if they need additional assistance with their class schedule and/or degree plan. This online option is especially helpful for distance students working on an

online degree or for those who must come a significant distance to the college.  The Career Center staff has done an excellent job guiding students with career decisions

and connecting students with educational and workplace opportunities. This past year, the Career Center staff was able to place a number of students in internship positions

and, in addition, Randy Mitchell taught over 100 students in WVC’s cooperative work experience program. This program enables Randy Mitchell to visit workplaces throughou

t the valley and network for our students. It is a priority to listen carefully to students, assess their needs and provide the proper information and services. The addition of half-time

career services specialist, Kelsay Stanton, has been particularly helpful. During the 2014-2015 academic year, she put over 250 students to work on campus and in the comm

unity through our wok study programs. Kelsay along with Randy have provided a comprehensive array of career counseling services to our student body. A few fina

l successes to make note of include the educational planning in-service sessions that are scheduled quarterly through which the educational planning team is kept up-to-

date on new and changing information related to degrees, programs, and classes, and the tracking system our area has in place that allows us to anticipate and adequately plan ahead

for Compass testing sessions, New Student Advising and Registration sessions, GED testing sessions, and more. Our area has a lot that is working well and we have many ideas

of how to continue to grow and improve our area to support student success and access in the future.  Identify Challenges What is not working? Despite the many things

that are working well in our area, there are still some areas of concern. One major on-going concern is related to accommodation testing. Despite declining enrollment, the numb

er of students receiving testing accommodations has increased, in turn straining the available testing space and test monitors. The Testing Center staff is responsible for the security of the

accommodation testing and with one large testing room for Compass and GED testing, two smaller testing rooms, and one or more extra vacant offices to watch, in addition to the phone

and foot traffic that comes through the area, it is very difficult to ensure compliance. Additionally, with limited individualized testing rooms combined with the increased number

of students receiving testing accommodations, other Testing Center services (including Compass placement testing, GED testing, and New Student Advising and Registration ses

sions) have to be curtailed to ensure that students receiving accommodations are not turned away.  Additionally, with limited staffing, students have to wait a longer than preferable

to get an appointment with an Educational Planner or the Career Center staff during peak seasons. The packed schedules and responsibilities managed by everyone in our departme

nt are preventing us from saying “yes” to collaborative opportunities across campus. We are also limited in our ability to collect data to plan and implement future data-driven progra

ms or services that would benefit students. More support, in the form of staff, would help us work more proactively for the benefit of students and not so reactively.  Comp

ass debriefs are widely used and provide another connection to ensure that incoming students are prepared to succeed. However, the availability of staff members to participat

e is variable, causing a longer wait for students who in some cases forego a debrief session. A new scheduling system may assuage this issue, although additional staff trained and

willing to help during peak Compass testing would improve our ability to reach all students interested in debriefs. New Student Group Advising sessions likewise have

variable numbers of staff and faculty to assist students with initial registration, particularly during peak registration times in summer. The long wait for help during these

group sessions frustrates many students as well as prevents quality discussions that help with student retention and preparation.   What changes are needed?

  We think that the Testing Center is not necessarily the best location for the college phone operator. Because of the high volume of phone and foot traffic through this area, and

the testing accommodation responsibilities the staff has, many callers have to leave voice messages. The operator function should be moved to a department with fewer interru

ptions and less traffic. And lastly, in preparation for the new ctcLink, we would like to work with the Information Technology (IT) Department to set up the ctcLink so that we are

able to automatically download placement scores from the Compass database directly into the ctcLink system. Involvement in the implementation process would help ensure tha

t the ctcLink is set up in a useful and thoughtful way for our area.  We have begun talks with Dr. Schiffner, Dr. Flores and Aaron Parrott about the possibility of creating a future Tra

nsitions Educational Planner position. We are aware that it is difficult for students to bridge the gap between ABE courses and DevEd/college-level courses. Ideally this positio

n would be housed in the Educational Planning and Testing Center and would help students learn about college opportunities and help them navigate the transition process as they

are completed ABE courses and preparing for college.  Additional staff and/or faculty members to meet with students for Compass one-on-one debrief sessions and to partici

pate in New Student Group Advising are crucial to provide incoming students with the best services, and to ensure that students are prepared. This year’s scheduling system

may alleviate some of the stress felt to Educational Planning and Career Center staff, but more people able to meet with students improves the experience and quality of advising.

  

Education and Career Planning Area Plan 2017-18   Sta

rt:7/1/2017End:6/30/2018 Progress:OngoingProviding Department: Edu

cation and Career Planning Responsible Roles:PurposeSummary of major changes/accomplishments since last planOrganization and StaffingCurrent Custome

rs/ClientsIdentify StrengthsIdentify Challenges

  

Education and Career Planning Team 2016-2017

 

Start:7/1/2017End:

6/30/2018 Progress:Providing Department: Education and Career Planning Responsible Roles:PurposePu

Summary of major cha

nges/accomplishments since last planOne of the major changes our department has experienced recently is the implementation of a new multiple measures placement mo

del. The details of this new model were developed with the guidance of the math, developmental education and English divisions.New studentswill no longer taking the compass

test. Math placement will be determined using multiple measures in a holistic approach.In addition to the use of transcript crosswalks and SBAC scores, the following tools will be use

d:Accuplacer: to simplify the testing centers’ baseline guidance for a student. EdReady: as an alternative primary- or secondary-placement tool as well as a guide for study and

to improve placement results. Finally, the math department will also offer self-placement tests and consultation. In addition to the use of SBAC scores, the English and dev

elopmental education teams selected WritePlacer as the baseline tool. Depending on the students’ scores, they may be directed to the Accuplacer Reading as a well as a Dir

ected Self-Placement questionnaire (DSP). As we implement this new multiple measures model, we will continue to work with instructionto refine the process and procedures. A mor

e holistic approach to placement using multiple measures will allow for more accurate placement into entry-level math and English courses.We will continue to do research and

look for ways to improve our processes with retention and completion as our end goal. We are very excited that Andrew Behler, has joined our team as the educational planne

r (3/4-time)or transitional studies.Not only will this allow for one point of entry for all WVC students, but Andrew will also be able to support the other ed planners with

general intake advising. Organization and StaffingRandy Mitchell, Director, Education & Career Planning Jaima Kuhlmann, Lead Educational Planner, Testing Center Sup

ervisor, & Study Abroad CoordinatorNoah Fortner, Educational Planner for Allied Health Andrew Behler, Educational Planner for Transitional Studies (3/4 time position)Jacqueline

Hernandez, Program AssistantCheyenne Dirks, Program Assistant Kelsay Stanton, Career ServicesSpecialist and Work Study Coordinator (1/2 time position)Current Custo

mers/ClientsOur team works with all WVC students. The Educational Planners provide intake advising in group settings and one-on-one advising for new, transfer, and forme

r students, including both transfer- and professional/technical-bound students as well as transitional studies students. Additionally, specialized educational planning is offered

to Allied Health-bound students, international students, transitional studies studentsnd study abroad students. The Career Center staff assists students who are (a) eligible for wor

k study, (b) participating in a cooperative work experience and/or internship opportunity, and (c) exploring career opportunities and educational pathways and (d) preparing for jobs. The

Testing Center coordinates a variety of testing services including, scheduling, proctoring and processing scores for Compass placement testing and GED, as well as scheduling and proctor

ing accommodation tests for students with special testing needs. In addition, Testing Center staff support multiple measures placement, screen and schedule appointments for stu

dents to meet with various Student Services staff and answer the college operator phone line.Identify StrengthsOur greatest strengths are our teamwork, communication and high level

of customer service.Our team lives our mission. The structure encourages communication and collaboration within our area. Our team, and the whole Student Services department, works well together and

we are always ready to assist one another when needed. Additionally, we receive positive feedback from students at the end of group advising sessions and from secret shoppers, validating that our area makes

students a priority. As one specific example, the Testing Center staff is a hub where many new, former, and continuing students stop to make appointments to meet with Educational Planners, Counselors,

the Career Center staff, and the Special Populations Coordinator. Students have one central point where they can make appointments to meet with student services professionals and the Testing Center staff

does a good job matching a student up with the right service by screening and triaging at the desk. Someone is always available at this desk, increasing the access and visibility of the Student Services

department and sharing with students the number of services we offer. Both the Educational Planners and the Career Center staff build walk-in hours into our schedule allowing students the opportunity to drop in

and get quick questions answered without needing to first make an appointment. This has been a successful scheduling plan, especially for students who have a quick question or for those who are havi

ng trouble connecting with their own Faculty Adviser. Students know they can always come in during Walk-ins appointments and thus do not often have to wait more than a week to see us. Over the past year

, we have improved our training process for new work-studies and Testing Center staff which has accelerated the learning process and smoothed out transitions. We are thrilled that Andrew Behler has joined

our team as a ¾ time educational planner for transitional studies.Andrew’s work has strengthening our services to students and has helped to bridge the gap between ABE/ESL, developmental education, and

college level. helps students learn about college opportunities and helps them navigate the transition process as they are completing ABE courses and preparing for college. The educational planning

in-service sessions that are scheduled quarterly through which the educational planning team is kept up-to-date on new and changing information related to degrees, programs, and classes, and the tracking system

our area has in place that allows us to anticipate and adequately plan ahead. The Career Center developed a career coaching model that guides students to discover their strengths, values, and interests.

At the heart of the coaching model is the idea that this is a journey for the student and that the Career Center staff are here to help the student with many parts of the journey, from discovering more about themsel

ves to researching careers and participating in internships to planning their education to meet their career goals. We have had good feedback from students about this model and while we are always looking for

ways to improve our career coaching services, we feel proud of our accomplishment in this portion of our work. Additionally, the work study program is strong and we put many eligible students to work.

Career Center staff also give workshops to a variety of courses and programs on subjects ranging from Stress Management to Resume and Cover Letter Writing to Career Exploration.Wehad good feedback from

students and faculty/staff members about these workshops and generally provide them on a quarterly basis. Identify Challenges Challenges: Despite declining enrollment, the numb

er of students receiving testing accommodations has increased, in turn straining the available testing space and test monitors. The Testing Center staff is responsible for the security of the

accommodation testing and with one large testing room for placement and GED testing, two smaller testing rooms, and one or more extra vacant offices to watch, in addition to the pho

ne and foot traffic that comes through the area, it is very difficult to ensure compliance. Additionally, with limited individualized testing rooms combined with the increased numb

er of students receiving testing accommodations, other Testing Center services (including placement testing, GED testing, and New Student Advising and Registration sessions)

have to be curtailed to ensure that students receiving accommodations are not turned away.  Additionally, with limited staffing, students have to wait a longer than preferable to get

an appointment with an Educational Planner or the Career Center staff during peak seasons. The packed schedules and responsibilities managed by everyone in our department are

preventing us from saying “yes” to collaborative opportunities across campus. We are also limited in our ability to collect data to plan and implement future data-driven programs or

services that would benefit students. More support, in the form of staff, would help us work more proactively for the benefit of students and not so reactively.  The adjustment

from Compass placement to a more comprehensive placement process is a challenge. Although there are benefits, it does take a lot more time to determine placement for each student and to discuss plac

ement options with them. There are still technical issues for Testing Center staff with Accuplacer that need to be addressed. There are some staffing challenges at the moment as Noah transitions into his

new position and we work to fill his old position but hopefully we’ll work through that in the next month or two.   Placement debriefs are widely used and provide another connection to ens

ure that incoming students are prepared to succeed. However, the availability of staff members to participate is variable, causing a longer wait for students who in some cases

forego a debrief session. A new scheduling system may assuage this issue, although additional staff trained and willing to help during peak placement testing would improve our

ability to reach all students interested in debriefs. New Student Group Advising sessions likewise have variable numbers of staff and faculty to assist students with

initial registration, particularly during peak registration times in summer. The long wait for help during these group sessions frustrates many students as well as prevents qua

lity discussions that help with student retention and preparation.   mmunicating with students about work study, internship, volunteer, and job opportunities continues to be

a challenge. We post these positions in a variety of locations and with a variety of methods, but we often have difficulty filling off-campus and on campus positions, as well as in

getting a wide group of students inquiring on these opportunities.  Changes needed: The Testing Center is not necessarily the best location for the college phone operator. Bec

ause of the high volume of phone and foot traffic through this area, and the testing accommodation responsibilities the staff has, many callers have to leave voice messages. The ope

rator function should be moved to a department with fewer interruptions and less traffic. And lastly, in preparation for the new ctcLink, we would like to work with the Information

Technology (IT) Department to set up the ctcLink so that we are able to automatically download placement scores from the placement database directly into the ctcLink system

. Involvement in the implementation process would help ensure that the ctcLink is set up in a useful and thoughtful way for our area.  Additional staff and/or faculty members

to meet with students for one-on-one placement debrief sessions and to participate in New Student Group Advising are crucial to provide incoming students with the best

services, and to ensure that students are prepared. This year’s scheduling system may alleviate some of the stress felt to Educational Planning and Career Center staff, but more

people able to meet with students improves the experience and quality of advising. As more time passes and we get more comfortable with it, hopefully the new placement process will smo

oth out. We will need help and support from IT to correct some of the technical issues we’re seeing. We need collaborative work with Community Relations and Website Management staff to

come up with additional ways to reach students.  Please see budget requests section of the area plan.

  

Education and Career Planning Team

2016-2017   Sta

rt:7/1/2016End:6/30/2017 Progress:Providing Department: Education and Career Planning Responsible Roles:PurposePu

Summary of major changes/accomplishments since last planOne of the major changes our department has experienced recently is the implementation of a

new multiple measures placement model. The details of this new model were developed with the guidance of the math, developmental education and English divisions.New

studentswill no longer taking the compass test. Math placement will be determined using multiple measures in a holistic approach.In addition to the use of transcript crosswalks and

SBAC scores, the following tools will be used:Accuplacer: to simplify the testing centers’ baseline guidance for a student. EdReady: as an alternative primary- or secondary-place

ment tool as well as a guide for study and to improve placement results. Finally, the math department will also offer self-placement tests and consultation. In additio

n to the use of SBAC scores, the English and developmental education teams selected WritePlacer as the baseline tool. Depending on the students’ scores, they may be directed to the

Accuplacer Reading as a well as a Directed Self-Placement questionnaire (DSP). As we implement this new multiple measures model, we will continue to work with instruction

to refine the process and procedures. A more holistic approach to placement using multiple measures will allow for more accurate placement into entry-level math and English

courses.We will continue to do research and look for ways to improve our processes with retention and completion as our end goal. We are very excited that Andrew Behler, has

joined our team as the educational planner (3/4-time)or transitional studies.Not only will this allow for one point of entry for all WVC students, but Andrew will also be abl

e to support the other ed planners with general intake advising. Organization and StaffingRandy Mitchell, Director, Education & Career Planning Jaima Kuhlmann, Lea

d Educational Planner, Testing Center Supervisor, & Study Abroad CoordinatorNoah Fortner, Educational Planner for Allied Health Andrew Behler, Educational Planner for Transition

al Studies (3/4 time position)Jacqueline Hernandez, Program AssistantCheyenne Dirks, Program Assistant Kelsay Stanton, Career ServicesSpecialist and Work Study Coordin

ator (1/2 time position)Current Customers/ClientsOur team works with all WVC students. The Educational Planners provide intake advising in group settings and one-on-

one advising for new, transfer, and former students, including both transfer- and professional/technical-bound students as well as transitional studies students. Additionally,

specialized educational planning is offered to Allied Health-bound students, international students, transitional studies studentsnd study abroad students. The Career Center staff

assists students who are (a) eligible for work study, (b) participating in a cooperative work experience and/or internship opportunity, and (c) exploring career opportunities and educationa

l pathways and (d) preparing for jobs. The Testing Center coordinates a variety of testing services including, scheduling, proctoring and processing scores for Compass placement test

ing and GED, as well as scheduling and proctoring accommodation tests for students with special testing needs. In addition, Testing Center staff support multiple measures placeme

nt, screen and schedule appointments for students to meet with various Student Services staff and answer the college operator phone line.Identify StrengthsOur greatest strength

s are our teamwork, communication and high level of customer service.Our team lives our mission. The structure encourages communication and collaboration within our area. Our team, and the whole Stud

ent Services department, works well together and we are always ready to assist one another when needed. Additionally, we receive positive feedback from students at the end of group advising sessions and from secr

et shoppers, validating that our area makes students a priority. As one specific example, the Testing Center staff is a hub where many new, former, and continuing students stop to make appointments to

meet with Educational Planners, Counselors, the Career Center staff, and the Special Populations Coordinator. Students have one central point where they can make appointments to meet with student servi

ces professionals and the Testing Center staff does a good job matching a student up with the right service by screening and triaging at the desk. Someone is always available at this desk, increasing

the access and visibility of the Student Services department and sharing with students the number of services we offer. Both the Educational Planners and the Career Center staff build walk-in hours into our sche

dule allowing students the opportunity to drop in and get quick questions answered without needing to first make an appointment. This has been a successful scheduling plan, especially for students who have

a quick question or for those who are having trouble connecting with their own Faculty Adviser. Students know they can always come in during Walk-ins appointments and thus do not often have to wait mor

e than a week to see us. Over the past year, we have improved our training process for new work-studies and Testing Center staff which has accelerated the learning process and smoothed out transitions.

We are thrilled that Andrew Behler has joined our team as a ¾ time educational planner for transitional studies.Andrew’s work has strengthening our services to students and has helped to bridge the gap bet

ween ABE/ESL, developmental education, and college level. helps students learn about college opportunities and helps them navigate the transition process as they are completing ABE courses and

preparing for college. The educational planning in-service sessions that are scheduled quarterly through which the educational planning team is kept up-to-date on new and changing information related to degrees,

programs, and classes, and the tracking system our area has in place that allows us to anticipate and adequately plan ahead. The Career Center developed a career coaching model that guides students

to discover their strengths, values, and interests. At the heart of the coaching model is the idea that this is a journey for the student and that the Career Center staff are here to help the student with many parts of the

journey, from discovering more about themselves to researching careers and participating in internships to planning their education to meet their career goals. We have had good feedback from students about

this model and while we are always looking for ways to improve our career coaching services, we feel proud of our accomplishment in this portion of our work. Additionally, the work study program is strong

and we put many eligible students to work. Career Center staff also give workshops to a variety of courses and programs on subjects ranging from Stress Management to Resume and Cover Letter Writing to

Career Exploration.Wehad good feedback from students and faculty/staff members about these workshops and generally provide them on a quarterly basis. Identify Challenges Challenges:

 Despite declining enrollment, the number of students receiving testing accommodations has increased, in turn straining the available testing space and test monitors. The Testing Cen

ter staff is responsible for the security of the accommodation testing and with one large testing room for placement and GED testing, two smaller testing rooms, and one or more extra

vacant offices to watch, in addition to the phone and foot traffic that comes through the area, it is very difficult to ensure compliance. Additionally, with limited individualized testing

rooms combined with the increased number of students receiving testing accommodations, other Testing Center services (including placement testing, GED testing, and New Stu

dent Advising and Registration sessions) have to be curtailed to ensure that students receiving accommodations are not turned away.  Additionally, with limited staffing, students

have to wait a longer than preferable to get an appointment with an Educational Planner or the Career Center staff during peak seasons. The packed schedules and responsibilities ma

naged by everyone in our department are preventing us from saying “yes” to collaborative opportunities across campus. We are also limited in our ability to collect data to plan and

implement future data-driven programs or services that would benefit students. More support, in the form of staff, would help us work more proactively for the benefit of stu

dents and not so reactively.  The adjustment from Compass placement to a more comprehensive placement process is a challenge. Although there are benefits, it does take a lot more time to determin

e placement for each student and to discuss placement options with them. There are still technical issues for Testing Center staff with Accuplacer that need to be addressed. There are some staffing chall

enges at the moment as Noah transitions into his new position and we work to fill his old position but hopefully we’ll work through that in the next month or two.   Placement debriefs are widely

used and provide another connection to ensure that incoming students are prepared to succeed. However, the availability of staff members to participate is variable, causing a

longer wait for students who in some cases forego a debrief session. A new scheduling system may assuage this issue, although additional staff trained and willing to help during

peak placement testing would improve our ability to reach all students interested in debriefs. New Student Group Advising sessions likewise have variable numbers

of staff and faculty to assist students with initial registration, particularly during peak registration times in summer. The long wait for help during these group sessions frus

trates many students as well as prevents quality discussions that help with student retention and preparation.   mmunicating with students about work study, internship,

volunteer, and job opportunities continues to be a challenge. We post these positions in a variety of locations and with a variety of methods, but we often have difficulty filling off-ca

mpus and on campus positions, as well as in getting a wide group of students inquiring on these opportunities.  Changes needed: The Testing Center is not necessarily the bes

t location for the college phone operator. Because of the high volume of phone and foot traffic through this area, and the testing accommodation responsibilities the staff has, many

callers have to leave voice messages. The operator function should be moved to a department with fewer interruptions and less traffic. And lastly, in preparation for the new ctcLin

k, we would like to work with the Information Technology (IT) Department to set up the ctcLink so that we are able to automatically download placement scores from the place

ment database directly into the ctcLink system. Involvement in the implementation process would help ensure that the ctcLink is set up in a useful and thoughtful way for our are

a.  Additional staff and/or faculty members to meet with students for one-on-one placement debrief sessions and to participate in New Student Group Advising are crucial to

provide incoming students with the best services, and to ensure that students are prepared. This year’s scheduling system may alleviate some of the stress felt to Educationa

l Planning and Career Center staff, but more people able to meet with students improves the experience and quality of advising. As more time passes and we get more comfortable

with it, hopefully the new placement process will smooth out. We will need help and support from IT to correct some of the technical issues we’re seeing. We need collaborative work with Communit

y Relations and Website Management staff to come up with additional ways to reach students.  Please see budget requests section of the area plan.

  

Financial Aid Fina

ncial Aid   Sta

rt:7/1/2015End:6/30/2016 Progress:Providing Department: Financial Aid Responsible Roles:PurposeThe Financial Aid Office provides information, assista

nce and awarding of funds from various programs that assist students in meeting their educational expenses while demonstrating respect for cultural and socio-economic diff

erences.Summary of major changes/accomplishments since last planWe launched a student financial aid portal.The portal gives students access to their financial

aid account and provides them with information about awards, requested documents and updates to their file.We contracted with USA Funds for default aversion services.With

the service the college's projected default rate for the upcoming year will reduce to around 22% from a high of 24%.Continued use of USA Fund's services should reduce the default

rate to even lower rates. Organization and StaffingStudent Development reports to Jim Richardson, President. Current staffing includes:DirectorAssociate DirectorPro

gram Specialist: State Need Grant/Work-study/Opportunity Grant/CAMP/ AppealsProgram Specialist: Loans/ AppealsProgram Specialist: Veteran Services Program Specialist:

Scholarships/Outside Agencies/Sponsorships/Verification1 Part time hourly: Outside Agencies/Verification

1 Part time classified (Omak): General Financial Aid/Veterans

3-4 student workers:

Current Customers/ClientsCurrent WVC students, general public, WVC staff and faculty. Identify StrengthsVeteran Services: Having a pro

gram specialist specifically for each major area of financial aid has greatly improved efficiencies and processing times. Staff become specialized with the processes and can qui

ckly identify issues and resolve roadblocks in a timely manner. Financial aid: Financial aid office closures have helped immensely with processing of student files and aw

arding.Generally, a student can be awarded financial aid within 5-10 business days, which previously could take up to six weeks due to the high demand of request and

the constant interruptions that full-time staff experienced.Each year the financial aid office receives over 4,000 FAFSA applications and around 130+ WASFA applications. In

addition several new financial aid programs have been added which are requiring increasing manual processing and monitoring. Some of these programs are: IBEST, College Bou

nd Scholarship, CAMP, and BFET programs. WASFA is a new program serving undocumented students with the Washington State Need Grant program.This program

has become very time consuming and manual as well. These students have multiple errors on their applications with no automated process that identifies those err

ors.  In many cases students also complete a FAFSA which has discrepancies from what they reported on their WASFA application. All errors and discrepancies need to be resolv

ed before funds can be awarded.

Identify Challenges Veteran Services is overseen by one program specialist.In the past she has had work study help, but the dependability

of them has greatly diminished and is unpredictable.  The constant turnover of work study help places a burden on the program specialist due to the need of constant training of wor

kers.I would propose a permanent part-time position that would assist the program specialist with the intake,review, processing, and general front counter services.The

financial aid office continues to rely heavily on student workers for the front counter, answer phones, responding to email communications, filing, archiving and much, much mor

e.However, student workers can only work a limited number of hours and their schedules change frequently due to school demands. The over reliance of student workers is con

cerning and must be address, especially with the reduction of work study funding from both the state and federal level.It is difficult to keep students updated and trained on

the ever changing regulations of financial aid. It is also difficult to retain student workers due to the need to learn complex financial aid requirements and the stress associated

when interacting with difficult students.We have been forced to require more and more from our student workers because of the need for full-time staff to process financial

aid.   A well trained full-time front staff person would be ideal.This would provide consistency of information and processing of student files and records.This would greatly red

uce student frustration by providing consistent service and over sight. As we move into the future we need investments into technology that will create efficiencies in our pro

cesses and delivery of funds.One such piece of technology is document imaging.This would allow students to submit electronic documents through a secured portal and allow

our office to route and process documents in a more secure manner.Electronic storage not only allows better security of records but is also easier to manage when storing and

archiving records. Student ID scanning to identify students when coming to the front counter and the ability to do Electronic Funds Transfer (Direct Deposit) of financial aid

funds would be other advantageous processes for students and staff.Direct deposit would be especially beneficial because of the reduction of college cost in producing a physical check

and reduced student frustration due to waiting on a mailed check.  

  

Financial Aid   Sta

rt:7/1/2014End:6/30/2015 Progress:Providing Department: Fin

ancial Aid Responsible Roles:PurposeThe Financial Aid Office provides information, assistance and awarding of funds from various programs that assist students in meeting thei

r educational expenses while demonstrating respect for cultural and socio-economic differences.Summary of major changes/accomplishments since last planWe hav

e hired a scholarship coordinator which takes the scholarship function out of the veteran office. This has greatly affected the efficiencies for servicing veterans and their dep

endents. In addition our new scholarship coordinator is able to better focus processes and scholarship activities to serve students.Organization and StaffingStudent Dev

elopment reports to Jim Richardson, President. Current staffing includes:DirectorAssociate DirectorProgram Specialist: State Need Grant/Work-study/Opportunity Grant/CA

MP/ AppealsProgram Specialist: Loans/ AppealsProgram Specialist: Veteran Services Program Specialist: Scholarships/Outside Agencies/Sponsorships/Verification1 Part time

hourly: Outside Agencies/Verification

1 Part time classified (Omak): General Financial Aid/Veterans3-4 student workers:

Current Customers/ClientsCurrent WV

C students, general public, WVC staff and faculty. Identify StrengthsHaving a program specialist specifically focusing on Veteran Services has increased the quality of ser

vice and availability to students. We have also hired veteran workstudy students which assist in some of the intake.Identify Challenges Continued growth in the number of

veterans and their dependents attending WVC has put a strain on our full-time coordinator. Work study students have limited hours and the turnover is fairly high so continu

ously retraining is required. It continues to be difficult to process financial aid request, applications, appeals, loans and awards in a timely manner due to the increasing dema

nd of services. In addition several new financial aid programs have been added to the financial aid office which require very manual processing. Some of these programs

are IBEST, College Bound Scholarship, CAMP, and BFET programs. The projected new program of serving undocumented students with the Washington State Need Grant progra

m appears to be another manual and time intensive program. We have hired and continue to rely heavily on student workers. However, student workers can only work a small

number of hours and their schedules change frequently due to school demands. The overreliance of student workers is concerning and must be address, especially with the reducti

on of work study funding. It is difficult to keep students updated and trained on the ever changing regulations of financial aid. It is also difficult to retain student workers due to

the need to learn complex financial aid requirements and the stress associated when interacting with difficult students. We have been forced to require more and more out of studen

t workers because of the need for full-time staff to process financial aid. A well trained full-time front staff position would be ideal to provide consistency of information and

processing of student files and records. This would greatly reduce student frustration by providing consistent service.

As we move into the future we need investments into tec

hnology that will create efficiencies in our processes and delivery of funds. Such technology would be document imaging. This would allow students to submit electronic docum

ents through a secured portal and allow our office to route and process those documents. Another needed process is the ability to do Electronic Funds Transfer (Direct Deposit)

of financial aid funds. This would greatly reduce college cost and reduce student frustration.

  

Financial aid area plan   Sta

rt:7/1/2017End:6/30/2

018 Progress:Providing Department: Financial Aid Responsible Roles:PurposeThe Financial Aid Office provides information, assistance and awarding of funds from various progra

ms that assist students in meeting their educational expenses while demonstrating respect for cultural and socio-economic differences.Summary of major changes/acc

omplishments since last planWe have hired a full time program assistant to oversee the front counter area.We have also hired a replacement for our scholarship coo

rdinator who has been instrumental in bringing up the web based scholarship application process.Cheryl Fritz is the liason with financial aid and the Dreamers task force. We

were early adopters of State Need Grant real time reporting.There has been some challenges with it, but for the most part it is working out well. Real time reporting helps

us to clear edits of student records in a more timely manner and allows us to report more accurate data.Organization and StaffingStudent Development reports to Dr.

Chio Flores, Vice President of Student Services and Enrollment. Current staffing includes:DirectorAssociate DirectorProgram Specialist: State Need Grant/Work-study/

Opportunity Grant/CAMP/ AppealsProgram Specialist: Loans/ AppealsProgram Specialist: Veteran Services Program Specialist: Scholarships/Outside Agencies/Sponsorships/Veri

ficationProgram Specialist: Front counter/Archives/Record Keeping/Verification1 Part time classified (Omak): General Financial Aid/Veterans2-3 student workers:

Cur

rent Customers/ClientsCurrent WVC students, general public, WVC staff and faculty. Identify StrengthsWe were able to create a program specialist position which

helped with processing of financial aid verification which was previously done by a part time staff person. Also, the program specialist position helps train student’s wor

kers which improved our communication to students and the general public.Prior to the program specialist, we had inconstant training for student workers.Having a full-time des

ignated person helping students has been very beneficial. Through the help of the foundation, we also implemented an online scholarship application and review process.This

helped streamline the application process and has greatly improved our ability to have applications reviewed and rated by committee staff. We were also able to offer direct deposit

of financial aid funds to students.This has been a great step in timely delivery of funds, huge reduction of students frustration in waiting for their checks to arrive in the mail, sig

nificant cost savings by eliminating envelops, postage and handling of physical checks. Identify Challenges One of our challenges continues to be the manual processing of ma

ny new financial aid programs. Some of these programs are: IBEST, College Bound Scholarship, CAMP, and BFET programs. WASFA processing and awarding of students is a ma

nual process that is very time consuming.The WASFA applicants tend to have multiple errors on their WASFA with no automated process that identifies those errors.  In

many cases students also complete a FAFSA which has discrepancies from what they reported on their WASFA application. All errors and discrepancies need to be resolved bef

ore funds can be awarded.As we move into the future we need investments into technology that will create efficiencies in our processes and delivery of funds.We are hopeful document

imaging will be in place soon.This will allow students to submit electronic documents through a secured portal and allow our office to route and process documents in a sec

ure manner.Electronic archiving will reduce physical storage needs and provide easier sharing and retrieval of documents not to mention better security of records.A challenge as

we move to document imaging will be the impact to the department budget due to the need to purchase scanning equipment, training of staff and updating some computer stations.

I would still like to implement student ID scanning to identify students when coming to the front counter and assist in tracking their visits.Hopefully this is something we can

give attention to over the next year.

  

Financial aid area plan   Sta

rt:7/1/2016End:6/30/2017 Progress:OngoingProviding Department: Financ

ial Aid Responsible Roles:PurposeThe Financial Aid Office provides information, assistance and awarding of funds from various programs that assist students in meeting their

educational expenses while demonstrating respect for cultural and socio-economic differences.Summary of major changes/accomplishments since last planWe have

hired a full time program assistant to oversee the front counter area.We have also hired a replacement for our scholarship coordinator who has been instrumental in brin

ging up the web based scholarship application process.Cheryl Fritz is the liason with financial aid and the Dreamers task force. We were early adopters of State Need Grant

real time reporting.There has been some challenges with it, but for the most part it is working out well. Real time reporting helps us to clear edits of student records in a mor

e timely manner and allows us to report more accurate data.Organization and StaffingStudent Development reports to Dr. Chio Flores, Vice President of Student Ser

vices and Enrollment. Current staffing includes:DirectorAssociate DirectorProgram Specialist: State Need Grant/Work-study/Opportunity Grant/CAMP/ AppealsProgram

Specialist: Loans/ AppealsProgram Specialist: Veteran Services Program Specialist: Scholarships/Outside Agencies/Sponsorships/VerificationProgram Assistant: Front counter/Archi

ves/Record Keeping/Verification1 Part time hourly: Outside Agencies/Verification

1 Part time classified (Omak): General Financial Aid/Veterans2-3 student workers:

Current Customers/ClientsCurrent WVC students, general public, WVC staff and faculty. Identify StrengthsOver the last year we were able to fully implement

the financial aid portal.A challenge is to find ways to promote it to students and encourage them to use it.We are also close to implementing a full web scholarship portal which

will allow students to submit application materials, essays, recommendations and allows reviews to review applicants electronically. This will great reduce the manual processing of

copying application material and routing to reviewers. Hopefully, this will allow quicker selection and awarding of scholarships to recipients.   Having a full-time program assista

nt for the front counter has greatly increased consistency of information and has drastically reduced student frustration.  It has given the office dependability and has reduced the need to con

stantly train new workstudy students as was the case in the past.Identify Challenges Currently we no longer have financial aid office closures.However, as we move to improv

e processing times, cleanup and archiving of data for the CtcLink transition, and the continued awarding of several manual funds I would see a need to have some office closure

s.would like to propose closures from 3-5 pm on Fridays. Not only would this allow time for processing, training and archiving, it would allow uninterrupted time for sta

ff meetings which currently are hard to have because of the need to remain open and available to students. One of our challenges continues to be the manual processing of many ne

w financial aid programs. Some of these programs are: IBEST, College Bound Scholarship, CAMP, and BFET programs. WASFA processing and awarding of students is a manual

process that is very time consuming.The WASFA applicants tend to have multiple errors on their WASFA with no automated process that identifies those errors.  In many

cases students also complete a FAFSA which has discrepancies from what they reported on their WASFA application. All errors and discrepancies need to be resolved before fun

ds can be awarded.As we move into the future we need investments into technology that will create efficiencies in our processes and delivery of funds.Hopefully document imaging

will be in place soon.This will allow students to submit electronic documents through a secured portal and allow our office to route and process documents in a secure manne

r.Electronic archiving will reduce physical storage needs and provide easier sharing and retrieval of documents not to mention better security of records.I would still like to implem

ent student ID scanning to identify students when coming to the front counter and the ability to do Electronic Funds Transfer (Direct Deposit) of financial aid funds.Direct deposit

would be especially beneficial because of the reduction of college cost in producing a physical check and reduced student frustration due to waiting on for a mailed or missing check.

  

Student Programs

2017-18 Student Programs Area Plan   Sta

rt:7/1/2017End:6/30/2018 Progress:OngoingProviding Department: Student

ProgramsResponsible Roles:Director (Singletary, Laura)PurposeSummary of major changes/accomplishments since last planOrganization and StaffingSTUDEN

T PROGRAMS:Student Programs and Leadership CoordinatorVet Corps NavigatorWork Study/Ambassador (2) RESIDENCE LIFE:Residence Life CoordinatorResidence Life

Assistant (1) Resident Advisors (3)Community Liaisons(3)Custodian (.5) STUDENT SENATE:Executive Board (5)Campus Activities Board (6) STUDENT RECREATIO

N CENTER:Assistant Director of Student Programs and RecreationInstructional Technician II (1)Shift Supervisor (1)Work study / Ambassador (8) Current Customers/Client

sStudent Programs customers include students, faculty, staff, alumni, and community partners.Identify StrengthsStudent Programs strengths are specific to the level of

skill, experience, and education of staff.Identify Challenges Changes over the past few years have rippled to the campus and we work to reestablish lines of communication

  

2017-2018 Residence Life Area Plan   Sta

rt:7/1/2017End:6/30/2018 Progress:OngoingProviding Department: Student ProgramsRe

sponsible Roles:PurposeSummary of major changes/accomplishments since last planOrganization and StaffingCurrent Customers/ClientsIdentify Stren

gthsIdentify Challenges

  

2017-2018 Student Recreation Center Area Plan   Sta

rt:7/1/2017End:6/30/2018 Progress:Ongoing

Providing Department: Student ProgramsResponsible Roles:PurposeSummary of major changes/accomplishments since last planOrganization and Staffing

Current Customers/ClientsIdentify StrengthsIdentify Challenges

  

Student Programs - Descriptive Overview

  Start:7/1/201

6End:6/30/2017 Progress:OngoingProviding Department: Student ProgramsResponsible Roles:Director (Singletary, Laura)PurposeStudent Programs is designed to me

et interests beyond the classroom through co-curricular activities. These activities and services enhance the learning that occurs inside the classroom, as well as play an important

role in student retention, academic success and cognitive development. Student Programs encompasses Multicultural Affairs, International Student Programs, Residential Life, Intr

amural and recruitment.Summary of major changes/accomplishments since last planDonte Quinine stepped down as Student programs Director and Erin Tofte-Nordvi

k took over as the interim director from September 2015 to May 2016. In May Laura Singletary was hired as the full time Student Programs Director. Chano Rodriguez also left his

position in June of 2016 after 7 years with the program. Chano's position is currently being posted. A recruitment team was put together to help with a campus wide recruit

ment effort. The team was able to outreach to hundreds of potential students and help a first ever Open House for potential students in March.Organization and StaffingLau

ra Singletary, Director of Student ProgramsErin Tofte-Nordvik, Director of Diversity, Equity & InclusionMiko Stephens, International Programs CoordinatorJosh Brack, Reside

nce Life CoordinatorChano Rodriguez, Secretary Senior Student ProgramsAlfredo Ortiz, College Access Corps (AmeriCorps volunteer)Zach Clanton, Evening and Intramural Coordinato

rCurrent Customers/ClientsOur team works with students and prospective students.Identify StrengthsStudent programs is very strong in leadership developm

ent of students. We have had very strong Student Government teams for the last three years. We are experts at putting on successful events and engaging students in campus life. We

have a strong housing program which supports students who live on campus to thrive socially and academically. Our Multicultural Affairs programs is very strong and had a lot

of successful events throughout the school year.

Identify Challenges Staff Turnover.

  

Student

Programs Area Plan   Sta

rt:7/1/2016End:6/30/2017 Progress:OngoingProviding Department: Student ProgramsResponsible Roles:Director (Singletary, Laura)

PurposeSummary of major changes/accomplishments since last planOrganization and StaffingSTUDENT PROGRAMS:Student Programs CoordinatorEve

ning CoordinatorStudent Recreation Center Coordinator (February 2017?)Work Study (2) RESIDENCE LIFE:Residence Life CoordinatorResident Advisors (3)Evening Reside

nt Advisor (1)Custodian (.5) STUDENT SENATE:Executive Board (5)Campus Activities Board (5)Student Ambassadors (5)Current Customers/ClientsIdentify Strength

sIdentify Challenges

  

TRiO SSS

TRiO SSS   Sta

rt:7/1/2015End:6/30/2016 Progress:OngoingProviding Department: TRiO SSS Responsible Roles:Purpose

TRiO is a federally funded program that provides low-income, first generation college students and students with disabilities the valuable support and services that will assi

st in student success and persistence toward graduation. Summary of major changes/accomplishments since last planSince receiving the grant in September we hav

e hired all staff, developed an application and intake process and created marketing materials for recruitment.Organization and StaffingDirector- Yuritzi LozanoProgram Ass

istant- Judy ReyesRetention Specialist- Susie ChavezRetention Specialist- Stella Columbia Current Customers/ClientsSSS is set up to serve 140 students between Wenatchee

and Omak campus.  Currently their are 27 students enrolled in the program. Identify StrengthsStaff hired is very knowledge able about WVC polices, Omak campus and

surrounding areas, and familiar with SSS program.  Campus is collaborating in the recruitment and dissemination of program.  Partnering with programs on campus to recruit

and provide additional resources for students. Identify Challenges Establishing a TRiO SSS identity and ensuring everyone on campus understands the purpose of the program.

  

TRiO Student Support Services   Sta

rt:9/1/2016End:8/31/2017 Progress:OngoingProviding Department: TRiO SSS Responsible Roles:Pur

poseTRiO SSS provides academic support services to students who are low-income, first-generation, and/or have a documented disability. The program provides comp

rehensive services and positive educational experiences to eligible students so they may successfully navigate college, complete their chosen degree, and launch meaningful car

eers.Summary of major changes/accomplishments since last planA new full time TRiO SSS Director was hired and began in early June. The program underwent ma

ny transitions at that time such as gaining a new office space. Staff fully transition into their offices in August. In September the program lost it's Program Assistant and recentl

y hired for a November 28th start date. In addition, the program lost the Retention Specialist on the Wenatchee campus. As a result the Wenatchee campus has been do

wn in staff since September. Interviews for the replacement of the Retention Specialist at Wenatchee have been scheduled.  Since starting the new school year we have enrolle

d approximately 20 new students into the program, conducted two transfer visits and workshops. Organization and StaffingProgram Investigator-Dr. Chio FloresProgram

Director-Pamela AlvaradoRetention Specialist-vacantRetention Specialist Omak-Stella Columbia Program Assistant-start date Monday November 28thCurrent Customers/

ClientsThe TRiO Student Support Services program is designed to serve 140 students between two campuses. At the Wenatchee campus 115 students are to be served

and in Omak 25.  Currently 40 students are being served in Wenatchee with 10 pending interviews. At the Omak campus 19 students are enrolled in the program. Identify Str

engths

Identify Challenges

  

TRiO Student Support Service

s 2017-2018   Sta

rt:9/1/2017End:8/31/2018 Progress:OngoingProviding Department: TRiO SSS Responsible Roles:PurposeTRiO SSS provides academic support

services to students who are low-income, first-generation, and/or have a documented disability. The program provides comprehensive services and positive educational

experiences to eligible students so they may successfully navigate college, complete their chosen degree, and launch meaningful careers.Summary of major changes/accom

plishments since last planWe have been a fully staffed team since January 2017.The TRiO SSS has two staff members who participated in TRiO SSS as college students.

We have been able to share with students at WVC through a variety of outreach efforts in both Omak and Wenatchee.Last spring we had the opportunity to share about TRiO

SSS with the Board of Trustees.We also started the academic year with tutors at both sites. Since starting the new school year we have enrolled approximately 33 new

students into the program, conducted two transfer visits and workshopsOrganization and StaffingProgram Investigator-Dr. Chio FloresProgram Director-Pamela Alvarado

Retention Specialist Wenatchee -Ivan ValdovinosRetention Specialist Omak-Stella Columbia Program Assistant-Jennifer CawderyCurrent Customers/ClientsThe TRiO Stu

dent Support Services program is designed to serve 140 students between two campuses. At the Wenatchee campus 115 students are to be served and in Omak 25. Identif

y Strengths

Identify Challenges