Name of ProgramExtended Opportunity Programs and Services (EOPS)

Last Review2008-2009

Current Year2011-2012

Preparer’s NameTammeil Y. Gilkerson

List Staff & TitlesName Title

Rebecca Gaetos Staff Assistant IITammeil Gilkerson Director-Dean of Counseling & MatriculationCharlie Khan-Lomax Counselor/CoordinatorHue Le CounselorLan Mai Eligibility SpecialistRosa Pereida Outreach SpecialistAnn Vu CARE Coordinator

Dean/Vice PresidentTammeil Gilkerson, Dean of Counseling & MatriculationIrma Archuleta, Vice President of Student Affairs

Program SummaryEvergreen Valley College offers Extended Opportunity Program and Services (EOPS) to assist students with meeting the social, financial, and academic requirements of completing a college education. A California-funded student support program, EOPS was established in 1969 by the passage of Senate Bill 164 (Alquist), to provide services to students affected by language, social and economic hardships to achieve their educational objectives and goals; including but not limited to, obtaining job skills, vocational certificates, associate degrees, and/or transferring to four-year institutions. The Cooperative Agencies Resources for Education (CARE) program was also established by the Legislature in 1982 with the passage of Assembly Bill 3103 (Hughes). The CARE program was created to expand services for EOPS students who are welfare-dependent single heads of household enrolled full-time in community college. According to the mandate of the State, students participating in EOPS must receive support services that are “above and beyond” regular student support services available at Evergreen Valley College.

The EOPS and CARE programs provide a comprehensive and coordinated foundation of support services to high-risk students with multiple barriers to educational success. These students are low-income, academically under-prepared or at-risk, and often from historically underrepresented racial or ethnic groups.

An EOPS student has access to the following services:

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Evergreen Valley CollegeStudent Affairs Program Review

Academic Year 2011-2012Extended Opportunity Programs and Services (EOPS)

Academic counseling Assistance in completing federal,

state, and college financial aid applications

Career Counseling Complimentary graduation cap and

gown Counseling workshops Emergency loans Employment referrals Fee waivers for UC and CSU

admission application Fieldtrips related to academic

motivation and career exploration Grants based on state funding and

student eligibility Invitations to engage in campus

activities and special activities Monitoring of academic progress

Newsletter regarding EOPS updates and deadlines

Personal counseling Priority Registration Referrals to on- and off-campus

resources for academic and career support

Scholarships Scholarship recommendation

letters Study skills instruction and

mentoring Textbook vouchers Transfer assistance to four-year

schools Tutorial services University transfer letters of

recommendation

The CARE Program, in conjunction with the Santa Clara County Department of Social Services and other community agencies, seeks to break down some of the barriers that single parents face when pursuing higher education. The program provides single parent students with additional support services including grant funds, school supplies, transportation assistance, and meal tickets. These services are in addition to the services provided to all EOPS students.

The heart of the EOPS program is the design of academic support services that are specifically designed for each student’s needs. Based on the personalized program services and regular follow-up, faculty and staff work directly with individuals to monitor and develop intervention strategies and referrals to assistance. The helping hand and personal encouragement are the cornerstone that lead to student achievement and success.

PART A: Overview of Program1. Identify your program/department’s Commitments to Action (CTA’s) for this year.

The program currently has no Commitments to Action (CTAs) identified for this academic year. The last CTA’s were developed in 2007-2008 when the College was routinely identifying and assessing them as part of overall strategic initiatives. Listed below are the Program’s 2007-2008 CTA’s:

Student Centered1. Improve feedback on application status and EOP&S/CARE information 2. Invite academic programs to sponsors “Presenting this Major” workshops 3. Implement intervention strategies for at-risk students

Community Engagement1. Increase EOP&S visibility at local high schools and community service agencies2. Increase EOP&S involvement with EVC Outreach plan

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3. Increase community service agencies’ awareness of EVC programs for EOP&S/CARE students

4. Increase EOP&S visibility at local high schools and community service agencies5. Increase EOP&S involvement with EVC Outreach plan6. Increase community service agencies’ awareness of EVC programs for EOP&S/CARE

students

Organizational Transformation1. Conduct EOP&S/CARE staff retreat/program inventory2. Establish bi-monthly staff meetings3. Provide staff development opportunities throughout the year4. Provide budget updates and program information at staff meetings

2. Please explain how your program’s CTA’s are aligned with the goals of the College. How does your program help the College fulfill its Mission, Strategic initiatives, and Commitments to Action (CTA’s)?

Evergreen Valley College’s EOPS/CARE Program is in direct alignment with the College’s mission and strategic initiatives. The Program directly serves students to ensure they are successful in their academic and personal pursuits. The direct services and case managed support ensures students have access to resources that are “over and beyond” what the College offers. This has direct correlation to the high numbers of students that graduate and transfer from the Program. Through the EOPS Advisory Board and various community partnerships, EOPS brings visibility and support to the campus through donations and volunteers. The faculty and staff are well respected members of Region Consortiums and are continuously advocating for the needs of our students at the state-level.

3. Please state at least three recent accomplishments for your program which show how it contributes to the College’s success.

In December 2011, the EOPS/CARE Program hosted a “Breakfast with Santa” holiday event for students and their families. Utilizing funds earned through MAA Outreach and generous donations from the District community, we were able to serve hot breakfast, provide children with holiday gifts, and entertain and enjoy the holiday season. The event garners a great deal of community support with donations of raffle items and gift cards from local business and individuals. Through a partnership with Toys for Tots, we continue to help ensure the most vulnerable children have a chance to enjoy the holidays. This event directly supports the College’s mission and strategic initiatives by increasing visibility, continuing partnerships and building campus community. After a budget related suspension of this time honored tradition in 2010, staff and feedback from the campus community showed this event was important to not only the students and their families, but others as well. This is evident by the large number of donations in money and volunteer time.

During the 2010-2011 academic year, the CARE Program participation increased by serving 95 students. This is the highest participation in program history and the notable accomplishment was highlighted by the State Chancellors Office for outstanding work with students. The additional services provided by the CARE program and staff directly align with the College’s mission and strategic initiatives to help students succeed academically. The

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“over and beyond” support provides students with access to meals, transportation, and child care subsidies that help ensure they can be successful in their academic pursuits.

In May of 2011, 19 EOPS student received scholarships offered through Evergreen Valley College. Of these 19 students, three were CARE students who received the prestigious Grove Foundation Scholarship, helping support their pursuit of degrees or certificates in various career and technical education areas. For many of these students the scholarships will support their academic endeavors at their transfer institution and others will be supported during their time at EVC. This directly connects with the mission and strategic initiatives of the college, ensuring students succeed academically and have access to support to fund their educational pursuits.

4. State the goals and focus of this department/program and explain how the program contributes to the mission, comprehensive academic offerings, and priorities of the College and District.

The EOPS/CARE Program provides services that are “above and beyond” other programs on campus to enhance the retention of students, and assist them in breaking down economic, academic, language, and social barriers. The program environment encourages and facilitates successful completion of education objectives and goals, including but not limited to, obtaining job skills, occupational certificates or associates degrees, and transferring to four-year institutions. The core mission and goals of the program directly align with the overall mission of the College and District, empowering the most disadvantaged students to achieve their academic goals and be strong contributors to society. Our former students are current business owners and professionals throughout Santa Clara County and beyond.

5. If applicable, identify department/program productivity (WSCH/FTEF).

This is not directly applicable to the program, however the EOPS/CARE program services directly correlates to student matriculation, enrollment in appropriate coursework and completion of degrees/transfer. By May 10, 2011 83% of the total students served in 2010-2011 were registered for fall 2011 courses. In addition 56% were enrolled in summer 2011 courses. With 105 students slated to graduate, the percentage is closer to 100% of program participants being enrolled in subsequent terms.

6. Please highlight what areas need to be addressed more effectively.

It is difficult to ascertain what areas need to be addressed more effectively since the Program has not been required to develop or measure outcomes of CTA’s since 2007-2008. However, with the mission and goals of the Program aligning so directly with the College’s mission, the program directly serves the campus community in meeting their goals and strategic initiatives in many areas.

PART B: Management Information Systems (MIS)1. Indicate the MIS data you are mandated to collect and how often you are required to

report it.

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The EOPS/CARE Program is required to submit MIS Data to the State Chancellor’s Office at the end of the Summer (August), Fall (Jan/Feb) and Spring/Winter (Jun/Jul) terms. The submission is taken care of by staff in the District Office after review by the Program Director in collaboration with the EOPS Eligibility Specialist and the CARE Program Coordinator. The required data elements are as follows:

EOPS Eligibility Factor EOPS Term of Acceptance EOPS End of Term Status EOPS Units Registered EOPS CARE Status CARE Term Acceptance CARE Marital Status CARE Number of Dependents CARE TANF Duration EOPS CARE Withdrawal

2. How is the program director involved in the review of MIS data before it is submitted to the State Chancellor’s Office?

The Program Director works directly with the EOPS Eligibility Specialist and the CARE Program Coordinator to review the MIS data each year. Program staff work with the ITSS Department Manager and other staff at the District Office to run reports to verify the data. If there are any discrepancies in the reports, the Program Director and staff use the stand-alone database to verify the information. This review and reconciliation is done before any submission to the State Chancellor’s Office.

3. Is the data appears to be accurate and does it match the numbers in your internal database?

Yes, MIS data is generally accurate and matches the program’s internal databases. Any problems are rectified prior to the submission to the State Chancellor’s Office.

4. If the data does not appear to be accurate, identify the problem (e.g. too many or too few participants listed; demographics seem incorrect, etc.). Document the process used to identify and correct the problem.

The District Office sends MIS reports to the program a couple of times each term to check required data before the submission deadlines listed above. If there are any discrepancies with student information, program staff crosschecks with the program’s internal database and makes corrections in Datatel. Once corrections are made, the District Office reruns the report and program staff checks to ensure any discrepancies were corrected.

PART C: Demographics

Access

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1. Provide the following demographic data: ethnicity, age and gender.

ETHNICITY

Ethnicity 2007-2008 2008-2009 2009-2010 2010-2011

African American 59 68 38 55Asian 619 626 435 394

Caucasian 27 15 14 12Filipino 21 18 10 8

Hispanic 194 193 121 173Other 47 46 26 33

Pacific Islander 9 5 3 5Student Total 976 971 647 680

Student Cap 831 818 494 494

African

American

Asia

n

Caucas

ian

Filipino

Hispan

ic

Other

Pacific Is

lander

0

200

400

600

2007-20082008-2009 2009-2010 2010-2011

AGE

Age 2007-2008 2008-2009 2009-2010 2010-2011

1 - < 18 27 19 4 4

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18 & 19 278 264 130 119

20 to 24 330 329 212 234

25 to 29 85 102 84 83

30 to 34 67 59 47 51

35 to 39 44 43 40 39

40 to 49 77 72 56 51

50+ 68 83 74 99

Total 976 971 647 680

1 - <

18

18 & 19

20 to 24

25 to 29

30 to 34

35 to 39

40 to 49

50+

050

100150200250300350

2007-20082008-2009 2009-2010

GENDER

2007-2008 2008-2009 2009-2010 2010-2011

Female 631 616 424 468

Male 355 355 223 212

Total 986 971 647 680

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Female Male0

100200300400500600700

2007-20082008-2009 2009-2010 2010-2011

2. Does the Program’s population reflect the college demographic data?

Due to understaffing in the Research and Institutional Effectiveness Office at the District level, current demographic student data is not available. For purposes of analysis, we will utilize 2008-2009 data for comparison. This is data available from the last published Evergreen Valley College Student Trends Report 2008-2009. (0809STR)

EthnicityAs seen above, currently the EOPS Program does not collect disaggregated data regarding student ethnicities. Therefore, we are comparing our numbers against the aggregated spring 2009 benchmarked ethnicities. As seen in the data above between 2007-2010, Asian students have comprised anywhere from 63-67% of students served in the EOPS Program while Latino students have stayed steady at 19-20% and African Americans at 6-7%. In contrast, the overall percentages for EVC were 41% Asian, 33% Latino and 4% African American. These number showed that the EOPS program serves approximately 23% more Asian and 3% more African American students than compared proportionally. For Latinos, the program served 13% less students than the overall EVC population.

Based on previous program reviews, staff worked collectively to develop outreach and recruitment strategies, as well as application review to help ensure program participant numbers more closely reflect the demographics of the larger campus community. In 2010-2011, the data shows a shift in the demographic trends of program participants with Asians comprising 58%, Latinos at 25% and African Americans at 8%. This is a significant shift in numbers with 9% less Asian students, 6% more Latino students, and 2% African American students than in the previous academic year.

Age

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Based on the spring 2009 overall EVC proportion of students by age, the EOPS Program is comparable in certain age categories and different in others. In 2010-2011 the largest age group served was students between the ages of 20 to 24 (34%) in comparison to the college with only 28% of the student falling into this age range. The second largest group was students 18 and 19 years old at 18% very close to the 21% of all EVC students. The third largest category is comprised of students 50+. While the campus boasts 4% of these students, EOPS serves 15% of students in this age range. By comparison, students between the ages of 30 to 39 made up 26% of the EVC student population with only 12% of EOPS students falling between these ages.

GenderAs reflected traditionally, the majority of EOPS students continue to be female with a general 60-30 split. In 2010-2011 the program was comprised of 69% female and 31% male participants. The overall EVC gender distribution has traditionally been a difference of 4 to 7% more female students than males. By comparison, the EOPS program served 16% more female and 15% less male students than the overall campus demographics. Interestingly, the campus gender distribution has also stayed at similar portions from year to year.

3. Describe any areas of concern with access.

Based on the eligibility requirements for the EOPS/CARE Program, it is evident that a majority of the student population at EVC would be eligible to receive services. However due to budget shortfalls at the state level and in the District, it has been difficult to maintain services to the numbers of students the program has traditionally served in previous years. With funding and the student cap being reduced by 60% for 2009-2010, the program still continues to serve 150-190 students over cap to provide as many students with vital support services.

While the comparative ethnicities still show a difference between the percentage of Asian and Latino students being served, there is marked programmatic changes happening to begin having more parity. As illustrated previously, the program has high retention rates and therefore making changes requires students to graduate/transfer or become ineligible for the program allowing us to recruit and diversify our student pool. This will continue to be a program priority.

The gender distribution of students in the Program, while different from the overall College demographics, is an area where staff may want to do further research and analysis. With CARE students required to be eligible for EOPS services first, the greater number of female students might be slightly attributed to these specific services. However, based on recent data published by the State, far too many women have been impacted by the recent recession and many are being impacted in their ability to go to school. With limited resource and new policies for students on CalWORKs, the Program continues to serve a vulnerable population.

4. Describe any plan for improving access.

Based on initial analysis, the Program will continue the current recruitment and application review strategies implemented in the last couple of years. Working with campus programs and services, the Program will begin to look at increasing targeted recruitment to men. We will also begin collecting data on the large number of ESL students we serve and try to disaggregate our data on ethnicities. Currently, 46.65% of EOPS students are enrolled in ESL courses. This information might better help us provide specific services to students and more closely align with disaggregated demographic data from the College.

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5. What programs and services do you feel specifically contribute to student access?

Without a dedicated Re-entry Program on campus, the EOPS program thoughtfully serves a larger number of our oldest students. Based on the eligibility criteria we can tell that the large percentage of students 50+ are not just here for personal enrichment, but degree attainment. The Program has some dedicated services, such as computer literacy training, to help them effectively navigate the college system.

Success1. How well do the program students perform compared to the total college population?

Due to understaffing in the Research and Institutional Effectiveness Office at the District level, data regarding overall student performance is not readily available for comparison and analysis. However the program has consistently had a great deal of success helping students graduate and transfer. While the Program tracks graduation rates of students, more recently we have begun collecting transfer data.

Academic Year GraduatePercent of

Students Served TransferPercent of

Students Served

2008-2009 103 11% Unknown

2009-2010 81 13% 31 .05%2010-2011 105 15% 47 .07%

In addition, the EOPS/CARE Program has worked consistently with students to ensure they are making academic progress each term. Three counseling appointments, including a midterm progress report review and access to one-on-one tutoring, directly contributes to the outstanding progress of our students. In 2010-2011, 58% of EOPS/CARE student were performing at 3.0 GPA or better.

Fall 201016% of students achieved a 4.00 GPA42% of students achieved a 3.00-3.99 GPA27% of students achieved a 2.00-2.99 GPA11% of students achieved a 0.00-1.99 GPA

Spring 201114% of students achieved a 4.00 GPA44% of students achieved a 3.00-3.99 GPA28% of students achieved a 2.00-2.99 GPA11% of students achieved a 0.00-1.99 GPA

2. Describe areas where you have concern about student success.

The Program continues to be concerned about our students who are not maintaining a 2.0 GPA or better during each term. Beginning in the fall 2011, the Program implemented GPA specific orientations for continuing students and began including important tips and strategies for student success. In addition, after each less than satisfactory midterm progress reports, students were given additional follow-up after seeing the Counselors with our Outreach

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Specialist. Individual referrals to services and direct follow-up will hopefully have an impact on shifting the percentage of students achieving below good standing.

3. What programs and services do you feel specifically contribute to the success of students at your college? Why?

Based on the success data detailed here and under the accomplishments section of the program review, it is evident that the EOPS/CARE Program directly contributes to the success of students at the college. The wrap-around “above and beyond” services allows the program to carefully monitor student progress and provide the personal guidance and encouragement many students do not have access to. In addition, the EOPS/CARE Program collaborates directly with other important campus services to help provide the program offerings. Financial Aid, Campus Bookstore, Disabilities Support Program (DSP), Tutoring, Library, Career Services AFFIRM and ASPIRE are some of the most notable partners. For instance, the book grants and vouchers students receive each term could not be processed without the support from Financial Aid and the Campus Bookstore. The book loan program is a joint venture between the Program, Campus Bookstore and the Library. Providing students with access to expensive textbooks helps alleviate some of the financial pressures they endure.

PART D: Compliance

Student Eligibility1. Describe the factors you program uses to determine that student’s eligibility and how

these factors are communicated in your program information/handouts.

The EOPS/CARE Programs follow the implementing guidelines from the State Chancellor’s office for determining student eligibility in accordance with Title 5, Article 2, Section 56226.

The eligibility guidelines for EOPS and CARE are clearly outlined on the program website, literature and application packets. All interested students must complete the EOPS application to be reviewed and verified by the Eligibility Specialist. To be eligible for the program, all of the following must apply:

Be a California resident as determined by the Evergreen Valley College Admissions and Records Office

Qualify for the California Community Colleges Board of Governors Fee Waiver (BOGFW) Part A or Part B (visit the Financial Aid Office to complete the form)

Have completed fewer than 70 units of college-degree applicable credits (including all prior college work)

Be enrolled as a full-time student (12 units or as determined by DSP) Meet educational disadvantage criteria, as defined by California, by any one of the

following:- Not qualified for minimum college level Math or English required for associate’s

degree - Not in possession of a high school diploma or GED certificate- Graduated from high school with a GPA of less than 2.5 - Are the first in your family to attend college (of any kind)- Were enrolled in remedial-level education

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- In judgment of EOPS director/designee, to be determined educationally disadvantaged

For CARE services, students must first be eligible for the EOPS program. All interested students must complete the EOPS application and the CARE application. All CARE applications are reviewed by the CARE Coordinator. To be eligible for CARE services, students must meet all of the following requirements:

Meet all EOPS requirements Be a single parent and at least 18 years of age Be a single head of household Have at least one dependent child under that age of 14 Currently receive Temporary Assistance for Needy Families (TANF) benefits In pursuit of completing a vocational certificate, associate degree, or university-transfer

requirements

After students are accepted into the program, they are required to attend a mandatory orientation at the beginning of each term. The orientation provides an overview of services, touches on key support topics (time management, college deadlines, etc.), and reviews the EOPS Mutual Responsibility Agreement outlining requirements for continuing eligibility in the program. This includes unit load, GPA requirements, midterm progress report submission and three counseling contacts.

2. Describe the process used to monitor continued program eligibility

Based on Title 5 requirements, EOPS students must be under 70 degree applicable units or six consecutive semesters to be served by the program. At the end of each term, the EOPS Eligibility Specialist reviews the degree applicable units completed, GPA, semesters served and completion of the Mutual Responsibility Agreement for each student. Each student is contacted after the eligibility review to notify them of their status. If a student remains eligible, they are required to attend a mandatory orientation at the beginning of the next term.

For all EOPS students who also receive CARE services, they must submit current documentation of benefits from the Department of Social Services at the beginning of each term. The CARE Coordinator reviews the cash aid assistance and head of household status for each student before each term. To continue in the program the student must meet these guidelines in addition to all EOPS program requirements. Due to staffing changes at the Department of Social Services, the CARE Coordinator works closely with the campus WIN program to review student benefit information from the County. This expedites the eligibility determination and notification to students.

3. If applicable, describe the process for assisting students in completing their Student Educational Plan (SEP) and making necessary revisions.

A key component of the EOPS Mutual Responsibility Agreement is the requirement to meet with a Counselor and establish and educational goal and develop an educational plan. To remain eligible for the program students agree to adhere to the educational plan and make progress toward their educational goal. The success of the program is the required integration of

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counseling services to ensure students can discuss their educational goals and any issues they are having consistently throughout the term. Three mandatory counseling contacts allow Counselors to build relationships and follow the progress of their students.

PART E: Program Requirements1. Indicate if the program is required to have a full-time director and meet specific

qualifications?

Per Title 5, Section 56230, EOPS is required to have a full-time director to manage and coordinate the daily operation of the program and services, and supervise/coordinate the staff assigned to perform EOPS activities. The EOPS Director must:

a) meet the minimum qualifications for student services administrators (Title 5, Section 53420)

b) have, within the last four years, two years of full-time experience or the equivalent:1) in management or administration of educational programs, community

organizations, government programs, or private industry in which the applicant dealt predominately with ethnic minorities or persons handicapped by language , social, or economic disadvantage or,

2) as a community college EOPS counselor or EOPS instructor, or have comparable experience in working with disadvantaged clientele.

c) completed a minimum of six units of college-level course work predominately relating to ethnic minorities or persons handicapped by educational, language or social disadvantages.

2. Is the program mandated to have an advisory committee? Identify the

membership/composition, list the frequency of the meetings and provide a copy of the last meeting’s minutes.

Per Title 5, Section 56208, EOPS is required to have an Advisory Committee to assist the college in developing and maintaining effective program services. The committee is only required to meet once per academic year however, the EVC EOPS Advisory Committee generally meets twice. The last meeting was held on Tuesday, November 15, 2011.

John Ammon: Community Member Martha Hardin: EVC WIN/CalWORKs Counselor/Instructor Maria Josue: Outreach Specialist, National University Oscar Lamas: Former EVC EOPS Student Deborah Morillo: Community Member & Former EOPS Outreach Specialist Robin Salak: EVC DSP Instructor/Coordinator Patricia Salazar-Robbins: Community Member & Former Dean of Counseling &

EOPS Director Current EOPS Student: Rotating Appointment

3. What type of documentation is the program required to maintain? Is the documentation hard copy or electronic?

The EOPS program is required to maintain a student file with the following documents: EOPS Application, Educational Plan and Mutual Responsibility Agreement. In addition, all forms must

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be completed and signed by the student and designated EOPS personnel. A notation of the student’s eligibility criteria and other documentation as appropriate must also be available in the file.

In addition to the student eligibility information, the program must maintain documentation of services for EOPS students. This includes, but is not limited to: EOPS orientations; priority registration eligibility; assessment information; counseling contacts, tutorial services and any transfer/career services.

The program utilizes hard copy documentation in individual student files. In addition, tracking of student contacts is also entered into Datatel and the EOPS database.

PART F: Program Services1. Describe the services you are mandated to provide?

The EOPS Program is required to provide: Outreach, Orientation and Registration Services; Assessment; Counseling and Advisement; Basic Skills Instruction and Tutoring Services; and Transfer and Career Employment Services.

CARE students receive direct service from a full-time CARE Coordinator, meal cards, gas cards, and special CARE conferences and workshop designed to assist with topical issues related to their needs. CARE students are given additional encouragement and rewards for participating in events sponsored by the College that will enhance their educational or career goals

2. If the program does not offer all mandated services, which ones are not offered and why?

The program does not offer assessment services or basic skills instruction because the College already provides these services. The program provides support services that are “over and beyond” and in addition to, that already offered by the college. We provide outreach, orientation, priority registration, counseling, transfer/career workshops and tutoring.

As an example, tutoring is offered at EVC at no cost in group sessions. EOPS provides additional one-on-one tutorial services for students after a recommendation from the EOPS Counselor. EOPS coordinates with the Campus Tutoring Center to provide these “over and beyond’ services.

3. If counseling is a mandated service, how are the required counseling contacts documented?

The three required counseling contacts are monitored and documented in Datatel and the students’ folder by the Eligibility Specialist. Students are provided with a Counselor Contact Sheet at the mandatory orientation each term. The contact sheet lists the three contacts, their due dates and is copied on NCR paper so the student can submit the form for verification after their contacts are complete. The EOPS/CARE Program also tracks the counseling contacts in the EOPS database and is SARS-GRID to provide students with reminders. EOPS database and reminds students at specific times in the semester when appointments are expected.

PART G: Student Learning Outcomes1. What are the SLOs for the program?

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NOTE: The complete EOPS SLO and Assessment Matrix is being revised. This document will be posted online at a future date.

Core Activity/Service

Target Population Student Learning Outcomes Acquired from Core Activity

Assessment of SLOs

First Contact Appointment

New EOPS Students

Student will be able to explain the G.E. patterns that match their Educational Goal

1. Pre-Post Test2. Data on

student retention & persistence

3. Data on student completion of educational goals

Student will be able to describe their assessment results and how it relates to course selectionStudent will be able to describe which courses are needed for their major or educational goal (AA/AS/Certificate/Transfer)

OrientationCounseling AppointmentsTutoring

New and/or Continuing EOPS Students

Understand the benefits and available resources provided by the EOPS Program.

1. Pre-Post Test2. Data on

completion of student contacts

3. Data on student retention & persistence

4. Data on student usage of priority registration

Utilize the resources and benefits to successfully transfer to 4 year college and/or graduate from EVCUnderstand the process and importance of utilizing priority registration

2. What process was used (or plan to use) to develop these outcomes?

The EOPS staff participated in the Spring 2011 Professional Development Day breakout session conducted by Dr. Kenneth Gonzalez on developing student learning outcomes for student affairs programs. The staff and faculty present at the training reviewed drafts of their SLO’s and made revisions creating the current ones. The entire staff reviewed and approved the SLO’s at a follow-up staff meeting. The two program counselors took the lead on developing two of the assessment instruments. The pre-post surveys were reviewed by the entire staff at another staff meeting.

3. Have you assessed and analyzed data outcomes?

The first round of SLO assessment for the identified SLO’s will be the end of the Spring 2012 semester. However, utilizing pre-post tests, data for one of the SLO’s was collected in February 2012. Following is a brief summary and analysis:

SLO 1: Understand the benefits and available resources provided by the EOPS/CARE program

Assessment Results:

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371 EOPS students completed the pre-post test.

Pre-tests were administered and collected before the orientation session began and the post-tests were administered and collected at the end of the session.

Overall, a majority of students displayed an increase in knowledge. However, there were particular questions where student knowledge decreased after the orientation.

Analysis:

Recommendation 1: Review and revise orientation modules that contain the information which may have led to decrease in knowledge. Recommendation 2: Ensure that the same number of students complete the pre-post tests to maintain assessment integrity.

4. How have you used the assessment information to improve the services?

No, since the SLO’s are newly identified, the program will be doing assessment during the spring 2012 semester. Based on the data the staff will consider making modifications to improve services.

PART H: Funding Expenditures & Accountability1. How do you ensure that categorical funds are only used for allowable and mandated cost?

Each academic year the EOPS/CARE Program is mandated to submit a Program Plan detailing proposed budget expenditures based on the allocation by the State Chancellor’s Office. The mandated expenditure requirements are clearly delineated in EOPS regulations and are reflected in the extensive budget forms the Program is required to submit. The Program Plan is developed by the Director, in collaboration with the CARE Coordinator. These documents are then submitted to the Vice President of Student Affairs, the College President, the campus business office and the Director of Fiscal Services at the District Office before submission to the State Chancellor’s Office. The Program is notified of any discrepancies and given formal approval on the expenditure plan from the State Chancellor’s Office after their review.

Throughout the fiscal year, the Director and CARE Coordinator monitor the program budget and expenditures. All expenditures are approved by the Director and go through standard procedures of review and approval at the campus and district level. Everything is noted in the College’s general ledger.

2. Is the College mandated to provide a match? How is this met? Explain any outcomes, should the College not meet match obligation.

The College is mandated to provide a match each academic year and the amount is determined by the State Chancellor’s Office and is provided when the College is given their allocation. In

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previous years the College has met the match with the salary and benefits from the Director (100%) and Staff Assistant (20%) positions. In the last two years the College, did not meet the required District Contribution and were required to petition the State for a waiver of those requirements. With the reduction of a full-time director, beginning in January 2011 and the fluctuation of a full-time Staff Assistant II, we were unable to meet the requirements. Due to the current budget climate, the State Chancellor’s Office approved the reduction to our District Match. However, if the match is not met in coming years, the State will reduce the overall allocation to the program.

3. Describe the process for developing and obtaining local, state or federal Budget and Expenditures approval.

There is a presumed allocation of 95% of the prior year’s allocation before the actual allocation for the new fiscal year. At the announcement of the actual allocation for EOPS & CARE, the Director calculates the amount and completes the proposed budget and accounting form (A1) for the Program Plan based on required expenditures, prior year percentages expended in each category, and anticipated needs for this year. The completed EOPS/CARE Program Plan and proposed budget form are sent for signatures and approval from Supervising Administrator for EOPS, District Business Manager, and the College President. When all the signatures are fixed on the plan copies are made for all parties and the original document is sent to State Chancellor’s Office. A detail breakdown of the proposed budget is share with the district office where it is entered into the financial database.

4. Identify the process for completing the program’s Year-End Report and relationship to the district’s year end program accounting.

Before the end of each fiscal year, the EOPS/CARE director and CARE Coordinator review the general ledger report to ensure funds were properly expended and reported before June 30 th . This involves disencumbering outstanding purchase orders, checking for grant checks that were not cashed, ensuring all invoice and reimbursement forms have been submitted. During July the EOPS/CARE Director and CARE Coordinator review the year-end expenditure report and all expenses charged to EOPS & CARE. The check is made to ensure accuracy. The EOPS/CARE Director works with the campus business office to complete the final accounting form for EOPS & CARE. The EOPS/CARE Director obtains all the necessary signatures, makes copies of the forms and mails the original to State Chancellor’s Office.

PART I: Planning Agenda1. Identify any plans you may have to modify, automate and/or create additional services

within your program.

Currently, there are no plans to modify or create additional services. However, after program staff review all SLO assessment data and complete an analysis, this is subject to change. A primary goal of the Program is to provide quality services, which may require adjustments after the first SLO assessment cycle.

2. Indicate if you are receiving or planning to request funds beyond the state or federal categorical allocation.

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Since 2008, the EOPS grant has been reduced significantly. In 2008-2009 the state allocation was $910,348.00 and in 2011-2012 it was $526,223.00. In order to maintain salaries the Program will need to identify resources to sustain services. The challenge is the “gap” between what the state provides and what it costs to provide the services.

3. Identify and discuss the facilities, equipment, equipment maintenance, and materials needs

Due to the volume of work performed by Program staff and the service needs of program participants, up-to-date computers are needed to meet the demands. The current computers utilized by Program staff are outdated. Additionally, a copy machine is needed for the Student Success Center for student use.

4. Describe plans to implement new technologies in an effort to eliminate manual processes and enhance the department/program. Identify projected needs and timelines.

The Program plans to purchase new computers for the EOPS Staff and a copy machine for the Student Success Center with MAA funds. The computers will be purchased by the end of Spring semester 2012 and the copy machine will be purchased by the Fall semester 2012.

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