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Program Plan_Tutoring_2016-17

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Sacramento City College Strategic Planning System

Title: Tutoring Program Plan Planning year: 2016-17 Plan Type: Program Plan OPR: Learning Resources Collaborative Group(s): Academic Computing Labs

Advanced Technology Design Lab Athletic Study Skills Lab Beacon Program Business & CIS Division Open Computer Lab Business Student Center Davis Center Language and Literature Computer Lab Language and Literature English as a Second Language Lab Language and Literature Reading Lab Learning Skills and Tutoring Center Math Lab Music Occupational Labs Photography Lab RISE Science and Allied Health Tutoring Center (formerly HOPE Center) Veterans Center West Sacramento Center Writing Center Learning Resources Division/Dean Disability Services & Programs for Students Basic Skills Initiative Steering Committee Instructional Departments and Vocational Programs

Reference documents: Basic Skills Initiative

Educational Code, Title 5, Section 58170 LRCCD Mission Statement

SCC Goals SCC Master Plan SCC Mission Statement Student Equity Plan Vocational and Technical Education Act (VTEA)

Plan Author: Loretta J. Richard


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SECTION I: Overview & Strategic Information A. PROGRAM DESCRIPTION Briefly describe your program and state the overall mission of the program and its role(s) across the college. The main objective of the tutoring programs throughout the college is to provide long-term academic support through the different tutoring delivery systems that is reliable, consistent, outcomes-based, and is continuously being improved. The tutoring programs at Sacramento City College (SCC) provide comprehensive academic support in order to meet the needs of our diverse students who often face numerous barriers in meeting their educational goals. Our services help students achieve competency in basic skills courses, in vocational courses, and in transfer-level courses that provide the essential foundation for the achievement of their academic, career and life goals. Specifically, the tutoring programs help SCC students—especially those who are most at risk of failure—to become independent learners by:

• providing opportunities for reinforcement of course concepts and skills. • supporting faculty in their work with students. • improving skills that can be utilized throughout their college career.

B. ENVIRONMENTAL SCAN Provide an overview of the major factors affecting the work of the Program. You may choose to describe the internal (within the college) and external (e.g. outside of the college) environment as they affect the program. Alternatively, you may organize the information by discussing the Program’s strengths, weaknesses, opportunities, and challenges. Due to the varied backgrounds and experiences of SCC students, a variety of tutoring programs that offer diverse content and methods of tutoring is needed. Some of the factors that influence the diversity of our students are listed below.

• The majority of SCC students that took the placement assessment in Fall 2014 placed into pre-transfer basic skills level classes: 91.9% in Math; 64.4% in Writing; and 44.1% in Reading*

• 34.8% of SCC students are first generation college students** • 51.2% of SCC students are unemployed** • 39.8% of SCC students are below poverty level and another 22.2% are at low income level** • 61.9% of SCC students plan to transfer (46.8% with an AA and 15.1% without an AA) ** • 19.6% plan to pursue vocational goals with or without certificates**

*https://dms.scc.losrios.edu/alfresco/d/d/workspace/SpacesStore/dbd898b7-eb5d-4e34-9d44-f3029251219f/6- Basic Skills Report 2015 FINAL.pdf **https://dms.scc.losrios.edu/alfresco/d/d/workspace/SpacesStore/e53ba4ae-262b-4b6a-99b1-fb913abb80f6/4- Enrollment Report 2015 FINAL.pdf Other environmental influences on tutoring services at SCC include:

• Increase in the minimum wage (to $9/hr beginning Fall 2014; to $10/hr beginning Spring 2016) • Claiming apportionment through HSER 1000, Supervised Tutoring, non-credit class • ACCJC Recommendation to move from online tutoring pilot to full implementation of online

tutoring • Online tutoring for distance education and face-to-face classes

https://dms.scc.losrios.edu/alfresco/d/d/workspace/SpacesStore/e53ba4ae-262b-4b6a-99b1-fb913abb80f6/4-%20Enrollment%20Report%202015%20FINAL.pdf

https://dms.scc.losrios.edu/alfresco/d/d/workspace/SpacesStore/e53ba4ae-262b-4b6a-99b1-fb913abb80f6/4-%20Enrollment%20Report%202015%20FINAL.pdf


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• Title 5 regulations (See Appendix C) • SCC’s Student Equity Plan • Sexual Harassment Prevention Tutor Training (SCC Requirement) • Vocational and Technical Education Act (VTEA/ Perkins)

C. MULTI-YEAR DIRECTIONS AND STATEGIES Describe the general directions in which you see the Program moving over the next 3 years. Include any multi-year initiatives in your Program Plans. Describe how these directions and initiatives align with the College Goals. This information will be considered by the CSPC when they review the College Goals & Strategies each year and may lead to the development of new or revised college strategies. The Tutoring Programs’ main objectives are to:

• provide reliable, consistent, outcomes-based, and skills-building support through different tutoring delivery systems for all students.

• expand relationships with other college departments and programs. • expand online tutoring. • integrate tutorial services with academic programs for first-year, at-risk, and basic skills students.

The services of the Tutoring Programs are grounded in the goals, mission statement and the core values of SCC. The Tutoring Programs address SCC’s Goal A and Goal B using strategies, such as Al, A2, A3, A4, A7, B1, B3, and B8.

• SCC Goal A: Teaching and Learning Deliver student-centered programs and services that demonstrate a commitment to teaching and learning effectiveness and support student success in the achievement of basic skills, certificates, degrees, transfers, jobs and other student educational goals.

o Al: Promote the engagement and success of all students, with a special emphasis on first-year students who are new to college.

o A2: Review courses, programs, and services and modify as needed to enhance student achievement.

o A3. Provide students with the tools and resources that they need to plan and carry out their education, complete degrees and certificates, and/or transfer.

o A4. Improve basic skills competencies in reading, writing, math, and information and technological competency across the curriculum in order to improve student preparedness for degree and certificate courses and for employment.

o A7. Implement practices and activities that reduce achievement gaps in student success. • SCC Goal B: Student completion of educational goals

Align enrollment management processes to assist all students in moving through programs from first enrollment to completion of educational goals.

o B1. Revise or develop courses, programs, schedules and services based on assessment of emerging community needs and available college resources.

o B3. Explore and create multiple ways to disseminate information to students in order to engage them with learning in the college community.

o B8. Provide programs and services that help students overcome barriers to goal completion.

(https://dms.scc.losrios.edu/alfresco/d/d/workspace/SpacesStore/3f8f9805-c8fc-4049-90ac-487ab80cb793/2014-15Goals_Strategies.pdf)

https://dms.scc.losrios.edu/alfresco/d/d/workspace/SpacesStore/3f8f9805-c8fc-4049-90ac-487ab80cb793/2014-15Goals_Strategies.pdf



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The services provided by the various Tutoring Programs at SCC assist students with their study skills and content knowledge of the course(s) they are taking, which in turn help them to become independent learners and to achieve their educational goals. These tutoring programs fulfill SCC’s mission statement to provide “support services leading to transfer, career advancement, basic skills development, degree and certificate attainment, and personal enrichment” (http://www.scc.losrios.edu/about-the-college/mission-vision-values). The Tutoring Programs have an additional responsibility to help students be successful in their classes with the implementation of the Title 5 course repeatability regulation. (http://extranet.cccco.edu/Portals/1/AA/Credit/Title5RWGuidelinesSansRepeatability4-27-12 FINAL.pdf). In addition, the Tutoring Programs are an integral part of student success through the Student Equity Plan and the Basic Skills Initiative. The Tutoring Workgroup has continued to meet twice each semester in an effort to enable all staff members in the SCC Tutoring Programs to share information, discuss updates, and explore ways to improve the tutoring services provided throughout the college and outreach centers. This continued collaborative group is expected to help provide greater cohesiveness throughout the various Tutoring Programs, and in turn, improve the effectiveness of the Tutoring Programs. This Workgroup addresses SCC’s Goal C using strategies such as C4, C5, & C7.

• SCC Goal C: Improve organizational effectiveness through increased employee engagement with the college community and continuous process improvement.

o C4. Utilize quantitative and qualitative data to help guide decision - making throughout the institution.

o C5. Increase the effectiveness of communication both within the college and between the college and the external community.

o C7. Encourage collegiality, connection, and participatory decision - making at the college.

(https://dms.scc.losrios.edu/alfresco/d/d/workspace/SpacesStore/3f8f9805-c8fc-4049-90ac-487ab80cb793/2014-15Goals_Strategies.pdf)

http://www.scc.losrios.edu/about-the-college/mission-vision-values

http://www.scc.losrios.edu/about-the-college/mission-vision-values

http://extranet.cccco.edu/Portals/1/AA/Credit/Title5RWGuidelinesSansRepeatability4-27-12%20FINAL.pdf

http://extranet.cccco.edu/Portals/1/AA/Credit/Title5RWGuidelinesSansRepeatability4-27-12%20FINAL.pdf




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SECTION II: Annual Review and Plan A: REVIEW OF ACCOMPLISHMENT OF THE PREVIOUS YEAR’S WORK Briefly state the objectives you worked on last year and the progress you have made on those objectives. Include a brief statement of progress on multi-year initiatives. You may wish to use a table like that below:

Outcome (AUO/SLO) (formerly called objectives)

Expected results Progress to date

AUO: Offer tutoring services

• Students will attend tutoring services

• Students attended tutoring services at various centers/labs at the main campus and at the outreach centers.

AUO: Implement online tutoring

• Students will attend online tutoring

• In Spring 2015, the Writing Center increased its number of online tutoring sessions.

• In Spring 2015, the Learning Skills & Tutoring Center began offering online tutoring initially for online math courses and then expanded to any course. Only a handful of students tried the service. Staffing is needed to help with training tutors and tutees and with making appointments.

• No surveys were submitted for the LSTC online tutoring.

AUO: Present College Success Workshops

• Students will attend College Success Workshops

Fall 2014 • 49 workshops offered • 38 workshops had attendees • 142 students attended

Spring 2015 • 61 workshops offered • 48 workshops had attendees • 219 students attended

AUO: Tutor Appreciation Event

• Tutors will be acknowledged for helping other students.

• Students will be informed of the college-wide tutoring programs.

• Tutors attended a pizza reception and were given an appreciation gift.

• Students obtained information about the college-wide tutoring programs at an informational table in front of the LRC during the tutor reception.

AUO: Tutoring Workgroup activities

• Improve communications among Tutoring Programs

• Ongoing Tutoring Work Group meetings

• Creation of subcommittees in Data/Assessment; Online tutoring; & ADA compliance


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B. UNIT OBJECTIVES: ADMINISTRATIVE UNIT OUTCOMES (AUOs) or STUDENT LEARNING OUTCOMES (SLOs) FOR THE PLANNING YEAR List the AUOs and/or SLOs for the planning year. These objectives should align with and support the College Goals. Some Program Plans will have only AUOs. Others will have a mix of AUOs and SLOs. The planning year is the year you are currently planning for (i.e. the coming academic year). Administrative Unit Outcomes (AUOs) are the objective of the unit that affect the experiences of the students at SCC. They complete one of the following the sentences: As the result of the work of this unit, the students will experience… OR In order to support student achievement, the program will….

Examples: • Students will access multi-disciplinary tutoring through the various tutoring programs in the college.

(Tutoring Program Plan) • Students will have online tutoring available (Tutoring Program Plan) • Students wll experience improved communication regarding the importance of creating an educational plan,

meeting with a counselor/advisor, preparing for the future semester, planning ahead, and getting financial aid. (Marketing Program Plan)

• Students will have adequate wireless access to Internet resources. (IT Program Plan) • The program will institutionalize funding for BSI Math supplemental instruction tutoring • The program will help improve and enhance internal communication to support organizational effectiveness

using an integrated approach to marketing and alignment with all department marketing activities and associated resources. (Marketing Program Plan)

• The program will provide DE certification and training opportunities for faculty. (DE Program Plan) • The program will create student accounts for accessing college technology resources and storing data. (IT

Program Plan)

Student Learning Outcomes (SLOs) are objectives of the unit that state the major skills and abilities that students will gain as a result of their work with the program. They complete the sentence: As the result of the work of the unit, the student will be able to…

Examples: o Students will become active participants in their learning (Tutoring Program Plan) o Students will increase their technology competency (DE Program Plan) o The students in BSI-related learning communities and DWAP will have higher course retention and success

rates for these students will be higher than the average for students in the same classes overall. (BSI Program Plan)


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Unit Objective: AUO/SLO

SCC Goals Expected Outcomes/ Measures of Merit

AUO 1: Offer multi-disciplinary tutoring services through the various tutoring programs in the college. (See Appendix B for a snapshot of each program).

• SCC Goal A: Deliver student-centered programs & services

• SCC Goal B: Assist students in completion of educational goals


• At least 80% of the students will agree that tutoring helped them understand course concepts

• At least 80% of the students will agree that they are able to complete their educational goals

AUO 2: Provide reliable, consistent, outcomes-based tutorial support






AUO 3: Fully implement online tutoring for various subjects



• Students will attend online tutoring



AUO 4: Improve synergy among Tutoring Centers/Labs, Academic Programs, and Student Services



• SCC Goal C: Organizational Effectiveness

• Standardize policies and procedures for tutoring

• Improve communications regarding tutoring

AUO 5: Provide continuous tutor training workshops that could include updated policies, specialized procedures for each specific lab, and opportunities for tutors to communicate with and support one another



• SCC Goal C: Organizational Effectiveness

• Provide updated policies • Provide specialized training for

specific labs • Improve communication among

tutors • Tutors will assist tutees more

effectively

AUO 6: Provide workshops focused on college success and study skills



• Students will attend workshops • At least 80% of the students will

agree that the workshops were helpful in learning or improving upon study skills


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Unit Objective: AUO/SLO SCC Goals

Expected Outcomes/ Measures of Merit

AUO 7: Institutionalize additional funding specifically for Statistics tutors in the Math Lab. The Math Lab would like the funding to be incorporated into the Math Lab’s yearly tutoring budget allocation.

• SCC Goal A: Teaching and Learning

• SCC Goal B: Student completion of educational goals

• Students will attend/receive tutoring

• An increase in the number of students passing Statistics 300

AUO 8: A long-term objective is to institutionalize funding for the following Math tutoring programs that are currently supported with BSI funds. If BSI funds are not available, the Math Lab would like the funding for these programs to be incorporated into the Math Lab’s yearly tutoring budget allocation.

• SCC Goal A: Teaching and Learning

• SCC Goal B: Student completion of educational goals

• Students will attend/receive tutoring

• Students will pass the entry level math classes at a higher level


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C. PROCEDURES AND RESOURCE REQUIRMENTS FOR THE PLANNING YEAR: Procedures are the detailed day-to-day tasks that are conducted as part of achieving the unit’s outcomes. Explain the overall procedures that the program uses to fill its purpose and implement its objectives. In some cases, a given procedure may support more than one objective. Include resource information:

• State the resources (financial, facilities, and IT) that are needed to implement program objectives. • State the sources of funds that are applicable to your program.

Procedure Timeline Responsible persons Resource Requirements

A. Hire and employ tutors (AUO 1)

Beginning of and throughout each term (fall, spring, summer)

• College-wide Faculty Tutoring Coordinators

• Instructional Assistants • Tutorial Services Assistant

Staff: • Faculty • Classified • Student help

B. Provide tutoring throughout the college and outreach centers (AUO 1)

Both semesters for all centers/labs Summer for specific centers/labs



Staff: • Faculty • Classified • Student help Facilities • Sufficient rooms for

tutoring C. Allocate centralized tutoring program budget (AUO 1)

Annually • LSTC Faculty Tutorial Services Coordinator in consultation with college-wide Faculty Tutoring Coordinators, Classified staff and Deans

Staff: • Faculty • Classified

D. Adherence to Title 5 regulations & Accreditation Standards (AUO 1, 2, 3 & 4)

Ongoing • LSTC Faculty Tutoring Coordinators


Staff: • Faculty

E. Develop & submit Tutoring Program Plan (AUO 1, 2, 3 & 4)

Annually • LSTC Faculty Tutorial Services Coordinator

• Tutoring Workgroup • College-wide Faculty

Tutoring Coordinators • College-wide Deans

Staff: • Faculty • Classified • Managers

F. Teach tutor training classes (AUO 2)

Fall LTAT 310 -2 sects LTAT 311 -1 sect LTAT 312 -1 sect Spring LTAT 310- 2 sects LTAT 311 -1 sect

• LSTC Faculty Tutoring Coordinators

• Writing Center Faculty Coordinator

Staff: • Faculty

G. Complete VTEA/Perkins reports (AUO 2)

Quarterly • LSTC Faculty Tutorial Services Coordinator


Staff: • Faculty


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Procedure Timeline Responsible persons Resource Requirements H. Monitor centralized tutoring program budget (AUO 2 & 4)

Ongoing • LSTC Faculty Tutorial Services Coordinator




I. Improve upon Budget Allocation process and accountability for Tutoring Programs (AUO 2 & 4)

Ongoing • LSTC Faculty Tutorial Services Coordinator

• Tutoring Workgroup • College-wide Faculty

Tutoring Coordinators • College-wide Deans


J. Evaluate college-wide tutoring services (AUO 2 & 4)



• Tutoring Workgroup members


K. Explore and implement best practices in tutoring activities to assist target populations identified in the Student Equity Plan (AUO 2 & 4)



• Tutoring Workgroup


L. Develop procedures to standardize evaluation of college-wide tutors (AUO 2 & 4)




M. Review tutor job description(s) in relationship to District policies (AUO 2 & 4)



Staff: • Faculty • Classified • Human Resources

N. Promote online tutoring services (AUO 3)



• Tutoring Workgroup • Distance Education

Coordinator • Instructional Assistants


O. Provide vendor for outside online tutoring services (as cited in the Distance Education Program Plan, Procedure 2d) (AUO 3)

Ongoing • LSTC Faculty Coordinators • Writing Center Faculty

Coordinator • College-wide Faculty

Tutoring Coordinators • Distance Education

Coordinator • College-wide Deans

Staff: • Faculty • Classified • Managers • Outside vendor’s

tutors


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Procedure Timeline Responsible persons Resource Requirements P. Organize Tutor Appreciation Event (AUO 4)

Annually • LSTC Faculty Tutoring Coordinators

• Tutorial Services Assistant • College-wide Tutoring

Coordinators • Tutoring Workgroup


Q. Explore opportunities to hire former tutors who have graduated or transferred to 4-year schools (AUO 4)




R. Improve follow-up on early alert/ early assistance notifications with students who do not contact the tutoring center (AUO 4)



• Instructional Assistants • Clerks


S. Provide continuous tutor training workshops & training in specific discipline and/or center/lab (e.g., Science & Allied Health, Math Lab, Photography, etc.) (AUO 5)



• College-wide Classified support staff


T. Create live streaming or capturing of College Success workshops through use of LR120 (as cited in the Distance Education Program Plan, Procedure 3j) (AUO 6)


• Instructional Assistants • Media Services • Distance Education


U. Request funding for Statistics tutors in the Math Lab (AUO 7)

Ongoing • Math Faculty Tutoring Coordinator

• LSTC Faculty Tutoring Coordinator

Staff: • Faculty • Student Help

V. Long-term objective to institutionalize Math tutoring programs currently supported with BSI funding when BSI funding is no longer available (AUO 8)

Annually • Math Faculty Tutoring Coordinator

• LSTC Faculty Tutoring Coordinator

Staff: • Faculty • Student Help


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RESOURCE REQUIREMENTS and FUNDING SOURCES---[See narrative on page 14] Tutoring Labs Tutoring Program Plan

2016-17* Tutoring Program Plan

2015-16 ** Tutoring Program Plan

2014-15 *** Possible Funding

Source(s # Hrs Allocation

Requested # Hrs received / (Hrs requested)

Allocation received/ (Allocation requested)

# Hrs received (Hours requested)

Allocation received

Academic Computing 3,740 $37,400 1,479 (3,573)

$14,050 ($33,944)

1,503.33 (1,640)

$13,530 GF

Advanced Technology Design Lab

2,480 $24,800 2,295 (2,704)

$21,800 ($25,688)

2,135.89 (2,330)

$19,223 GF, VTEA

Athletic Study Skills 640 $6,400 636 (640)

$6,040 ($6,080)

666.67 (727)

$6,000 GF

Beacon 4,500 $45,000 3,518 (3,950)

$33,425 ($37,525)

3,592 (3,919)

$32,328 GF, BSI, SEq, VTEA, VOL

Business & CIS Division Open Computer Lab (B151)

2,720 $27,200 2,332

(2,720)

$22,150

($25,840)

2,390.67

(2,608)

$21,516 GF, VTEA

Business Student Center 1,080 $10,800 1,063 (1,080)

$10,100 ($10,260)

1,079.89 (1,178)

$9,719 GF, VTEA

Davis Center 1,155 $11,550 837 (1,100)

$7,950 ( $10,450)

825.00 (900)

$7,425 GF

Language & Literature Computer Lab

1,000 $10,000 1,053 (1,038)

$10,000 ($9,861)

1,036.11 (1,130)

$9,325 GF

Language & Literature ESL Lab

2,600 $26,000 2,058 (2,307)

$19,550 ($21,917)

2,115.56 (2,308)

$19,040 GF, BSI

Language & Literature Reading Lab

2,864 $28,640 1,616 (1,792)

$15,350 ($17,024)

1,642.67 (1,792)

$14,784 GF, BSI

Learning Skills and Tutoring Center

6,692 $66,920 4,337 (6,050)

$41,200 ($57,475)

4,455.56 (4,861)

$40,100 GF, VOL

Math 8,724 $87,240 8,268 (9,976)

$78,550 ($94,772)

8,787.11 (9,386)

$79,084 GF, VOL, FWS, BSI

Music 480 $4,800 347 (480)

$3,300 ($4,560)

345.33 (377)

$3,108 GF

Occupational Labs 1,120 $11,200 674 (726)

$6,400 ($6,897)

665.56 (726)

$5,990 GF, VTEA

Photography Lab 3,008 $30,080 2,547 (3,008)

$24,200 ($28,576)

3201.55 (3,464)

$28,814 GF, VTEA

RISE 2,500 $25,000 1,642 (3,200)

$15,600 ($30,400)

1,666.67 (1,818)

$15,000 GF, CWWS

Science & Allied Health Center (Formerly HOPE Center)

1,950 $19,500 1,700 (1,725)

$16,150 ($16,388)

1,724.89 (1,849)

$15,524 GF


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Tutoring Labs Tutoring Program 2016-17* Tutoring Program 2015-16 **

Tutoring Program 2014-15 ***

Possible Funding Source(s

# Hrs Allocation Requested

# Hrs received / (Hrs requested)

Allocation received/ (Allocation requested)

# Hrs received (Hours requested)

Allocation received

Veteran’s Center 256 $2,560 263 (480)

$2,500 ($4,560)

0 (0)

$0 GF

West Sacramento Center 700 $7,000 684 (700)

$6,500 ($6,650)

666.67 (727)

$6,000 GF

Writing Center 3,585 $35,850 3,639 (3,964)

$34,570 ($37,658)

3721.11 (4,059)

33,490 GF

Total Requests

51,794

$517,940 40,988 / (49,094) $389,385 / ($486,525) 42,222.24 $380,000

Sexual Harassment Prevention Tutor Training (Required)

220 $2,200 0 0 0 0 GF

Total from other funding sources

202,500 $190,000

Program Plan Amount 52,014

$520,140

190,000 $190,000

Benefits at 0.8%

$4,161.12

3,115.08

TOTAL 52,014 $524,301.12 40,988 $392,500.08

42,222.24

$380,000 GF, BSI, SEq, VTEA, FWS, CWWS

See narrative on page 14 See Appendix B for detailed information for each Tutoring Lab/Center (pages 18-38). See Appendix F for Tutoring Program Plan 2013-14 Resource Requirements (page 42).


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RESOURCE REQUIREMENTS AND FUNDING SOURCES NARRATIVE Tutoring Program Plan 2016-17*

The allocation requested for 2016-17 reflects an increase in tutoring hours projected by most of the tutoring centers/labs. In addition, this increase will help offset another increase in the minimum wage ($10/hour beginning January 2016) as well as offset the sexual harassment prevention tutor training that is now being required of all tutors. Benefits at 0.8% are also included in the final total of $524,301.12. Tutoring Program Plan 2015-16 **

For the 2015-16 year, most labs requested an increase in funding to increase the number of tutoring hours provided and to offset the increase in the minimum wage to $10/hour beginning January 2016. Since the total Tutoring Program Plan funding request was reduced, most labs received less funding, which in turn resulted in a decrease in tutoring hours. The total hours allocated for 2015-16 in the tables on pages 13-14 were based on an average of $9.50/hour ($9/hour for fall 2015 and $10/hour for spring 2016) and are rounded up or down. However, this average is not exact. Rather the exact number of hours will vary with each tutoring center/lab depending upon the number of weeks each center/lab is open through the 2015-16 academic year. The number of hours that were requested by each center/lab for the 2015-16 Tutoring Program Plan is in parentheses. When comparing the number of tutoring hours for the 2015-16 academic year to the tutoring hours for 2014-15 and for 2013-14, the hours have been reduced (see table below). In addition, the allocation shown for each tutoring center/lab during 2015-16 did not include benefits at 0.008. This amount reduced the direct allocation to each center/lab but was included in the overall total Tutoring Program Plan allocation for the FY 2015-16. Tutoring Program Plan 2014-15 ***

The allocation to the tutoring centers/labs for the 2014-15 academic year was the same as or was a slight increase compared to the allocation for 2013-14. However, due to the increase in minimum wage from $8.25/hour to $9.00/hour, the number of tutoring hours was actually reduced for all tutoring centers/labs. For comparison, the actual hours after adjusting for the minimum wage increase to $9/hr are listed first; and the hours initially projected using the $8.25/hr minimum wage are shown in parentheses. Tutoring Hours / Academic Year Academic Year 2016-17 2015-2016 2014-2015 2013-2014 Tutoring Hours 52,014 40,988 42,222.24 41,058

BSI - Basic Skills Initiative (basic skills students) CWWS – CalWorks Work Study (if tutors qualify) FWS – Federal Work Study (if tutors qualify) GF – General Funds SEq – Student Equity Plan (target populations). In addition to those centers/labs listed on the table, other centers/labs may also qualify for these funds. VOL – Volunteer tutors VTEA –Vocational and Technical Education Act of 1998 /Perkins (Career & Technical Education students)


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5-YEAR FUNDING ALLOCATION CHART Below is a chart that shows the 5-year funding allocation for the college-wide tutoring programs.

Funding Source 2011-12 2012-13 2013-14 2014-15 2015-16 Program Plan (050C)

$187,400

$213,400

$188,352

$188,492

190,000

VTEA/Perkins (314C)

$74,665

$75,000

$75,000

$75,000 $82,500

College Discretionary Funds (041A)

$25,600

$25,600

$27,200

$34,426 -

District (042D)

$23,179

$23,179

$23,179

$23,200 -

SSSP

0

0

$25,000

$50,000 -

BSI (57XH)

-

-

- $15,000 $40,000

Student Equity - - - - $30,000

Other - - - - $50,000

SUB-TOTAL

$310,844

$337,179*

$338,731**

$386,118***

$392,500

*2012-13: Davis Center, HOPE Center, Veterans Center and the West Sacramento Center funding added to the Tutoring Program Plan, which accounts for the increase **2013-14: RISE partial funding added to the Tutoring Program Plan which accounts for the increase. ***2014-15: This total reflects additional funding to the original allocation of $380,000.00 as shown in the Resource Requirements and Funding Sources chart (page 13).


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APPENDICES Appendix A (page 17) Snapshot of SCC Tutoring Programs

Appendix B (pages 18-38) Procedures, Outcome Measures and Resource Requirement of the

Tutoring Services Currently Supported Through the Tutoring Program Plan

Appendix C (page 39) Title 5 Regulation §58170 – Apportionment for Tutoring

Appendix D (page 40) Advanced Technology Design Lab Usage Statistics - Fall 2011-

Spring 2015 Appendix E (page 41) West Sacramento Center Feedback Responses Appendix F (page 42) Tutoring Program Plan 2013-14 Resource Requirements DATE: Plan updated: November 18, 2015 Original plan: 2010-11 REVIEW CYCLE: Annual


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APPENDIX A Snapshot of SCC Tutoring Programs


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APPENDIX B Procedures, Outcome Measures and Resource Requirements of the

Tutoring Services Currently Supported Through the Tutoring Program Plan ACADEMIC COMPUTING LAB Procedures: The Academic Computing Labs (located in LRC-144 and BUS-152) serve the entire SCC student population by providing general computing resources to support class assignments. LR-144 provides 70 hours of access per week and B-152 provides 40 hours of access. Over the fall and spring semesters, both labs are open for a combined total of 3740 hours. Additionally, computer classroom LRC-141 (28 computers), and conference room BUS-152C (40 chairs) are available for classes, orientations, workshops etc. (by reservation only). All lab computers provide Internet access (IE, Google Chrome, Mozilla Firefox), Adobe Reader X, and the Microsoft Office Suite 2010. Additionally, course-specific software is made available when requested by faculty. Academic Computing provides a service to all SCC students and as the percentage of classes that use D2L continues to rise, so does the number of unduplicated students who find help in Academic Computing. Additionally, Academic Computing serves many of SCC’s students who do not have the financial resources to own a computer in the home nor the computing experience now required for success. Assistance by student helpers and instructional assistants is provided to all students who require help learning necessary technology skills. When students require assistance beyond a five-minute interaction, Academic Computing provides an opportunity for dedicated support. Student tutors provide extended one-on-one assistance with essential digital literacy skills to prepare all SCC students for success. Measures of Merit/Outcome Measures: Number of students attending tutoring Number of hours of tutoring provided to students Tutoring provided Fall 2014 & Spring 2015: Semester Students Tutored Hours Tutored Fall 2014 4,014 32,898 Spring 2015 3,777 31,773 Resource Requirements: The Academic Computing Lab tutors are funded with General Funds. The Academic Computing Labs would like to request an increase of student help hours from 3,046 hours to 3,740 hours per year to ensure adequate coverage and allow for one-on-one dedicated support for SCC’s students. This total provides two student tutors during 50% of the labs open hours. This will also ensure that all academic computing tutors receive any mandatory training each semester.

Submitted by: Daniel Gilbert-Valencia


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ADVANCED TECHNOLOGY DESIGN LAB Procedures: The Design Lab (located in Technology 109) offers services to Graphic Communication students, Engineering Design Technology students and the college as a whole. The Design Lab is:

• The only location for nearly 600 Graphic Communication students in over 60 class sections to complete their required lab hours, receive tutoring and access course specific software outside of scheduled class time.

• The only location for approximately 100 Engineering Technology Design students in 16 class sections to receive tutoring, and access AutoCAD equipped computers outside of scheduled class time.

• The only open lab available to Sacramento City College students who require the use of Adobe Creative Suite, AutoCAD, Visio, Final Cut Studio and other specialized software outside of the classroom to complete their coursework.

Design Lab tutors offer instructional assistance to Graphic Communication and Engineering Design Technology students.

Due to budgetary issues, The Design Lab has previously reduced our hours of availability and further reduced tutor hours. However, Lab utilization (the number of student in the lab at any given time) has increased beyond previous levels. As a result, the Design Lab is more crowded and during peak times coordinators and tutors are often unable to get to everyone’s questions. To provide more effective instruction to our students and reduce overcrowding, the Design Lab would like to request an additional 250 tutor hours per year to partially restore previously reduced lab hours and better help our students during crowded lab times.

Measures of Merit/Outcome Measures:

Student (tutee) satisfaction* 98% Number of students and hours tutored

Tutoring provided:

Semester Students Tutored Hours Tutored

Fall 2013 425 14281.10 Spring 2014 367 12984.58

Fall 2014 372 16418.44 Spring 2015 401 15263.45

Resource Requirements: The Advanced Technology Design Lab tutors are funded with various funding sources, such as General Funds and VTEA. The Advanced Technology Design Lab is requesting additional funds to partially restore our hours and to fund mandated wage increases for our tutors. The Design Lab is currently receives $21,800 for tutoring per school year. This funds 2,295 tutor hours during the 2014-15 school year. To fully fund the increase to tutor wages and increase lab hours we would like to request an additional $3,000 for $24,800 total.


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*Student (tutee) satisfaction is expressed as the percentage of overall respondents indicating that, when applicable:

• Design Lab tutoring was either a great help or some help on a variety of positive student outcomes (question 4, 2014 tutor survey responses).

• They strongly or somewhat agreed with a number of positive student outcomes regarding the help they received (question 3, 2014 tutor survey responses).

Submitted by Chris Seddon

ATHLETIC STUDY SKILLS Procedures: The Athletic Study Skills Lab (located in South Gym 144) is designed to assist the approximately 375 student-athletes competing on SCC's eighteen athletic teams. Many of these students are at-risk and have assessed into remedial math and English courses. The lab offers homework help, tutoring in English and Math, as well as in other subjects as needed. Fourteen computers are available for students to type papers and do research. Students must be registered in an intercollegiate sport team at SCC to enroll in Sport 90, 91, and HS 1000. The policy change concerning repeatability has broadened our course offerings to be divided into Sport 90, 91, and HS 1000. We are essentially serving freshman and sophomore student-athletes at this time. Grades are credit / no credit. Positive attendance is kept for each student. In 2014-15, there were approximately 200 students from eighteen teams participating. (There were 121 in the fall and 79 enrolled in Sport 90 in the spring.) These numbers were down primarily due to the KHA student-athletes earning priority registration, so the morning lab hours had low enrollment. We have since adjusted our lab times to afternoons and evenings, and have seen the numbers increase. Last year, 58.4% of our sophomore student-athletes transferred to a four year college, 61.2 % obtained AA degrees, and 65.1 % are returning to Los Rios to further their education and follow their educational goals. 100% met the deadline of having their Education Plans completed and 95 % of the student-athletes turned in two grade checks per semester. All eighteen athletic teams finished fall 2013/spring 2014 with a GPA over 2.0, a minimum for eligibility, and five teams finished above a 3.0 GPA. Title Five regulations and priority registration have affected our enrollment, bus scheduling has been adjusted and the numbers are going back up. Last spring, Priority Registration was granted to student-athletes, so many students are now on track to earn their AA degree and transfer to a four year college on time. The KHA Division will continue to offer sections of Sport 90, 91, and HS 1000 every semester, and will maintain a safe, studious learning community for student-athletes. Measures of Merit/Outcome Measures:

Number of students attending tutoring Number of hours of tutoring provided to students


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Tutoring provided Fall 2014 & Spring 2015:

Semester Students Tutored Hours Tutored Fall 2014 Unknown 284.44

Spring 2015 Unknown 121.29 The Athletic Study Skills Lab serves approximately 375 student athletes per semester on eighteen teams. For both fall 2014 and spring 2015, there were three Sport 90 classes and three Sport 91 classes. We have kept our lab to being open approximately 10 hours per week. Resource Requirements: By providing twenty hours per week each semester, the Athletic Study Skills Lab requests 640 hours or $6,400 to provide tutoring for the Academic Study Skills Lab.

Submitted by Deborah Blair BEACON PROGRAM Procedures: The Beacon program is SCC’s modified supplemental instruction tutoring program and is offered through the Learning Skills and Tutoring Center during the fall and spring semesters. In the Beacon Program, a faculty member and tutor organize a study group of students enrolled in the instructor’s class. The tutor has successfully completed the course or a higher level course with a grade of A or B. Tutor training is provided through a Beacon orientation and through the 1-unit, online tutor training course LTAT 311, both of which support interactive and collaborative learning in the tutoring sessions. In this modified supplemental instruction program, the tutor is paid 5 hours per week. The Beacon tutor meets two hours per week outside of classroom instruction time, one hour per week in the classroom, one hour per week consulting with the instructor, and one hour per week preparing for the group tutorial sessions. Some classes may have different needs so the specific time distribution for these activities may be adjusted accordingly. Measures of Merit/Outcome Measures:



Semester Students Tutored Hours Tutored Fall 2014 431 2,293

Spring 2015 454 3,169 Resource Requirements: Funding sources for the Beacon tutors may include the Basic Skills Initiative, General Funds, Student Equity, and/or VTEA. Due to the increased requests for tutorial assistance from faculty in various disciplines as well as another increase in minimum wage, the Beacon Program requests an increase in funding. Providing 30 Beacon tutors for 5 hrs/wk for 15 weeks would be 2,250 hours per semester or 4,500 for both semesters. At $10.00/hour, the amount needed for both semesters would be $45,000.

Submitted by Loretta Richard


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BUSINESS & CIS DIVISION OPEN COMPUTER LAB Procedures: The Business and Computer Information Division Open Computer Lab (located in B151) offers computer-related assistance to students enrolled in Business & CIS Division courses. This assistance is primarily drop-in tutoring for CIS subjects on a first-come/first-served basis. The lab also provides a limited library of textbooks that are available for use by students in the lab. In addition to staffing in B151, tutoring funds are used to provide in-class student tutors during the lab portions of selected classes, including introductory courses such as CISC 300 (Computer Familiarization) and CISP 301 (Introduction to Programming), various networking, and web design courses. Tutoring provided Fall 2014 & Spring 2015:

Semester Students Tutored Hours Tutored Fall 2014 840 12,295 Spring 2015 875 17,393

Resource Requirements: The Business and Computer Information Science Division Open Computer Lab tutors are funded with CTE/VTEA money. B151 continues to be heavily used by CIS students — with lab hour usage approximately at the same level as the previous year. — There is a need for more tutoring staff during busy times within the lab. It has proven helpful to place tutors in the lab portions of various CIS classes, so that assistance can be provided to students “in context” rather than waiting until they can visit the B151 Lab. Since the Fall 2011 semester, the lab’s tutoring funds have been used to provide in-class student tutors for 20 hrs/wk during the lab portions of various networking and web classes. Many of the students in these networking and web classes are full-time professionals whose work/class schedule makes them less likely to visit B151. During the Fall 2014 semester, at the request of the Internet Web design class instructor, we allocated additional hours, previously designated for tutoring in the B151 lab, to provide in-class tutoring support to the lab portion of the web design classes. The “payoff” for providing in-class tutoring support is that the students receive more timely tutoring support and they don’t have to wait to come to the B151 lab for help. The redirection of tutoring hours to provide in-class / lab tutoring causes a corresponding reduction in the number of available hours for tutors to work within the B151 lab. As a result of requests for additional in-class tutoring, the Business and Computer Information Science Division Open Computer Lab is requesting an increase in funding from $22,150, or 2,011.8 hours @ $9 an hour in the fall 2015 and $10 an hour in spring 2016, to 2,720 hours /minimal- 4,256 hours /ideal. The funding needed to provide 2,720 hours is $27,200 for the 2016-17 academic year.

Submitted by Joseph Cheung BUSINESS STUDENT CENTER Procedures: The Business Student Center (BSC) serves all Business Division students in Accounting, Economics, Business, Bus Tech, Real Estate, Marketing and Management. Walk-in tutoring is provided for all of those subjects. Reference materials, textbooks and solutions for accounting homework are


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available for students. Computers are provided for doing on-line homework and research. The BSC is open four days per week, Monday through Thursday, 8am to 7pm (summer 9am to 5pm). Tutoring provided:

Semester Students Tutored Hours Tutored Fall 2014 386 2258

Spring 2015 382 2949 Minimum effective budget needs The Business Student Center tutors are funded with General Funds and/or VTEA funding. In order to maintain the 1080 hours allocated for 2015-16, the BSC funding would need to increase to $10,800 due to the increase in minimum wage beginning January 2016.

Submitted by Joseph Cheung DAVIS CENTER Procedures: The tutoring program at the Davis Center is an extension of the Writing Center and the Learning Skills Tutoring Center Programs at Sacramento City College. Individualized and group tutoring opportunities are available to students for English, Spanish, Chemistry, and Mathematics courses. Tutoring opportunity for other subjects is also available to students on a demand basis. BSI is funding approximately 10 hours a week for basic skills math, consistent with the last two fiscal years; but these hours are very dependent on the faculty currently assigned to the BSI level math courses. LRC Procedures: The LRC is open for all students. The space includes study areas, study room, computers and netbook computers for student use, and a reserve textbook collection. Library resources are also available to students on demand. There is a designated area in the LRC where tutors are available to students. For the 2016-17 fiscal year the center will have approximately 2,200 unduplicated students for each term; with about 33% of our student population being from the Latino community. The number of students attending the Davis center has remained consistent and there will be little change in the number of courses offered. Although the addition of Chemistry 300 and 400 may increase and/or change the demand LRC Updates: The commute and pay rate have made it difficult to employ qualified English tutors which necessitates the following proposal. A proposal has been put forth by the Writing Center Coordinator, Susan Griffin, to have an adjunct faculty member permanently at Davis for 4 hours a week. A “special projects” classified employee is also being considered for the Davis Center. Equity funding has also made it possible to hire a Math I.A. at the Davis center for 15 hours a week, expanding the range of courses for which tutoring is available and extending tutoring hours into evenings. The same proposal will be made again to accommodate future development of online tutoring. Davis Updates: A new building at the Davis Center is expected to open in Spring 2018. The increase in course offering will significantly increase the number of students currently attending the Davis Center.


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Tutoring provided for current semester up to date (10/30/2015):

Number of Visits for FA 15 Number of Visits for FA 14 September (3 weeks) 55 171 October (4.5 weeks) 85

Resource Requirements: The Davis Center is requesting an increase in funding to replace the 360 hours funded through BSI which amounts the total to $11550 in the 2016-2017 fiscal year.

Submitted by Mikaela Ciofi-Huang

LANGUAGE AND LITERATURE COMPUTER LAB Procedures: The Language and Literature Computer Lab, located in RHS 326, serves students from not only English, ESL and Reading, but also many other departments across the college. Tutors help students lacking basic computer skills. They help students access their records, and they assist them with writing assignments. Tutors assist instructors by helping students during scheduled classes in the lab. They also help students use MS Word, save files to USB drives, email files, print, access web sites and do web searches. Measures of Merit/Outcome Measures: Number of students attending tutoring Number of hours of tutoring provided to students Tutoring provided Fall 2014 and Spring 2015 Semester Individual Visitors Total Visits Fall 2014 211 551 Spring 2015 162 368 Compared to the previous year, the number of individual visitors and total number of visits to the Language and Literature Computer Lab was significantly lower in 2014-2015. The reason for this decrease is unknown at this time. Despite this decrease in visitors to the lab, we provide an essential service to students, particularly those who do not have computers or internet access in their homes, or who need support in order to use computers, software, or the internet effectively. Resource Requirements: No change in allocation requested at this time. The Language and Literature Computer Lab is requesting an allocation of $10,000 for the 2016-2017 year.

Submitted by Shantra Muther

LANGUAGE AND LITERATURE ESL CENTER

Procedures: The SCC ESL Center, located in RHS 328, offers a wide range of services and activities for English Language Learners and others (including Standard English Learners) to support their studies in their reading and listening classes, as well as improve their grammar and writing skills and their cultural understanding. The ESL Center offers individual tutoring for pronunciation and conversation


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skills to students enrolled in a 0.5 unit lab class. Additionally, the Center provides instructional materials, such as textbooks and readers, audio and video discs, interactive software programs, and writing modules. The tutors, Instructional Assistant, and instructors assist students in using lab equipment and instructional media and in selecting materials relevant to their coursework and objectives. They also help the students log in and out each time they visit the Center. Measures of Merit/Outcome Measures: Number of students attending tutoring Number of hours of tutoring provided to students Tutoring provided Fall 2014 and Spring 2015 Semester Students Tutored Hours Tutored Fall 2014 441 10,719 Spring 2015 456 11,209 Compared to the previous year, the number of individual students attending tutoring and the total number of tutoring hours provided to students in the ESL Center was slightly lower in 2014-2015. This is likely due to a reduction in the total number of core courses offered by the ESL department. Despite the small decrease in attendance, the ESL Center remains an essential part of the ESL program. It serves approximately 450 students per semester in lab courses that are a mixture of pre-requisite lab courses for our core ESL Reading and Listening and Speaking classes, and Independent Labs for other skills, including writing and grammar. In particular, we expect to see an increase in the number of students taking Independent Labs starting in Fall 2016 as a result of a new lab class that is currently going through the curriculum process. The last several semesters, the ESL lab has run out of budgeted money before the end of the year and needed to request additional funds with which to pay our tutors. Therefore, we are requesting a substantial increase for the 2016-2017 school year based on the following: there has been a total of 1,184 scheduled tutor hours per semester for the past two semesters. Additionally, it has been necessary to give the tutors significantly more hours during the first four weeks of each semester for the lab to run smoothly. Therefore, we are requesting 1,184 tutor hours per semester (60 tutor hours per week for 16 weeks per semester) PLUS an additional 29 tutor hours per week for the first four weeks of each semester, for a total of 2,600 hours for the 2016-2017 school year. Budget Tutor Hours Allocation Requested Budget 2,600 $26,000 Resource Requirements: The Language and Literature ESL Center is requesting an increase in funding from $19, 550 to $26,000, a total increase of $6,450.


LANGUAGE AND LITERATURE READING LAB Procedures: The English Reading Lab, ENGLB 55, located in RHS 329, is a credit/no credit course designed primarily to support students and help them succeed in the 4 levels of (primarily native-


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speaker) Reading classes by assisting them to improve their reading skills and comprehension. Students enroll in the lab for 0.5 or 1 unit of college credit. They must spend at least 27 hours working in the lab and have a minimum of four meetings with the lab instructor to earn 0.5 units. All Reading students are assessed at the start of each semester, and some of them are strongly encouraged to enroll in the Reading Lab in order to acquire the necessary skills to pass their Reading course. Students may enroll in the Reading Lab whether or not they are co-enrolled in a Reading course. The lab offers practice in all areas of reading comprehension and in vocabulary development. Our tutors give one-on-one help, tailored to ability level, to students learning and practicing reading skills. Tutors and the lab instructor also provide one-on-one help to students preparing to take or re-take Mastery Skills Tests assigned by their Reading Professors. Additionally, lab staff provide tests and monitor students making up exams they missed in Reading class. The tutors and Instructional Assistant also log students in and out each time they attend lab, help students keep their work organized, check out textbooks and other materials, assist students to set up reading-program computer accounts, and perform clerical duties as needed. The I.A. does some tutoring, but is primarily responsible for all facets of managing the lab. Measures of Merit/Outcome Measures: Number of students attending tutoring Number of hours of tutoring provided to students Tutoring provided Fall 2014 and Spring 2015 Semester Students Tutored Hours Tutored Fall 2014* 570 12,101 Spring 2015 500 10,489 *The lab was extremely short-staffed during the Fall 2014 semester. The I.A. was not hired until one week into the semester, and she had a hard time finding tutors and staffing the lab. Two of the tutors who were hired left mid-semester due to illness. As a result of this lack of staff, there were many times when students who were waiting for tutoring did not get help because they had to leave the lab before a tutor, the lab instructor, or the I.A. was free to work with them. In considering the budget for the 2016-2017 school year, the absolute bare bones number of tutor hours to run the lab would be 2160 tutor hours. This would allow for one tutor the first hour and the last hour the lab is open and two tutors the rest of the time. However, it would not include any money for training and it would mean that a great deal of the working tutors’ time would be spent on clerical duties rather than tutoring. Therefore, our preferred request is for 2864 tutor hours. This would allow for one tutor to open and close the lab, with a second tutor working as the lab gets busier in the morning and when it starts to taper off in the afternoon, and three tutors during the busiest part of the day. This would be sufficient to meet the needs of the more than 500 students per semester (on average) who visit the lab. Budget Tutor Hours Allocation Preferred Budget 2864 $28,640 Bare Bones Budget 2160 $21,600 Resource Requirements: The Language and Literature Reading Lab is requesting an increase in funding from $15,350 to $28,640, a total increase of $13,290.



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LEARNING SKILLS AND TUTORING CENTER Procedures: The Learning Skills and Tutoring Center (LSTC) works with individual students, faculty, and other tutoring programs. For individual students, the LSTC program offers a variety of services: individualized or small group peer tutoring, Beacon learning groups, study skills handouts, and online resources. In addition, the program’s curriculum includes two courses to help individual students with basic skills review and basic learning strategies: LTAT 92 (computer-assisted instruction in math, reading and language arts) and LTAT 300 (study strategies and personal management for success in all disciplines). The LSTC coordinators work with faculty when resources permit to tailor tutoring services for specific students or class needs. College Success Workshops regarding various study skills and college tours are presented by the LSTC coordinators and IAs. The LSTC staff also coordinates resources and services among the various college tutoring labs and programs. The LSTC staff oversees the comprehensive college tutoring budget and allocates funds to the programs, processes the employment forms and payroll for most tutoring programs, and convenes meetings to discuss issues related to college wide tutor coordination. The LSTC coordinators teach LTAT 310 and LTAT 311 through which tutors for all labs (except the writing tutors) are trained in general tutoring strategies. The coordinators also organize the annual tutor appreciation events. Since tutorial services are provided to SCC students in various departments and disciplines, the coordinators and staff of the LSTC interact with various departments in the College, such as EOPS, DSPS, and Student Disciplinary Office, as well as faculty in various disciplines. For example, coordinators provide workshops in classrooms upon the invitation of faculty, assist in working with at-risk students through the SARS Alert system, and offer Academic Integrity workshops for students with disciplinary referrals. During Spring 2015, the LSTC website was updated with information about online tutoring and included a Request for Tutoring form that could be submitted electronically. Unfortunately, the attempt to work with faculty teaching online basic skills math did not result in students requesting help. Online tutoring was then opened for other subjects. Four tutors and the IA were trained in the process and only three students scheduled sessions, with one a no show. Due to being short staffed (no clerks or IAs) for the first weeks of the Fall 2015 semester and to having a new faculty coordinator, it was determined that online tutoring would not receive the appropriate support to be offered at this time. Recruitment of tutors for online tutoring in various subjects will occur in the late Fall 2015 and training will be provided by the first week of the Spring 2016 semester. Although our tutors are required to take the LTAT 310 or LTAT 311 class to meet the Title 5 training requirement for tutors (see Appendix C), ongoing training is needed. An objective is to pilot two-hours of paid additional training per semester per tutor. These trainings would provide an orientation to the program as well as provide tutors an opportunity to discuss problems and needs and to review concepts from the tutor training courses. Furthermore, these trainings would help provide more consistent tutoring procedures throughout all of the SCC Tutoring Programs. With approximately 220 tutors college-wide, this could result in an additional 440 hours for the 2016-17 academic year. This estimate is included in the requested hours and funding below. Please note that although these extra hours are requested by the LSTC, the hours would include tutors in Beacon, Occupational Labs, as well as all of the other Tutoring centers/labs listed on pages 13-14 of this Program Plan.


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Tutoring provided Fall 2014, Spring 2015 & Summer 2015:

Term Students Tutored Hours Tutored Fall 2014 402 3,432.74 Spring 2015 399 3,519.17 Summer 2015 105 526.17 TOTAL 906 7,478.62

Resource Requirements: The Learning Skills and Tutoring Center tutors are funded with various funding sources, such as, General Funds, Student Equity, VTEA, etc. The Learning Skills and Tutoring Center is requesting an increase in funding in order to offset the second increase in minimum wage as well as to provide more tutoring hours, tutorial assistance in the summer, online tutoring, and further training for tutors. The LSTC is open 46 hours/ week. With an average of 4 tutors per open hour, the result would be 184 tutoring hours/week or 2,760 hours per semester (for 15 weeks). Summer tutoring would add an additional 64 tutoring hours/week or 512 tutoring hours for 8 weeks. The two additional two-hour trainings would add 660 hours for both semesters, resulting in a total of 6,692 tutoring hours (6,032 for tutoring + 660 for training). At $10/hr, funding needed is $66,920. LSTC Summer (6/2016 & 7-8/2017)

LSTC Fall LSTC Spring All Tutor Training TOTAL

512 2,760 2,760 660 6,692 hours Please note that the required Sexual Harassment Prevention tutor training is listed at the end of this section. Although this training would be required of tutors in all of the Tutoring Centers/Labs, none of the Centers/Labs have included this training in their budget requests. Thus, this funding need is listed separately.

Submitted by Loretta Richard MATH LAB / MATH DEPARTMENT Procedures: The Math Lab supports students who seek drop-in tutorial assistance in math and related subjects. It is open 6 days a week (62.5 hours/week) through finals except during summer session when it is open 4 days a week, for the first 8 weeks. The Math Lab houses a comprehensive collection of recent and current textbooks, solutions manuals and video lectures donated by publishers. Calculators are available for check-out to use in the Lab and campus classrooms and old edition materials are available for home-use on a restricted basis. Last year, the Math Lab employed 45 hired student tutors, 12 volunteers and 11 student clerks. 60% of students tutored last year were enrolled in basic skills classes (Intermediate Algebra and lower level classes). 56% of hours were attended by basic skills students.


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Math Class Labs: During 2014-15, Math Lab tutors and Math SIAs (see next item) supported students in the Math 27 self-paced lab classes and the lab portions of the Math 28 lecture classes.

Math SIAs: This program includes the college ESTEEM (Essential Support Teams for English, ESL and Math) program and the earlier BSI (Basic Skills Initiative) SIA program. For each class involved, a SIA (Student Instructional Assistant) works up to five hours a week in close touch with the instructor, tutoring in the classroom, fostering study groups by tutoring small groups out of the classroom, and/or prepping tutoring materials as needed. ESTEEM classes also include visits by classified staff who provide information about the campus not included in the curriculum.

Online Tutoring: Online tutoring in Math, introduced in the spring 2012 SIA program is the creation of Debbie Van Sickle. Together with a few of her SIAs, Debbie provides online tutoring on Sunday evenings to Algebra students. The tutoring happens via the CCCConfer website with the use of graphics tablets. Although the program has grown steadily over the years, it will need new IA (Instructional Assistant) funding and continued/augmented BSI or other funding to become more available to students.

2nd Chance Algebra and 2nd Chance Statistics have been offered each semester since fall 2010 and spring 2012 respectively. Both are intersession programs open to Math 100, 120 or Stat 300 students who during the previous semester, were passing until the final exam. Instructors refer students for focused support by faculty and student tutors. Participating students then have a chance to take a 2nd final exam on the last day of this five day program.

I’ve Got to Pass This Class! or Pass Class, which has been offered each semester since Spring 2013, was offered the last time in Fall 2014. Algebra students self-select for this program in which they receive tutorial support in weekly 2-hour sessions aimed at creating good study and test-taking skills. There has been difficulty finding enough tutors to support the program.

Math Pump was first introduced as Assessment Prep in Spring 2014 in order to support incoming Fall freshmen who had assessed at least two levels below their last math course. After reviewing Math with tutorial support during three Saturday meetings, students are allowed to re-assess in Math. Math Pump was offered in two subsequent semesters, Fall 2014 and Spring 2015.

Summer Success Academy is a transition program for incoming high school seniors who have taken the college assessment. It includes Math Boot Camp where the students receive support in preparing for their first college Math class. Students attend three days each week for five weeks in June-July. Although student tutors have not recently been part of the program, there is continued hope to include them in the future. Measures of Merit/Outcome Measures:

2nd Chance Programs Students Students that Passed Pass Rate %

Algebra Fall 2014 21 13 62% Spring 2015 29 9 31%

STAT Fall 2014 13 13 100% Spring 2015 12 10 83%

Math Pump Students Tutored Outcomes

Fall 2014 14 3 took the assessment, 2 jumped one

level and 1 stayed at the original level

Spring 2015 20 Unknown, most were high school students


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Tutoring Provided Basic Skills Initiative Funding

SIA/ESTEEM Classes Supported Total Classes

Supported Fall 2014 27 58 Spring 2015 31

Math 27 Students

Attending Hours

Attended Total Hours

Attended Fall 2014 249 9,360

17,268 Spring 2015 223 7,162 Summer 2015 24 746

Pass Class Students

Attending Hours Provided Level Supported

Fall 2014 n/a 16 (8 Fridays, 2 hr/day) MATH 100, 120

2nd Chance Algebra

Students Attending Hours Provided Level Supported

Fall 2014 21 20 (5 days, 4 hr/day) MATH 100, 120 Spring 2015 29 15-25 (5 days, 3hr/day)

Tutoring Program Plan Funding

Math Lab Students

Attending Hours

Attended Total Hours

Attended Fall 2014 1,360 22,993

47,415 Spring 2015 1,235 20,892 Summer 2015 324 3,530

Math Pump Students

Attending Hours Provided Level Supported

Fall 2014 n/a 12 (8 Fridays, 1.5

hr/day) MATH 370 & below Spring 2015 12 12 (4 days, 3hr/day)

2nd Chance Stat

Students Attending Hours Provided Level Supported

Fall 2014 13 12 (4 days, 3

hr/day) STAT 300 Spring 2015 12 12 (4 days, 3hr/day)

Tutor Hours Worked/Funded, 2014-2015 In 2014-15, $117,639 of funding supported 13,071 hours worked by tutors in Math Department tutoring programs. The funding came from the 4 sources shown below. In addition, volunteer tutors worked 233 hours. The pay rate was $9/hour, an increase from the previous year’s rate, $8.25/hour.

• Basic Skills Initiative funding ($33,066) supported 3,674 tutor hours worked in the SIA/ESTEEM program, Math 27/28 classes, Online Tutoring, Pass Class and 2nd Chance Algebra.

• Matriculation funding ($441) supported 46 tutor hours worked in the 2nd Chance Stat program. • Math Lab Summer allocation funding ($5,076) funding supported 564 hours worked in the Math

Lab.


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• Tutoring Program Plan funding ($84,573) supported 8,787 worked in the Math Lab and Math Pump.

Tutor Hours/Funding, 2015-2016 This year, $118,626 of funding is in place for Math Department tutoring programs from the 3 sources shown below. The pay rate is $9/hour during July-December and $10/hour during January-June. Total hours funded when shown are in part calculated based on the average tutor hours to be worked in the Math Lab.

• Basic Skills Initiative funding ($35,000) will support the tutors in the SIA/ESTEEM program, Math 27/28 classes, Online Tutoring, Pass Class and 2nd Chance Algebra.

• Math Lab Summer funding ($5,076) has supported 564 hours worked in the Math Lab. • Tutoring Program Plan funding ($78,550) will support approximately 8,240 tutor hours worked in

the Math Lab, Math Pump and 2nd Chance Stat.

Resource Requirements

• Institutionalizing funding currently provided through the Basic Skills Initiative remains a goal. 3,800 hours will support tutoring activities similar to this year with a rise in online tutoring.

• Math Lab Summer funding (564 hours) is assumed at this time. • Tutoring Program Plan funding, discussed below, will support tutoring activities in the Math Lab,

Math Pump and 2nd Chance Stat.

The ongoing hourly tutor pay rate increases, combined with the loss of funding through previous alternate sources has created a marked decrease this year in tutor support for students in the Math Lab. This year, the number of Math Lab tutors per hour is a new low, 3.84 which is negatively impacting students in the lab. The lab functions far better with an average of at least 4 tutors per hour as in recent previous years, although 5 is optimal.

In the past, the Math Department solicited funds for tutoring activities independently of the Tutoring Program Plan allocation. This practice stopped when the department was notified that future funding requests should be solicited through the Tutoring Program Plan. The Tutoring Program Plan now supports the Math Lab, 2nd Chance Stat and Math Pump tutoring activities.

The table below summarizes recent funding for Math Lab, 2nd Chance Stat and Math Pump.

Year Funding & Pay Rate Tutor Hours Funded Tutoring Activities

Total Prog Plan

Other Sources

Pay $/hour Total Prog

Plan Other

Sources 2C

Stat Math Pump Math Lab

2013-14 $71,404 $66,891 $4,513 $8.25 8,655 8,108 547 44 18 8,593 2014-15 $79,497 $79,083 $414 $9 8,833 8,787 46 46 20 8,767 2015-16 $78,550 $78,550 $0 $9-10 8,240 8,240 0 48 20 8,172

The table below reveals the decrease in tutor support in the Math Lab.

Year Funding & Pay Rate Annual Hours

2nd Chance Stat Math Pump

Math Lab Tutoring Tutor Hours Open Hours Tutors/Hour

2013-14 $71,404 $8.25/hour 8,655 62 8,593 2,110 4.07 2014-15 $79,497 $9/hour 8,833 66 8,767 2,114 4.15 2015-16 $78,550 $9-10/hour 8,240 68 8,172 2,130 3.84

Important goals with respect to the Tutoring Program Plan are to raise the number of tutors per hour in the Math Lab to at least 4.0, maintain funding for 2nd Chance Stat (48 hours) and Math Pump (20 hours), and introduce tutor training opportunities to address procedures particular to effective tutoring in the Math Lab. Approximately thirty tutors attending two one-hour meetings per semester would be


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sufficient (120 hours). In addition, there is continued interest to continue institutionalizing funds once available to the Math Lab for additional Statistics tutors. This will in part be accomplished by increasing the number of tutors per hour to 4.0.

In conclusion, the Math Department Tutoring Program Plan funding request for 2016-17 is 8,724 tutor hours or $87,240 (assuming the tutor pay rate, will not rise above $10 per hour).

Year Funding & Pay Rate Annual Hours

2nd C Stat, M Pump & Tutor Training

Math Lab Tutoring Tutor Hours Open Hours Tutors/Hour

2016-17 $87,240 $10/hour 8,724 188 8,536 2,134 4.00

Submitted by Cary Martensen, Math Lab Coordinator MUSIC Procedures: Tutoring is done through the Department Music Lab (PAC 108-109). Often the tutoring is done in our facility – lab, practice rooms, and more informal settings (hallway study carrels). Recently, one of our Beacon tutors has used a room provided in the LRC. We have tutors approved to work in the areas of music theory, piano, guitar, and MIDI (music software and keyboards). We do need tutors with specialties to serve multiple sections of theory, piano, guitar, MIDI, and occasionally, voice. Measures of Merit/Outcome Measures:




Spring 2014 32 319 Resource Requirements: In 2013-14, we went over our allocation, averaging about 17-18 hours per week. For the 2015-16 academic year, the Music Department requested $4,560 for 480 hours; however, the allocation was only $3,300, which averaged just over 10 hours of tutoring per week. Considering the variety of courses where tutorial assistance is needed and the increasing demand for tutorial help, the Music Department requests an increase in funding for the 2016-17 academic year to $4,800 for 480 hours, which would average 15 hours per week.

Submitted by Rob Knable OCCUPATIONAL LABS Procedures: Tutoring is offered in various locations throughout the College in Career & Technical Education courses, such as accounting, business, cosmetology, dental hygiene, fashion, flight technology/ATCAD, graphic communications, nutrition, and motorcycle maintenance.


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Spring 2015 92 1108 Resource Requirements: Occupational labs tutors may be funded with VTEA and/or General Funds. In addition, some tutors have been paid as Beacon tutors since these tutors usually work with groups of students. The Occupational Labs are requesting an increase in funding in order to increase the number of tutoring hours and to offset the increase in the minimum wage in January 2016. Thus, the Occupational Labs request $11,200 for 1,120 hours (7 tutors at 5 hrs/wk for 32 weeks).


PHOTOGRAPHY LAB Procedures: The Photography/Journalism Lab (located in STS 213, 212, 211, 207, 204, & 203) provides tutoring to students enrolled in various photographic and journalism publication courses. The lab is anticipating continued growth with the department’s relocation along with Journalism to the new student services building for the fall 2015 semester. With this merger, approximately 175 more students will need tutoring. This increased number of students along with the three new studios and the open lab that will enable students access 4 days per week from 8am to 5pm, will increase the need for tutors. Faculty use tutors to support instruction in the computer lab, on location and in studio areas with exercises, assignments and exams. The tutors support 48 different SLO’s every semester in the 12 different course sections. Measures of Merit/Outcome Measures: Recent surveys indicate that students prefer more access to photo studio and computer labs. 48% of all photography students indicated that they would like more time in the computer lab (outside of normal instruction) to complete their course work. 67% indicated they need more time in the photo studio to complete their course work (outside of normal instruction) also. 57% of all the students would prefer to have open access (8am-5pm) to complete their course work and build their portfolios. Tutoring provided Fall 2013 & Spring 2014:

Semester Students Tutored Hours Tutored Fall 2014 375 864 Spring 2015 375 864

Resource Requirements: The Photography Lab tutors are funded with General Funding and/or VTEA funding. The Photography program expects an increased need for tutors when we move into our new facilities with the Journalism department. Thus the Photography Lab requests an increase from $14,759


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to $30,080 to cover 3,008 tutoring hours.

Submitted by Paul Estabrook RISE Procedures: RISE serves the entire SCC student population by providing tutoring and homework assistance. The program relies heavily on basic skills reinforcement and strengthening in English, Math, Science, and other areas of General Education. We operate under a student-centered holistic approach. Students are able to make one hour appointments with our tutors or do drop-in sessions. Our tutoring staff is composed of a combination of SCC student tutors and CSUS student volunteers. Measures of Merit/Outcome Measures:



Semester Students tutored Hours tutored Fall 2014 445 2098 Spring 2015 501 1820

Resource Requirements: RISE tutors are funded through General Funds, SSSP, and Federal Work Study monies. Each and every year the student demand far exceeds the hours available. The RISE Program is requesting an increase from the 2015-16 allocation of $15.600 to $25,000.

Submitted by Valerie Moore

SCIENCE AND ALLIED HEALTH TUTORING CENTER (FORMERLY HOPE CENTER) Procedures: The Science and Allied Health Tutoring Center is a study skills center for students enrolled in Science and Allied Health courses. It is located in Lillard Hall, room 115. Academic support is provided to students in the form of tutoring for courses in Biology, Chemistry, Geology, the Physical Therapist Assistant Program, the Occupational Therapy Assistant (OTA) Program, the Vocational Nursing and Associate Degree Nursing Programs, and the Dental Assisting and Dental Hygiene Programs. During the Spring semesters, tutoring is increased due to the increase in OTA classes and in Dental Hygiene classes. The Center has tables for small group study, a resource library and four computers for student use. Among other duties, two instructional assistants schedule student tutors. Measures of Merit/Outcome Measures:

Number of students attending tutored Number of hours tutoring provided to students


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Tutoring provided Fall 2014 & Spring 2015: Semester Students Tutored Hours Tutored (includes Tutor & IA hours) Fall 2014 138 1330.56 Spring 2015 429 2274.63 Summer 2015 (5/18-6/30/15) 102 239.32

Resource Requirements: The Science and Allied Health Tutoring Center (SAHTC) employs two Instructional Assistants (IAs) and student tutors. However, the College continues to provide funding to support student tutors. The Division is currently funding two half-time IAs, one who focuses on Science tutors and the second who focuses on Allied Health tutors. The Science IA is being funding by funds from the Division while the Allied Health IA is paid through VTEA funds. The allocation for 2014-15 was 1,724.89 hours or $15,524.00. The SAHTC planned to hold its tutoring hours at 1,725 for FY 2015-16. However, due to the decrease in funding received for the overall Tutoring Program Plan, SAHTC only received funding for 1,700 hours. For the 2016-17 academic year, the SAHTC is requesting an increase in funding to account for the increase in student tutors’ rate of pay to $10 per hour as well as the increase in tutoring hours for the Dental programs. The SAHTC is requesting $19,500 for 1,950 tutoring hours.

Submitted by Jim Collins & Florentina Favela

VETERANS RESOURCE CENTER Procedures: The Veterans Resource Center (VRC) is located in the Student Center, Room 103. It is a program designed to help veterans and their dependents with homework, VA benefits and admissions. It also provides computer access, free printing services, appointments with a designated VA counselor for VA course planners, and a place to meet other veterans on campus. The Veteran’s Resource Center did not request funds for 2014-15 since the current location is not well suited for tutoring. The VRC requested tutoring funds for 2015-16 in anticipation of a new location. The VRC is currently being renovated and we expect this new space will be able to accommodate tutors for our veterans. We have found that Veterans are more likely to utilize tutoring services when the tutors are their peers. Many of our Veterans currently tutor one another in the VRC informally. In addition, we still encourage Veterans to use the tutorial services in the LRC along with the Writing Center and other labs on campus. We also post the calendar of Study Skills workshops and Writing Center workshops monthly. Measures of Merit/Outcome Measures:



Semester Students Tutored Hours Tutored Fall 2014 NA NA Spring 2015 NA NA


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Resource Requirements: The Veterans Resource Center requests $2,560 to cover 8 tutoring hours per week for 32 weeks (256 hours).

Submitted by Richard Yang

WEST SACRAMENTO CENTER West Sacramento Learning Resource Center The Learning Resource Center (LRC) offers support services for students who need tutorial assistance in Writing, Mathematics, Accounting, and Spanish, and also provides students with access to the West Sacramento Center’s Reserve Textbook collection. The center’s LRC opened in Fall 2014, and in the last year the center has seen a significant increase in the number of students successfully accessing our tutorial and library services. The LRC employs its student tutors through the Basic Skills Initiative (BSI) fund and is supplemented by assistance from several Instructional Assistants from the Writing Center on the main campus, as well as two Instructional Assistants for LRC operations and the Math Lab. The LRC also serves as a point of contact for students and faculty regarding the Essential Support Teams in English, ESL, and Mathematics (ESTEEM). The LRC utilizes OnTrack, which will allow us to gain an overview of how often and in what areas students use tutoring, and the LRC Instructional Assistant creates periodic and detailed reports on this data. The Writing Center also uses the SARS Grid scheduling software, so our IAs can easily check, confirm, or modify their appointments without having to consult a physical binder. The LRC Instructional Assistant also collects and reports data from student surveys to assess the effectiveness of LRC services. Several of our rooms can also double as group or quiet study areas when not in use by the tutors. Our open computer lab is located on the same floor as the LRC, so students can also complete online assignments or compose written work in an area that is easily accessible and conducive to study. Tutoring Provided in Fall 2014 & Spring 2015 Fall 2014 Tutor Hours Unique Students Total Visits

Accounting 82.75 14 52 Math Tutors 123 * * Math IA 277 43 174 Writing Center 266.5 48 203 Spring 2015 Tutor Hours Unique Students Total Visits Accounting** 75.25 2 2 Math Tutors 196.5 * * Math IA 528 96 454 Writing Center 359.5 63 224 Spanish Tutor 32.5 4 26


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*Math Tutor and Math IA visits combined in Math IA row. ** Spring 2015 Accounting Tutor doubled as a Math tutor due to low Accounting demand. Resource Requirements: In order to compensate for the minimum wage increases and the increase request for tutorial assistance, the West Sacramento Center requests an increase in funding to $7,000 in order to provide 700 tutoring hours.

Submitted by David Schrumpf WRITING CENTER Procedures: The Writing Center is located in LRC 144. The mission of the Writing Center is to help all SCC students to become more effective, confident and independent writers by providing assistance with writing in courses across the disciplines. In support of this mission, the Writing Center provides individual writing tutoring sessions for students, workshops for students, in-class tutors and group tutoring for basic skills writing students, consultations for faculty, and the opportunity for qualified students to gain paraprofessional experience as peer tutors. Writing Center tutors and instructional assistants help students with all aspects and stages of the writing process. These areas include how to interpret assignments, do prewriting and planning, develop a thesis statement, organize a paper, develop and organize paragraphs, use evidence to support an argument, and create effective introductions and conclusions. Tutors also help students learn how to proofread for grammar, syntax, and punctuation errors. The Center makes writing tutoring available in West Sacramento and Davis as well as on the main campus and also offers online tutoring sessions. Measures of Merit/Outcome Measures:

Student (tutee) satisfaction (See Writing Center Program Plan) Student perceptions of learning (See Writing Center Program Plan) Tutor perceptions of student learning and progress (See Writing Center Program Plan)

During the 2014-15 year, the Writing Center offered tutoring on the main campus, in West Sacramento, and in Davis. It also offered group workshops on the main campus and in West Sacramento. In addition to the writing tutoring and workshops, the Writing Center provided tutors for some sections of ENGW51 for faculty who wanted a tutor to assist them in the classroom. These tutors also conducted group tutoring sessions at the Writing Center. During the fall 2014 semester, the Writing Center began offering online tutoring as a pilot program. Student response was good. The Center conducted 146 sessions during the 2014-15 year, and the program should be expanded in order to meet student needs. For more details about Writing Center statistics, student learning and satisfaction surveys, and outcomes, see the Writing Center Program Plan. Tutoring provided Fall 2014 & Spring 2015 for the main campus:

Semester Students Tutored Number of Student Visits Track-It Hours Recorded Fall 2014 614 1,695 1,508 Spring 2015 553 1,686 1,855

Resource Requirements: The Writing Center is requesting 3,585 hours of tutoring for next year. This is 379 hours fewer than what the Writing Center requested last year. This number of hours equals an


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allocation of $35,850. This is $1,260 more than its current allocation because of the minimum wage increase.

Submitted by Susan Griffin

SEXUAL HARASSMENT PREVENTION TUTOR Training (Required) A new requirement of tutors is Sexual Harassment training, which results in additional funding to meet this paid training. At approximately 220 tutors for the full academic year (July 1, 2016 - June 30, 2017), this funding amount would total $2,200 (220 tutors X $10/hr).



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APPENDIX C

BARCLAYS OFFICIAL CALIFORNIA CODE OF REGULATIONS TITLE 5. EDUCATION

DIVISION 6. CALIFORNIA COMMUNITY COLLEGES CHAPTER 9. FISCAL SUPPORT

SUBCHAPTER 2. LIMITATIONS ON STATE AID ARTICLE 5. OTHER LIMITATIONS

This database is current through 8/28/09 Register 2009, No. 35

§ 58170. Apportionment for Tutoring. Apportionment may be claimed for individual student tutoring only if all the following conditions are met: (a) The individual student tutoring is conducted through a designated learning center. (b) The designated learning center is supervised by a person who meets the minimum qualifications prescribed by section 53415. (c) All tutors successfully complete instruction in tutoring methods and the use of appropriate written and mediated instructional materials, including supervised practice tutoring. This requirement may be waived by the chief instructional or student services officer on the basis of advanced degrees or equivalent training. Academic credit and apportionment for coursework in tutoring methods for purposes of this section shall be limited to two semester or three quarter units of credit, or 96 noncredit hours. All tutors shall be approved by a faculty member from the discipline or disciplines in which the student will tutor. (d) All students receiving individual tutoring have enrolled in a noncredit course carrying Taxonomy of Programs number 4930.09, which is entitled "Supervised Tutoring." (e) Students enroll in the Supervised Tutoring course, through registration procedures established pursuant to section 58108, after referral by a counselor or an instructor on the basis of an identified learning need. (f) An attendance accounting method is established which accurately and rigorously monitors positive attendance. (g) Student tutors may be remunerated but may not be granted academic credit for tutoring beyond that stipulated in (c) above. (h) The district shall not claim state apportionment for tutoring services for which it is being paid from state categorical funds.


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APPENDIX D Advanced Technology Design Lab Usage Statistics - Fall 2011-Spring 2015

Fall 2011 Spring 2012 Fall 2012 Spring 2013 Fall 2013 Spring 2014 Total Student Hours 14515.45 13274.49 11742.63 13454.59 14617.67 12984.58 16418.44 15263.45 GCOM 11313.03 10270.86 9431.82 10507.40 12484.36 11002.18 14092.55 11625.87 EDT 1431.70 1157.56 1258.98 1350.16 798.03 737.66 972.61 1563.78 HSER (Not GCOM or EDT) 1397.17 1246.50 680.96 999.97 998.71 1244.74 1353.28 2073.80 Non-Academic 473.55 599.56 370.88 597.05 336.57 All but Non-Academic 14041.90 12674.92 11371.76 12857.53 14281.10 12984.58 16418.44 15263.45

Transactions 7276 6789 6270 6699 7205 6355 7538 7562

GCOM 5315 6336 EDT 366 466 Other 674 736

Duplicated Head Count 680 628 547 570 615 506 543 566

GCOM 415 399 407 465 393 419 422 EDT 99 68 65 60 48 60 72 Other 114 80 98 90 65 64 72

Unduplicated Head Count 460 444 389 417 425 367 372 401

GCOM 325 291 289 297 315 270 280 292 EDT 63 74 52 53 48 35 36 42 Other 72 79 48 67 62 62 59 67

Days Open 95 96 96 95 95 96 96 97 Average Student Hours per Day 152.79 138.28 122.32 141.63 153.87 135.26 171.03 157.36 Hours Open 1002 999 1001 986 995 999 1008 999 Average Students per Hour 14.49 13.29 11.73 13.65 14.69 13.00 16.29 15.28

GCOM 11.29 10.28 9.42 10.66 12.55 11.01 13.98 11.64 EDT 1.43 1.16 1.26 1.37 0.80 0.74 0.96 1.57 Other 1.87 1.85 1.05 1.62 1.34 1.25 1.34 2.08

Average Hours per Student 31.56 29.90 30.19 32.27 34.39 35.38 44.14 38.06 GCOM 34.81 35.30 32.64 35.38 39.63 40.75 50.33 39.81 EDT 22.73 15.64 24.21 25.47 16.63 21.08 27.02 37.23 Other 25.98 23.37 21.91 23.84 21.54 20.08 22.94 30.95


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APPENDIX E

Today's Visit Waiting TimeQuality of service

overall Front CounterQuality of service

overallExtent of needs Met Comments

LRC

Calculus Hw problems 0 min Excellent Excellent Completely

Great set of tutors, Easy to understand the problem and solution the its taught. Having two tutors allowed people to not crowed around one tutor. Overall-Great.

Math Help 1 min Excellent Excellent Completely None

Math Help 0 min Excellent Excellent CompletelyEnjoy coming in and getting math help.

Wait time is very minimal, I get a lot accomplished on my visits!

Math Help 0 min Excellent Excellent CompletelyI love the fact that the school offers free tutoring. I will use this service every year

in attendance.

Math was cancelled and I needed tutoring

0 min Excellent Excellent Completely

Matt is really good teacher he showed me how to do my problems with the

simplest routine. I am grateful there are extra services here on campus. It makes

my life easier. :)Needed info and Borrow

book0 min Excellent Excellent Completely

David is very helpful and friendly I am thankful for the extra services

Math tutor 0 min Excellent Excellent Completely Clerk was nice and matt is very goodBook check out 0 min Excellent Excellent Completely

Rent Book 0 min Excellent Excellent Completely Great info, very friendly

To rent a clicker zero min Excellent Excellent CompletelyService was excellent!! Keep up the good

work.

I Clicker 0 min Excellent Excellent Completely

I love how accomidating this area is. David is very helpful. He anwsered all of my questions with a smile. That is great customer service. Amazing! Amazing!

Amazing!Math Book 1 min Excellent Excellent Completely I like the LRC!Math Book 1 min Excellent Excellent Completely

Book check out 0 min Excellent Excellent CompletelyTutor Question 0 min Excellent Excellent Completely

n/a 1 min Excellent Excellent CompletelyLRC 1 min Excellent Excellent Completely Nice place

Check out Book 3 min Excellent Excellent Mostly Was a great experienceHelp with Beg. Algebra 0 min Excellent Excellent Completely

West Sacramento Center Feedback Responses


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APPENDIX F Tutoring Program Plan 2013-14 Resource Requirements

Tutoring Labs Full Implementation of Program Same Funding as 2012-13 Minimal Program

# Hours Allocation # Hours Allocation # Hours Allocation Academic Computing 3,528 $29,106 3,528 29,106 3,528 29,106 Design Lab 1,997 16,475 1,997 16,475 1,997 16,475 Athletic Study Skills** 768 6,336 800 6,600 800 6,600 Beacon 3,919 32,328 3,919 32,328 3,919 32,328 Business Division Open Computer* 4,144 34,188 1,884 15,542 2,608 21,516 Business Student* 1,112 9,174 1,055 8,705 1,055 8,705 Davis Center* 900 7,425 727 6,000 727 6,000 HOPE Center* 1,736 14,322 1,330 10,973 1,736 14,322 L&L Computer Lab 1,130 9,325 1,130 9,325 1,064 8,778 L&L ESL Lab* 2,550 21,037 1846 15,232 1,955 16,128 L&L Reading Lab* 1,792 14,784 1,507 12,433 1,484 $12,243 Learning Skills and Tutoring 4,861 40,100 4,861 40,100 4,861 40,100 Math* 8,350 68,888 8,066 66,548 8,350 68,888 Music 377 3,108 377 3,108 377 3,108 Occupational 726 5,990 726 5,990 726 5,990 Photography Lab* 2,430 20,047 1,432 11,812 1,440 11,880 Veteran’s Center 348 2,875 348 2875 348 2875 West Sacramento Center 727 6,000 727 6,000 727 6,000 Writing Center* 4,100 33,825 3,579 29,530 3,579 29,530 Unallocated 0 0 410 3,379 New Request 0 0 0 0 RISE 521 4,300 0 0 521 4,300 TOTAL needed from all funding sources - VTEA, Student Help, Project grant 041X revenue augmentation funding, and Program Plan

46,016

$379,633.00

40,249

$332,061.00

41,802

$344,872.00

2013-14 Program Plan Amounts

$257,098.00

$290,526.00

$222,337.00

Total from other funding sources

$122,535.00

$122,535.00

$122,535.00

*requesting an increase in funding – see Appendix C for full information **requesting a decrease in funding – see Appendix C for full information

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