or evidence that demonstrates the progress.
1. The Extended Opportunities Programs and Services (EOPS) and Cooperative Agencies Resources for Education (CARE) programs serve to enhance the success of underrepresented students
experiencing language, social, economic and educational disadvantages. The EOPS/CARE programs assist in the educational development of students, by providing “Over and Above” educational opportunities and support services. Supports:
•
College Goals of Student Success•
Educational Master Plan (EMP)o Core Principle 2 – College Culture o Core Principle 7 – Student Access o Core Principle 8 – Student Success
•
Strategic Plan (SP)o Institutional Goal 1
1.1 -Counseling Services, Workshops
Vouchers, Cafeteria Vouchers, Computer Labs, Printing, Copying, and Faxing.
1.5 -Over and above one on one tutoring, and priority registration
2. EOPS/CARE staff regularly present information on Cuesta College’s programs at numerous high schools, career fairs, ESL orientations, community fairs and internal college activities. Supports:
•
Educational Master Plan (EMP)o Core Principle 2- College Culture o Core Principle 7-Student Success o Core Principle 8-student Success
•
Strategic Plan (SP)o
Institutional Goal 22.1-2.2- Outreach, Campus Tours, and Presentations
o
Institutional Goal 3Active participation in campus committees- Cultural Diversity and Student Equity, Latina Leadership Task Force, Financial Aid, Student Success, Student Incident Response Team, Cabinet, Institutional Effectiveness Committee, Institutional Program Planning & Review, and Professional Development. 3. EOPS/CARE programs work together toward the common goal of serving students and to respond effectively to the personal academic and professional needs of our community. Supports:
•
Educational Master Plan (EMP)o
Core Principle 2- College Cultureo
Core Principle 7- Student Accesso
Core Principle 8- Student Success•
Strategic Plan (SP)o
Institutional Goal 24. The EOPS North County office hours have been increased in order to provide more student access and success. The EOPS designated counselor also provides outreach services for students at the South County Center.
• Educational Master Plan (EMP)
o
Core Principle 7 Student Accesso
Core Principle 8 Student SuccessIII. Program Progress towards Program-Level Objectives: Identify the progress that your program has made, within the past year, towards achieving program-specific objectives that were identified in your program’s most recent Comprehensive Program Planning and Review document and provide data or evidence that demonstrates the progress.
The previous CPPR did not include program specific objectives.
Although there were staffing changes due to a campus restructure, the EOPS/CARE staff will continue to provide quality student support. EOPS/CARE staff request reallocated funds each year on the Mid-Year Report to the Chancellor’s office in hopes to provide additional funding for over and above services to students. The Associated Students of Cuesta College, ASCC, granted
for $9,000 from PG&E to provide books for the EOPS Lending Library.
In support of the College’s goals to align programs to meet Institutional Goals, Accreditation Standards, Educational Master Plan and Strategic Goals, EOPS/CARE created more interface with College programs such as; Disabled Student Services, Workforce Development, Financial Aid, Counseling, Admissions and Records, and ESL. Emphasis on supporting access and success continues in the EOPS/CARE programs. Support on the San Luis Obispo and North County
campuses with a Computer supported office environment is greatly appreciated by the students. IV. Institutional Measurements/Data: Analyze the institutional, program and site specific
measurements (data and evidence) that are most relevant to your current program status. EOPS Program Achievements
• 179 out of 206 EOPS/CARE students utilized priority registration for Fall 2012,131 at the SLO campus and 48 at the NC campus.
• 9 EOPS/CARE students transferred to California State Universities, 8 were from the SLO campus and 1 from the NC campus.
• 17 EOPS students graduated with an AA/AS degree, 13 from the SLO campus and 4 from the NC campus.
• 24 former EOPS students also achieved an AA/AS degree, 20 from the SLO campus and 4 from the NC campus.
• 12 EOPS students were awarded Certificates of Proficiency, 9 at the SLO campus and 3 at the NC campus.
• 39 EOPS students received academic scholarships, 29 in SLO and 10 at the NC campus. • In Fall 2012 EOPS hosted 4 student retention workshops 2 at the SLO campus and 2 at
the NC campus
• Progress reports were implemented for each EOPS student in order to monitor academic progress.
• 19 EOPS students are active members of Alpha Gamma Sigma, the campus honor society, 16 in SLO and 3 at the NCC. EOPS pays for the membership fees for each student.
• 38 students at the SLO campus and 13 students from the NC campus achieved between a 3.0-3.9 GPA, while 12 students at the San Luis Obispo campus and 6 at the NC campus received a 4.0 GPA.
• Two EOPS/CARE students were chosen to receive $500 scholarships from the South Bay Women’s Network.
• EOPS/CARE office hours were increased at the NC campus site with an additional 4 days per month.
• EOPS/CARE staff members volunteered for various campus workshops/events.,4 students that attended the Connect@Cuesta event are now current EOPS students and are now receiving services.
Documentation of student achievements can be found kept in the EOPS/CARE office at the SLO campus.
V. Program Outcomes Assessment and Improvements: • Attach an assessment cycle calendar for your program.
• Summarize recent assessment efforts and assessment methods within the program (You may attach recent program-level CPAS in lieu of this narrative).
• Briefly summarize program improvements or changes that have been implemented since the last APPW or CPPR. (You may attach recent program-level CPAS in lieu of this narrative). • Identify and describe any budget requests that are related to student learning outcomes
assessment results or institutional/programmatic objectives.
Dialog between EOPS staff focused on revising assessment methods and analysis of two of the four student learning outcomes. SLO #1 and SLO #3.
Outcome (SLO) #1 projected that 90% of EOPS/CARE students participating in the program orientations would have a “working knowledge” of the program’s requirements and philosophy. Staff felt that the current assessment method was not manageable, in that 90% of the population was an unrealistic expectation. Staff agree that in the Fall 2013, a new alternate assessment
method, a pre/post orientation survey will be implemented. This new method should assist staff to better analyze the student’s ability to demonstrate their knowledge of the programs requirements and philosophies, as measured by a score of 75% or better on a post orientation survey.
The second Student Learning Outcomes (SLO) intended to measure how students would be able to articulate their career pathways after their first year of participation in the program. The
EOPS/CARE programs mandate that all participating students meet with an EOPS counselor to develop or revise their Student Educational Plan (SEP). This supports the second Student Learning Outcome (SLO) of assisting students to better identify their individual educational pathway. All EOPS/CARE students have current Student Educational Plans by the end of the semester. Since financial aid requirements are becoming stricter, EOPS/CARE students are now required to choose an approved major in order to receive financial aid funds. SLO #2 will be routinely reviewed and assessed and results will be noted.
In Fall 2012 a total of 206 EOPS students were served, 147 at the SLO campus and 59 at the NC campus. At the SLO campus 106 student students or 72% made their first contact before the time allotted. At the NC campus 48 or 81% of participating EOPS students made their first counseling contact within the scheduled time frame allotted by the EOPS/CARE staff. This addresses the third of the 2012-1013 Student Learning Outcomes (SLO) which states, 95% of the EOPS/CARE students will make their first counseling contact within the scheduled time frame allotted by the EOPS/CARE staff. Spring 2013 data is not yet available. Even though there are less counseling hours available at the NC campus, EOPS/CARE students seem to be utilizing walk-in counseling hours at a much higher rate than SLO students. EOPS staff will continue to asses and evaluate the counseling staffing and hours and are working towards getting students scheduled in a timely manner. The fourth Student Learning Outcome (SLO) for 2012-2013 states that 75% of returning EOPS students will utilize their priority registration status. In Fall 2012, 65% of EOPS students utilized their priority, a 10% increase from Fall 2011. Registration for Spring 2013 showed an increase with 88%, of the EOPS student population utilizing their priority status. This is a 29% increase over Spring 2012. Staff feels with the steady increase in students taking advantage of their priority they are happy with the student achievement. Staff will continue to monitor priority registration numbers.
Create a short narrative describing the following development forecasting elements, indicating how they support efforts to achieve program outcomes and/or institutional goals and objectives (where applicable):
• New or modified action steps for achieving Institutional Goals and Objectives • New or modified action steps for achieving program outcomes
• Anticipated changes in curriculum and scheduling • Levels or delivery of support services
• Facilities changes • Staffing projections
• Strategies for responding to the predicted budget and FTES target for the next academic year The EOPS/CARE programs are likely to face more fiscal challenges. Fiscal reductions have resulted in suspension of some program services. Services affected are; gas vouchers, meal vouchers, and bus passes. It will remain imperative that categorical funds do not continue to decline.
EOPS/CARE will make required adjustments to the programs depending on the degree of funding. Further reductions will impact services and the number of students served.
General Fund support is fiscally required along with consistent categorical funding for EOPS to
remain successful. Staff is down to 3 categorical staff, three counselors working varied days and hours to equal 1.1 FTE staff. Growth in the EOPS program counselor must have a proportionate increase in funding. The EOPS/CARE program in 2012-2013 has a part-time director and a full-time coordinator. As both categorical and general fund apportionment develop for the coming year, it is possible that the EOPS/CARE program could experience a reduction in staff, service hours, and funded students.
Maintaining and increasing funding during a period when state funding outlook is not positive is essential to the on-going success of the EOPS/CARE programs. The EOPS/CARE programs have already adjusted to the reduction in services, since the mission of EOPS/CARE is to provide access and success to the most fiscally and socioeconomically at-risk students, reduction in the budget will hurt these programs.
No facility changes are requested in this IPPR/APPW cycle year.
EOPS/CARE will continue to align its program goals and outcomes with the college goals and objectives, as stated in the Educational Master Plan and Strategic Plan. The program outcomes will be aligned in support of the requirement within accreditation and student services.
UNITPLAN
Unit: EOPS/CARE Cluster: Student Services Planning Year: 2013-2014
NARRATIVE: UNIT PLAN
EOPS funds were distributed in accordance with the Project Plan that is submitted yearly to the Chancellor’s office. The EOPS/CARE categorical program funding remains stable, and looks positive for the AY 2013-2014. The District continues to fund over the required District match. The stability in categorical funding has allowed staff to initiate services that were once discontinued or reduced. Staff was able to provide gas cards, meal vouchers, and bus passes to the neediest of the EOPS/CARE student population. We anticipate an increase in the EOPS Book Voucher/Grant, which is currently $200 per student.
The EOPS/CARE program will remain under the direction of the Dean of Student Services. The program has a part-time director, full-time coordinator, a retention/recruitment specialist, a clerical assistant, .75 counselor at the SLO campus and two part-time counselors at the NC campus. No new faculty or classified staffing changes are anticipated. Although more counseling hours are needed at each site and noted in the Unit Plan.
We are fortunate to have office space on the SLO and NC campuses that currently meets our needs. The computer located in the EOPS office at the NC campus is outdated and needs to be replaced, along with two staff computers at the SLO campus. Technology requests would be funded thru categorical funding.