College Action Project Worksheet UPDATE DUE: September 1, 2012 CAP # 2.1.1
Directions: UPDATE this worksheet (electronic) for each College Action Project. Email to Donna at [email protected]
1. Give a short identifying title (under 10 words) to this Action Project. (NOTE: Consider changing the title to directly relate to student success)
College Success Program to increase the persistence, completion, and transfer rates of developmental students.
2. Champion: Cindy Martin
3. CAP Team Members: Domingo Hernandez-Gomez, John Cowles, Linda Spoelman, Dave Anderson, Jody Graves, Paul Herdegen, Yumi Watanabe, Bruce Morrison, Lisa Dopke
4. Describe the purpose of this project including a description of the associated activities. (100 words or fewer)
The College Success Program (CSP) is a comprehensive assessment, advising, and targeted intervention program for developmental students. The intent of this program is to provide more precise course placements, customized student support services, increased student monitoring and tracking, and aggressive and timely interventions, all to improve the chances that developmental students will succeed and persist to completion.
Three student cohort groups will be phased in between 2011 - 2016: Cohort I (high test score ranges); Cohort 2 (FTIACs-to-Second Year); and Cohort 3 (TBD). Each cohort will have a set of customized intervention options available.
SLT – July 2012 5. Describe the goals of this Action Project (in 100 words or fewer)
The following objectives will be measured and tracked over five years. Table 1. presents target goals for 2012-2013 school year.
Table 1. Program Objectives: 2012 - 2013 Program Objectives 2012-2013 Target By 2016, increase the Fall-to-Fall persistence rates of new, full-time, degree- and certificate- Increase to 51% seeking developmental students from 50% to 57%. By 2016, increase the number of new, full-time degree and certificate seeking developmental Increase to 0% students who graduate within three years or transfer to a four year college from 11% to 15%. By 2016, increase the number of new, full-time degree and certificate seeking developmental Increase to 59% students who receive a grade of “C” or better in developmental courses from 58% to 63%. By 2016, increase the number of new, full-time degree and certificate seeking developmental Increase to 0% students who receive a grade of “C” or better in gateway courses from 59% to 64%. By 2016, increase the number of new, full-time degree and certificate seeking developmental Increase to 0% students who complete 15+ college-level credit hours from 60% to 65%. By 2016, increase the number of new, full-time degree and certificate seeking developmental Increase to 0% students who complete 30+ college-level credit hours from 40% to 45%. By 2016, increase the number of new, full-time degree and certificate students with two or Increase to 10% more developmental course placements who have an College Success Plan from 0% to 80% of total AFP students. By 2016, 95% of new, full-time degree and certificate seeking students with two or more Increase to 30% developmental course placements will use one or more student support services intervention strategies. By 2016, increase the number of counseling and learning specialist faculty/staff who work Increase to 25% with developmental students who meet the training objectives for implementing an expanded assessment and advising model from 0% to 100%. By 2016, increase the number of developmental counselors and staff who will use Increase to 40% disaggregated and longitudinal student data for monitoring and tracking student persistence and graduation from 0% to 100%. By 2016, increase the number of new, full-time degree and certificate seeking developmental Increase to students who use self-service applications for academic and personal support from 0% to 10% 80%.
SLT – July 2012 6. Attach summaries of data collected to date. Table 2. reports outcomes from the Summer 2012 Fast Track program, the first intervention of the College Success Program.
Table 2. Summer Fast-Track Intervention Results, 2012 Overall Results of Summer 2012 Program Subject Total Completed Passed Success Attendance Recruited Rate Rate English 83 68 45 66.1% 93.4% Reading 30 23 18 78.2% 93.6% Math 60 50 36 72% 94.2% Total 173 141 99 70.2% 93.7% Session I, June 11 to June 28, 2012 Subject Total Completed Passed Success Attendance Class Recruited Rate Rate Schedule English 20 17 15 88.2% 96.6% Afternoon (2-5:30 pm) Reading 13 12 8 66.6% 97.3% Evening (6-9:30 pm) Math 15 12 8 66.6% 96.8% Morning (9-12:30 am) Total 48 41 31 75.6% 96.9% Session II, July 09 to July 26, 2012 Subject Total Completed Passed Success Attendance Class Recruited Rate Rate Schedule English 2.1 22 21 12 57.1% 93.7% Morning (9-12:30 am) English 2.2 19 16 10 62.5% 90.6% Afternoon (2-5:30 pm) Math 25 21 17 80.9% 94% Evening (6-9:30 pm) Total 66 58 39 67.2% 92.7% Session III, July 30 to August 16, 2012 Subject Total Completed Passed Success Attendance Class Recruited Rate Rate Schedule English 22 14 8 57.1% 92.2% Evening (6-9:30 pm) Reading 17 11 10 90.9% 89.5% Morning (9-12:30 am) Math * 20 17 11 64.7% 91.2% Morning (9-12:30 am) Total 59 42 29 69% 90.9%
** Includes 12 MA 097 students (arithmetic score). SLT – July 2012 What is this data telling us? The first session of Fast-Track was not as successful in recruiting students. This may be due to the fact that some high school students were still in school. There was a wide-spread preference for morning classes, however the morning session had a slighter attendance rate compared to the evening sessions. Due the low number of potential candidates in the pool for Reading, we did not offer Reading for Session II. We offered one more session of English instead, since we had a larger pool. It is important to mention that Reading is not a required course for AFP students, which made Fast Tracks less appealing. Due to the low number of potential candidates in the pool for Math, we combined MA 097 and MA 098 for Session III. Session III had the lowest completion rate; in fact, English had the highest drop rate at 36% of all subjects. It is also important to mention that we had more student commitment and behavior issues in session III compared to sessions I and II. The average attendance rate for all three sessions was 93.7%. We believe this encouraging number is due to the following factors: a clear structured intake process; constant and consistent communication among coaches and instructors; intense follow up with students by coaches; classroom visits; and non-academic student support. The majority of students that did not complete were “No Shows.” The most cited reasons for students that did not show for session or could not start Fast-Track were work related and caring for a family member (including child care). Those students who completed showed persistence throughout this intensive three-and-a-half hour session every day for three weeks. Both Math and Reading sessions had higher success rates than English. It important to note that both subjects were delivered through a computer-based program and supported by an instructor and an assistant. The overall completion rate was 81.5% (enrolled vs. completed), which is significant for developmental education students. The overall success rate of those that completed was 70.2%.
7. What additional resources will be required to develop and/or sustain the project? The Adult and Developmental Education general fund budget was increased for 2012-2013, to reflect new costs due to department growth (Associate Director, ESP and Coaches and Title III operations).
A Title III-specific Five-Year Budget Projection (Table 3.) was also developed, which reflects new costs to the college from 2012-2016 (See Table 2).
SLT – July 2012 Table 3. Title III Five-Year Budget Projection
Category 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 Five-Year Total 2016-2017 ROI Personnel Grant College Grant College Grant College Grant College Grant College Grant College College Associate Director 67,559 0 104,424 0 107,782 0 111,257 0 114,854 0 505,876 0 Data Warehouse Architect 56,998 0 104,424 0 107,782 0 83,442 27,815 57,427 57,427 410,073 85,242 Lead Learning Coach 19,800 0 0 49,140 0 49,140 0 49,140 0 49,140 19,800 196,560 Learning Coach 1 19,800 0 42,147 0 42,147 0 42,147 0 42,147 0 188,388 0 Learning Coach 2 19,800 0 42,147 0 42,147 0 42,147 0 42,147 0 188,388 0 Learning Coach 3 0 0 0 42,147 0 42,147 0 42,147 0 42,147 0 168,588 Learning Coach 4 0 0 0 0 0 42,147 0 42,147 0 42,147 0 126,441 Learning Coach 5 0 0 0 0 0 0 42,147 0 42,147 0 84,294 Learning Coach 6 0 0 0 0 0 0 42,147 0 42,147 0 84,294 Staff for Title III Interventions 20,000 0 35,000 63,623 40,000 58,623 10,000 88,623 15,000 83,623 120,000 294,492 Total Personnel 203,957 0 328,142 154,910 339,858 192,057 331,140 292,019 313,722 316,631 1,516,819 955,617
Travel Total Travel-T3 Conference- 2,684 0 2,684 0 2,684 0 2,684 0 2,684 0 13,420 0
Supplies Total Supplies - Assessments/Fast-Track Operations - 6,000 0 6,000 6,000 7,000 6,000 12,000 6,000 15,000 6,000 46,000 24,000
Contractual Total Contractual- Consultants - 18,000 0 18,000 0 18,000 0 18,000 0 18,000 0 90,000 0
Other Total Other - Data Warehouse Software 163,744 0 39,670 0 27,780 0 27,780 0 27,780 0 286,754 0 Total Non-Personnel 190,428 0 66,354 0 55,464 0 60,464 0 63,464 0 436,174 0
Total Project Cost 394,385 0 394,496 160,910 395,322 198,057 391,604 298,019 377,186 322,631 1,952,993 979,617
Original Budget 398,968 399,838 397,543 393,278 382,728 1,972,355 Projected Return on Investment 132,958 305,124 531,298 813,565
Highlighted figures represent program costs not indicated in Grant budget. College contribution in red text. Return on Investment (ROI) in green text
8. Will this project require any additional budget dollars for the 2012-2013 academic year that have not already been secured? __ NO _XX__ Yes
If yes, please describe briefly:
The Department of Adult and Developmental Education will be submitting a 2013 – 2014 budget request for $64,623 to cover costs for Year Three of the College Success Program. (See Table 3). SLT – July 2012 9. Is this project dependent on or related to any other college action project? (Please explain) Not directly.
10. Project Worksheet and Timeline (Table to include both work already accomplished and work scheduled). For 2011-2012 School year
Task Assigned to: Date Due Actions to Date Work Accomplished Date Completed Title III award received; post- Martin, Larsen, 10/2011 Post-grants meeting held; budget and account 10/2011 grants meeting completed; Holyfield numbers established; conference call with budget established, Title III External Evaluator/Title III consultant Team established Establish and implement Martin, Title III Team 12/2011 Initial meetings complete; further planning to 10/2011 College Success Program continue after Associate Director in place operating processes and procedures Hire Associate Director Title Martin, Cowles, Search 1/2012 Job description/PAF complete 2/2012 III Team Search Team selected Search process begun Hire Data Warehouse Kevin O’Halla 1/2012 Job description/PAF/search in progress 3/2012 Architect and Search Team Acquire and install Kevin O’Halla 1/2012 All preliminary meetings/price 4/2012 Blackboard Analytics data negotiations/purchasing issues completed. warehouse Develop and implement Anderson, Morrison, 4/2012 Planning discussions held Ongoing student monitoring and Martin, Cowles, Emily tracking system Nisley, Spoelman Hernandez
Develop and implement Kevin O’Halla, 4/2012 Initial discussions completed. 5/2012 training program for data Anderson, Martin, warehouse Graves, Herdegen, Hernandez Develop and implement Cowles, Nisley, Burt, 4/2012 Models collected for review. Ongoing Student Success Plan model Spoelman Student Success Plan completed, not in Degree
SLT – July 2012 Task Assigned to: Date Due Actions to Date Work Accomplished Date Completed within DegreeWorks Works yet Develop and implement Nisley, Spoelman, 3/2012 Team meetings on-going; 4/2012 comprehensive student Hernandez, Cook, Affective and personal inventories under review; assessment model Schuller, Cowles, Student cohort profiles and assessment data Cooper, Goff, under review; Chapman, Watanabe Interventions under review Develop and implement Burt, Nisely, Spoelman, 4/2012 Team meetings ongoing; 4/2012 College Success Coach Model Hernandez Students profiles under review; Scholarship and case studies reviewed; College benchmarking trip completed; Inventory of campus supports and community services completed; Coach models under review Implement accelerated ALEKS Martin, Watanabe, 9/2012 ALEKS piloted in developmental math; five course 8/2012 Math classrooms for Title III Cowles, sections offered Fall 2011; data collected and Student Cohort I (high test Hernandez analyzed score students) Offer accelerated FAST TRACK Martin, Watanabe, 7/2012 FAST TRACK Math model completed 8/2012 Math, English and Reading Cowles Hernandez
11. Project Worksheet and Timeline (Table to include both work already accomplished and work scheduled). For 2012-2013 School year
Task Assigned to: Date Due Actions to Date Work Date Completed Provide Data Warehouse Anderson, Graves, 04-2013 There is an ongoing conversation and college-wide training for end- Herdegen, Hernandez coordination of activities about Data Warehouse users training. The second round of training will take place on September 12th and 13th Develop Coach intake process Martin, Cowles, 12-2012 There has been one meeting to discuss possible and implement Student Watanabe, Hernandez options for process and ideas for cohort 2 criteria Profile II (Cohort 2) Nisley, Burt
SLT – July 2012 Task Assigned to: Date Due Actions to Date Work Date Completed Develop and implement an Burt, Nisley, Watanabe, 01-2013 In progress. First meeting is to be scheduled by Intake or Barrier’s check list Hernandez, Bossick, the end of September for Cohort 2 students Laycock, Bailey Develop intervention Cowles, Martin, 12-2012 In progress. Meeting to be scheduled curriculum for Cohort 2 Spoelman, Hernandez, students Watanabe, Phifer, Bossick Design the College Success Hernandez, Bossick It has been ongoing. Research of resources are Center’s web page with underway as well as design of web page. pathway materials for students Implement workshops for Nisley, Laycock, Bossick 04-2013 We have had conversations for process delivery Cohort 1 Bailey, Hernandez and coordination. Ongoing
Provide access and training to Multiple Dept. 11-2012 Ongoing activity. Access and trainings are being Title III staff to the multiple In the college scheduled database systems in the college Implement Fall 2012 Fast- Watanabe, Hernandez 11-2012 We have had one meeting to finalize logistic Track for cohort 1 students Nisley, Burt, Bossick, details. It is ongoing, making very good progress. (Winter students) Laycock, Bailey Recruit, assess, and provide Nisley, Burt, Hernandez 05-2013 No activity at this point intervention for Cohort 2 Bossick, Laycock, students. Bailey, Phifer, Watanabe
Recruit, assess Summer Fast- Nisley, Burt, Hernandez 08-2012 No activity at this point. Track Students for 2013-2014 Bossick, Laycock, school year. Bailey, Watanabe Hire one more Coach Spoelman, Watanabe, 10-2012 We have had communications with options and Nisley, Burt, Hernandez candidates. In the process of screening. Complete Annual Martin, Hernandez, 12-2012 In the process of collecting data from various
SLT – July 2012 Task Assigned to: Date Due Actions to Date Work Date Completed Performance Report Cowles sources Evaluate Program and Martin, Hernandez, 09-2012 Tracking sheet evaluation and coordination of develop process Cowles consultant site visit in the process of being improvements for next year finalized. based on analysis
SLT – July 2012