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State Center Community College District
Willow International Community College Center Accredited through Reedley College
COUNSELING PROGRAM REVIEW
CYCLE III
HYBRID FORMAT
April, 2012
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Counseling Department
PROGRAM REVIEW
2012
Counselors during period of review:
Willow International Center – Full Time Counselors
Ashley Calhoun WI/MC DSP&S – 7 Hours Per Week (Full Time Counselor
at RC)
Rachel Moring Garcia WI TRIO Counselor
Tasha Hutchings WI Counselor/Transfer
Erica Johnson WI Counselor – Division Representative for Counseling
& Social Science
Ralph Munoz WI/MC Counselor
Lynn Samuelian WI DSP&S Counselor/Director
Willow Internatonal Center – Adjunct Counselors
Colleen Brannon WI General Counselor/Student Government - 16
Hours Per Week
Kimra Garcia WI Perkins/Title V Counselor/General Counselor– 19
Hours Per Week
Tracy Loper WI Career Technical Education Counselor/General
Counselor– 12 Hours Per Week
Stacy McArron WI Career Advancement Academy (CAA) Counselor–
21 Hours Per Week
Lupe Ramirez WI General Counselor – 7 Hours Per Week
Courtney Sparrow WI Basic Skills Counselor/General Counselor – 14
Hours Per Week
Gina Vang WI CalWORKs Counselor – 23 Hours Per Week
All program specific counselors listed above participate in a separate program review process.
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TABLE OF CONTENTS
Non-Instructional Programs and Services
I. General Program Information
II. Quantitative Analysis
III. Outcomes
IV. Qualitative Analysis- Non-Instructional
Instructional Supplement
I. General Program Information
II. Quantitative Analysis- Instructional
III. Instructional Student Learning Outcomes
IV. Qualitative Analysis- Instructional
Summary Statement
Appendix
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Willow International Center History:
Below is a brief history of the Willow International Center Counseling department since Program Review Cycle 2.
Over the past four years, the Willow International Center has experienced several changes in administrative
leadership, counseling and enrollment growth. Due to the current budget situation and changes that have occurred,
the Counseling Department has been challenged with continuing to provide quality service with less resources.
Administration
The Willow International Center has experienced a significant number of changes in leadership within the student
services department. We have worked under the leadership of multiple Deans of Students.
Counseling
Due to the budget reductions in counseling in 2009; which included a reduction in duty days (from 205 to 177 days)
for all full time counseling faculty and a reduction in Schedule C funding for adjunct counseling faculty, we have
been immensely challenged with providing all students with adequate services. Also, the current full time
counselors have taken on many new assignments; such as Division Representative, Honors, Accreditation
assignments and involvement in other various on and off campus committees.
Willow International received additional funding through the SSS/STEM grant in fall 2010. This five year grant
allowed for one new SSS/STEM Counselor position. This position is for the SSS/STEM student population and
does not always provide the general student population with counseling services.
Significant Changes Impacting Student Enrollment
Willow International Center
Willow International Center site opened in 2007 with the 80,000 square foot Academic Center One
building
Willow International Center opened a second 80,000 square foot Academic Center Two in 2010; providing
more office space for the counseling department
Developed the North Centers College Advantage Program with Clovis North High School and Willow
International Center
Developed partnerships with Clovis Unified School Districts to align the English and math curriculum with
the college level coursework
Expanded Transfer Services both face to face and online (TAG’s, Workshops, counseling sessions,
outreach representatives, Rocktoberfest & Spring Extravaganza)
SSS/STEM Program at Willow International Center
Career Advancement Academy Program at Willow International Center
SARS Alert launched in Fall 2011 to improve student success & retention
Current economic situation & increasing tuition at the four year universities is leading more students back
to the community college
All of the changes listed above have impacted the increase in student enrollment at Willow International Center.
Fall 2006 Enrollment Fall 2010 Enrollment % Increase
Willow International Center 4386 5628 28%
Maintaining a Quality Counseling Program
The Willow International Center counselors continue with their commitment to provide student services that support
student learning and success in achieving their educational goals as demonstrated below:
Maintain effort to provide quality of services for students
Willow International Center began the Institutional Self Study Report in Support of an Application
for Candidacy for Student Support Services
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Maintain and continue to update SLO’s, PLO’s, GELO’s
Developed a new Matriculation Plan
Developed a New Student Handbook
Maintain Blackboard Organizations for Transfer and Career information
Provided a record number of TAG (Transfer Admission Guarantee’s) this past year
Created a Facebook site for student access
Initiated an Express Counseling Model for peak registration periods
Developed a new student on line orientation
Submitted and were funded for a number of SCCCD Foundation mini-grants
Improved Datatel Coding for Counseling contact for MIS reporting purposes
Provide a variety of transfer activities and services for potential transfer students
PROGRAM REVIEW SELF-STUDY:
NON-INSTRUCTIONAL PROGRAMS AND SERVICES
If your program has assessment standards particular to your field or area (e.g., standards developed by professional
associations), please document this where appropriate in your report.
I. General Program Information
A. Program and/or Service Area
The Counseling Program at Willow International Center is unique as it provides a broad spectrum of multi-faceted
counseling services to students. Within the Counseling Program we offer: Honors Counseling, Educational
Enrichment Programs (including NCCAP – North Center College Advantage Programs), Veterans Counseling, On
Line Counseling, Transfer Center/Services, Career Center/Services, Orientation, Assessment, Early Alert and
Probation Services. Counseling services are also provided for students involved in special programs such as
DSP&S, TRIO - SSS/STEM and CalWORKs, however these programs have their own individual program review
cycles. The Counseling (COUN) courses have been merged into the Counseling program review cycle as it has been
recognized as only one aspect of our program rather than a separate instructional program.
Program Review Cycle II – Spring 2006 Program Review Cycle III– Spring 2011
Programs/Services Programs/Services
Counseling Center General Counseling (includes Express)
Honors Counseling Honors Counseling
Transfer Center Transfer Center
Career Services Career Services (includes Employment Services)
Employment Services see above
Reentry (Adult Learner) Services no program last two program reviews
Orientation Orientation
Assessment Now contained in Outreach’s program review
Registration To Go Now contained in Outreach’s program review
Fifteen Percent RC / NC – Fifteen Percent MCCAP Educational Enrichment-CCCAP
Retention Programs: Early Alert, Probation Services, Student
Athlete Retention Program
Retention Programs: Early Alert, Probation Services
On-Line Counseling On-Line Counseling (includes FAQ/Live Help)
Veterans Counseling Veterans Counseling
Counseling courses
B. Mission and Strategic Plan
1. Describe how your program supports the College/Centers Mission Statement. Give a few specific
examples.
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Willow International Center Mission Statement
The mission of the Willow International is to provide affordable and comprehensive educational opportunities to a
diverse population of students who seek opportunities for basic skills development, associate degrees, certificates,
transfer, and lifelong learning that will enable them to become engaged participants in local and global communities.
Student success will be measured through a continuous improvement process with an emphasis on student learning
outcomes.
The Willow International Counseling Department continues with its commitment to serve all students. The Willow
International Center counselors help promote student development and success by coordinating quality services and
programs in a variety of modalities (both face to face and online) that are focused on student needs. These programs
and services are designed to provide each student with individualized help in assessing personal interest and
abilities, along with resolving personal issues and adjusting to college life.
In an effort to provide student with the information that they need, the counselors have developed several transfer
activities to support students in the transfer process. Some of these activities and services include: CSU/UC
application workshops, Transfer Admission Guarantee (TAG) assistance, student educational planning, online
access to information, participate in the SB1440 legislation implementation, designated transfer counseling
appointments, four year college representation on campus and transfer day events.
An example would be the development of two new TRIO programs (SSS/STEM) that are geared to help students
meet their educational goals and objectives. These programs serve first generation, low income students and/or
students with disabilities. They also provide academic support and guidance to help students meet the challenges in
obtaining a degree or transferring to a four-year college.
Furthermore, the Counseling Department has also created Student Learning Outcomes (SLO’s) for all areas of
counseling and are diligent in reviewing, assessing and evaluating each of these SLO’s each semester.
2. Describe how your program supports the College/Centers Strategic Plan. Give a few specific
examples.
Strategic Plan Area & Objective Summary
Willow International support the college/center’s strategic planning areas and objective summaries in a variety of
ways. The counselors support the following Strategic Areas:
Strategic Area One – Accreditation
1.2 Candidacy Self Study
The Willow International Center counselors participated in writing the self-study for Willow International. All
counselors participated in the writing and evidence collection of the self-study for Reedley College and Centers.
Strategic Area Two – Communication
2.1 Improve Communications
Willow International actively participates and promotes college programs and services at a variety of local
community and on campus events including: the Fresno Area College Night, the Fresno Fair, Registration to Go,
Rocktoberfest, Spring Extravaganza and the High School Counselor Conference.
2.2 Implement a New Faculty Orientation
In an effort to inform all faculty of what is available for students, the Willow International counselors have
participated in the new faculty orientation sessions on student service programs. Additionally, the communication is
routed through the Social Science and Counseling division representative.
Strategic Area Five – Grants
5.1 Secure additional grants
Through the leadership of the Willow International administration, the counselors have participated in writing
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several grants including: Title V, TRIO – SSS/STEM, Upward Bound, Mini Grants, CAA and a grant to support
veteran services.
Strategic Area Six – High School Partnerships
6.1 Implement the Community College Center Advantage Program (CCCAP) with Clovis North High School
We have successfully coordinated the Community College Center Advantage Program with Clovis North High
School. We are currently serving on average 18 students a year providing two college level courses each semester
on the college campus.
Strategic Area Nine – Program Review
9.1 Begin Program Review Cycle Five
Counseling is currently participating in the program review cycle three
9.2 Assess Annual Program Progress Reports made on Program Review
The counseling department submits an annual program review report addressing the status of all program review
recommendations.
Strategic Area Ten – Student Learning Outcomes
10.1 Provide leadership on the development of course, program and general education outcomes of Willow
International. The Willow International Center counselors have been actively involved in the development of all
student learning outcomes, program learning outcomes and general education learning outcomes.
Strategic Area Eleven – Student Success
11.1 Increase the number of students eligible for certificates and degrees
In addition to providing counseling and developing student educational plans for students, the counseling
department participates in identifying students who may be eligible for a certificate and/or degree and communicate
with these students via mass e-mail and/or SARS Calls. This communication encourages students to meet with a
counselor to determine their eligibility, apply for graduation and participate in the graduation ceremony.
11.2 Decrease number of students on probation
The Willow International Center counselors have developed an online probation workshop to assist all Level 1
students. Probation workshops are required for all students on Level 1 probation. The purpose of the probation
workshop is to provide students with information on probation, strategies to succeed, and information on services
and resources that can assist in the successful completion of their educational goal(s). Students can participate in the
probation workshop online and/or one-on-one with a counselor. We have worked collaboratively with the district to
provide students with consistency in the communication sent out regarding probation.
11.4 Other Staff Development Activities to Support Teaching and Learning
The WI counselors participate in both Reedley College and WI counseling meetings. Counselors also participate in
flex day activities each semester. Additionally, counselor training sessions are scheduled to review and update
current trends.
11.5 Additional Strategies for Student Success
Willow International center recently purchased the Scheduling and Reporting System (SARS) Alert program to
streamline the Early Alert process for instructors, students, and counselors. This online tool allows instructors and
counselors to work together in assisting students, providing them with the appropriate intervention and services as
needed. Willow International also offers a select few Counseling courses to assist students in time management,
learning strategies and career exploration. Additionally, counseling courses have been incorporated into a Learning
Community model with other academic courses.
The Willow International Center counselors participate in the district-wide Registration-to-Go program providing
feeder high schools with all of the Matriculation components on the high school campus.
The Counselors have also participated in the development and implementation of a variety of online student
services; including: Live Help Online Academic Counseling., Frequently Asked Question (FAQ) database,
development of a new online orientation, developed a Willow International & Transfer Center Facebook pages,
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Transfer/Career Blackboard organization, maintain Student Services component of web page and provide online
CSU application workshops.
C. General description of program(s) and/or service that are offered in department or sub-department. Include:
1. Current staffing (full-time and part-time faculty, staff, student aides, etc.);
Willow International Center
*Estimates for the past years *There are multiple funding sources/grants used to support the counseling services. Over the past five years we
have had multiple Deans of Students and as a result it has been difficult to track down the total division budgets.
The Willow International Center Enrollment (Fall 2006 – Fall 2010)
Fall 2006 Enrollment Fall 2010 Enrollment % Increase
Willow International Center 4386 5628 28%
0
1000
2000
3000
4000
5000
6000
7000
WI
Fall 2006
Fall 2007
Fall 2008
Fall 2009
Fall 2010
2006-
2007
2007-
2008
2008-
2009
2009-
2010
2010-
2011
Total Division
Budget
2006 -
2010
Percent of Division
2006 -
2010
Administrators 1 1 1 1 1
Full - Time
Faculty 2.6 2.6 2.6 2.6 3
Adjunct Faculty 4 4 5 5 5
Classified 1 2 2 2 1.5
Students – XXO 0 0 0 0 0
Students – Fed.
Work Study 2 2 2 2 2
Total
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The Willow International Center has increased enrollment by 28% from fall 2006 to fall 2010. The Willow
International Center has not hired an additional general counselor in the last five years. WI currently has 2 ¾ full
time general counselor serving nearly 6,000 students; which equates to a counselor to student ratio of 1 counselor to
2,182 students.
These ratios by far exceed the counselor/student ratio recommended in the 2003 document, Consultation Council
Task Force on Counseling, where the Academic Senate recommends a counselor/student ratio of 1:370 (ASCCC,
2003, p. 22).
In addition, due to the budget cuts, there has been a reduction in full time counselor duty days and adjunct counselor
hours. The WI counselors submitted a faculty position request for additional counselors for 2010-2011 and were
ranked high on the priority list. However, we were not granted a new position due to the budget constraints.
Willow International Center
Table A-3
Name Assignments with
Release Time
Other
Assignments
(Above 40
Hours –
Schedule ‘C’)
Special Programs Other college related
activities (Above 35
Hours)
General
Students
Erica
Johnson
Division
Representative
7 hrs/wk
Couns 2 –
Tutoring
Practicum
5 hrs/wk
RTG coordination, high
school outreach & liaison,
Educational Enrichment
Coordination (including
NCCAP),
Counseling Program
Coordination, Online
Student Services,
Veterans, SARS,
Probation
15 hrs/wk
Pre-ECPC, Program
Review & Accreditation
Co Chair & Steering
Committee Member,
Student Success, CSUF
advisory boards,
Clovis, Matriculation
(MIS), CCC, Health &
Safety Committee
10 hrs/wk
8 hrs/wk
Ralph
Munoz
NA
Couns 2 –
Tutoring
Practicum
5 hrs/wk
LVN coordination, LVN-
RN coordination, RTG,
Veterans, high school
outreach & liaison,
15 hrs/wk
Scholarship &
Staff Development
Committee, Enrollment
Management, Program
Review
5 hrs/wk
20 hrs/wk
Rachel
Garcia
NA NA TRIO – SSS/STEM Spring Extravaganza,
Hiring Committees,
RTG, CSUF Liberal
Studies Adv.
Committee, Foster
Youth
Most
students
served are
TRIO by
appointment
30 hrs/wk-
Tasha
Hutchings
NA
NA Honors Program, RTG,
high school outreach &
liaison, Transfer Services-
WI
15 hrs/wk
Program Review,
Academic Senate, Child
Development Advisory
Committee, Honors
Committee
5 hrs/wk
20 hrs/wk
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Willow International Center
The Willow International Center provides counseling services out of the Student Services Office located in the
Academic Center Two building. The Student Services Department consists of: front desk where students are
greeted by work study students and a department secretary through the SSS/STEM Grant (this position is split
between WI (3 days) and MC (2 days) 3 full-time Counseling offices
1 full-time SSS/STEM counselor office;
1 part-time CalWORKs counselor office;
2 additional offices for part-time counselor;
Transfer/Career Services Area (utilized by adjunct counseling)
Dean of Students Office
Administrative Aide to the Dean of Students Office
Central Area for files, copy machine, mail baskets, storage, etc.
All offices have computers and printers as well as files and desk space
2. Equipment requirements including ongoing maintenance requirements and costs;
Willow International
6 general counselor desktops
6 general counselor laser printers
2 front office desktop computers
1 front office printer
1 copier
3 Transfer Center desktop computers
1 Transfer Center printer
4 computers for student use
1 projector
3. Technology Requirements:
Willow International Center
Technology plays a major role in providing students equal access to services available at the Willow International
Center regardless of where students reside or which campus they attend. WebAdvisor is utilized as a means to
provide online accessibility to students. The system can assist students in completing various processes that include
but are not limited to enrolling for courses, reviewing academic transcripts, degree audit, adding or dropping
courses, and/or updating student information.
Additionally, the State Center Community College District utilizes the Datatel interface to access student
information and academic records across the district. Contact reporting screens allow for district-wide
communication for student services personnel. The Willow International Center student services are currently
utilizing the Scheduling and Reporting System (SARS) program to schedule student appointments that includes a
tracking and reporting system. We are also in the process of mapping the SARS reason codes back to the Datatel
contact screen. Once this is implemented, the counselors will only need to enter contacts into SARS. This
information will then be uploaded into the Datatel contact screen on a regular basis. The purpose of this process is
to simplify the coding system in place for counseling contacts, provide consistency in how we code across the
district and allow for the counselor to enter information in once location.
For registration purposes, TouchTone telephone registration system also provides access regardless of location.
Other media for accessibility include online orientation, online counseling (Live Help), Frequently Asked Questions
(FAQs) database, an online college application California Community Colleges (CCC) Apply, online probation
workshop, transfer and career services, veterans services, online counseling forms, an Early Alert system for
students having difficulty in the classroom, and access to various online forms.
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Microsoft Office is a form of technology used by the counseling staff to communicate with the overall campus
community and to remain current on educational issues across the state. For career assessments and instruments the
use of EUREKA as an electronic resource provided to students by counselors.
Counseling courses at Willow International includes the use of technological tools in the delivery of instruction. The
use of online career assessment, scholarships, learning tools and others are just a few tools used in these
courses. Other forms of technology used in counseling courses include the use of power points, cameras, clickers,
and Microsoft office to name a few. In addition, blackboard has been used as an instructional delivery method with
online or hybrid courses.
In order to continue to provide services in an effective manner, current and up to date technology is important and
essential to the counseling department.
4. Supply Requirements, if any
Only general supplies are needed including: paper, pens, pencils, highlighters, NCR paper, toner, laser ink, and files.
D. In the table below, list only the recommendations deemed substantiated by the Program Review Committee
from the previous Program Review and the implementation status of each. Include in the status column
any barriers encountered.
North Centers Program Review Recommendations* Annual Progress Report
(*“Recommendation” changed to “Goals” beginning Cycle Three)
Program: Counseling Year: 2010-2011
Contact: Erica Johnson, Division Representative
Recommendation*
(as appropriate, identify
the campus where the
recommendation applies)
Propos
ed
Timeli
ne
Activities/Facilities/
Curriculum/Equipment
Necessary to Accomplish
Recommendation*
Resources
Needed,
Include
Estimate
Costs
Status Outcome
Staffing: Due to the
continued growth
throughout the North
Centers and the opening of
Willow International, we
are currently preparing a
request for two additional
counselors to begin 2008-
2009. The enrollment
growth of each of the
North Centers has
impacted each counselors
load. Each full-time
counselor has taken on
more responsibilities and
2010-
2011
No facilities needed;
continue to update
technology for counseling
services
With the move to AC2 at
WI, we now have adequate
space for counseling
faculty.
Funding to
pay for
additional
counseling
faculty at
hourly rate
for adjunct
and salary
for full time
counselors
Although a
Counseling positions
was ranked #1 by the
faculty, due to the
budget, we will not be
funding an additional
position at this time.
Our front desk is
currently being staffed
by student assistants
and a department
secretary (split
between MC and WI)
funded by the TRIO
No additional
positions at
this time will
be funded;
with the
exception of
grant funded
positions. We
are faced with
additional
reductions and
will be
challenged to
serve an even
larger
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program development as a
result of the growth. As a
result, the availability for
full-time counselors to see
students has been reduced.
The counseling department
has limited physical space
for adding more adjunct
faculty to fill in the gaps.
Unless the counseling
department is supported by
administration to fill these
two new positions, the
counseling department will
continue to face challenges
in providing counseling
services for students
attending the North
Centers. If supported to
hire two full-time
counselors, both
counselors would provide
additional services to the
North Centers. It is also
recommended that a full
time clerical position be
assigned to each North
Center Counseling Center.
Grant.
The TRIO Grant will
also provide both MC
and WI with a full
time counselor to
work with a select
group of students
participating in the
grant. This will
provide the counseling
department with
minimal assistance
with the general
student population;
which now totals
approximately 8,800
students at NC
population
with fewer
resources.
Evaluation: Although our
Program Review Cycle I
used a student satisfaction
survey, we have decided to
take more time to research
and find the most
appropriate student
satisfaction survey for all
counseling services. We
will be exploring possible
modalities utilized by
Noel-Levitz. We are
searching for a system
whereby students’
progress can be monitored
from term to term,
semester to semester, year
to year, in order to
determine if students have
accomplished their
academic goals; e.g.
vocational programs,
certificates, Associate
Degree and/or transfer
programs. The system will
2010-
2011
Staff development time to
continue work together on
our SLO’s
Additional
hourly
adjunct
counselors to
cover the
office when
we are
working on
our
evaluation
process.
The counseling
department has been
successful in the
development of
several SLO’s to
assess student’s
knowledge and
satisfaction of a
variety of counseling
services. Through the
assistance of the
institutional researcher
and the new Class
Climate survey
software, we have
been able to create
surveys for our use.
We are in the
process of
working on
our current
SLO’s and
reviewing our
SLO’s from
last semester.
We are also in
the process of
revising and
developing
new student
satisfaction
surveys
through the
Class Climate
software.
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help us evaluate if the
counseling department is
adequately providing
services to all students.
On-Line Services: As we
continue to grow, more
traditional and non-
traditional online
counseling services need
to be available. With the
increase of student
enrollments and
commensurate increased
demand for counseling
services, additional
counseling faculty will be
needed to manage and
direct the online
counseling program. We
also incorporate
technology into our
presentations, so it is
necessary to keep our
equipment and software
updated. With the
development of the
district-wide online
orientation and probation
workshops we will be able
to accommodate more
students with orientation
and probation services.
2010-
2011
It is necessary to have
adequate time to update and
maintain all online student
services (FAQ’s, Live
Help, Online Probation,
Blackboard Organizations
& Online Orientation
resources.
We also need access to
updated software to record
online services.
Funding to
pay for
additional
counseling
faculty at
hourly rate
for adjunct
and salary
for full time
counselors
We are currently
offering online
services through one
full time counselor
dedicating
approximately 3-6
hours per week. With
the budget situation,
our online services
have been reduced
from our original NC
commitment of 18-20
hours a week to 3-6
hours per week.
We recently submitted
a purchase order for
Captivate 5 software
to re-record the online
probation workshop
and the online
orientation.
No additional
positions at
this time will
be funded;
with the
exception of
grant funded
positions. We
are faced with
additional
reductions and
will be
challenged to
serve an even
larger
population
with fewer
resources.
Facilities/Equipment
The NC’s counseling
facilities do not provide
adequate space for all the
programs and services that
are currently being
provided. Though adjunct
counselors are needed to
provide additional
counseling, there is
insufficient space to do so.
The facilities designated
for Career and Transfer
services are shared by
DSP&S, the College
Center assistant,
University representatives,
Student Support Services,
AmeriCorp, CalWorks,
2010-
2011
WI: No facilities needed
for WI; continue to update
technology for counseling
services.
With the move to AC2 at
WI, we now have adequate
space for counseling
faculty. We also have
separate area/offices for the
Career and Transfer Center,
DSP&S, Financial Aid, Job
Placement through
CalWORKs, University
representatives, and other
categorically funded
programs.
Funding to
pay for
additional
counseling
faculty at
hourly rate
to monitor
and
supervise the
career and
transfer
center,
update NC
Blackboard,
and provide
additional
support for
counseling
WI: With the move
to AC2 at WI, we now
have adequate space
for counseling faculty.
We also have separate
area/offices for the
Career and Transfer
Center, DSP&S,
Financial Aid, Job
Placement through
CalWORKs,
University
representatives, and
other categorically
funded programs.
MC: For
categorically funded
No additional
positions at
this time will
be funded;
with the
exception of
grant funded
positions. We
are faced with
additional
reductions and
will be
challenged to
serve an even
larger
population
with fewer
resources.
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Financial Aid, and part-
time counselors. A
separate area for a Career
Center, Transfer Center,
and Job Placement office
is needed along with
additional office space for
representatives and adjunct
counselors. As a result,
there is limited space for
students to review
materials or meet with
counselors or
representatives. There is
no assigned area for a
career library and
materials where students
can peruse these resources.
The Willow International
Center and the Madera
Center provide state of the
art computer systems.
This will assist in
adequately serving our
students and assisting
counselors traveling within
the district.
MC: For categorically
funded programs there is
not enough space to
provide each with a
separate/confidential office
There is also a need for a
Career/Transfer Center at
the Madera site
programs there is not
enough space to
provide each with a
separate/confidential
office
There is also a need
for a Career/Transfer
Center at the Madera
site
Marketing/Outreach
One of the Counseling
Department’s
responsibilities is to
market counseling services
and programs to all
potential students and
students attending the
North Centers.
Matriculation funding is
used for marketing
materials for both on and
off campus events. The
North Centers are
currently updating and
purchasing all marketing
material to reflect the new
Willow International
Center. With the
continuous enrollment
increase throughout the
North Centers, there will
be a need for marketing
materials to assist with
developing and improving
2010-
2011
Updated technology for
counseling services to
continue to provide more
online resources
Funding for marketing
materials (brochures,
pamphlets, folders,
outreach materials, flyers)
Additional
hourly
adjunct
counselors to
cover the
office when
we are
working on
improving
our online
services,
developing
marketing
material, and
assisting
with
outreach
events
The NC’s currently
employ 5 full time
counselors. We are
responsible for
multiple assignments
as well as meeting the
needs of all of the
students.
The Matriculation
Budget has been
drastically reduced
and with this
reduction we will be
limited to the amount
of marketing materials
and support faculty
and staff we will be
able to provide
We created a Transfer
Brochure for the NC’s
providing students
The
Matriculation
Budget has
been
drastically
reduced and
with this
reduction we
will be limited
to the amount
of marketing
materials we
will be able to
produce and
services we
will be able to
provide
15
Provide any additional changes made to the program that were not a part of your program review report.
The budget situation has impacted the amount of counseling faculty to assist students, participate in campus and
district wide activities, committee participation, retention services, online services, and all other related
counseling/student service functions. With the upcoming budget reduction plans, counseling faculty will be even
more impacted and challenged to maintain student access and participate in college related functions.
List in detail any new program needs and a brief rational for this need.
At this time, counseling faculty are trying to determine how to serve students and maintain participation with limited
resources. We are not in a position to add additional services or programs. We did receive the TRIO – SSS/STEM
grant funded program.
E. If applicable, in the table below, list the recommendations from the previous accreditation report and the status of
each. Include in the status column any barriers encountered.
Previous ACCJC or Other Accreditation Recommendations
Recommendation Status Outcome
n/a
partnerships between the
community college and the
local feeder schools. We
have incorporated
technology to provide
counseling services, thus it
is necessary to remain up
to date with our
equipment, training, and
software. Funds need to
be designated in
anticipation of fulfilling
these needs as they arise.
With the development of
the district-wide online
orientation and other on-
line counseling services,
we will be able to
accommodate more
students with orientation
and probation services but
only with the technology
required and the ability to
maintain its functions
with critical
information regarding
transfer
16
I. Quantitative Analysis—Non-Instructional
A. How many students served by services area or program in the past year? How does this compare with past
years?
Reflected in the charts below are the distributions of counseling contacts as reported by “Type” in Datatel. One of
the challenges described in the last program review was the inaccuracies of the Datatel reports due to technological
issues. Counselors were asked to change their data entry process to correct the data so it accurately reflected our
efforts. As can be seen below there was substantially more contacts recorded across the board. For instance, in
2005-2006 contacts with students requiring “Academic Follow-up (AF)” at RC according to Datatel totaled 1765
whereas in 2010-11, 6749 student contacts were made. Since there are less counselors now, we suspect this was
reflective mostly of improved data reporting, not a vast acceleration of services. One of our goals from the last
review was to try to discern the data issues and take the steps needed to correct the problem. It is apparent that the
efforts between counseling and the district’s technology department worked. We still are not certain that all data is
being captured but progress is being made.
The data below will be the first relatively true baseline which we can use for future comparisons. The information
below will also be used by various sub-programs as part of SLO and general evaluation. This data does not provide a
total of individuals served as one individual may have received a number of services over the college year. It does
provide a description of what services are used more than others, and/or what “type” assignment is used most by
counselors.
17
Key: SEP-student educational plan AE- advising AF-academic follow up CA- career CE- counseling OR-
orientation TS- transfer
North Centers (see above chart)
Willow International Center/Clovis Center
Over the past five years, the Willow International/Clovis Center MIS data shows an increase in all areas with the
exception of CA (Career Assessment) and OR (Orientation). In the area of Student Educational Planning, Willow
International shows a 23% increase over the past 5 years. Additionally, CE (Academic Counseling) contacts show a
2005-2006
SEP AE AF CA CE OR TS SITE
TOTAL
Reedley 642 109 2265 48 7895 561 0 11520
Willow 84 37 865 0 5563 629 0 7178
Madera 72 18 367 0 2419 2 0 2878
Oakhurst 14 0 30 0 419 0 0 463
Annual Total 812 164 3527 48 16296 1192 0
2006-2007
SEP AE AF CA CE OR TS SITE
TOTAL
Reedley 1313 177 9862 183 12591 565 0 24691
Willow 652 338 4008 16 7317 1851 0 14182
Madera 180 34 499 1 5173 334 0 6221
Oakhurst 22 0 67 1 823 9 0 922
Annual Total 2167 549 14436 201 25904 2759 0
2007-2008
SEP AE AF CA CE OR TS SITE
TOTAL
Reedley 1016 22 2495 96 12953 541 1 17124
Willow 656 789 3678 0 9732 1978 194 17027
Madera 166 9 373 0 5647 316 13 6524
Oakhurst 20 0 48 0 722 4 0 794
Annual Total 1858 820 6594 96 29054 2839 208
2008-2009
SEP AE AF CA CE OR TS SITE
TOTAL
Reedley 990 7 3142 174 12641 802 2 17758
Willow 211 23 3911 3 11126 1509 251 17034
Madera 581 21 711 0 5268 514 3 7098
Oakhurst 24 10 39 0 533 7 0 613
Annual Total 1806 61 7803 177 29568 2832 256
2009-2010
SEP AE AF CA CE OR TS SITE
TOTAL
Reedley 1305 69 5042 646 14011 259 2 21344
Willow 2135 17 1431 4 11953 887 1562 17989
Madera 412 63 589 7 3996 347 292 5706
Oakhurst 15 2 47 0 465 31 49 609
Annual Total 3867 151 7109 657 30425 1524 1905
2010-2011
SEP AE AF CA CE OR TS SITE
TOTAL
Reedley 1649 49 6749 366 15059 761 0 24633
Willow 801 927 3802 0 10829 745 1111 18215
Madera 455 245 525 2 4121 674 261 6283
Oakhurst 13 1 25 1 394 6 92 532
Annual Total 2918 1222 11101 369 30403 2186 92
Grand Total 13428 2967 50570 1548 161650 13332 3833
18
48% increase during this time frame. According to the chart below, Willow International has done a great job in
documenting our transfer contacts; as demonstrated under TS.
SEP AE AF CA CE OR TS
Willow/CC 2006-2007 652 338 4008 16 7317 1851 0
Willow 2010-2011 801 927 3802 0 10829 745 1111
B. Identify and describe the processes and procedures that the services area or program uses to access and
measure outcomes. List the best ways to measure quality and success of your program. If a student or staff
questionnaire has been developed, validated by institutional researcher, and administered, please report
results.
Use the following as suggestions:
Satisfaction (students, staff, and community)
Success
Participation
Retention
Demographics (age, gender, ethnicity)
Additional data (assess program and/or services to the standards for the area/field)
The Willow International Center
In addition to this general survey for feedback regarding our services, Willow International has developed an array
of strategies for evaluating our desired outcomes. Some assessment strategies involve collecting data from Datatel or
other sources for sheer number of enrolled or activities completed. Examples of this are:
Counseling: # of students with “SEP” through XCSM data to show students know the appropriate courses
to complete their education
Transfer: # of students with “TS” through XCSM data to who students are receiving guidance in achieving
the goal of transferring to a four-year college or university.
Honors: # of Honors SEPs completed to show that honor students are receiving the specialized counseling
needed to achieve their goals.
Some assessment strategies involve completion of a quiz to determine retention of information. Examples of this
are:
Probation: Passing the required online quiz
Orientation: Passing the required online quiz
The following assessments have been implemented:
Willow International Center Accreditation Surveys
Willow International Center Student Services has developed surveys to evaluate the effectiveness of student
services. These surveys are used to evaluate current practices and implement modification and/or revisions of
programs and services, depending on analysis of data. The following are the current surveys we are using for
analysis:
The Accreditation Survey was administered to faculty, staff, and administration. The purpose of this survey was to
assess the ability of the institution to effectively address the institutional mission, student learning services and
programs, resources, and leadership and governance. In regards to quality of student services, the survey results
indicated a high percentage of faculty, staff, and administration agreed that student services are meeting their stated
19
goals and objectives. Of the six satisfaction statements being measured, an average of 85% of the participants
reported agreement. With an overall high score of 92% and low score of 71%, a majority of faculty, staff, and
administration responded positively to student support services statements. The following points are significant and
address specific examples of how student services supports student learning and enhances achievement of the
mission of the institution:
88% of the faculty agreed academic counseling services provided are helpful to the overall success of our
students (Question 19)
70% of the faculty agreed Early Alert referral categories on WebAdvisor provide them with sufficient options
to assess their student performance concerns (Question 21)
The ACT College Outcomes Survey was administered to students. The purpose of this survey was to measure the
institution’s ability to support college outcomes (i.e., setting, supporting, and attaining) and assess overall student
satisfaction with the institution. In regards to quality of student services, results documented that students are highly
satisfied with financial aid services, student health and wellness services, and other various support services to
instruction (i.e., tutorial, writing/math centers). The following data table shows the percentage of students satisfied
with specific areas within student services.
Survey Statement Question % of Students
Satisfied/Neutral
% of Students
Dissatisfied
Quality of academic advising III-7 78% 19%
Veterans Services III-14 53% 6%
College response to students with special needs III-22 76% 2%
The college in general III-39 94% 6%
(ACT College Outcomes Survey and Faculty/Staff Survey)
Express Counseling Student Satisfaction Survey
In addition to the Accreditation Survey, the counselors developed a student satisfaction survey to assess Express
Counseling Services. A survey was conducted online through Class Climate to assess the students who participated
in Express Counseling in August 2010. According to the SARS report, of the 867 student contacts, we received a
very small sample of completed surveys (N=19). According to the results, 68% received their services at Willow
International. Of these, 78.9% learned how to use express counseling to take care of their academic questions.
Also, 78.9% felt that their academic questions were answered. The three top strengths of Express Counseling were
rated as follows: short wait time (78.9%), questions answered quickly (63.2%), and resources were available and/or
provided (63.2%). Overall, 88.9% stated that they would utilize Express Counseling services again.
Also, the Willow International Center provided Express Counseling services during the months of October and
November 2010 for Spring Semester 2011 registration. During the two weeks of Express Counseling, all Willow
International counselors were available in the lobby providing express services for students. The results show that
we had 1,857 student contacts during this time.
The goal was to provide students with counseling services to meet their immediate academic needs for Spring
Semester 2011 enrollment through an Express Counseling model. The Fall 2010 Express Counseling Survey results
are available in the Student Learning Outcome assessment report.
Graduation Survey
In response to an identified need to measure student self-reported gain in knowledge and skills, as well as positive
behavioral changes brought about by the college experience, the Academic Senate has developed a survey targeting
graduating students.
20
C. Provide a short analysis of the process and procedures identified in B above.
Most of the evaluation strategies have been evaluated by counseling as a group at least twice and modified each
time. Through the student learning outcomes process we have improved in our ability to pinpoint a direct, simple
and measurable way to determine if students are learning what we have set out to teach them. We do have a couple
of SLO’s that we still want to revise, particularly Assessment (although that will no longer be a part of our program
review, but rather a part of Outreach). We have also proposed measuring the Career SLO differently by using CA
entries along with the assessment usage.
The Willow International Center students, staff, faculty and administrators participated in the Accreditation surveys
as a part of the Accreditation self-study process. The results provided Willow International with information on
satisfaction with academic advising and special services available to students.
The Express Counseling student satisfaction surveys that were administered at Willow International provided
feedback on the effectiveness of the express services.
In addition to capturing useful information regarding academic improvement, the graduation survey will also capture
information on student satisfaction with various student support services as well as data regarding how often the
students utilized these services. This data may be used to help evaluate how student services activities correlates to
student success.
D. Analyze how the program’s historical funding patterns have impacted the program.
2005-
2006
2006-2007 2007-2008 2008-2009 2009-2010 Total
Division
Budget
2006-2010
Percent of
Division
2006-2010
Salaries $405,211.00 $438,061.00 $404,193.00 $400,012.00
Benefits $95,058.00 $101,169.00 $99,146.00 $100,012.00
Instructional
Supplies
Non-Instructional
Supplies
Operating Expenses
Equipment
Total
*Salaries and benefits include full time (approximately 90%) and part time (approximate 10%) counselors funded through XX0.
Most adjuncts are funded through categorical/grant funds. At this time, we are not able to determine the exact amount from
categorical/grant funds allocated to counseling over the past 5 years.
III. Outcomes
List the program outcomes as were included in the prior Program Review. If appropriate, include the grid by which
courses were mapped to the program outcomes (see Appendix A, Steps One and Two).
21
Original Table
Department Student Learning Outcomes Assessment Strategy
Counseling Center 1. Develop and follow Student Educational Plan
(SEP) to attain his/her educational goal.
1. # of students with “SEP” thru XCSM data
2. compare to unduplicated enrollment
Fifteen Percent :
RC/NC-MCCAP
1. Identify the demands of college level courses and
make educational decisions based on their exposure to
higher education.
1. # of students completing courses
successfully
On-Line Counseling 1. Able to use available online FAQ resources
2. Navigate the Live Help online counseling program
1. # of students utilizing online FAQ & Live
Help
2. Review web-based student satisfaction
rating/evaluation system
Transfer Center 1. Demonstrate the ability to make informed decisions
when selecting a transfer program, academic major &
transfer university.
1. # of students declaring a transfer related
major and transferring to another
institution
Career Services 1. Demonstrate the ability to identify at least one
occupation that matches their personal factors (values,
interests, and personality) and obtain the description,
educational requirements, and salary for the
occupation.
1. # of students using career assessment sites;
TypeFocus and/ Eureka
2. # of students enrolling in GS 34 classes
Reentry Services
* see reentry qualitative summary 1. Comprehensive Counseling Survey (CCS)
including reentry related questions
Employment Services 1. Demonstrate how to access job website and obtain
the a job referral for possible employment
1. # of students using Tiger Business
Connection website
Assessment 1. Understand the meaning of their individual test
results, and use the system to challenge results.
1. Counseling report, diagnostic report, test
results, XCSM, TSUM
Orientation 1. List the basics of the college catalog; class
schedule; counseling services; associate degree,
certificate, & transfer requirements; assessment scores
1. CCS including orientation related questions
Registration To Go 1. Explain the community college matriculation
process (application, placement, orientation,
counseling/advising, registration, student educational
plans, follow up)
1. # of students participating in RTG
2. RTG student evaluation results
Honors Counseling 1. Formulate, explain, and follow Student Education
Plan (SEP) to attain his/her educational goal.
1. # of honor students with “SEP” thru XCSM
2. # of students who attain their educational
goal.
Early Alert 1. Identify barriers to academic success and, with
counselor assistance, develop strategies to address the
issues
1. # of students with “EAC” thru XCSM
Student Athlete
Retention Program
1. Formulate, explain, and follow Student Educational
Plan for meeting academic and/or athletic eligibility
requirements for the COA, NCAA, NAIA institutions
1. # of students meeting academic eligibility
at Reedley College
2. # of students transferring to another
institution to compete
Probation Services 1. Define probation, explain the consequences of
probation and list the steps needed to clear probation
status
1. pre-and post- quiz for students attending
probation workshops
The above submitted SLO matrix was revised after further study of proper SLO terminology and methodology, and
the resultant chart is shown below. Revision meetings were held 9/12/08, 2/6/09, 2/5/10 and 9/10/10 to refine the
work and set the timelines for assessment.
Program SLO PLO GELO Assessment Timeline Results
Counseling Student will be able to select appropriate
course in order to accomplish their educational
goal
SS 1,2,4,5,
8,9,10,1
1
# of students
with "SEP"
through
XCSM data
Spring
2010
Fall
2010
22
Counseling-
Express
Students will get their quick academic answers
through express counseling
SS 1, 2, 4,
5, 8, 9,
10, 11
Student
survey
Spring
2010
Fall
2010
Orientation
(NSW)
Students will be able to identify student
support services available through the college
SS 1, 2, 5,
8, 9
Orientation
Survey
Fall 2010
Spring
2011
Transfer Student will be able to identify the general
requirements for transfer and the preparation
for their major to the four year university
SS 1, 2, 4,
5, 8, 9,
10, 11
# of students
with
"TS/TCA"
through
XCSM data
Fall 2010
Spring
2011
Career Students will be able to identify career
exploration resources
SS 1, 2, 3,
4, 5, 7,
8, 9, 10,
11
Students
who have
utilized
Eureka,
Type Focus,
OR Sigi &
CA Entries
Spring
2011
Fall
2011
Assessment Students will learn their academic placement SS 1, 3, 4,
8, 9, 11
Receipt of
assessment
results
Spring
2011
Fall
2011
Honors Students will be able to select appropriate
honors courses in order to accomplish their
educational goal
SS 1, 2, 4,
5, 8, 9,
11
# of Honors
SEP's
Fall 2011
Spring
2012
Early Alert Students will be able to identify barriers to
academic success and develop strategies to
address them
R, SS 1, 2, 4,
5, 8, 9,
10, 11
Referral
Sheet &
SARS
Report
Fall 2011
Spring
2012
Probation Students will be able to define the types and
levels of probation, understand the
consequences and identify the steps needed to
clear probation status
R, SS 1, 2, 4,
5, 8, 9,
10, 11
Probation
Workshop
Quiz (Pre
Post)
Spring
2010
Fall
2010
HSE Students will identify the appropriate courses
to meet their individual needs
SS 1, 2, 4,
5, 9, 10,
11
# of HSE
approved
applications
Spring
2010
Fall
2010
Online –FAQ Students will be able to use online FAQ
resources
SS 1, 2, 4,
5, 8, 9,
10, 11
# of students
utilizing
FAQ
Database
Fall 2010
Spring
2011
Online - Live
Help
Students will be able to navigate the Live Help
online counseling program
SS 1, 2, 4,
5, 8, 9,
10, 11
# of students
utilizing LH
System
Fall 2010
Spring
2011
Online –
Orientation
Students will be able to identify student
support services available through the college
SS 1, 2, 5,
8, 9
Online
Orientation
Survey
Spring
2011
Fall
2011
Online –
Probation
Students will be able to define the types and levels of probation, understand the
consequences,
& identify the steps needed to clear probation status
R 1, 2, 4,
5, 8, 9,
10, 11
Online
Probation
Survey
Spring
2011
Fall
2011
PLO –SS Students will be provided with effective services to learn how to reach their educational goal
23
PLO – R Students will be provided with services to increase retention and overall success
GELO’s
1 Interpret various types of written, visual, and verbal information
2 Organize ideas and communicate precisely and clearly to express complex thoughts both orally and in writing
3 Analyze quantitative information and apply scientific methodologies
4 Employ critical and creative modes on inquiry to solve problems, explore alternatives, and make decisions
5 Synthesize researched information obtained from accurate, credible, and relevant sources to support, advance,
or rebut an opinion
6 Analyze the fine arts, humanities, and social sciences from cultural, historic, and aesthetic perspectives
7 Apply historical and contemporary issues and events to civic and social responsibility
8 Demonstrate sensitive and respectful treatment of a variety of ethnic, religious, and socioeconomic
backgrounds
9 Assess current knowledge, skills, and abilities to further develop them and apply them to new situations
10 Incorporate physical and emotional principles to make healthy lifestyle choices
11 Make ethical, personal, and professional choices
The above graph outlines the redefined student learning outcomes (SLO’s) and measurements for all programs
including some “sub programs” (for example “Express Counseling” is a “sub-program” of General Counseling and
its evaluation falls under that program.) It correlates the SLO’s with the “General Education Learning Outcomes”
(GLO’s) and “Program Learning Outcomes” (PLO’s). Each SLO is accorded a corresponding timeline for
assessment and evaluation.
*Please note that the assessment and RTG SLO’s and timelines are now assessed by Outreach.
The chart below shows SLO’s for counseling and a timeline to proficiency; codes as follows:
1 = determine assessment
2 = define measurement(s)
3 = assess
4 = evaluate data
5 = make recommendations
6 = implement changes (if needed)
7 = report
Some semesters many have more than one number.
Course and Program Outcomes Spring
2010
Fall
2012
Spring
2011
Fall
2011
Spring
2012
Fall
2012
Counseling Services
1 Counseling Students will be able to select appropriate
courses in order to accomplish their
educational goals
1,2,3 4,5 6 7 X X
2 Express Counseling Students will get their quick academic
answers through express counseling
1,2,3 4,5 6 7 X X
3 Orientation (NSW) Students will be able identify student
support services available through the
college
X 1,2,3 4,5 6 7 X
4 Transfer Students will be able to identify the general
education requirements for transfer and the
preparation for their major to the 4 year
university
X 1,2,3 4,5 6 7 X
5 Career Students will be able to identify career
exploration resources
X X 1,2,3 4,5 6 7
6 Assessment Students will learn their academic
placement
X X 1,2,3 4,5 6 7
24
7 Honors Students will be able to select appropriate
Honors courses in order to accomplish their
educational goal
X X X 1,2,3 4,5 6,7
8 Early Alert Students will be able to identify barriers to
academic success and develop strategies to
address them
X X X 1,2,3
4,5 6,7
9 Probation Students will be able to define the types
and levels of probation, understand the
consequences, and identify the steps
needed to clear probation status
1,2,3 4,5 6 7 X X
10 HSE Students will identify the appropriate
courses to meet their individual needs
1,2,3 4,5 6 7 X X
11 Online FAQ Students will be able to use online FAQ
resources
X 1,2,3 4,5 6 7 X
12 Online Live Help Students will be able to navigate the Live
Help online counseling program
X 1,2,3 4,5 6 7 X
13 Online Orientation Students will be able to identify student
support services available through the
college
X X 1,2,3 4,5 6 7
14 Online Probation Students will be able to define the types
and levels of probation, understand the
consequences, and identify the steps
needed to clear probation status
X X 1,2,3 4,5 6 7
Describe the results of the assessments of program outcomes as reported in the Program Assessment
Reporting Form.
Ten SLO status reports under the General Counseling services have been completed with two additional reports to
be completed in Spring 2012 (Honors and Early Alert):
GENERAL COUNSELING PROGRAM
1. Counseling
2. Express Counseling
3. Transfer
4. Career
5. Assessment
6. Educational Enrichment
7. Online - FAQ’s
8. Online - Live Help
9. Online- Probation
10. Orientation – New Student Welcome/
ADDITIONAL QUANTITATIVE DATA
These are all included in the reports below along with additional quantitative information for each program under
the Counseling Program.
GENERAL COUNSELING PROGRAM
#1 - Counseling
In order to serve an increasing number of students, the counseling program developed Student Learning Outcome’s
to help students effectively utilize counseling services to accomplish their educational goals. One identified SLO
was that students would be able to select appropriate courses in order to accomplish their educational goals. The
description of the SLO assessment method included measuring the # of students with a Student Education Plan
25
(SEP) through XCSM Data (unduplicated) on Datatel. This included establishing a baseline for SEP’s to include
30% of the student population at each campus/center. The number of SEPs for fall 2009 - spring 2010 for Reedley
College (651 SEPs) and the North Centers (836 SEPs) totaled 1,487 (unduplicated). The data indicated that
approximately 9 – 10% of students enrolled completed an SEP. This amount was far less than the proposed 30%
desired baseline for students completing a SEP. Strategies for increasing the number are under way including
adding more counselors.
Reedley College and the North Centers developed two Student Learning Outcomes for Counseling.
DATE OF STATUS REPORT: DECEMBER 13, 2010
STUDENT LEARNING
OUTCOME (SLO)
Students will be able to select appropriate courses in order to accomplish their educational goals
RELATIONSHIP TO
STRATEGIC PLAN
RC Strategic Plan: #4 Strategic Direction 4: Student Services: 4.1 – Provide an educational
planning process that provides students with the necessary tools and skills to identify, plan,
implement, and achieve their goals.
NC Strategic Plan: #1 Access, Awareness and Success: 1.5 – Improve efficiency of counseling
services including academic, career-occupational, and career counseling
DESCRIPTION OF SLO
ASSESSMENT METHOD
# of students with “SEP” through XCSM Data (unduplicated)
GOAL/TARGET
(“GOOD ENOUGH”
INDICATOR )
Establish a baseline for SEP’s to include 30% of the student population at each campus/center
ASSESSMENT RESULTS
(USE ADDITIONAL SPACE IF
NECESSARY)
Data Results: # of SEP’s (unduplicated):
SEP’s for
Fa09/Sp10
Enrollment
Sp10
% of SEP’
NC 836 8671 10%
RC 651 6982 9%
CONCLUSIONS FROM DATA
ANALYSIS
Based on the results, we did not meet our goal/target of 30%. This data will serve as our baseline
data.
PLAN FOR IMPROVEMENT
(CHANGES TO WORK
PROCESSES, FACILITIES,
TEACHING, STAFFING,
COMMUNICATION,
ETC.)
Ensure that all counselors are properly coding SEP’s in MATI/XCSM (including
categorical programs)
Allowing for a sufficient number of scheduled appointments for SEP’s
Increase the number of SEP’s completed
TARGET DATES FOR
IMPROVEMENT EFFORTS
End of Spring 2011
PLAN FOR RE-EVALUATION
(DATE AND METHOD OF
FOLLOW-UP DATA
COLLECTION)
End of Fall 2011 – Evaluate data and submit in report
End of Spring 2012 – Plans for revisions for next SLO cycle
After evaluating data for the number of students completing a Student Education Plan, plans for improvement were
developed to improve data entry to ensure that all counselors are properly coding SEP’s in MATI/XCSM (including
26
categorical programs). The counseling program will also try to increase assigned counseling time to allow for a
sufficient number of scheduled appointments for students to complete an SEP. With these improvements, the goal is
to increase the number of SEP’s completed. Several improvements that have been made include:
Developing a district-wide Datatel contact entry chart for consistent entries assuring accurate MIS reporting
which includes the documentation of Student Education Plans (SEP)
We are in the “test phase” of implementing SARS as our primary entry database for our counseling
contacts.
This year we mapped our coding for contact entries from SARS to Datatel to simplify the coding process.
We have designated appointment schedules for students to meet with counselors to develop their Student
Education Plan (SEP).
We developed a student satisfaction survey.
#2 - Express Counseling
The second Student Learning Outcome was developed to help meet the increasing student demand during peak
registration periods via “Express Counseling”. The SLO was designed to help students get immediate access to
counselors for quick answers and/or information relative to academic advising. A student satisfaction survey was
conducted via Class Climate where results indicated that students were overwhelmingly satisfied with counseling
services received through Express Counseling. The proposed minimum goal of having over 60% of students
positively rate the services was easily met. The students were also given the opportunity to make comments on how
to improve Express Counseling services. The majority of comments were generally positive and included
suggestions to have more counselors available. Plans for improving this service have been developed for the next
academic year. (See SLO Chart)
DATE OF STATUS REPORT: DECEMBER 13, 2010
STUDENT LEARNING
OUTCOME (SLO)
Students will get their quick academic answers through express counseling
RELATIONSHIP TO
STRATEGIC PLAN
RC Strategic Plan: #4 Strategic Direction 4: Student Services: 4.1 – Provide an educational
planning process that provides students with the necessary tools and skills to identify, plan,
implement, and achieve their goals.
NC Strategic Plan: #1 Access, Awareness and Success: 1.5 – Improve efficiency of counseling
services including academic, career-occupational, and career counseling
DESCRIPTION OF SLO
ASSESSMENT METHOD
Student Online Satisfaction Survey through Class Climate
GOAL/TARGET
(“GOOD ENOUGH”
INDICATOR )
The goal was to provide students with counseling services to meet their immediate academic needs
for spring 2011 enrollment through an Express Counseling model
#2.1 – Did you learn how to use express counseling to take care of your academic questions?
GOAL – Minimum 60% Yes #2.2 – Were your academic questions answered? GOAL – Minimum 60% Yes
#2.5 – Would you utilize Express Counseling Services again? GOAL – Minimum 60% Yes
ASSESSMENT RESULTS
(USE ADDITIONAL SPACE
IF NECESSARY)
Data Results: Express Counseling Survey:
WI: October 20, 2010 – November 8, 2010 = 1,857 Student Contacts (ALL Counselors at
Exp.)
MC: October 25-29, 2010 & November 8-9, 2010 = 668 Student Contacts (ALL Counselors at
Exp.)
RC: October 25, 2010 – November 9, 2010 = 358 Student Contacts (Counselors at Exp. &
Walk In)
27
#2.6 - How would we improve Express Counseling Services? Student Comments
WI: “I have no complaints”
“Very good”
“Very helpful”
“Great job”
“None. All good”
“Great job”
“Was great. Thanks for the help”
“Have more counselors available at one time”
“Great. All my questions were answered and I very satisfied with express counseling”
MC: “It was perfect”
“Open up a few more lines”
“Have more counselors available in their offices and less wait”
“None”
“I think Express Counseling services is good”
“NA”
RC: “Very helpful”
“More counselors available”
“It is great….needs no improvement”
“He was very helpful and friendly”
“Very helpful and quick too”
“Honestly, everything was helpful and my counselor answered all my questions”
“I got my questions answered very quickly….more counselors”
“Explain better what I need”
“Perfect keep doing this”
“Do it every year, semester”
#2.1 #2.2 #2.5 Total Student
Contacts
WI (N=50) 48 Yes/2 NA 48 Yes/2 NA 48 Yes/2 NA 1857
MC (N=13) 12 Yes/1 No 13 Yes/0 No 13 Yes/0 No 668
RC (N=50) 50 Yes/0 No 49 Yes/1 No 50 Yes/0 No 358
CONCLUSIONS FROM
DATA ANALYSIS
All goals listed above were met. Students were satisfied with the service and provided positive
comments. The students did recommend that more counselors were available at Express
Counseling.
PLAN FOR IMPROVEMENT
(CHANGES TO WORK
PROCESSES, FACILITIES,
TEACHING, STAFFING,
COMMUNICATION,
ETC.)
Recording of student contacts
Additional Counseling Faculty
Advertising Express Counseling services
Assistance from College Relations/Student Assistants to screen lines of students and
quick questions
TARGET DATES FOR
IMPROVEMENT EFFORTS
End of Spring 2011
PLAN FOR RE-
EVALUATION
(DATE AND METHOD OF
FOLLOW-UP DATA
End of Fall 2011 – Evaluate data and submit in report
End of Spring 2012 – Plans for revisions for next SLO cycle
28
COLLECTION)
The “Contact Type by Year and Location” table on page 32 provides data that demonstrates the increase in student
contacts for the Reedley College and North Centers counseling programs. The contact “Type” entry for all students
meeting with a counselor is under the CE column. The annual total for fall 2006–2007 show counselors had contact
with 25,904 students. Student contacts increased each progressive year up to the fall 2010 – 2011 year where the
annual total for counselor contacts was 30,403.
This reflects a 15% increase in student contacts. It should be noted that this increase may be slightly skewed due to
better data entry practices that have been implemented throughout the years. However, beginning in 2007 – 2008
the increase was modest in that the contacts through 2010 – 2011 only increased 4%.
The chart also provides data that addresses the need to improve the documentation of Student Education Plans
(SEPs) under the SLO for increasing the number of students completing SEP’s. Under the Type entry for SEP,
there are vast fluctuations in the number of SEP’s recorded from year to year. It should be noted that SEP contacts
are duplicated on this chart in that students may have met with a counselor previously and came in to update their
SEP.
#3 – Transfer Services
DATE OF STATUS REPORT: MAY 2, 2011
STUDENT LEARNING
OUTCOME (SLO)
Students will be able to identify the general requirements for transfer and the preparation for their
major to the 4 year university
RELATIONSHIP TO
STRATEGIC PLAN
RC Strategic Plan: #4 Strategic Direction 4: Student Services: 1.1 – Establish, maintain and
enhance partnerships with educational institutions for students to successfully transition from high
school to the college and from the college to other post secondary institutions/ 4.1 – Provide an
educational planning process that provides students with the necessary tools and skills to identify,
plan, implement, and achieve their goals.
NC Strategic Plan: #1 Access, Awareness and Success: 1.3 – Demonstrate improvement of
student processes used in orientation, assessment and testing which addresses the needs of a
diverse student population/ 1.5 – Improve efficiency of counseling services including academic,
career-occupational, and career counseling.
DESCRIPTION OF SLO
ASSESSMENT METHOD
# of students with “TS/TCA” through XCSM data
GOAL/TARGET
(“GOOD ENOUGH”
INDICATOR )
Compare the data recorded in TS/TCA’s for Fall 2010 to Fall 2011
ASSESSMENT RESULTS
(USE ADDITIONAL SPACE IF
NECESSARY)
Data accessed through Datatel’s XCSM Type and Additional Type Fields:
Fall 2010 TS/TCA’s
TS TCA TOTAL
Reedley College 0 263 263
Willow International 1495 16 1510
Madera 471 14 485
Oakhurst 136 1 137
Total 2101 294 2395
Note: See Conclusions and Plans for Improvement below for additional information regarding
figures listed above.
Fall 2011 TS/TCA’s
North Centers = Not Available At This Time
Reedley College = Not Available At This Time
CONCLUSIONS FROM DATA
ANALYSIS
RC/NC Counselors are currently working on coding all services accurately and consistently. As a
result, the numbers above do not represent all student services through transfer counseling,
29
transfer center and /or transfer activities.
PLAN FOR IMPROVEMENT
(CHANGES TO WORK
PROCESSES, FACILITIES,
TEACHING, STAFFING,
COMMUNICATION,
ETC.)
RC/NC Counselors are working toward coding transfer services consistently and accurately in
order to provide an accurate representation of our transfer services.
TARGET DATES FOR
IMPROVEMENT EFFORTS
End of Fall 2011
PLAN FOR RE-EVALUATION
(DATE AND METHOD OF
FOLLOW-UP DATA
COLLECTION)
End of Spring 2012 – Evaluate Data and Submit in Report
End of Fall 2012 – Plans for Revision for next SLO cycle
#4 – Career Services
The prior program review had a very strong point of view that more career services were needed for student success.
The goal from that report was to develop a career center, however, for the meantime, it was decided that we could
determine if students are obtaining career information and resources. The SLO “Students will be able to identify
career exploration resources.” was established and it was determined this could be determined by looking at the
numbers of students using our online career assessments. The results were placed in a SLO report form:
DATE OF STATUS REPORT: OCTOBER 10, 2010
STUDENT LEARNING
OUTCOME (SLO)
Students will be able to identify career exploration resources.
RELATIONSHIP TO
STRATEGIC PLAN
RC Strategic Plan: #4 Strategic Direction 4: Student Services: 4.1 – Provide an educational planning
process that provides students with the necessary tools and skills to identify, plan, implement, and
achieve their goals.
NC Strategic Plan: #1 Access, Awareness and Success: 1.5 – Improve efficiency of counseling
services including academic, career-occupational, and career counseling
DESCRIPTION OF SLO
ASSESSMENT METHOD
# of students successfully completing COUN 34 class
GOAL/TARGET
(“GOOD ENOUGH”
INDICATOR )
To ensure that students have tools necessary to discover and begin their career journey including career
identification and research.
ASSESSMENT RESULTS
(USE ADDITIONAL
SPACE IF NECESSARY)
Data Results: # of students who have utilized eureka, Type Focus, or SIGI, as well as “CA”
entries on Datatel
Distribution of Datatel Career Assessment“Type” Entries
2006-2007 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011
COLLEGE CA CA CA CA CA CA
Reedley 48 183 96 174 646 366
Willow 0 16 0 3 4 0
Madera 0 1 0 0 7 2
30
Oakhurst 0 1 0 0 0 1
Yearly
Totals 48 201 96 177 657 369
TOTAL 1548
SIGI 3 Usage Data
(see appendix for
annual charts)
Users
Year New Old
2007-2008 261 192
2008-2009 206 372
2009-2010 67 366
2010-2011 206 372
TYPEFOCUS USAGE DATA
2007-2008 151
2008-2009 146
2009-2010 166
2010-2011 148
TOTAL 611
Average/year 152
Madera Center Willow International Center
August 2007 – June 2011 284 869
CONCLUSIONS FROM
DATA ANALYSIS
See below
PLAN FOR
IMPROVEMENT
(CHANGES TO WORK
PROCESSES,
FACILITIES, TEACHING,
STAFFING,
COMMUNICATION
, ETC.)
Increase online assessment use through increased number of career courses and utilization of
the Career Resource Center resources including career workshops.
TARGET DATES FOR
IMPROVEMENT
EFFORTS
End of Spring 2012
PLAN FOR RE-
EVALUATION
(DATE AND METHOD
OF FOLLOW-UP DATA
COLLECTION)
End of Fall 2012 – Evaluate data and submit in report
End of Spring 2013 – Plans for revisions for next SLO cycle
North Centers
31
(Pulled from the Self Study Willow International document)
The ACT College Outcomes Survey was administered to students. The purpose of this survey was to measure the
institutions ability to support college outcomes (i.e., setting, supporting, and attaining) and assess overall student
satisfaction with the institution. In regards to researching, identifying, and providing appropriate services to address
learning support needs of students within student services researching and identifying the learning support needs
and the provision of appropriate services, the survey results indicated 95% of the students who participated marked
an agreement/neutral response to “this college helped me meet the goals I came here to achieve” (Question IIC-1)
and 92% marked an agreement/neutral response to “this college welcomes and uses feedback from students to
improve the college” (Question IIC-9).
In addition to general statements of satisfaction the ACT College Outcomes Survey also allowed students to identify
specific topics of importance and satisfaction. The following tables identify several topics specifically related to
student services at the Willow International Community College Center.
Importance Survey Statement Question % of students who felt
the topic was important
% of students who felt they made
progress toward this topic at the
college
Learning to formulate and re-shape their
lifetime goals
IIA-12 95% 84%
Acquiring knowledge and skills needed for a
career
IIA-14 99% 86%
Becoming competent in their major IIA-15 99% 87%
Learning about career options IIA-21 93% 73%
Satisfaction Survey Statement Question % of Students
Satisfied/Neutral
% of Students
Dissatisfied
Quality of academic advising III-7 78% 11%
Career planning services III-27 74% 9%
Developmental, remedial, and tutorial services, including writing
and math labs
III-35 86% 3%
The transfer of course credits from other colleges to this college III-37 79% 3%
Based on the survey it is evident that students are satisfied with the limited career services that are offered at the
Willow International Center.
Eureka Data August 2007 – June 2011
Eureka Logins Willow International Center
August 2007 – June 2011 869
The Eureka career software has been available to students for the past several years. According to the chart above,
the Willow International Center students are utilizing the services provided by Eureka. Students are learning about a
vital career resource and obtaining valuable information regarding themselves and careers.
#5 – Assessment
DATE OF STATUS REPORT: DECEMBER 8, 2011
STUDENT LEARNING
OUTCOME (SLO)
Students will learn their academic placement.
RELATIONSHIP TO
STRATEGIC PLAN
RC Strategic Plan: #4 Strategic Direction 4: Student Services: 4.1 – Provide an educational
planning process that provides students with the necessary tools and skills to identify, plan,
implement, and achieve their goals./ 6.3 – Appropriate and current technologies are used to access
and disseminate information, expedite decision making, and enhance communication.
32
NC Strategic Plan:
Goal #10: Student Learning Outcomes – work with the Reedley College and North Centers’
faculty, staff, and administration in moving the SLOs progress from the current Institutional
Effectiveness “Proficiency” level to the “Sustainable Continuous Quality Improvement” level.
Goal #11: Student Success – implement the activities that will lead to an increase in the numbers
of students obtaining a certificate and associate degree.
Goal # 12: Student Support Services – continue to increase the student government and co-
curricular activities at the North Centers. Improve Student Service operations based on analysis of
SLO’s.
DESCRIPTION OF SLO
ASSESSMENT METHOD
Receipt of Assessment Results
GOAL/TARGET
(“GOOD ENOUGH”
INDICATOR )
Setting baseline data from Spring 2011 numbers
ASSESSMENT RESULTS
(USE ADDITIONAL SPACE IF
NECESSARY)
Spring 2011 January 1, 2011 – May 31, 2011)
Location Number of Students Completed Placement Test
Madera Center 521
Oakhurst Center 71
Reedley College 2658
Willow International Center 1161
Total 4417
(Data provided by Steve Jones, RC Counselor)
The chart above shows the number of students who completed the Computerized Placement Test
(CPT) at MC, OC, RC and WI during the Spring 2011 semester.
After the placement test, each student is given a copy of their placement test results. Students can
also view their placement test results on WebAdvisor.
CONCLUSIONS FROM DATA
ANALYSIS
The chart above shows that a total of 4,417 students completed the placement test at one of the
following locations: MC, OC, RC or WI.
PLAN FOR IMPROVEMENT
(CHANGES TO WORK
PROCESSES, FACILITIES,
TEACHING, STAFFING,
COMMUNICATION,
ETC.)
Continue to offer the placement test at all locations during a variety of days and times.
We are currently researching a process to implement a tracking system to minimize the number of
unnecessary placement test repeats and enforce the three month wait period between repeats.
TARGET DATES FOR
IMPROVEMENT EFFORTS
End of Spring 2012
PLAN FOR RE-EVALUATION
(DATE AND METHOD OF
FOLLOW-UP DATA
COLLECTION)
End of Spring 2013 – Evaluate Data and Submit in Report
End of Fall 2013 – Plans for Revision for next SLO cycle
Assessment is no longer a part of the Counseling program. It has been moved to Outreach Services which is in the
process of completing their program review. Future data, descriptions and interpretations will be included in that
report.
33
#6 – High School Enrichment
Above data pulled from SCCCD Reports menu using the following search criteria:
Date Range:
Fall 2010 August 1, 2010 – October 15, 2010
Spring 2011 January 1, 2011 – March 18, 2011
Summer 2011 May 1, 2011 – July 31, 2011
Fall 2011 August 1, 2011 – October 14, 2011
NC: Clovis, Kerman, Madera, Oakhurst & Willow International Centers
RC: Reedley College
Purpose: FPA
Remainder: ALL
Due to the state budget and reductions at the community college level, students participating in the educational
enrichment program will be required to wait to register for a class(es) until the beginning the semester. Educational
enrichment students will be challenged to add classes as most classes are waitlisted before classes begin. This will
provide continuing and new/returning community college students with an opportunity to register for classes
first. We anticipate a significant reduction in the number of approved High School Enrichment students from this
point forward as portrayed in the significant reduction during Fall 2011 of approved HSE applications
The following SLO report was submitted for High School Enrichment (HSE):
DATE OF STATUS REPORT: DECEMBER 13, 2010
STUDENT LEARNING
OUTCOME (SLO)
Students will identify the appropriate courses to meet their individual needs
RELATIONSHIP TO
STRATEGIC PLAN
RC Strategic Plan: #1 Strategic Direction 1: Public and Private Partnerships: 1.1 establish,
maintain, and enhance partnerships with educational institutions for students to successfully
transition from high school to the college and from the college to other post secondary
institutions.
RC Strategic Plan: #4 Strategic Direction 4: Student Services: 4.1 – Provide an educational
planning process that provides students with the necessary tools and skills to identify, plan,
78
94
199
66
10
113
76
111
15
54
109
16
70
0
85
2313
25
0
23
0
50
100
150
200
250
FA10 SU10 SP11 SU11 FA11
RC
WI
MC
OC
34
implement, and achieve their goals.
NC Strategic Plan: #1 Access, Awareness and Success: 1.5 – Improve efficiency of counseling
services including academic, career-occupational, and career counseling
NC Strategic Plan: #3: Workforce Readiness & Partnerships: 3.3 – Communicate on a regular
basis information about college programs, services, activities, successes to local high schools and
our community
DESCRIPTION OF SLO
ASSESSMENT METHOD
# of HSE Approved Applications
GOAL/TARGET
(“GOOD ENOUGH”
INDICATOR )
To ensure that the high school enrichment students are receiving the appropriate services and
guidance in selecting courses to extend their educational opportunities.
ASSESSMENT RESULTS
(USE ADDITIONAL SPACE IF
NECESSARY)
Data Results: # of Approved HSE Applications
Questions: Sp10
WI 97
OC 28
MC 116
RC 275
CONCLUSIONS FROM DATA
ANALYSIS
The data represents the number of students who were approved and counseling on their
coursework.
PLAN FOR IMPROVEMENT
(CHANGES TO WORK
PROCESSES, FACILITIES,
TEACHING, STAFFING,
COMMUNICATION,
ETC.)
Improve collaboration with high schools and outreach staff to provide students with the
educational enrichment process
TARGET DATES FOR
IMPROVEMENT EFFORTS
End of Spring 2011
PLAN FOR RE-EVALUATION
(DATE AND METHOD OF
FOLLOW-UP DATA
COLLECTION)
End of Fall 2011 – Evaluate data and submit in report
End of Spring 2012 – Plans for revisions for next SLO cycle
#7 – Online FAQ’s
DATE OF STATUS REPORT: MAY 2, 2011
STUDENT LEARNING Students will be able to use online FAQ resources
35
OUTCOME (SLO)
RELATIONSHIP TO
STRATEGIC PLAN
RC Strategic Plan: #4 Strategic Direction 4: Student Services: 4.1 – Provide an educational planning
process that provides students with the necessary tools and skills to identify, plan, implement, and
achieve their goals./ 6.3 – Appropriate and current technologies are used to access and disseminate
information, expedite decision making, and enhance communication.
NC Strategic Plan: #1 Access, Awareness and Success: 1.5 – Improve efficiency of counseling
services including academic, career-occupational, and career counseling. / 4.2 – Demonstrate how the
education process and operations of the North Centers are enhanced through the integration of
technology/ 5.4 – Implement new technology initiatives that will support distance learning classes,
Blackboard utilization, online student support services, and communications among the centers and
colleges.
DESCRIPTION OF SLO
ASSESSMENT
METHOD
# of students utilizing FAQ Database
GOAL/TARGET
(“GOOD ENOUGH”
INDICATOR )
Setting baseline data from Fall 2010 numbers
ASSESSMENT RESULTS
(USE ADDITIONAL
SPACE IF NECESSARY)
Fall 2010 (August 16, 2010 – December 17, 2010)
According to the Google Analytics website, there were 5,441 visits to the FAQ (Frequently Asked
Question) database; with an average of 43.88 visits per day.
The chart above shows that of the 5,441 visits to the FAQ program during the Fall 2010 semester,
4,448 (81.75%) were new visitors and 983 (18.25%) were returning visitors.
Also, in comparing Fall 2009 and Fall 2010 FAQ Visits, there was a -3.36% difference. As stated
above, in the Fall 2010, there were 5,441 visits district-wide and in the Fall 2009, there were 5,630
visits. Even with the decrease, during the months of August 2010 and October/November 2010, there
was a drastic increase in visits to the FAQ database.
CONCLUSIONS FROM
DATA ANALYSIS
The data shows that a large number of students were served through the FAQ program.
4448
983
New Visitors
Returning Visitors
36
PLAN FOR
IMPROVEMENT
(CHANGES TO WORK
PROCESSES,
FACILITIES,
TEACHING, STAFFING,
COMMUNICATION
, ETC.)
Increase the number of visits to the FAQ Database. Continue to provide FAQ services to students,
increase the amount of time dedicated to updating and maintaining the FAQ database and evaluate
FAQ logo placement on the website.
TARGET DATES FOR
IMPROVEMENT
EFFORTS
End of Fall 2011
PLAN FOR RE-
EVALUATION
(DATE AND METHOD
OF FOLLOW-UP DATA
COLLECTION)
End of Spring 2012 – Evaluate Data and Submit in Report
End of Fall 2012 – Plans for Revision for next SLO cycle
#8 – Online Live Help
DATE OF STATUS REPORT: MAY 2, 2011
STUDENT LEARNING
OUTCOME (SLO)
Students will be able to navigate the Live Help online counseling program
RELATIONSHIP TO
STRATEGIC PLAN
RC Strategic Plan: #4 Strategic Direction 4: Student Services: 4.1 – Provide an educational
planning process that provides students with the necessary tools and skills to identify, plan,
implement, and achieve their goals./ 6.3 – Appropriate and current technologies are used to access
and disseminate information, expedite decision making, and enhance communication.
NC Strategic Plan: #1 Access, Awareness and Success: 1.5 – Improve efficiency of counseling
services including academic, career-occupational, and career counseling. / 4.2 – Demonstrate how
the education process and operations of the North Centers are enhanced through the integration of
technology/ 5.4 – Implement new technology initiatives that will support distance learning classes,
Blackboard utilization, online student support services, and communications among the centers and
colleges.
DESCRIPTION OF SLO
ASSESSMENT METHOD
# of students utilizing Live Help system
GOAL/TARGET
(“GOOD ENOUGH”
INDICATOR )
Setting baseline data from Fall 2010 numbers
ASSESSMENT RESULTS
(USE ADDITIONAL SPACE
IF NECESSARY)
Fall 2010 (August 16, 2010 – December 17, 2010)
According to the Google Analytics website, there were 1,477 visits to the Live Help online
academic counseling program; with an average of 11.91 visits per day.
37
The chart above shows that of the 1,477 visits to the Live Help program during the Fall 2010
semester, 1,022 (69.19%) were new visitors and 455 (30.81%) were returning visits.
Also, in comparing Fall 2009 and Fall 2010 Live Help Visits, there was a -1.20% difference. As
stated above, in the Fall 2010, there were 1,477 visits district-wide and in the Fall 2009, there were
1,495 visits. Even with the decrease, during the months of August 2010 and October 2010, there
was a drastic increase in visits to online counseling.
Due to the budget reductions, the hours of availability for online counseling were reduced. Even
with the reduction, the district only experienced a small decline in visits during this time period.
CONCLUSIONS FROM
DATA ANALYSIS
The data shows that a large number of students were served through the online academic counseling
program.
PLAN FOR IMPROVEMENT
(CHANGES TO WORK
PROCESSES, FACILITIES,
TEACHING, STAFFING,
COMMUNICATION,
ETC.)
Increase the number of visits to the online academic program. Continue to provide online
counseling services to students, increase the number of hours of online counseling available,
evaluate Live Help logo placement on the website, and continue to update and maintain the online
counseling program with current information, links, and attachments.
TARGET DATES FOR
IMPROVEMENT EFFORTS
End of Fall 2011
PLAN FOR RE-
EVALUATION
(DATE AND METHOD OF
FOLLOW-UP DATA
COLLECTION)
End of Spring 2012 – Evaluate Data and Submit in Report
End of Fall 2012 – Plans for Revision for next SLO cycle
#9 – Retention - Online Probation
DATE OF STATUS REPORT: DECEMBER 13, 2010
STUDENT LEARNING
OUTCOME (SLO)
Students will be able to define the types and levels of probation, understand the
consequences, and identify the steps needed to clear probation status
RELATIONSHIP TO
STRATEGIC PLAN
RC Strategic Plan: #4 Strategic Direction 4: Student Services: 4.1 – Provide an
educational planning process that provides students with the necessary tools and skills to
identify, plan, implement, and achieve their goals.
NC Strategic Plan: #1 Access, Awareness and Success: 1.5 – Improve efficiency of
counseling services including academic, career-occupational, and career counseling
1022
455
New Visitors
Returning Visitors
38
DESCRIPTION OF SLO
ASSESSMENT METHOD
Online Probation Workshop Quiz
#1 – What are the 2 types of probation?
#2 – What are the consequences of probation?
#3 – What is academic probation?
#4 – If you attempt 12 units and you receive 9 units of W’s and 3 units with A grade, are
you on progress probation?
#5 – If your cumulative GPA falls below a 1.75 for 3 consecutive semesters, what is your
academic standing?
GOAL/TARGET
(“GOOD ENOUGH”
INDICATOR )
The student must pass the quiz to clear the probation hold. The goal is to increase the
number of students who complete the online probation workshop for Level 1 probation.
ASSESSMENT RESULTS
(USE ADDITIONAL SPACE
IF NECESSARY)
Data Results: Number of students who participated in the Online Probation Workshop Quiz
in comparison to the total number of students on Level 1 probation. By completing the
workshop and passing the quiz, the SLO will be satisfied.
Data was collected for January 1, 2010 – December 13, 2010
Students on all levels of probation complete the workshop, but only Level 1 students
are cleared for registration based on OPW results
OPW - 2010
# of Level 1 –
Sp10
# of Level 1 –
Fa10
NC 2441 854 859
RC 1996 809 869
CONCLUSIONS FROM
DATA ANALYSIS
More students are utilizing the online probation workshop than are actually on Level 1
probation. The workshop is providing important information for students on all levels of
probation.
PLAN FOR
IMPROVEMENT
(CHANGES TO WORK
PROCESSES, FACILITIES,
TEACHING, STAFFING,
COMMUNICATION,
ETC.)
Continue to improve the online probation workshop for Level 1 students. Discuss the
possibility of developing an online version for Level 2 probation students. Lastly, hire
additional counselors to provide probation workshops face to face and student success
strategies for students on probation.
TARGET DATES FOR
IMPROVEMENT EFFORTS
End of Spring 2011
PLAN FOR RE-
EVALUATION
(DATE AND METHOD OF
FOLLOW-UP DATA
COLLECTION)
End of Fall 2011 – Evaluate data and submit in report
End of Spring 2012 – Plans for revisions for next SLO cycle
The chart below represents the number of 5265 students eligible to register for spring 2012 who are on some level of
probation and need to see a counselor prior to registration. Students on Level 1 probation are required to take an
online probation workshop and then will be released to register without a counselor signature. Not all of remaining
3490 students needing will register but the number is overwhelming when one considers how many counselor
appointments this represents before registration can occur. Express counseling is not an appropriate solution as these
students are not succeeding and need counseling before moving onto the next semester.
39
RC Probation Notices for Spring 2012 Registration Sent Fall 2011 Level 1: 1,775 notices
Level 2: 1,733 notices
Other: 799 notices
Readmits to DQ1: 958 notices
#10 – Orientation
Orientation responsibilities have been shifted to Outreach and so this will be the last counseling program review to
include this. We have some assignments within the program provided for new students but it is no longer our
program to evaluate.
The following table indicates the number of students participating in an “orientation” activity from academic years
2005 – 2006 to year 2010 – 2011. The data indicates that numbers of students completing the orientation process
have increased steadily from year to year. Specifically from fall 2005 to spring 2009, there was a 58% increase in
the number of students that completed the orientation process. There was a 46% decline from fall 2009 to spring
2010 but it is normal to have reduced orientations in the spring semester and it was followed by a 30% increase the
following 2010 – 2011 academic year. There also appears that data entry may have been lacking during the spring
period. In order to effectively serve students and “maximize” their opportunity for success, counseling staff will
need to ensure that accurate documentation is maintained. This includes establishing an accurate baseline of
students served to allow for continuous evaluation.
2005-2006
OR
Reedley 561
Clovis Center 629
Madera 2
Oakhurst 0
Annual Total 1192
2006-2007
OR
Reedley 565
Willow/CC 1851
Madera 334
Oakhurst 9
Annual Total 2759
2007-2008
OR
Reedley 541
Willow/CC 1978
Madera 316
Oakhurst 4
Annual Total 2839
2008-2009
40
OR
Reedley 802
Willow 1509
Madera 514
Oakhurst 7
Annual Total 2832
2009-2010
OR
Reedley 259
Willow 887
Madera 347
Oakhurst 31
Annual Total 1524
2010-2011
OR
Reedley 761
Willow 745
Madera 674
Oakhurst 6
Annual Total 2186
Grand Total 13332
DATE OF STATUS REPORT: MAY 2, 2011
STUDENT LEARNING
OUTCOME (SLO)
Students will be able to identify student support services available through the college
RELATIONSHIP TO
STRATEGIC PLAN
RC Strategic Plan: #4 Strategic Direction 4: Student Services: 1.4 – Information about college
programs, services, activities, and success, etc, is communicated to the community in an ongoing
consistent manner/4.1 – Provide an educational planning process that provides students with the
necessary tools and skills to identify, plan, implement, and achieve their goals.
NC Strategic Plan: #1 Access, Awareness and Success: 1.3 – Demonstrate improvement of student
processes used in orientation, assessment and testing which addresses the needs of a diverse student
population.
DESCRIPTION OF SLO
ASSESSMENT METHOD
Fall 2010 Orientation (New Student Welcome/Orientation) Survey:
Reedley College Survey (Class Climate Survey):
Level of Satisfaction based on the following scale: 1 – Very Unsatisfied, 2 – Unsatisfied, 3 – Satisfied,
4 – Very Satisfied
1.1 – Check-in was well organized
1.2 – Blackboard – Now I know how to use Blackboard
1.3 – Web Advisor – Now I know how to register using Web Advisor
1.4 – Student Success Resources – Now I know what is available to help me succeed in
41
college
1.5 – Parents: I know how to best support my son/daughter
1.6 – Student Panel: I know now what I need for the first day of college
Comments
Madera & Willow International Center Survey:
On a Scale of 1 to 5
1 being NOT AT ALL and 5 being VERY MUCH
I felt welcome to campus and to this event
I learned information that is useful and my time at the NSW was well spent
NSW was offered at a time and location that was convenient
After attending NSW I feel more confident about starting school
After attending NSW I now know what my next step is in the enrollment/registration process
Comment:
GOAL/TARGET
(“GOOD ENOUGH”
INDICATOR )
Establishing baseline data
ASSESSMENT RESULTS
(USE ADDITIONAL
SPACE IF NECESSARY)
Fall 2010 Reedley College (324 Participants/203 Surveys)
On a scale of 1 to 4
1 being VERY UNSATISFIED and 4 being VERY SATISFIED
1.1 – Check-in was well organized
Results: 166 students were satisfied and/or very satisfied with the check in process; providing an
average rating of 3.56
1.2 – Blackboard – Now I know how to use Blackboard
Results: 140 students rated at average of 3.06 on their knowledge of how to use Blackboard
1.3 - Web Advisor – Now I know how to register using Web Advisor
Results: 133 students rated an average of 3.38 on using Web Advisor to register
1.4 – Student Success Resources – Now I know what is available to help me succeed in college
Results: 138 students rated an average of 3.45 on their knowledge of what is available to assist in their
success in college
1.5 - Parents: I know how to best support my son/daughter
Results: 56 parents rated an average of 3.46 on knowing how to best support their son/daughter
1.6 – Student Panel: I know now what I need for the first day of college
Results: 149 students rated an average of 3.42 on knowing what they need for the first day of college
after the New Student Orientation Session
Fall 2010 North Centers (Madera Center: 39 Participants/27 Surveys, Willow International:
156 Participated/133 Surveys))
Madera Center:
42
On a Scale of 1 to 5
1 being NOT AT ALL and 5 being VERY MUCH
Willow International Center:
On a Scale of 1 to 5
1 being NOT AT ALL and 5 being VERY MUCH
Comments included:
Can’t wait
Really excited
Great job
Campus map would be helpful
It was very helpful and educational
It was very informative and welcoming
CONCLUSIONS FROM
DATA ANALYSIS
Reedley College:
Out of the 203 surveys completed, the majority students/parents indicated that they were Satisfied
and/or Very Satisfied based on all six survey questions.
Madera & Willow International Centers:
Out of the 37 completed surveys (39 participants) at the Madera Centers and the 130 completed
surveys (4 incomplete) (156 participants), the majority of the students rated all five questions high.
This shows that these students felt welcome to the campus, learned useful information from the NSW,
felt that the NSW was offered at a convenient time and location, felt more confident about staring
school after participating in the NSW and felt that they knew their next step in the
enrollment/registration process after attending the NSW.
PLAN FOR
IMPROVEMENT
(CHANGES TO WORK
Continue offer the NSW and assess the student’s satisfaction each semester. It is also recommended to
review the NSW Welcome survey instrument and revise to assess the SLO.
0
5
10
15
20
25
30
35
Rating 1 Rating 2 Rating 3 Rating 4 Rating 5
Question 1
Question 2
Question 3
Question 4
Question 5
0
20
40
60
80
100
120
Rating 1 Rating 2 Rating 3 Rating 4 Rating 5
Question 1
Question 2
Question 3
Question 4
Question 5
43
PROCESSES,
FACILITIES,
TEACHING, STAFFING,
COMMUNICATION
, ETC.)
TARGET DATES FOR
IMPROVEMENT
EFFORTS
End of Fall 2011
PLAN FOR RE-
EVALUATION
(DATE AND METHOD
OF FOLLOW-UP DATA
COLLECTION)
End of Spring 2012 – Evaluate Data and Submit in Report
End of Fall 2012 – Plans for Revision for next SLO cycle
New Student Welcome/Orientation Data Survey Data from the New Student Welcome /Orientation for the fall 2010 indicated that the majority of students
were satisfied or very satisfied with the orientation based on responses from six survey questions. RC had 203
respondents out of 325 participants and NC had 160 respondents out of 195 participants. The SLO process is
currently establishing baseline data and assessing student’s satisfaction each semester. The counseling centers will
also review the NSW Welcome survey instrument and make revisions if necessary to better assess the SLO.
Online Orientation Data – (duplicated numbers from counseling services chart)
The chart below illustrates the completion of the online orientation by new students throughout the district. Reedley
College and the North Centers numbers have increased each year since providing the orientation online. Through
the years 2007 to 2011, approximately 2,229 RC/NC students have completed the orientation (RC – 1,138 and NC –
1,091). It is important to note yet again that the numbers for 2007-2009 are not reflective of the number of
orientations completed, rather a reflection of a problem with Datatel contact entries. Once the new version of the
online orientation is implemented, the numbers will increase substantially given that all incoming high school
students participating in the registration to go (RTG) process will be required to take the online orientation. This
should alleviate pressures on counseling staff that currently go to the high school campuses to conduct large group
orientations. In some cases, counselors might conduct two or three sessions and/or spend an entire day conducting
orientations. This will release counselors from having to be off-campus resulting in having more hours of
availability to serve students through counseling appointments on campus.
Year Orientation Numbers: FCC NC RC
2007 322 31 13
2008 1775 165 55
2009 2710 173 195
2010 4382 360 408
2011 2347 362 467
Total 11536 1091 1138
ADDITIONAL QUANTITATIVE DATA
Veterans
Reedley College and North Centers Data:
The chart below indicates certified veteran students and their dependents by RC/NC.
44
Fall 2011 certification is still in progress (IP), therefore the numbers are expected to increase. Also, currently this
information only includes certified veteran students and their dependents. We have never consistently collected
veteran data on the admission application so it is difficult to determine the actual number of veterans and/or their
dependents attending each campus. A project is underway to better track veterans and their dependents based on
their responses to questions on the admissions application. This information will provide the means to track all
veterans and their dependents, not just those receiving VA benefits.
Early Alert Willow International is participating in the SLO report for Early Alert. This report is due at the end of the Spring
2012 semester. The following charts show data for the SARS Early Alert system for Fall 2011 (as of November 8,
2011).
Chart #1 for the North Centers shows the number of alert referrals. The North Centers have received 386 referrals.
Chart #2 for the North Centers shows the number of alert referrals by concerns. The North Centers has received the
majority of referrals for Failing Course (160), Poor Attendance (117) and Poor Performance on Tests/Quizzes (121).
The SARS-Alert program provides a wider range of referral options for instructional faculty and assists student
support programs in efforts to better integrate the communication of student alert information and providing more
instantaneous communication of services available to at-risk students. The SARS-Alert program is new beginning
Fall 2011 and instructional faculty are learning this new process for early alert referrals. Participation for the first
year (FA11, SP12) is expected to be lower than previous years due to the transition to a new software program and
alert process for faculty.
North Centers Data FA11:
Chart #1
0
50
100
150
200
250
300
fa'07 fa'08 fa'09 fa'10 fa'11 (IP)
RC/NC
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Chart #2:
Honors The chart below demonstrated the number of SEP’s that have been developed and recorded for Honors students.
386
0
50
100
150
200
250
300
350
400
450
Alert Referrals Submitted
Fall 2011
FA11
0
20
40
60
80
100
120
140
160
180
FA11
SP12
SEP’s for Fall 2011 Enrollment Sp10 % of SEP’s
NC
96
96
100
46
IV. Qualitative Analysis—Non-Instructional
Describe future trends unique to your area that are likely to influence your discipline. How will students be affected
by these trends?
1. Political (local ordinances, state or federal legislation, Title 5, Ed Code)
2. Economic (Labor Market Data, District Fact Book, Advisory Committees)
3. Sociological (migrant population, single parents, aging population trends)
4. Technological (access, security, ethics)
5. Educational (High School Graduation Rates, competition from other public and private postsecondary
institutions, online education)
A key event likely to affect all aspects of all counseling services is the publication of the State Chancellor office’s
Student Success Task Force recommendations. The following recommendations will seriously impact counseling
services:
Strengthen Support for Entering Students
New technology and additional counselors to create more robust student services, including broader and
more widespread use of student educational plans;
Structured pathways to help students identify a program of study and get an educational roadmap to
indicate appropriate courses and available support services;
It is difficult to imagine increasing student support when we have fewer counselors to provide current services, yet
we are in agreement that students are coming to college less prepared and therefore more in need of additional
services.
GENERAL COUNSELING (includes Express)
The Willow International Center Counseling program is an integral component of the educational process. The
program provides comprehensive counseling services to assist students towards a successful college experience.
Counselors help promote student development and success by coordinating quality services and programs that are
focused on students’ needs. The programs are designed to provide each student with individualized help in
assessing personal interests and abilities. Counselors assist students by developing Student Education Plans (SEPs)
that guide students toward earning a certificate, associate degree and/or transfer to a four-year university.
Counselors are available to meet with students on a walk in basis, by appointment, online and through an Express
Counseling model to better meet the students’ needs during peak registration times.
Trends and issues that are and/or will affect Counseling programs and services:
Due to the state budget crisis, funding has been reduced within the State Center Community College District. As a
result, we have experienced staffing reductions that are affecting our ability to provide sufficient services to
students.
Future Trends
There are several trends that are impacting the enrollment growth that Willow International is experiencing.
Given the current economic situation, the high unemployment rate, tuition increases at the four year
universities and the new local area admission criteria with the California State Universities, there has been
a substantial increase in the number of students choosing to attend a community college campus.
With the high number of veterans returning from service and with the legislation that helps pay for their
education, many veterans can now afford to go to college and are taking advantage of the educational
47
opportunities that are available. This population requires formalized veteran’s plans completed by
counselors trained in the particular needs of that group and the government requirements that determine
their parameters.
The new Dream Act recently passed by the state legislature should increase the number of non- resident
students who may choose to attend college. The Dream Act allows non-resident students to qualify for
state funded financial aid programs. These students will likely be first-generation college students,
therefore needing more student services and particularly counseling assistance.
The community college continues to serve a large number of underprepared first time students who are
scoring below university levels in English and math. These students require support services to help them
succeed.
Willow International is a Hispanic serving institutions therefore national and state projection of growth and
details about the Hispanic population with relationship to education are critical to understand. In the
Appendix is a U.S. census report that suggests that California has the largest population of Hispanics and
nationally is anticipated to grow by 20% by 2030, Hispanics have completed less education, shown lower
completion rates in high school and college then their white counterparts. This group has greater needs and
is increasing in numbers which will continue to challenge our services and resources. See appendix
The aforementioned Community College State Chancellor’s Student Success Task Force is recommending
more and improved student services with a proposed mandate of major declaration and subsequent SEP’s
for ALL incoming students.
HONORS COUNSELING
The Honors Program is designed to challenge students with a customized curriculum and reward their efforts
through priority registration, scholarship, field trips and transfer admission guarantees (TAG’s) to a University of
California. Students who have demonstrated exceptional academic achievement in high school or at Willow
International are provided the opportunity to apply to the Honors Programs. The Willow International honors
students’ receive a $150 JoNell Beal Scholarship each semester for their first year in the program. They begin a
two-year sequence of courses and activities that prepare them to transfer to a four year University.
The Honors Program application process consists of an application, 3.5 GPA, eligibility for English 1A and a letter
of recommendation. The honors committee has established individuals to review the applications and approve or
disapprove the student’s application. Students are notified of their acceptance via phone. A counselor schedules a
follow up appointment and completes a student educational plan (SEP).
Future Trends
The Honors Program started in 2005. The program started with 12 students and has grown to over 80 students. The
Willow International Center has 80 active honors students for the 11-12 academic year. One counselor is assigned
to recruit, orient, evaluate the applications, conduct honors registration workshops, career exploration sessions,
educational planning and retention, as well as collaborate with faculty on scheduling of honors courses.
Additionally, the honors counselor assists in the coordination of the honors recognition ceremony, request
scholarship checks, and monitors and advises the students. However, the Honors counselor is assigned multiple
other duties such as: general counseling, career and transfer, veterans and Educational Enrichment. Due to the
various assignments that the honors counselor is responsible for, there is limited amount of time dedicated to the
honors students.
The honors program at Willow International includes a high number of students who have earned advanced
placement (AP) credit in the honors courses that are offered. This impacts the enrollment in the honors courses that
are offered at Willow International.
TRANSFER CENTER
The Willow International Center provides a variety of resources and services to help students transfer to other
48
colleges and universities for completion of their educational goals. The resources include major sheets, articulation
agreements, college catalogs, college CD ROMS and videos, and coordination of college representative visits. A
Blackboard site for WI has been developed providing detailed transfer information for students.
Currently students are provided with an array of transfer services. Services consist of the following:
California State University (CSU) application workshops
University of California (UC) application workshops
University of California (UC) personal statement workshop
Willow International developed a “Transfer” Facebook page
Blackboard site dedicated to Transfer/Career information
WI Transfer Center website
University Outreach Day (Spring Extravaganza & Rocktoberfest)
Field trips
Transfer letter sent to identified students every September
University Representatives on campus both semesters
Transfer counseling
The Willow International Center has a dedicated Transfer Center; however the Transfer Center is not staffed and
therefore not utilized for that purpose. Currently the center is used for outreach representatives and an adjunct
counselor. The Transfer Center includes three computers stations. Currently all application workshops are
facilitated in the assessment room. There is one full time counselor dedicated to serving students and providing
transfer activities at Willow International. With the increased number of students applying for transfer admission
guarantees (TAG’s) there is a need to dedicate another counselor specializing in transfer.
Future Trends
The implementation of Senate Bill 1440 will potentially lead more students in the direction of transferring with an
Associate of Art for Transfer degree (AA-T) or Associate of Science for Transfer (AS-T) degree. Reedley College
has developed an AA-T degree in Communication and an AS-T degree in Mathematics, and an AA-T in Psychology
which are effective Fall 2011. There will be more degrees in the later months. More degrees are being developed as
statewide Transfer Model Curriculum is finalized.
Additionally, with the legislature currently looking at the transfer function of community colleges, it is expected that
a greater focus (time, effort, and resources) will be dedicated to transfer.
Finally with the increased tuition at CSU and UC, we expect to see more freshman students who are unable to afford
four plus years of university tuition entering Willow International instead. Their goals will be to complete as much
lower division requirements as possible before transferring to a university. It is difficult to predict how great the
increase in freshman students whose primary goal will be transfer, but it is expected to be noticeable.
CAREER SERVICES
The Willow International Center continues to provide limited career services. Currently the career services include
occupational information, computer-based career assessment: Eureka and other internet career-based media.
Counselors are available to provide career assessment interpretation, career counseling and offer career awareness
courses.
At this time Willow International Center does not offer comprehensive job placement services. Currently, job
opportunities are offered through the following: Work Study Programs through financial aid, job placement services
through CalWORKs and a job reference binder at the front counter in student services office.
The Willow International Center has developed a Transfer/Career Services blackboard site. There is a section
dedicated to career exploration. The items on the blackboard site include the following: Eureka, CA Career Café,
resume writing, interview tips, Type Focus, Career Cruising, California labor market information, Career
49
Connections and identifying what careers can be obtainable through a particular major. The majority of our students
utilize Eureka. See the attached chart in the quantitative portion reflecting how many students have logged in to
Eureka since August 2007 – June 2011.
Future Trends
Unfortunately, we do not have a counselor dedicated to career services. With the limited amount of counselors and
the increased student population we do not have enough counselors to have one dedicated to career services. The
Willow International Center is currently going through the accreditation process to become Clovis Community
College. There is a strong need to hire a full time counselor or designate a part time counselor to career services.
REENTRY
This area was only addressed in Program Review Cycle 2 as a population that exists at Reedley College. There have
been no programs developed to address this population since Cycle 1. Reentry students represent a significant
portion of the general population (generally around 30%) but since this population is consistently more successful
than younger students and counselor availability is already severely stretched, it was determined that a separate
program for this group would not be pursued. This position remains the same in this program review although
veteran services, general counseling, and all other student programs and services are available to these students.
EDUCATIONAL ENRICHMENT- CCCAP
The Educational Enrichment Program is designed to provide enrichment opportunities for high school students who
are capable of profiting from instruction in community college courses. Courses taken by such students are those
not normally offered or available in the school where the student attends. The number of participating high schools
has increased over the past five years.
The requirements to enroll through the educational enrichment program include a cumulative high school GPA of at
least 2.5 and approval from the high school principal, a high school counselor, a parent and the community college
enrichment counselor.
Current and projected growth within high school districts throughout the valley will impact the number of students
seeking to participate in the program.
Future Trends
However, due to the state budget and reductions at the community college level, student participating in the
educational enrichment program will be required to wait to register for a class(es) until the beginning the semester.
Educational enrichment students will be challenged to add classes based on the availability once the semester has
started. This will provide continuing and new/returning community college students with an opportunity to register
for classes first. We anticipate a significant reduction in the number of approved Educational Enrichment students
from this point forward.
CCCAP – Clovis North High School
In addition to our general Educational Enrichment program, the Willow International Community College Center
has partnered with Clovis North High School (CNHS) in the development of the Community College Center
Advantage Program (CCCAP). The program began in the Fall 2010 semester with 19 seniors at CNHS. These
students were enrolled in two college level courses for the fall and spring terms and received both college and high
school credit. Fall 2011 began our second cohort of NCCAP students enrolling 19 students in General Education
courses that are transferable to the UC/CSU system.
Future Trends
The Willow International Center will continue to offer the CCCAP program to students from Clovis North High
School. Each cohort will allow for 20 students per semester. Due to the current budget and availability of courses,
it is uncertain if the amount of students participating in each cohort will increase.
50
RETENTION PROGRAMS: Early Alert, Probation Services, Student Athlete Retention Program
Early Alert
Since the last counseling program review, the Willow International Center has institutionalized the SARS•ALRT
Program. The goal is to identify and contact at-risk students early in the semester and encourage these students to
access campus support services. SARS•ALRT is an Early Alert Referral System that helps promote student success
and retention. This web-based software program enables faculty and staff to identify students who are having
difficulties, connect them with campus services that can provide appropriate interventions, and receive feedback on
actions taken.
Faculty and staff use SARS•ALRT referral system whenever a student is identified as having a problem in one or
more of the following areas:
Academic (attendance problems, failing course, missed tests or assignments, low quality work products,
poor test performance, poor performance on class content, or poor basic reading/writing/math skills).
Behavioral (poor time management, study skills, or test-taking skills)
Personal (motivation, adjustment difficulties, learning disability, health issues)
Enrollment (enrolled but never attended class, or stopped attending without dropping class)
SARS•ALRT integrates with the SARS•GRID scheduling and drop-in registration system, as well as with the
SARS•TRAK student self-serve and automated check-in/check-out system. As a student follows up on
recommended activities, SARS•GRID and SARS•TRAK can record them.
SARS•ALRT initiates several steps for dealing with early alert students attending the Willow International Center:
Sends an e-mail message to the student in which the concern is described and the student is encouraged to
take advantage of the listed services.
Has the capability to send additional e-mail messages to the various departments or services to initiate
appropriate interventions.
Establishes popup notifications for counselors that will be displayed in SARS•GRID whenever student
information is displayed or an appointment is made for a student.
Reports track referrals and the satisfaction of early alert requirements or recommendations.
The SARS-Alert program provides a wider range of referral options for instructional faculty and assists
student support programs in efforts to better integrate the communication of student alert information and
providing more instantaneous communication of services available to at-risk students. The SARS-Alert
program is new beginning Fall 2011 and instructional faculty are learning this new process for early alert
referrals. Participation for the first year (FA11, SP12) is expected to be lower than previous years due to the
transition to a new software program and alert process for faculty.
Future Trends
California Community Colleges Student Success Task Force was appointed by the board of governors in January
2011 to examine strategies and develop recommendations for promoting student success, including improving the
student assessment process, delivering remedial instruction, increasing academic counseling, and using technology
to help students reach their goals faster. The shift from focusing on student access to a more student success oriented
approach focusing on student educational attainment and strengthening of support programs for community college
students, may refocus the district’s efforts toward increasing faculty to participate in the WI Early Alert student
retention program. However, as more referrals are made, counselor and other student support service demand may
exceed the supply of counselor and other support personnel to provide the service.
51
Probation
Academic/Progress probation monitoring is a major part of our retention efforts. All counselors provide probation
counseling services to assist students in successfully navigating their way off academic/progress probation and
toward college success. The goal is to make students aware of what probation is, what it means to their future, and
how to get off and stay off probation. Various tools are implemented to assist students on probation including:
email notifications of probation standing; online probation workshops; personal counseling; developing SEP’s;
referral to tutoring, DSPS, Personal Counseling Services, Health Services, etc.; retention agreements; placement in
Counseling courses; and career assessment.
The Level 1 probation workshop format has been updated from a face-to-face workshop to an online workshop that
allows students the ability to complete a Probation workshop at any time. As a result, student attendance has
improved significantly over the past 2 years compared to prior years. The online probation workshop has been
developed and continues to be improved upon. Students on level-2 probation or academic dismissal status are
required to meet with counselors for more intensive counseling interventions and review of their specific probation
standing.
ON-LINE COUNSELING (includes FAQ/Live Help)
Online Counseling Services
Willow International continues to offer online counseling services that provide students with immediate access to
counseling/advising information. The two online services consist of a “district-wide” frequently asked question
(FAQ) database and a district-wide Live Help online counseling interface. The FAQ service provides students with
a database of questions and answers relative to district-wide programs and services. It is available 24 hours a day, 7
days a week and includes answers to general academic advising questions. The Live Help program provides
students with the opportunity to communicate online with a counselor. The academic counseling sessions provide
“real-time” assistance for students unable to come on campus for counseling services. The sessions are live and
provide students with an additional option to work with a counselor for purposes of academic advising. This service
is available throughout the district during designated days and times and is limited to 18 to 20 (6 hours a week at
WI) hours per week. These services require extensive time and commitment from counseling staff to maintain its
FAQ database, along with providing adequate counselor coverage during designated Live Help sessions. The
amount of hours as specified by the Title V grant that initiated the development of these services called for 35 hours
a week per campus site. Since the inception of these services in fall 2007, the number of users has steadily increased
each year. The 2007 program review summary sheet indicated that increasing student enrollments would increase
the demand for online counseling services, including providing the appropriate staffing to meet the higher demands.
As such, given the reduced contract days for counselors that include the regularly assigned counseling duties and
responsibilities, the desired time commitment(s) have been difficult to maintain and have been adjusted to best
provide online counseling service as staffing allows.
Veteran Counseling
Students who are or have served on active duty or have been discharged from the military are entitled to educational
benefits from the Veterans Administration (VA) for obtaining their education goals. The amount of support is based
on the time in service and individual contribution. Students are given ten years to access these funds after
separation. The college Veterans’ Counselor and certifying official coordinates the paperwork between the student
and the VA. Willow International has a designated counselor dedicating approximately 6 hours a week to meet with
the students to discuss options, VA requirements/regulations and complete a veteran student educational plan that
must follow essential guidelines.
52
Future Trends
“California Community College has begun to serve veterans of Operation Enduring Freedom (OEF) and
Operation Iraqi Freedom (OIF). It is estimated that 16,000 of the 21,000 veterans and their dependents
using the GI Bill at California postsecondary institutions are enrolled at a community college. Further,
enrollment of veterans is expected to increase dramatically in the near future.” 1
“An improved veteran education benefits package (as set forth by the Post 9/11 GI Bill) and continued
military operations will cause a substantial increase in student veteran enrollment in the coming years. As
a result, many institutions of higher learning will experience a 25% or more increase in student veteran
population.”2
“More than 100,580 OEF/OIF veterans were diagnosed with a mental health condition.”2,
WI Progress
The Willow International Center dedicates approximately 6-7 hours per week for Veteran student appointments.
The Willow International Center also has an active Veterans Club and provides Veteran student with priority
registration.
WI Concerns
The WI veteran counselor is not available on a daily basis to meet with the veteran students. Also, the veteran
counselor is responsible for serving all students and has a variety of other responsibilities. Counselors working with
veterans need additional training to ensure that veterans are meeting all VA requirements.
Orientation
Orientation is a matriculation component available for all community college students attending the State Center
Community College District. Willow International provides students with an orientation to college in various
formats; including New Student Welcome sessions, online orientation, counseling session orientations, large group
orientations through the Registration to Go program at feeder high schools and special program orientation sessions.
Students are encouraged to complete new student orientation prior to registering for courses. The orientation
contains information pertinent to a student successfully managing college policies and procedures and accessing
programs and services.
The Willow International Center has recently launched a new online orientation program. The orientation includes a
quiz portion to encourage students to focus on the information provided, a pre and post knowledge gap assessment
and we are in the process of developing a student satisfaction survey. All completed orientations are electronically
documented and managed. Willow International is currently discussing the implementation of a mandatory
orientation for all first time students. The new mandatory orientation process will require a commitment from the
counseling faculty to maintain and update the orientation program; which includes documentation and removal of
student orientation holds. However, a request has been submitted to the IS priority committee to automate the
release of the Orientation hold in Datatel.
Future Trends
Title 5 defines orientation as a component of matriculation and specifies the following requirements of orientation:
Orientation is a process which acquaints students and potential students with college programs, services, facilities
and grounds, academic expectations, and institutional procedures. At a minimum, each community college district
shall provide students with all of the following matriculation services…orientation and pre-orientation services
designed to provide nonexempt students and potential students, on a timely basis, information concerning college
procedures and course scheduling, academic expectations, financial assistance, and any other matters the college or
district finds appropriate.
In an article by Boyd, B., Largent, L. & Rondeau, S. (2008). Community College Orientation Basics: How to
structure a new student orientation program. Retrieved from NACADA Clearinghouse of Academic Advising
Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Orientation.htm
53
“Community college students enter higher education with unique needs and complex, hectic lives. Thus, outreach
initiatives, such as new student orientation programs, are critical to maximizing these students’ opportunities for
success. As the student population in community colleges continues to change and grow, the economic resources
available to these schools continue to shrink. Therefore, planning and implementation of an orientation program
becomes an enormous challenge.”
Technology continues to impact the way that we are providing services to our students; including how we are
offering new student orientation services. The new online orientation that is being developed requires a
commitment by the counseling faculty to provide content updates, documentation into Datatel for MIS and an open
line of communication with Cynosure.
PROGRAM REVIEW SELF-STUDY: NON-INSTRUCTIONAL PROGRAMS AND SERVICES
INSTRUCTIONAL SUPPLEMENT
As applicable and appropriate, Non-Instructional Programs and Services offering courses should complete the
following supplement to provide instructional information and justification relative to program outcomes.
I. General Instructional Information
A. List California Community College Chancellor’s Office Taxonomy of Programs (TOP) Code (found on
Blackboard—RC Program Review, Documents, Handbook and Supporting Documents )
Top code: 4930
1. listing of courses in the program area including transfer/degree applicable, degree applicable/non-
transfer, non-degree applicable, and non-credit;
Counseling Courses Not Offered at Willow International, but have been approved through curriculum and
offered at other sites:
Course Description Transferable Degree Strategic Goal Semester
Revised
Coun 3A- Understanding Transfer CSU- an introduction to
process of transferring to the California State University. Y Y Strategic Area 11
2008SP
Coun 3B- Understanding Transfer UC- an introduction to
the process of transferring to the University of California. Y Y Strategic Area 11
2008SP
Coun 34-Career Awareness- A course providing career
exploration through self-assessment, career research, goal-
setting, and success strategies.
Y Y Strategic Area 11
2010SP
Coun 53-College and Life Management- Designed for the
first year college student. It will prepare students for college
life and academic success.
Note: NC no longer offers this course.
Y Y Strategic Area 11
2010SP
Coun 120- College Introduction- A comprehensive course
to assist students in self-assessment, planning for success,
time management, educational planning and career
awareness.
Note: NC no longer offers this course.
N Y Strategic Area 11
2008SP
Coun 172-Employability Skills- A course for students
seeking a successful employment experience.
Note: NC no longer offers this course.
N Y Strategic Area 11
2010SP
Coun 173-Job Search- The course is to assist students
seeking employment with job search strategies.
Note: NC no longer offers this course.
N Y Strategic Area 11
2008SP
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Coun 264- A course to assist new students in obtaining the
knowledge and skills necessary to achieve their educational
objectives.
N N Strategic Area 11
2010SP
Counseling Courses Offered at Willow International:
Coun 47-Learning Strategies- A course to establish effective
study habits and positive attitudes that will lead to
successful achievement of academic goals
Y Y Strategic Area 11
2008SP
Coun 263 – Leadership Development - A course designed
to introduce students to theory, principles, and techniques of
leadership.
N N Strategic Area 11
2. list of degrees and certificates;
n/a
II. Quantitative Analysis—Instructional
These data provides an initial and important framework for review of programs and the program as a whole.
Use tables provided and formatted by the institutional researcher in your report. Additional graphs and charts are
acceptable. Please be sure to label tables and charts and reference them by number in the narrative.
A. Provide short written comparative and trend analyses examining program and overall college trends for
the data elements listed below. Include in the analyses:
Significant fluctuations
Impact of trends on Program
Data Elements
1. Total Enrollment
The above graph shows some fluctuations in enrollment over the years between 06SP to 10FA at Willow
International Center. There was an increase Fall 2008 (119 student enrollment) which can be explained by the
commitment of the counseling department to encourage all incoming freshmen to enroll in a Counseling course
through Registration to Go.
Enrollment by Demographics: age, gender, & ethnicity
Ethnicity
WILLOW
INTERNATIONAL
06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FA
African-American/
Non-Hispanic 0.0% 8.0% 10.5% 0.0% 0.0% 12.6% 3.8% 1.7% 3.0% 0.0%
American
Indian/Alaskan 0.0% 0.0% 0.0% 10.0% 5.3% 5.9% 0.0% 0.0% 0.0% 5.9%
Asian/Pacific Islander 5.9% 8.0% 21.1% 6.7% 10.5% 7.6% 5.8% 5.2% 24.2% 11.8%
Hispanic
29.4
% 32.0% 15.8% 40.0% 15.8% 37.8% 51.9% 27.6% 12.1% 47.1%
Race/Ethnicity
Unknown
17.6
% 0.3% 15.8% 16.7% 15.8% 6.7% 11.5% 13.8% 24.2% 3.9%
White/ non-Hispanic
47.1
% 48.0% 36.8% 26.7% 52.6% 29.4% 26.9% 51.7% 36.4% 31.4%
06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FA
WILLOW
INTERNATIONAL 17 25 19 30 19 119 52 58 33 51
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The Willow International Center demographics vary from semester to semester. The ethnicity tables above reflect
the student population represented is mostly white/non-Hispanic and Hispanic. The table also shows a number of
students indicated “unknown” for ethnicity. In the four year period from 2006-2010 the White/non-Hispanic student
population has remained consistent in their enrollment compared to Hispanic which reflects a variation from
semester to semester.
Gender
WILLOW
INTERNATIONAL 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FA
Female 52.9
% 64.0% 73.7% 80.0% 68.4% 59.7% 50.0% 67.2% 78.8% 58.8%
Male 47.1
% 36.0% 26.3% 20.0% 26.3% 38.7% 48.1% 32.8% 21.2% 41.2%
Unreported 0.0% 0.0% 0.0% 0.0% 5.3% 1.7% 1.9% 0.0% 0.0% 0.0%
Female students predominately make up the gender population at Willow International. Over the four year, the
Willow International Center had the highest female enrollment with 78.8% in the spring 2010. The highest of male
student enrollment at Willow International is reflected in spring 2009 with 48.1%.
Age
WILLOW
INTERANTIONAL 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FA
19 or Less 41.2
% 32.0% 15.8% 33.3% 31.6% 35.3% 25.0% 36.2% 24.2% 58.8%
20-24 29.4
% 32.0% 47.4% 40.0% 26.3% 29.4% 38.5% 34.5% 42.4% 29.4%
25-29 0.0% 8.0% 10.5% 10.0% 15.8% 6.7% 5.8% 5.2% 3.0% 3.9%
30-34 5.9% 8.0% 5.3% 6.7% 10.5% 12.6% 7.7% 13.8% 6.1% 3.9%
35-39 5.9% 4.0% 0.0% 6.7% 10.5% 3.4% 9.6% 10.3% 6.1% 2.0%
40-49 5.9% 12.0% 15.8% 3.3% 5.3% 9.2% 5.8% 0.0% 12.1% 0.0%
50+ 11.8
% 4.0% 5.3% 0.0% 0.0% 3.4% 7.7% 0.0% 6.1% 2.0%
The Willow International Center is attended primarily by students ranging in ages from 19 years to 24 years. All
other students attending Willow vary in ages.
Unit Load
WILLOW
INTERNATIONAL 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FA
FULL TIME 47.1
% 56.0% 42.1% 50.0% 36.8% 46.2% 34.6% 51.7% 51.5% 68.6%
PART TIME 52.9
% 44.0% 57.9% 50.0% 63.2% 53.8% 65.4% 48.3% 48.5% 31.4%
Willow International Center shows in fall 2010 that 68.6% of the students were full time students (12+ units) and
31.4% were part time.
2. Retention/Success
WILLOW
INTERNATIONAL 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FA
GPA 2.41 2.64 1.79 2.30 2.68 2.55 3.46 2.67 2.85 2.19
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SUCCESS 64.7 68.0 47.4 66.7 68.4 68.9 88.5 75.9 75.8 62.7
RETENTION 100.0 96.0 94.7 96.7 84.2 95.8 98.1 96.6 84.8 82.4
ATTRITION 0.0 4.0 5.3 3.3 15.8 4.2 1.9 3.4 15.2 17.6
Willow International shows a variation in GPA from spring 2006 to fall 2010. The lowest GPA is shown in spring
2007 and the highest at 3.46 in spring 2009. The success rate has been for the most part above 60% and has
increased to above 70% for three semesters. For Willow International, the semesters with the highest attrition were
in Spring 2008 and Spring 2010 and the lowest at 0% in Spring 2006.
3. Program Mark Analysis Report
WILLOW
INTERNATIONAL 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FA
A 41.2 56.0 36.8 33.3 63.2 55.5 84.6 44.8 63.6 43.1
B 23.5 8.0 10.5 30.0 5.3 5.9 0.0 25.9 6.1 9.8
C 0.0 4.0 0.0 3.3 0.0 7.6 3.8 5.2 6.1 7.8
D 5.9 8.0 0.0 0.0 0.0 0.8 0.0 0.0 0.0 2.0
F 29.4 20.0 47.4 30.0 15.8 26.1 9.6 20.7 9.1 17.6
CR/P 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 2.0
W 0.0 4.0 5.3 3.3 15.8 4.2 1.9 3.4 15.2 17.6
The Program Mark Analysis table above shows grades achieved by students attending the Willow International.
Student grades for Willow International reflect a higher percentage for A’s for the most part; these grades were
consistent throughout 2006 and 2010.
4. FT/PT Enrollment Status/WSCH/FTEF
WILLOW
INTERNATIONAL
06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FA
Contract
(Fac. Workload) 0.00 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0
Part Time
(Fac. Workload) 0.30 0.13 0.13 0.13 0.13 0.54 0.55 0.34 0.27 0.28
Extra Pay
(FT Fac. Workload) 0.13 0.30 0.30 0.30 0.30 0.30 0.30 0.30 0.30 0.30
FTEF 0.43 0.43 0.43 0.43 0.43 0.84 0.85 0.60 0.57 0.58
FTES 1.2 2.02 1.82 2.01 1.33 4.86 3.46 3.43 2.50 3.66
FTES per FTEF 2.79 4.70 4.23 4.67 3.09 5.79 4.07 5.72 4.39 6.31
WSCH per FTEF 83.72 140.93 126.98 140.23 92.79 173.57 122.12 171.50 131.58 189.31
FT:PT LHE Ratio 2.25:
1 2.25:1 2.25:1 2.25:1 2.25:1 0.56:1 0.56:1 0.90:1 1.12:1 1.09:1
Willow is only offering two or three courses per semester and an increase is only anticipated with the possible
addition of COUN 3A/3B. Willow’s student population appears to be better prepared for college level work and less
in need of these courses. COUN 3A/3B may be a part of a learning community and may prove more attractive to
these students. The results will be monitored and reflected in the next program review.
5. Number of Degrees/Certificates Awarded- n/a
6. Perkins Core Indicators (if career-technical education program)- n/a
7. Additional Data:
Predominant Student Profiles by College:
Reedley (previous PR) Willow (previous PR) Madera (previous PR) Oakhurst (previous PR)
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Hispanic 71% (67%) Hispanic 47% (White-48%) Hispanic 62% (53%) White (79%)
19 & under 19 & under (24 & under) 19 & under 19 & under
Female 55% (58%) Female 58.8 (64%) Female 73% (76%) Female-no data (64%)
Full-time 73%(78%) Full-time 69%(56%) Part-time 51% (56%) Full-time-no data (64%)
The above chart was created to compare the different demographics of each Reedley College location. RC, Willow
and Madera students are predominantly Hispanic and increasingly so. The most significant change is Willow with a
complete switch from a White majority center to a Hispanic majority. Willow also made the move from being
primarily for students ages 20-24 and under, to 19 & under just as the other campuses.
Provide a short comparative analysis of courses taught face to face and distance/hybrid classes for:
1. Enrollment
2. Retention
3. Success
4. Program Mark Analysis
5. GPA
n/a
III. Instructional Student Learning Outcomes (Select one of the following.)
A. List courses offered, specific function/student learning outcome(s) of courses, and the courses relation to
program outcomes.
Below is the SLO chart developed for the previous program review:
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As we learned more about SLO’s, attended an SLO training workshop, and worked on them through three different
meetings as a group, the chart below shows the improved results of our evolution and the inclusion of PLO’s and
GELO’s.
Counseling Courses SLO Counseling 1 Student tutors will be able to plan evaluate, and critique their
tutoring work
Counseling 2 Student tutors will assess a student's learning needs and
formulate a tutoring
Counseling 3A Currently being developed
Counseling 3B Currently being developed
Counseling 34 Students will list their career related values
Counseling 47 Students will identify and define their learning style
Counseling 53 Students will identify and define their personal values
Counseling 120 Demonstrate knowledge of college policies and procedures
Counseling 171 Students will be able to describe employer expectations
Counseling 172 Students will be able to demonstrate the components of the job
application process
Counseling 263 Students will use parliamentary procedures in a meeting
Counseling 264 Students will demonstrate ability to use campus catalog and
schedule of courses
Counseling 281 Students will complete a weekly study schedule
Counseling 282 Students will complete an Income and Expenses Worksheet
Counseling 283 Students will be able to recognize the Four Goals of
Misbehavior
Student Outcomes GS 1 GS 2 GS 34 GS 40 GS 47 GS 53 GS 105GS 120GS 263GS 264GS 266GS 281GS 282GS 283 GS 3A GS 3B
List courses required to complete academic goal (SEP) x x x x x x
Identify and take steps to reduce personal barriers x x x x x x x x
Establish a goal & steps to achieve it x x x x
Demonstrate know ledge of academic language x x x
Develop & utilize time mgmt skills x x x x x x x x x
Demonstrate know ledge of college policies and procedures x
Identify a preferred career path x x x x
Identify & utilize college resources x x x x
Demonstrate effective use of college catalog and schedule of courses x
Select & apply appropriate tutoring strategies x x
Evaluate family system & implement
strategy for improvement
Distinguish appropriate w ork behaviors x
Identify personal learning style x x x x x x
Create a personal budget x x x
Demonstrate organizational skills x x x x x x x x x
Evaluate transfer readiness x x x x x
Demonstrate problem solving strategies x x x x x x
Student Outcomes GS 44 GS 171GS 172GS 173
List courses required to complete academic goal (SEP)
Identify and take steps to reduce personal barriers x x
Establish a goal & steps to achieve it x
Demonstrate know ledge of academic language
Develop & utilize time mgmt skills x x
Demonstrate know ledge of college policies and procedures
Identify a preferred career path x
Identify & utilize college resources
Demonstrate effective use of college catalog and schedule of courses
Select & apply appropriate tutoring strategies x
Evaluate family system & implement strategy for improvement
Distinguish appropriate w ork behaviors x
Identify personal learning style x
Demonstrate a personal budget
Demonstrate organizational skills x x
Evaluate transfer readiness
Apply problem solving strategies x x
Guidance Studies Program
Student Outcomes
x
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The process of rethinking and redeveloping our SLO’s has improved the quality of our standards and rendered them
more assessable. At this time, only 2 courses have been assessed and are shown below, and we are beginning the
process of evaluating the others.
COUN 263
Counseling 263 was assessed Spring 2011 and reported on the Student Learning Outcome report as is seen below.
REEDLEY COLLEGE/NORTH CENTERS
STUDENT SERVICES - STUDENT LEARNING OUTCOMES (SLO’S)
SPRING 2011
DATE OF STATUS REPORT: MAY 4, 2010
DIVISION: STUDENT SERVICES INSTRUCTION
DEPARTMENT/AREA: COUNSELING 263
REPORT COMPLETED BY: RC & NC COUNSELING DEPARTMENT
SEMESTER ASSESSED: SPRING 2011
STUDENT LEARNING
OUTCOME (SLO)
Students will use parliamentary procedures in a meeting
RELATIONSHIP TO
STRATEGIC PLAN
NC Strategic Plan: #5: Student Services – Improving programs and services that lead to
increased student achievement, student learning, and student participation
RC Strategic Plan:
DESCRIPTION OF SLO
ASSESSMENT METHOD
Conducting/participating in a meeting
On 4/8/11, instructor assessed the students in attendance by asking a series of questions about
parliamentary procedures. They were allowed free response on binder paper.
Questions included but were not limited to:
What parliamentary procedure organization structure do we follow during ASG (ASB)
meetings? (A: Robert’s Rule of Order - RRO)
Why do we use parliamentary procedure? (A: because RRO is recognized, organized
and standardized.
GOAL/TARGET
(“GOOD ENOUGH”
INDICATOR )
All students enrolled in Counseling 263 follow parliamentary procedures in a meeting
ASSESSMENT RESULTS
(USE ADDITIONAL SPACE IF
NECESSARY)
After evaluating the answers, 13 out of 13 students enrolled confirmed that they understood
parliamentary procedure. Through observation in ASG (ASB) meetings, the instructor concluded
that 13 out of the 13 students enrolled participated in ASG (ASB) meetings using parliamentary
procedures.
CONCLUSIONS FROM DATA
ANALYSIS
All students had the opportunity to implement all components of the parliamentary process in a
class meeting
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PLAN FOR IMPROVEMENT
(CHANGES TO WORK
PROCESSES, FACILITIES,
TEACHING, STAFFING,
COMMUNICATION,
ETC.)
Continue to provide students enrolled in the leadership class with instruction on parliamentary
procedures.
TARGET DATES FOR
IMPROVEMENT EFFORTS
End of Spring 2011
PLAN FOR RE-EVALUATION
(DATE AND METHOD OF
FOLLOW-UP DATA
COLLECTION)
End of Spring 2011 – Evaluate data and submit in report
End of Fall 2011 – Plans for revisions for next SLO cycle
COUN 34
The SLO report below has not yet been officially accepted and posted on Blackboard but has been submitted to the
counseling SLO representative.
REEDLEY COLLEGE/NORTH CENTERS
STUDENT SERVICES - STUDENT LEARNING OUTCOMES (SLO’S)
SPRING 2011
DATE OF STATUS REPORT: NOT YET SUBMITTED
DIVISION: STUDENT SERVICES INSTRUCTION
DEPARTMENT/AREA: COUNSELING 34
REPORT COMPLETED BY: RC & NC COUNSELING DEPARTMENT
SEMESTER ASSESSED: FALL 2010/SPRING 2011
STUDENT LEARNING
OUTCOME (SLO)
Students will list their career related values.
RELATIONSHIP TO
STRATEGIC PLAN
NC Strategic Plan: #5: Student Services – Improving programs and services that lead to
increased student achievement, student learning, and student participation
RC Strategic Plan: 3.1 To meet the needs of students and the community the College offers
instructional programs
that provide basic skills, transfer preparation, workforce preparation and lifelong
learning opportunities.
4.2 Provide services and activities that create opportunities for personal growth.
DESCRIPTION OF SLO
ASSESSMENT METHOD
Total number of students completing the COUN 34 course in Spring 2011, compared to Spring
2010
GOAL/TARGET
(“GOOD ENOUGH”
100 students per semester will complete the COUN 34 course.
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INDICATOR )
ASSESSMENT RESULTS
(USE ADDITIONAL SPACE IF
NECESSARY)
COUN 34 Course Completers
Spring 2010 Spring 2011
27 MC 30 MC
52 RC 50 RC
79 Total 80 Total
CONCLUSIONS FROM DATA
ANALYSIS
Between NC and RC we have fallen below the 100 student target. Each semester represents 5
sections also reflecting a poor rate of completion (which is typical of RC/NC classes). In 2007
there were a total of 26 sections of COUN courses offered and only 10 total offered in Fall 2011.
Due to COUN 34 class section reductions, we are assisting students less in their understanding of
themselves, their values in particular, and their movement toward a career and/or major decision.
Individual counseling sessions are in sufficient for conveying all that is covered in this
comprehensive career course.
PLAN FOR IMPROVEMENT
(CHANGES TO WORK
PROCESSES, FACILITIES,
TEACHING, STAFFING,
COMMUNICATION,
ETC.)
Increase the number of COUN 34 sections offered in Fall and spring, including a short-term
course in the second half of the semester.
Employ strategies for student retentions, training the adjunct counselors who teach these classes.
TARGET DATES FOR
IMPROVEMENT EFFORTS
End of Spring 2013.
PLAN FOR RE-EVALUATION
(DATE AND METHOD OF
FOLLOW-UP DATA
COLLECTION)
End of Fall 2013: Evaluate data and submit in report
End of Spring 2014: Plans for revisions for next SLO cycle
B. List specific instructional student learning outcomes if not directly related to program outcomes and
complete the following:
As seen on the Student Learning Outcomes matrix for COUN courses, all directly related to our program outcomes.
1. Describe the results of the assessments of student learning outcomes as reported in the Program
Assessment Reporting Form.
n/a
2. Describe any changes and/or proposed changes in pedagogy, curriculum, student learning outcomes,
facilities, etc. that occurred as a result of the evaluation of the assessment of student learning outcomes
as reported in the Program Assessment Reporting Form.
n/a
IV. Qualitative Analysis – Instructional
Please note that these data should be integrated with the qualitative analysis, and SLO assessment to help support
your Summary Statements and Goals A. Describe and include rationale for any curriculum changes anticipated in the next 5 years. (If not
62
applicable leave blank)
1. Major course revisions- All courses have been revised within the last 1-3 years including the
development of new SLO’s. No new revisions are recommended as we need to complete a cycle
of SLO measurements. Once those are evaluated, adjustment of curriculum based on those
measurements can be made. Given that some courses will be up for revision next year, it is timed
perfectly to complete our assessments and then update the courses accordingly.
2. Course deletions- COUN 40 and 171 were removed last review. No other courses are
recommended at this time.
3. New courses- No new courses are being recommended at this time. Stand-alone courses are
considered of lower priority with the budget crisis so adding new courses does not appear
advisable. We prefer to increase the offerings already developed to assist in student success.
4. Revised or new options within a program- n/a
5. Proposed new programs- No new programs are being recommended
6. Distance education/hybrid courses- many students prefer online courses. We hope to expand
the number of online counseling courses to reach more students.
7. Enrollment trends- Given the community college focus on student success and the current
development of statewide Student Success Task Force recommendations, it would appear that we
will be increasing our enrollments in order to assist students to be more successful.
8. Articulation changes- Nothing recommended at this time.
9. Provide justification for programs consisting of 30 units or more in the major. (Reference
quantitative data relative to degrees and certificates awarded) n/a
COUN 53:
Replaced COUNSELING 40 as a decision from the prior program review.
Offered in Spring 2008, Fall 2009, Fall 2010, Fall 2011
COUN 3A/3B
The Counseling 3A (Understanding Transfer: California State University) course was developed during the Fall
2007 term. This course provides an introduction to the process of transferring to the California State University.
Topics that are included in the course are the following: admission requirements, major and college selection, know
the application process and support resources for the CSU system.
The Counseling 3B (Understanding Transfer: University of California) course was also developed during the Fall
2007 term. This course provides an introduction to the process of transferring to the University of California.
Topics that are included in the course are the following: admission requirements, major and college selection, know
the application process and support resources for the UC system.
Upon completion of Counseling 3A/3B students will be able to do the following:
Analyze major and campus specific information on ASSIST, California State University (CSU)
Mentor, CSU college and department webpages, and CSU catalogs and apply the analysis to the
selection of an appropriate CSU/UC to which to transfer.
Apply the transfer admission process details to the development, with the assistance of a
counselor, of an individualized student educational plan.
Create a calendar of important CSU/UC transfer-related activities and deadlines.
Evaluate transfer readiness through identifying progress toward CSU General Education or
Intersegmental General Education Transfer Curricula (IGETC), major preparation, and
admission requirements completion.
Identify and enter into a Lower Division Transfer Pattern (LDTP) contract (if appropriate) on
CSU Mentor.
Initiate an application for transfer to the University of California and develop responses for the
personal statement.
Determine which transfer admission guarantee (TAG) program eligibility requirements have
been satisfied and enter into a guaranteed admission contract with one UC campus.
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Evaluate involvement in extracurricular activities, community service, and leadership roles, and
development additional involvement opportunities.
Willow International Center has not offered these courses, but plan to in the future.
Future Trends:
Due to the state budget cuts, the majority of Counseling courses have not been offered. Counseling 3A/3B are
courses that need to be offered each semester and would help relieve some of the counseling office demands for
basic questions regarding the CSU/UC system. The course would be a priority for freshmen who are somewhat
prepared for transfer.
COUN 34
For students without a major or career goal, this course provides a comprehensive look at all aspects of self-
assessment and career research. With the rapid changes of the labor market and economic challenges of our future,
as the budget gets better, this course would be a priority for student success.
COUN 47
Learning strategies are essential to the college students. Students need to know how to organize themselves, manage
their time, take objective and subjective exams, take notes, study effectively, and retain textbook information. If
more students took this course the first semester, they would have a better chance of success.
COUN 120
This course was designed as our freshman orientation class. It is not transferrable and only one unit.
COUN 171, 172 and 173
These courses were initially developed by the CalWORKS counseling staff in conjunction with the office
technology faculty to be offered with office technology courses as part of the Office Assistant Certificate program
cohort for CalWORKS students. The office technology faculty at a later time developed office technology courses,
OT 16 and OT 17, that replaced these counseling courses for the office technology assistant certificate program and
they were no longer required by CalWORKS.
COUN 171
This course is no longer offered as part of the counseling curriculum, was deleted through the Curriculum
Committee Spring 2008 and was removed from the 10-12 catalog. The content of this course was most related to
the needs of the Office Assistant certificate. With the development of OT 16 & 17 this course was not relevant to
counseling curriculum objectives and though still on the books, is not offered.
COUN 172
This is a one unit course designed to help students in gaining a knowledge base and developing skills in employer-
employee relations, co-workers relations, understanding, diversity in the workplace, problem-solving, self-
management, customer service, workplace ethics and job performance. This course was offered in the first 9 weeks
of the semester and usually had a low enrollment. SCCCD budget constraints required cuts to course sections and
reduce caps. This course was elected as the first to be cut as an offering in favor of what are considered more core
counseling courses.
COUN 173
This one unit course was developed to assist any student with job search strategies. Students prepare an employment
portfolio and will learn effective interview techniques. This course was offered in the second 9 weeks of the
semester. This course usually had a high enrollment because as a late semester course it was attractive to students
needing units to replace courses they dropped. Due to continued SCCCD budget constraints however, this course
also was elected to be cut as an offering in favor of what are considered more core counseling courses.
COUN 263
This course provides students at Willow International with an introduction to theory, principles, and techniques of
leadership. All students participating in student government also enroll in this course.
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COUN 264
This course provides English learners with a counselor to guide them in academic processes, language and success
strategies.
B. Discuss how your program meets the needs of your students (scheduling, access, distance education,
accrediting agencies’ recommendations) through instruction.
All Counseling courses were developed in response to observation of student needs. For example, Counseling 47
was developed to assist students with study skill techniques; including memorization, time management, reading for
content, objective and subject exams and organizational skills. Counseling 47 was created to help students learn
more about themselves and what careers match their interests and values. This course succeeds in assisting students
in setting and achieving goals.
To accommodate students, courses are scheduled during peak times that students are more likely to participate.
Further, all courses are participatory and involve students of all learning styles so as to maximize student learning.
For the future, it is recommended that we conduct a longitudinal study on students completing Counseling courses to
determine if they improve in retention, success, etc. more than students who do not.
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SUMMARY STATEMENT
I. Describe the major conclusions reached based on this report’s quantitative and qualitative analyses and
evaluation of the assessment of program/student learning outcomes.
Data Collection
The amount of data now collected is far more representative of our work and services through accurate coding in
Datatel. However, as noted throughout this document, more progress is needed to accurately evaluate what we do.
Resources need to be allocated based on the number of students enrolled and served at the Willow International
Center.
Additional Counselors
With the increasing complexity of degree and transfer programs, new legislation, changes in policies and procedures
as well as, the increased numbers of students attending Willow International, the need for qualified academic
counselors is critical. With the budget situation and the reduced counseling duty days, we are challenged with
meeting the needs of all students and maintain a comprehensive counseling department.
From the 2008 California Community Senate’s Counseling Standards of Practice:
“The quality of a counseling program is dependent upon the level of staffing and the qualifications of the
professionals providing services. Districts must hire an adequate number of counseling faculty who are trained to
handle the wide variety of concerns that affect community college students; as well as sufficient support staff to
operate the program efficiently. The number of counseling faculty should be sufficient to provide students with
suitable access to professional counseling services. In the 2003 document, Consultation Council Task Force on
Counseling, the Academic Senate recommends a counselor/student ratio of 1:370 (ASCCC, 2003, p. 22).
“There should be sufficient numbers of full-time counseling faculty to allow for active counseling faculty
participation in college, regional, and state governance, as well as in professional development and professional
organization activities, without disruption of a program’s services to students.”
The California Community College Student Success Task Force Report indicates that counseling is a major focus of
student success as summarized below. To require SEP’s of all students, support services for unsuccessful students,
and to declare a major earlier will require additional counseling faculty.
Student Learning Outcomes
The collaborative effort of developing and implementing the SLO’s for counseling since the last program review has
been a success. However, more time needs to be dedicated to developing Counseling course SLO’s and
assessments. Additionally, Counseling courses are taught primarily by adjunct faculty. Training and processes need
to be established to assure quality of learning and proper assessment.
Increase Counseling Course Offerings
The Willow International Center currently offers two counseling courses for the spring 2012 semester. All the
student learning outcomes attached to the COUN courses were created with student success in mind. Although the
research indicates that career development, orientation to college and study skills are critical in student success, the
courses that provide this information are being reduced.
66
Transfer/Career Center
The Willow International Center has a transfer/career center located in the counseling office. However, this center
is currently used for multiple purposes other than transfer/career related functions. This center needs to be available
for students to access career and transfer information. In the future we hope to have this center staffed with a
counselor who can assist students with accessing career assessments, job opportunities, resume writing, college
catalogs, field trips, making appointments for University representatives and how to utilize our computers to access
the information.
Counselor Training
It is essential to update and educate all counselors on current policies and procedures. There are significant changes
occurring within the CSU, UC and the SCCCD that counselors need to be aware of on a consistent and as needed
basis. Counselor training is vital to providing our students with accurate and updated information
Based on the conclusions above, complete the table below. List goals in priority order.
Willow International
Goal(s)
Activities/Facilities/
Curriculum/Equipment
Necessary to Accomplish Goals *
Resources Needed,
Include Estimate Costs Proposed Timeline
1.Institutionalize full-time
SSS/STEM counselors
*Conference with WI VP Student
Services & Instruction
*Proposal submission to department
chairs
*Commitment of WI to
counselor position
*Salary $55,569
Benefits $21,318
Total $76,887
*Start financial support
phase in of
counselor/coordinator
beginning fall 2013.
*Post position spring 2015.
*Hire full-time tenure track
counselor beginning July,
2015
2. Establish data reporting
consistency
*Implementation of eSARS/Datatel
merge
*Form evaluation task force
between WI and RC
*Establish test matrix for data entry
to be reviewed by WI counselors
*Finalize data entry matrices and
any other data entry corrections or
additions
0 cost *Complete eSARS merge
with Datatel Spring, 2012
*Complete evaluation of
data issues/reports by
December, 2012
*Set aside training day for
all counselors in data
reporting and consistency
January
2013
*Implement comprehension
changes by March 2013
3.Add full-time WI
career/veteran counselor
*Conference with VP Student
Services
*Proposal submission to department
chairs
*Commitment of WI to
career counselor position.
*Salary $55,569
Benefits $21,318
Total $76,887
*Post position spring 2013
*Hire full-time tenure track
career counselor beginning
July, 2013
4.Willow International
career/transfer center
*Conference with WI VP Student
Services & Instruction
*Develop strategy for staffing
career/transfer center
*Potential resource action plan
*Cost not determined yet
based on strategy
*Research funding options
*Plan for staffed
career/transfer center by
May 2013
*Funding established by
May 2014 to staff
transfer/career center
67
5.Willow International
Counselor Training
*Conference with WI VP Student
Services & Dean of Student
Services
*Schedule C adjunct hours
will be part of their
scheduled hours
*Fall semester – October
*Spring semester- April
*Training will occur once
each semester
6.Offer more Counseling
courses
*Conference with WI VP, Dean of
Student Services & WI Dean of
Instruction. Add Coun 48, Coun
3A, Coun 3B and Coun 53
0 *Spring 2013 offer at least 3
COUN courses taught by
Counseling faculty
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