ࡱ> '` &bjbjLULU 06.?.? @@@@@@@vNNN8)jLR"t ~)))))))$i+h-)@RR)@@<)ZZZ"@@~)Z~)ZZJ'@@:) 0s|!@N^'r) )0)(6..,:):).@N)$Z))R)NNThv@@@@@@ Learning Resources Division Student Success Center ANSWERS TO IPBT QUESTIONS MAY 2012 Introduction/Context In 2009 Student Success Center reorganization resulted in the elimination of 50 classified and faculty positions and dramatic changes in programs; The SSC has increased and intensified its focus on supporting students in developmental level courses and integrated programs and staff to serve more students more efficiently; ýs Title III grant, which funded advisor and instructional support positions and programs in Math, ESL, EWRT and READ ends in summer 2012, requiring a new period of adjustment; We expect future pressures from compliance with Student Success Task Force recommendations 2.4, 3.4 and 5.1. Questions Do the faculty and staff of the Student Success and Retention Service (SSRS) and Student Success Center (SSC) provide similar services for their student populations (just wondering about possible duplication of effort)? While SSC and SSRS program might look similar (and have similar names) and share some common goals, the programs are quite different, serving different populations with different formats and approaches. SSC is an academic support program that serves thousands of ý students in a wide range of courses and focuses on course success, while SSRS is a student services program that provides targeted groups of students with exclusive course sections and counseling and peer mentoring support. SSRS programs (Summer Bridge, First Year Experience, Sankofa Scholars and Puente) are On a per-student basis, much more intensive; Serve students with historically low retention and transfer rates and first-generation college students. Combine exclusive course sections with peer and counseling support to define educational goals and plans; Provide referrals, emotional support; Include very limited tutoring, which mainly occurs in class. Peers do more mentoring than tutoring. However, SSC does coordinate very closely with SSRS programs. Former First Year Experience students work as SSC tutors; Tutor diversity helps attract the underserved and SSRS students to the SSC; LEAD and FYE students help organize and speak at our diversity training meeting over 110 tutors attended the February, 2012 event. Of the students that you serve do you have data on their current educational goals and their current GPAs? If so, can you share that with us? We understand this question as who are we serving-- those who are already doing well and on track to transfer, or those who are most at risk? While we dont yet have GPA and educational goals linked with our SARS data collection (we can get this data to IPBT if requested) we can get at the underlying question by looking at courses taken by students using SSC. Almost half of SSC tutoring hours support basic skills courses, but far more than half our students place in basic skills, since even students who get help in college level classes may be enrolled or place at basic skills level. We know that 70% of SSC users are enrolled full time (see Report #15 Students Accessing ATC_MSTRC 5 or More Times, 2010-11 08.23.11 HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/projects2011-12.html"http://www.deanza.edu/ir/deanza-research-projects/projects2011-12.html ) Since we focus heavily on learning and study skills, as one of our three program outcomes, we know that SSC support helps retention and success in all the courses a student may be taking. In 2011-12, 75% students using WRC are getting help for developmental level courses (see 2011_2012_wrc_summaries.xlsx). This is a dramatic increase from pre-reorganization, when the rate was as low as 33%. On the Math/Science side, over 40% of tutoring support is for developmental courses (see ________) , increased from previous rates of less than 25%. With a large increase both in number of students served and student hours, these results translate into roughly doubling the number of developmental students we serve. This is especially impressive given the high demand for Statistics, whose students are also struggling, underserved students. From institutional research (see Report #15 Students Accessing ATC_MSTRC 5 or More Times, 2010-11 08.23.11 HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/projects2011-12.html"http://www.deanza.edu/ir/deanza-research-projects/projects2011-12.html ) we know that students tutored in SSC exhibit success rates at 80% while non-tutored students exhibit success rates at 68%. Success rates among minority and underrepresented students in Adjunct Skills is 30% higher than for similar students who dont participate. (See Report #50 Adjunct Study Skills  HYPERLINK "http://deanza.edu/ir/deanza-research-projects/projects2009-10.html" http://deanza.edu/ir/deanza-research-projects/projects2009-10.html ) Research across many schools (see  HYPERLINK "http://deanza.edu/learningresources/speaker-gabriner.html" http://deanza.edu/learningresources/speaker-gabriner.html) suggests that program are more effective when they serve student at all levels and avoiding the stigma of being seen as a purely remedial. Toward that end, we allocate resources to have the greatest impact where most needed: more intensive one-on-one support for basic skills, more efficient group tutoring for transfer-level courses. Since the reorganization, weve seen an large increase in group tutoring: the Math/Science area now offers 90 hours of group tutoring per week, up from 55 in previous years. The Adjunct Skills group tutoring and study skills support for Social Sciences, Bio/Health and Business/CIS courses have also grown and make a significant impact on retention. Have you considered the possibility of a fee-based system for use of the SSC (perhaps with exemptions for financial aid students)? Fee for service would limit access, with fewer students coming to ý due to higher costs, and limit success, with fewer students completing courses once theyre here. Having students pay-per-use would be a powerful deterrent, and we would lose far too many students, especially basic skills students, even if an exception were made for financial aid recipients. An Academic Support charge to registration fees would not be able to generate enough to make a substantial impact. It would take 33,480 students paying a $5 fee, to raise as much as our current DASB contribution, which covers about half our student tutor salaries. If this fee were added, DASB would certainly pull our funding. In effect, we are already fee-based: students pay DASB $9 fee every time they register. DASB has committed $167,400 for 2012-13 to pay tutor salaries--over 13% of their total allocations, and 44% of our total budget for tutor salaries. DASB wants to promote student employment and student success. They dont want to see our services diminish. We are completely dependent on this funding. If began charging students directly, DASB would pull out their funding. If you had a significant reduction in your area how would you prioritize the students that you serve? We interpret this question as related to Question 2, about the students we serve. Because Student Success programs are integrated, sharing staff and serving students at all levels, finding new efficiencies will be challenging and require careful planning. In the two years since reorganization we have already prioritized how we allocate our resources. We focus our efforts where we think we make the most impact: first getting students to succeed in basic skills, so they can continue, enroll in college-level classes and graduate, then supporting the first college level course in a subject, where many students still have basic skill needs, then on more advanced college level, with greatly decreased the intensity of support at the higher levels.     5WXYq EwPQRͼͼtͼeT!jhxdh?&CJOJQJUhxdh?&CJOJQJ^J!h3h?&B*CJOJQJphh?&B*CJOJQJphh5h?&5CJOJQJhxdh?&5CJOJQJhxdh?&CJOJQJ!hxdh?&B*CJOJQJph$hxdh?&5B*CJOJQJphh?&5B*CJOJQJphhB 5B*CJOJQJph5XYpq q ?9 & F0`0gd?&gd?& & Fgd?& & Fgd?& & Fgd?&gd?&&&cwxQ<=GBef 1$7$8$H$gd?&^gd?& & Fgd?&gd?& gd?&gd?& & Fgd?&=]fCDFGT\uv  12yھھھھvھ`*jhxdh?&B*CJOJQJUph'jhxdh?&CJOJQJU'jhxdh?&CJOJQJUhxdh?&CJOJQJ^J!hxdh?&B*CJOJQJphhxdh?&CJOJQJhxdh?&0JCJOJQJ!jhxdh?&CJOJQJU'jhxdh?&CJOJQJU"yz{f""##&&&&&&&&&&&ѱhB jhB Uhxdh?&CJOJQJ$hxdh?&5B*CJOJQJph!hxdh?&B*CJOJQJphhxdh?&0JCJOJQJ*jhxdh?&B*CJOJQJUph0jhxdh?&B*CJOJQJUph[ \ !!""~####&&&&&&&&&&&& & Fgd?&gd?& & Fgd?&.:p?&/ =!r"r#r$r% DyK yK http://www.deanza.edu/ir/deanza-research-projects/projects2011-12.htmlDyK yK http://www.deanza.edu/ir/deanza-research-projects/projects2011-12.htmlDyK Chttp://deanza.edu/ir/deanza-research-projects/projects2009-10.htmlyK http://deanza.edu/ir/deanza-research-projects/projects2009-10.htmlDyK yK thttp://deanza.edu/learningresources/speaker-gabriner.html@@@ {0NormalCJ_HaJmH sH tH DA@D Default Paragraph FontRiR Table Normal4 l4a (k( No List 44 e k0Header !.. e k0 Char Char14 4 e k0Footer !,!, e k0 Char CharPO2P S! 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SSC is an academic support program that serves thousands of De 3M3-33332333.33-==B.323.332M..23333233L32.3-3.333.332.2B2 T\ ^ C /@@0 -LAnza students in a wide range of courses and =3-3.3333-33A3332432.32.3-333TP_ C /@@_ 0 +Lfocuses on course success, while SSRS is a 3-3.3.33.33.2.3..2..A33==B=.3 TdF ; /@@ YLstudent services program that provides targeted groups of students with exclusive course .3333.3-.3.2242M3333-33.243324333.2-3332.A32-.3.-3.33.3 T  /@@ 4Lsections and counseling and peer mentoring support. .3.33.332.333.333333333M32323.3323TT  /@@  LP 0 TT  /@@l LP 1 % TTp  /@@p LP*% TT  /@@ LP lT  /@@ FLSSRS programs (Summer Bridge, First Year Experience, Sankofa Scholars ==B=3332M.=3LL3=2428-=32=-3333.3=32/22=.333.T  /@@ Lland Puente) are 332=333223TT  /@@ LP 0 % TT /^/@@KLP*% TT0 ^/@@0KLP lT| ^/@@KL\On a perH3233TT ^/@@KLP-T$  ^/@@ K$L&" WMFC xstudent basis, much more intensive; .332333..M3.3M32333.-3TT  ^/@@ KLP 0 % TT_//@@LP*% TT0h/@@0LP lTph/@@LXServe =3-3Th/@@ELstudents with historically low retention and transfer rates and first.3333-A33.2.3-4A3333333233-233-332-TTh/@@LP-T h/@@ Ltgeneration college 4233333.3243 T|7/@@$L\students.3333-TX)7/@@$LP. 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While we don t yet have GPA and educational -/2Y23A3333-333-3H==332333.3333 Tl/@@^Lgoals linked with our SARS data collection (we can get this data to IPBT if requested) we can 433.2/33A333=<B=333.33.32A3-33433-3322=<92433.32A3.33 TDH;/@@(TLget at the underlying question by looking at courses taken by students using SSC. 422333332-34432.333-33/233.33-3.2/323-.3332-3.33==BTTIx;/@@I(LP 0 TT? /@@LP 1% 666666666666666666666666666666666666 6 66 6  6 66 6  6 66 6  6 66 6  6 66 6 66666666666666666666  ^`.@"Arial- 52 _P^^Learning Resources Division          2 _*^^ .2 _3^^ Student Success Center       2 _^^  >2 pP"^^ANSWERS TO IPBT QUESTIONS MAY 2012         2 p^^ @"Arial- 2 P^^ -,2 P^^Introduction/Context       2 ^^   2 P^^  @Symbol--- 2 i^^- 2 q^^ 2 _^^In 2009 Student Success Center reorganization resulted in the elimination of 50 classified and                          S2 0^^faculty positions and dramatic changes in progra        2 ^^ms;  2 ^^ - 2 i^^- 2 q^^ 2 ^^^The SSC has increased and intensified its focus on supporting students in developmental level                        2 T^^courses and integrated programs and staff to serve more students more efficiently;                  2 ^^ -- 2 i^^- 2 q^^ v2 G^^ýs Title III grant, which funded advisor and instructional suppo                  %2 b^^rt positions and e    2 T^^programs in Math, ESL, EWRT and READ ends in summer 2012, requiring a new period of                   2 & ^^adjustment;   2 &^^ - 2 9i^^- 2 9q^^ }2 9L^^We expect future pressures from compliance with Student Success Task Force                   =2 K!^^recommendations 2.4, 3.4 and 5.1.2           2 Kr^^   2 ]P^^ -2 oP ^^Questions   2 o^^ - 2 P^^ -+2 P^^Do the faculty and st     q2 D^^aff of the Student Success and Retention Service (SSRS) and Student                     2 P\^^Success Center (SSC) provide similar services for their student populations (just wondering                       D2 P&^^about possible duplication of effort)?          2 b^^ - 2 P^^ - 2 i^^- 2 q^^ _2 8^^While SSC and SSRS program might look similar (and have               82 "^^similar names) and share some          2 ]^^common goals, the programs are quite different, serving different populations with different                      2 X^^formats and approaches. SSC is an academic support program that serves thousands of De                        O2 -^^Anza students in a wide range of courses and           L2 +^^focuses on course success, while SSRS is a d      2 "Y^^student services program that provides targeted groups of students with exclusive course e                     Y2 44^^sections and counseling and peer mentoring support.               2 4^^  2 FP^^ - 2 Yi^^- 2 Yq^^ t2 YF^^SSRS programs (Summer Bridge, First Year Experience, Sankofa Scholars                    #2 Y^^and Puente) are     2 Y^^ - 2 l^^- 2 l^^ 2 l^^On a per    2 l^^-A2 l$^^student basis, much more intensive;       2 l^^ - 2 ^^- 2 ^^ 2 ^^Serve  s2 E^^students with historically low retention and transfer rates and first            2 ^^-(2 ^^generation college s      2 ^^students  2 ^^.  2 ^^  - 2 ^^- 2 ^^ 2 W^^Combine exclusive course sections with peer and counseling support to define educationa                        2 ^^l #2 ^^goals and plans;    2  ^^ - 2 ^^- 2 ^^ C2 %^^Provide referrals, emotional support;?         2 ^^ - 2 ^^- 2 ^^ 2 Z^^Include very limited tutoring, which mainly occurs in class. Peers do more mentoring than                    2  ^^tutoring.  2 ^^  2 ^^ - 2 i^^- 2 q^^ g2 =^^However, SSC does coordinate very closely with SSRS programs.                2 I^^ - 2 %^^- 2 %^^ A2 %$^^Former First Year Experience student        +2 %^^s work as SSC tutors;   2 %4^^ - 2 8^^- 2 8^^ }2 8L^^Tutor diversity helps attract the underserved and SSRS students to the SSC;                 2 8^^ - 2 J^^- 2 J^^ 2 JO^^LEAD and FYE students help organize and speak at our diversity training meeting                     2 J^^2 J^^ over P2 \.^^110 tutors attended the February, 2012 event.             2 \^^  2 n^^ -.2 P^^Of the students that yo       t2 F^^u serve do you have data on their current educational goals and their                    ,^^'S2 P0^^current GPAs? If so, can you share that with us?            2 ^^  ,^^'- 2 P^^ - 2 i^^- 2 q^^ U2 1^^We understand this question as who are we serving           2 ^^--I2 )^^ those who are already doing well and on              M2 ,^^track to transfer, or those who are most at         X2 3^^risk? 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