ࡱ> ,/)*+ vzbjbjvv 7Lq) 88O=,4$t7&<<<<<<<,{@-CP<&&&<) =)))&<)&<)) 9:('9<=0O=9}C)}C(:)::&&&<<)&&&O=}C&&&&&&&&& :   Instructions: The first column below matches key words in TracDat where you will enter the requested information. The second column fully describes the information that the IPBT is requesting. It also represents the information you would see if you pressed the help button (a question mark) by each box in TracDat. You will be able to copy and paste or type in your information into the TracDat boxes. SAVE OFTEN WHILE ENTERING INFO!!!!! ALWAYS keep a soft copy of your work in your files to ensure that your work is not lost. You will save program review as a pdf through the print option of your browser. This is the document you will send to your Dean and it is the document that will be posted on the ý website. If you have questions, please refer to your workshop handout ( HYPERLINK "http://www.deanza.edu/slo/tracdat.html" http://www.deanza.edu/slo/tracdat.html) or contact:  HYPERLINK "mailto:pappemary@fhda.edu" papemary@fhda.edu. Section I: Overall program description (including CTE) Section II: Overall student enrollment and success Section III: Equity Section IV: Assessment Cycle Section V: Resource requests In TracDat. Limit narrative to 100 words; bullet points encouraged Information RequestedExplanation of Information Requested. ? TracDat Help button will reveal the same cues (sorry no hyperlinks)Input your answers in columns provided. Note: reference documents can also be attached. Make sure to note the name of any reference documents in your explanations. Program DescriptionPuente Project is one of several cohort programs housed in the Student Success and Retention Services center. Puente is a learning community for first generation college students who test into developmental levels of English and Reading that involves integrated curriculum in reading, writing and counseling courses along with a mentoring component. Students come from traditionally underrepresented racial/ethnic groups. Students are recruited into a cohort that continues throughout their entire first year of college and continued counseling services until transfer and graduation. In the fall, they take their classes with the same cluster of 30 students.Department Name: Academic Services Student Success and Retention ServicesProgram Mission Statement:What are your Program Learning Outcomes? How do your Program Learning Outcomes relate to the mission of ý College and our Institutional Core Competencies? ( HYPERLINK "http://www.deanza.edu/about/missionandvalues.html" http://www.deanza.edu/about/missionandvalues.html) The mission of the Puente program is to increase the number of educationally disadvantaged students who enroll in four-year colleges and universities, who earn college degrees and who return to the community as mentors and leaders of future generations. We provide academic programs that meet the students needs at different levels of basic skills and we continue to work with the students until they complete college level math and English courses specifically. Our programs also provide opportunities for students to become more engaged in their communities at home and on campus through assignments, field trips, and guest speakers. Our end of the year event is an example of our students using their creativity to demonstrate their knowledge and skills gained with our integrated curriculum. They use technology, spoken word, musical talent, etc. I.A.1What is the Primary Focus of Your Program?Select Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment or N/ABasic Skills development, working with first generation college students to ensure successful pathways to transfer and graduationI.A.2Choose a Secondary Focus of Your Program.Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment or N/ATransfer and GraduationI.B.1# Certificates of Achievement AwardedIf applicable, enter the number of Certificates of Achievement awarded during the current academic year. Please refer to:  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html Leave blank if not applicable to your program.N/AI.B.2# Certificates of Achievement-Advanced Awarded:If applicable, enter the number of Certificates of Achievement - Advanced awarded during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html . Leave blank if not applicable to your program.I.B.3# ADTs (Associates Degrees for Transfer) AwardedList Associate Degree Transfer awarded by you department during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html Leave blank if not applicable to your program.Awards: 13-14 14-15 15-16 A.S.-T 1 1 1 A.A.-T 2 I.B.4# AA and/or AS Degrees Awarded:If applicable, enter the number of Associate of Arts or Associate of Science degrees awarded during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html Leave blank if not applicable to your programAwards: 13-14 14-15 15-16 A.S. 2 A.A. 17 16 29I.C.1 CTE Programs: Impact of External TrendsCareer Technical Education (CTE) programs: provide regional, state, and labor market data, employment statistics. Refer to "CTE Program Review Addenda" at:  HYPERLINK "/workforceed/ged/" /workforceed/ged/ Identify any significant trends that may affect your program relative to: 1) Curriculum Content; 2) Future plans for your program e.g. enrollment management plans.Awards: 13-14 14-15 15-16 1 I.C.2CTE Programs: Advisory Board Input: Career Technical Education (CTE) programs: provide recommendations from this year's Advisory Board (or other groups outside of your program, etc.). Briefly, address any significant recommendations from the group. Describe your program's progress in moving towards assessment or planning or current implementation of effective solutions.N/AI.D.1Academic Services and Learning Resources: # Faculty ServedOnly for programs that serve staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. State number of faculty served: 0 = no change; (- #) decreased; # increased; leave blank if not applicable to your programN/AI.D.2Academic Services and Learning Resources: # Students ServedOnly for programs that serve staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. State number of students served: 0 = no change; (- #) decreased; # increased; leave blank if not applicable to your programN/AI.D.3Academic Services and Learning Resources: # Staff ServedOnly for programs that serve staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. State number of staff served: 0 = no change; (- #) decreased; # increased; leave blank if not applicable to your programN/AI.E.1Full Time Faculty (FTEF) For ALL programs: Refer to your program review data sheet.  HYPERLINK "http://deanza.edu/ir/program-review.15-16.html" http://deanza.edu/ir/program-review.15-16.html 1 Full time Counselor/Co-Coordinator 1 English Writing Instructor with release time for coordination 1 Reading Instructor one course in FallI.E.2# Student Employees State number of student employees and if there were any changes: 0 = no change; (- #) = decreased; # = increased; blank if not applicable to your program4 writing tutors and 1 peer mentor, funded by DASBI.E.3Full-time to Part-time ratio % of Full -time Faculty Compared to % Part-time Faculty TeachingCompare the changes in % of FT and PT faculty teaching in your department? 0 = no change; (- %) = decreased; % = increased; blank= not applicable to your program. Refer to your program review data sheet.  HYPERLINK "http://deanza.edu/ir/program-review.15-16.html" http://deanza.edu/ir/program-review.15-16.html . 0I.E.4# Staff EmployeesState number of staff employees and if there were any changes: 0 = no change; (- #) = decreased; # = increased; blank if not applicable to your program ONLY report the number of staff that directly serve your program. Deans will make a report regarding staff serving multiple programs. 0I.E.5Changes in Employees/ResourcesBriefly describe how any increase or decrease of employees/resources has impacted your program. Leave blank if not applicable to your program. There have been four changes in the Counseling faculty in the past five school years. The current Interim Puente Counselor & Co-Coordinator started winter quarter 2016, the previous Interim Counselor & Co-Coordinator was from 2014- 2015. However, there has been consistency in the Read/EWRT Puente team for the past 3 years. This has yielded high success rates in the developmental and transferable English courses. There has been a total of two different English and two different Reading instructors over the past five years. EnrollmentII.AEnrollment Trends What significant changes in enrollment have you seen in the last three years? Refer to  HYPERLINK "http://deanza.edu/ir/program-review.15-16.html" http://deanza.edu/ir/program-review.15-16.html The total number of students has stayed consistent because of capacity restrictions. However, the demand is continuing to grow. Every year we receive over 200 students interested in joining the program; adding a 2nd cohort would help meet the demand and need.II.B.1Overall Success Rate What significant changes in student success rates have you seen in the last three years?In the past three school years we have had the following Completion and Pass Rates: 14-15 15-16 15-16 READ211 97% 97% 97% EWRT211 100% 100% 97% EWRT 1A 97% 97% 93-100% (est.) EWRT 2 89% 77% TBD Persistence 93% 87% 93-100% (est.) Retention 87% 100% 100% 87% of students enrolled in the Puente Program are in good academic standing per data from the Office of Institutional Research & Planning. II.B.2Plan if Success Rate of Program is Below 60% In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60%  HYPERLINK "http://deanza.edu/ir/state-of-the-college-related-information/pdf/Institutional_Metrics_2016.pdf" http://deanza.edu/ir/state-of-the-college-related-information/pdf/Institutional_Metrics_2016.pdf If course success rates in your program fall below 60%, what are the departments plans to bring course success rates up to this level? Leave blank if N/A.N/AII.CChanges Imposed by Internal/External Regulations Address program changes implemented as a response to changes in College/District policy, state laws, division/department/program level requirements or external agencies regulations? How did the change(s) affect your program? (e.g. any curriculum, program reorganization, staffing etc.)The implementation of State-mandated registration policies have continued to impact the students in the program negatively. The students need to take classes in the Puente program, and without early registration as they previously had,they have very few options available to take other classes such as their Math and science courses. Puente students pass Reading and Writing courses with a 93-100% success rate and compared to Latino/as who have a 71% success rate. If the implementation of multiple measures for the placement test were mandated based on a high school gpa that was too low (e.g. 2.6) the result could be that students who would typically be eligible for Puente would not be able to join the program; their placement into EWRT1A would disqualify them from the program, which requires a READ/EWRT211 placement. Although this might seem like a pathway to transferring more rapidly, it could most likely be a barrier because the Puente Program not only takes them through the academic program, culminating in being transfer-ready for English by the end of their first year, but it also gives them support including counseling, academic advising, navigating the college process, gaining confidence, peer and career mentoring, and reviewing foundational skills that they might not have been taught in high school. Though the students might be placed higher initially, their success rates in college overall might not be as high because of the lack of support, which would no longer be available to them. Puente students have often remarked that one of the main factors of their success is the navigational capital they gain while being a part of Puente. EquityIII.AGrowth and Decline of Targeted Student Populations Briefly, address student enrollment data relative to your programs growth or decline in targeted populations: African Americans, Latinos, Filipinos. (Refer to  HYPERLINK "http://deanza.edu/ir/program-review.15-16.html" http://deanza.edu/ir/program-review.15-16.html)Although the Puente Project has shown continuous success there is still a high need to close the equity gaps for our targeted populations. There continues to be a pressing need for programs and services that address the needs of Latino/a students. Though it cannot possibly serve all the students who need assistance, given the high interest adding a second Puente cohort would assist in closing the equity gap. As stated above, Puente students pass Reading and Writing courses with a 93-100% success rate and compared to Latino/as who have a 71% success rate. III.BClosing the Student Equity Gap: What progress or achievement has the program made relative to the plans stated in your programs 2013 -14 Comprehensive Program Review, Section II.A.3, towards decreasing the student equity gap? See IPBT website for past program review documentation:  HYPERLINK "http://deanza.edu/gov/IPBT/program_review_files.html" http://deanza.edu/gov/IPBT/program_review_files.html  As can be seen in the comprehensive program review, the Puente Program significantly reduces the equity gap and, indeed, even shows that students in the Puente Program exceed success rates of targeted and non-targeted populations.III.CPlan if Success Rate of Targeted Group(s) is Below 60% In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60%  HYPERLINK "http://deanza.edu/ir/state-of-the-college-related-information/pdf/Institutional_Metrics_2016.pdf" http://deanza.edu/ir/state-of-the-college-related-information/pdf/Institutional_Metrics_2016.pdf Are success rates of targeted groups at or above 60%? If not, what are the departments plans to bring the success rates of the group(s) up to this level? This applies to African American, Latino/a and Filipino students.Yes, the program far exceeds success rates above 60%.III.DDepartmental Equity Planning and ProgressWhat progress or achievement has the program made relative to the plans stated in your departmental 2014-15 Equity Plan?The program continues to implement its mission, which closes the equity gap for students in the program. The reports from MISP have helped prioritize student counseling services to meet the SSSP state mandates as of Fall 2016, 99% of Puente students have a comprehensive educational plan.  Assessment CycleIV.APLOAC SummaryGive the percentage of Program Level Outcome statements assessed to date. Run Ad Hoc report entitled XXX PLOAC Work and scroll to the bottom of the report for counts. Then calculate #Reflections & Analysis/#PLO statement times 100. This percentage may be over 100% or 0%. All program level outcomes are to be assessed for a minimum of a second time before the Comprehensive Program Review in Spring 2019.PLO Puente students will develop and adjust comprehensive Student Educational Plan (SEP), in compliance with SSSP mandates, Puente students will develop a minimum 3 quarter comprehensive student educational plan, which provides a path to transfer to a four year college or university. To date Puente has achieved an 99% success rate in completing this outcome, in comparison to other targeted groups whose outcome is 72% and non-targeted is 83%. (Student Services Program Review Data) 9/13/16.IV.BSLOAC SummaryGive the percentage of Student Level Outcome statements assessed to date. Run Ad Hoc report titled XXX SLOAC work- Active Only and scroll to the bottom of the report for counts. Then calculate #(Reflections & Analysis + #Archived from ECMS) /#SLO statement times 100. (N.B. Number of SLOs assessed and archived from ECMS is the last item in Department -> General Information page.) This percentage may be over 100% or 0%. All course level outcomes are to be assessed for a minimum of a second time before the Comprehensive Program Review in Spring 2019.SLO Puente students will compose essays that demonstrate college-level critical thinking, writing, and research skills, including MLS documentation. In 2014-15 97% successfully completed EWRT1A In 2015-16 96% successfully completed EWRT1A In 2016-2017 an estimated 93%-100% of students will successfully complete EWRT1A Resource RequestsV.ABudget TrendsDescribe impact, if any, of external or internal funding trends upon the program and/or its ability to serve its students. If you dont work with budget, please ask your Division Dean to give you the information. Since the inception of the Puente Project at ý College, its operating budget has remained relatively small. While program demands and student needs have increased proportionately, the budget has not. The program relies on the B budget for its primary funding source. While it is small, the funding is expected to yield large results. The B budget is used to coordinate activities such a workshops, university and industry tours; participation in the Puente Annual Motivational Conference; cultural events; family informational sessions; mentor recruitment, training, and communication; peer assistance and tutoring; and office supplies for daily operations.V.BFunding Impact on Enrollment TrendsDescribe the impact, if any, of external or internal funding changes upon the programs enrollment and/or its ability to serve its students. Refer to Program Review data sheets for enrollment information:  HYPERLINK "http://deanza.edu/ir/program-review.15-16.html" http://deanza.edu/ir/program-review.15-16.html Since the inception of the Puente Project in 2001, we have operated on a $5,000 B budget while other Puente programs budgets have been augmented to $10,000. The limited funding has resulted in the program not being able to provide as many university/industry tours as we would like to or more parent/family and mentoring events. In order to comply and to successful meet the mandates of the 3SP it will be imperative to augment the B budget to include transportation costs to universities, industry visits, to buy career assessment inventories, to buy stoles for graduation/transfer celebration, to pay for the cost of publishing the students anthology book, stipend for reading instructor, to purchase a set of English course books. To expose our students to as many opportunities as possible, we would like to organize a Southern CA university trip like many of the Puente campuses. These services will help facilitate the major and career exploration process for a student early on so they can make a realistic educational and career goal that is reflected in a comprehensive student educational plan and will assist us in achieving the 3SP mandates. An augmented budget is also required to help with future professional development needs as we work to develop a pool of faculty who are trained to meet the needs of this population of students. In order to meet the rising funding needs we have had to seek out funding from Equity funds and the SSRS B budget.V.C1Faculty Position(s) NeededA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless VacancyGrowth: Reading Instructor Need faculty compensation ($1000) for Reading Instructor, for the coordination and assessment of programs and curriculum with the Puente English Instructor. . 250 FTE Reassigned Time for dedicated Writing Instructor and 1 FTE Counselor (for 2nd cohort)V.C.2Justification for Faculty Position(s):Do you have assessment data available to justify this request for a faculty position? If so provide the SLO/PLO assessment data, reflection, and enhancement that support this need. If not, provide other data to support this need.Every school year Puente receives interest from over 200 students who want to be in the program but the cohort is limited to 30-32 students. Since 2004 the Latino student population has doubled in size, yet we still only have one cohort, a second cohort will help meet the increasing need of the increasing population.V.D.1Staff Position(s) NeededA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless Vacancy Only make request for staff if relevant to your department only. Division staff requests should be in the Deans summary.Growth: Mentor Coordinator-Faculty Additional Pay $1,000 per academic term ($3000 annual)V.D.2Justification for Staff Position(s):Do you have assessment data available to justify this request for a staff position? If so, provide the SLO/PLO assessment data, reflection, and enhancement and/or CTE Advisory Board input to support this need. If not, provide other data to support this need.Coordinating, recruiting and training 30+ mentors per year, is a very critical aspect of the success of the Puentes mission and it is very time consuming for the counselor of the program. The program needs a staff position for a mentor coordinator that would also include the FYE and Umoja program. The mentor coordinator would identifying mentors, follow up, organizing mentor activities, help with trainings of mentors and evaluation of mentoring activities. Other Puente programs have hired a Mentor coordinator to develop this component freeing the counselor to work more directly with students individually or in the classroom.V.E.1Equipment RequestsA drop down menu will allow you to choose: Under $1,000 or Over $1,000 or no equipment requested N/AV.E.2Equipment Title, Description, and QuantityDescription should identify if the item(s) are new or replacement(s), furniture/fixtures, instructional equipment, technology related, expected life of item, recommended warrantees etc. Did this request emanate from a SLOAC or PLOAC process? Does this item require new or renovated infrastructure (e.g. wireless access, hardwire access, electric, water or heat sources . . . )N/AV.E.3Equipment JustificationDo you have assessment data available to justify this request for equipment? If so, provide the SLO/PLO assessment data, reflection, and enhancement and/or Advisory Board input to support this need. If not, provide other data to support this need. Who will use this equipment? What would the impact be on the program with or without the equipment? What is the life expectancy of the current equipment? How does the request promote the college mission or strategic goals? Refer to mission:  HYPERLINK "http://deanza.edu/about/missionandvalues.html" http://deanza.edu/about/missionandvalues.html and strategic goals (page 15  HYPERLINK "http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf" http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf N/AV.F.1Facility RequestName type of facility or infrastructure items needed. Renovation vs new. Identify associated structures needed to support the facility e.g. furniture, heat lamps, lighting, unique items above and beyond what is normally included in a similar facility.If an additional cohort is added we would need a larger space and laptops for use in the SSRS center.V.F.2Facility JustificationDo you have assessment data available to justify this request? If so, provide the SLO/PLO assessment data, reflection, and enhancement and/or CTE Advisory Board input to support this need. If not, provide other data to support this need. Who will use this facility? What would the impact be on the program with or without the facility? What is the life expectancy of the current facility? How does the request promote the college mission or strategic goals? N/AV.G.Equity Planning and SupportHas this work generated any need for resources? If, so what is your request?Working with first generation college students requires more funding because the students do not have access to visit college in southern California, conferences and participate in industry visits. We need more resources in our budget to achieve equity for our students.V.H.1Other Needed ResourcesList resource needs other than faculty, staff, facility, and equipment needs. For instance, assistance in working with counselors, finding tutors to work with students, support for assessment projects.Career industry visits increase students awareness and preparation for the work place. In order to provide these opportunities for students we need funding for the bus transportation and meals. Previous industry visits include LinkedIN, Yahoo, and YELP.V.H.2Other Needed Resources JustificationDo you have assessment data available to justify this request? If so, provide the SLO/PLO assessment data, reflection, and enhancement that support this need. If not, provide other data to support this need.V.J. B Budget AugmentationHow much? Who/what could be supported if this additional funding was awarded? What would the impact be on the program with or without the funds? How does the request promote the college mission or strategic goals? Refer to mission:  HYPERLINK "http://deanza.edu/about/missionandvalues.html" http://deanza.edu/about/missionandvalues.html and strategic goals (page 15 http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf State the SLO/PLO assessment data, reflection, and enhancement and/or CTE Advisory Board input to support this need. If you do not deal with the B budget directly, you can use the comment: please refer to the Deans summary.To increase the B budget to at least $10,000. PLO Puente students will develop and adjust comprehensive Student Education Plan (SEP), in accordance to SSSP which provides a path to transfer to a four-year college or university. The money requested would help meet the increasing costs to provide access activities to our target populations. It is challenging to provide up to date support for our most needy students on a budget that has not been augmented since the inception of the program in 2001.V.K..1Staff Development NeedsWhat would the impact be on the program with or without meeting this need? How does the request promote the college mission or strategic goals? Refer to mission:  HYPERLINK "http://deanza.edu/about/missionandvalues.html" http://deanza.edu/about/missionandvalues.html and strategic goals (page 15  HYPERLINK "http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf" http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-15.pdf We attend two statewide training and a summer institute every year. V.K.2Staff Development Needs JustificationDo you have assessment data available to justify this request for staff development? If so, provide the SLO/PLO assessment data, reflection, and enhancement and/or CTE Advisory Board input to support this need. If not, provide other data to support this needSustaining the success rates as reported throughout this review.VI.Closing the LoopHow do you plan to reassess the outcomes after receiving each of the additional resources requested above? N.B. For the Comprehensive Program Review the question becomes What were the assessments showing the results of receiving the requested resources over the last five years?We would assess the outcomes through increase in transfer rates and shortening the pathway to transfer.Submitted by: APRU writers name, email address, phone ext.Lydia Hearn,  HYPERLINK "mailto:hearnlydia@fhda.edu" hearnlydia@fhda.edu 408-864-5785 Yolanda Johnson,  HYPERLINK "mailto:johnsonyolanda@fhda.edu" johnsonyolanda@fhda.edu 408-864-8894 Last Updated:Give date of latest update (Set next box to YES when done and ready for Dean review).March 22, 2017     ý College Comprehensive Program Review 2015-2020 2016-17APRU PAGE  PAGE 12  TIME \@ "MMMM d, yyyy" March 24, 2017 ý College Annual Program Review Update-revised 4-14-12 Spring 2012  .78C= ?      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