“VÍAS HACIA la GRADUACIÓN” (“Pathways to Graduation”)

Transcription

“VÍAS HACIA la GRADUACIÓN”
(“Pathways to Graduation”)
Cumberland County College, Vineland, NJ
Table of Contents for Narrative
Program Narrative…………..…………………………………………….……….…..……… 2
(a) Quality of the Applicant’s Comprehensive Development Plan…………………………. 5
(b) Quality of Activity Objectives………………..………………………..…..….....……… 15
(c) Quality of Implementation Strategy………..….……………………..…..…..…..…...… 16
(d) Quality of Key Personnel………………….………………………..…..…..…..…..…… 34
(e) Quality of Project Management Plan……………….…………..…..…..…..…..………. 36
(f) Quality of Evaluation Plan………………………………..………..…..…..…..…..…… 40
(g) Quality of the budget - extent to which the proposed costs are necessary and
reasonable in relation to the project’s objectives and scope………………………..…… 43
(h) Quality of the Project Design - extent to which the proposed project is supported by
strong theory………………………………………………………………………..
44
Budget Narrative……………………………………………………..……..………………… 47
Competitive Preference Priorities……………………………………..………….…….….… 51
Competitive Preference Priority #1………………..………………………..…..….....…… 51
Competitive Preference Priority #2………………..………………………..…..….....…… 52
Cumberland County College
1
Program Narrative. Cumberland County College (CCC) is a public, two-year institution
within the New Jersey Community College system. Since its founding in 1966, CCC has
provided quality, affordable, open admissions education for more than 73,000 students.
The county is one of the more sparsely populated in New Jersey. The
small, northern tier cities of Vineland, Millville, and Bridgeton contain 73%
(115,042) of the county’s 157,332 residents.1 Hispanics constitute 28.6% of
the county population.2 Combined with the African-American population
(21.8%), these two minorities constitute the majority (50.4%) of county
residents, placing Cumberland among the earliest “majority-minority” counties in the U.S.
The county’s overall poverty rate is 20.1%.3 However, among Hispanics, the poverty rate is
29%, and 48% of those are children from the age of birth to 17 years.4 Chronic poverty—along
with local high school performance and college readiness ratings that significantly lag peer
schools across the state—create conditions that adversely affect the academic preparation of
many CCC students.5 In addition, 87% of the Hispanic students at CCC are first-generation
college students, and 97% receive Pell grants.6
Cumberland County’s unemployment rate is among the state’s highest. The financial crisis
of 2008 and recession of 2009-11 pushed the unemployment rate as high as 15% in 2010-13.7 It
1
2
3
4
5
6
7
U.S. Census Bureau, Population Estimates Program, 2013.
U.S. Census Bureau, State and County QuickFacts, 2013 population estimates.
U.S. Census Bureau, Small Area Income and Poverty Estimates, State and County Estimates for 2013.
http://www.census.gov/did/www/saipe/data/statecounty/data/2013.html
U.S. Census Bureau, 2011-13 American Communities Survey, 3-year estimates.
http://factfinder.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_13_3YR_B17001I&prodT
ype=table
New Jersey School Report Card data for 2013-14 for Bridgeton, Millville and Vineland high
schools, http://education.state.nj.us/directory/district.php?source=01&county=cumberland
2012-14 institutional data, CCC Office of Information Technology.
U.S. Department of Labor, http://www.bls.gov/eag/eag.nj_vineland_msa.htm
2
receded to 10.9% overall by March 20158, but still lags New Jersey’s overall unemployment rate
(6.5%, March 2015)9 by more than four percentage points. Moreover, 12.2% of the county’s
Hispanic population is unemployed. This rate is likely even higher among young Hispanics, as
the overall unemployment for people age 16-19 and 20-24 stands at 36% and 26% respectively.10
Mission. The College’s Mission Statement is: “Cumberland County College is a
comprehensive community college that is accessible, learning-centered and dedicated to serving
a diverse community of learners and employers through quality, innovative programs and
services. The College is committed to student success and completion, and to the core elements
of liberal arts, transfer, career, technical, professional and community education.”
Control and Accreditation. CCC’s 12-member Board of Trustees is appointed through the
county and state. The College President is selected by the Board and has full authority and
responsibility for College operations. CCC is accredited by the Middle States Commission on
Higher Education, and its accreditation was reaffirmed for 10 years in 2011.
Sources of Operating Revenue. In 2013-14, CCC’s operating revenue came from tuition
and fees (53%), county funds (24%), state funds (13.3%), and other sources (9.7%).
Academic Degrees and Programs. CCC offers 73 associate degree programs, 23 academic
certificate programs, 16 career certificate programs, and five short-term programs in career
pathways aligned with local high schools’ and county and state needs.
Student Enrollment and Diversity. Tables 1 and 2 show CCC’s enrollment and
ethnicity/race statistics for the last five years.
8
U.S. Department of Labor, Bureau of Labor Statistics, March 2015 Economy at a Glance unemployment rate for
Vineland-Millville-Bridgeton Metropolitan Statistical Area.
9
U.S. Department of Labor, Bureau of Labor Statistics, New York-New Jersey Information Office, March 2015.
10
U.S. Census Bureau, 2013 American Community Survey 1-year estimates.
3
Table 1—Enrollment Data
Fall Term
2010
2011
2012
2013
2014
Unduplicated
Headcount
4,291
4,188
3,944
3,919
3,844
Full-Time
Equivalency11
3,123
3,146
3,032
2,898
2,763
Full-Time
Status
2,570
2,394
2,238
2,335
2,298
Part-Time
Status
1,721
1,794
1,706
1,584
1,546
Table 2—Enrollment Data by Ethnicity/Race
Fall Term
2010
2011
2012
2013
2014
Hispanic
930
1,000
1,012
1,067
1,098
AfricanAmerican
907
893
829
874
867
White
Other
2,300
2,157
1,947
1,841
1,705
69
129
156
137
174
Documentation of Hispanic Student Percentage. CCC’s FTE percentage of Hispanic
students reached 29%11, based on data captured on Sept. 10, 2014. The data used to calculate this
percentage includes full-time, degree-seeking Hispanic students (682 FTE) and part-time
Hispanic students’ credit hours (2,921/12 = 243 FTE); and all full-time, degree-seeking students
(2,292 FTE) and part-time students’ credit hours (10,672/12 = 889 FTE). The resulting totals,
925 Hispanic FTE and 3,181 total FTE, were used to calculate the Hispanic student percentage
(925/3,181 = 29%). This data was gathered and reviewed by the College’s Assessment, Planning
and Research (AP&R) Office, compiled into the Fall 2014 SURE (Student Unit Record)
Enrollment Report, sent to the N.J. Department of Education for review, and then submitted to
the Integrated Postsecondary Education Data System (IPEDS), as part of CCC’s enrollment
report for 2014-15. IPEDS, the institution’s state-reported enrollment data, and the institutional
data for the 2014-15 Institutional Profile (to be published in Fall 2015) all are in agreement on
the percentage of Hispanic students. (See the HSI Program Profile for documentation.)
11
In accordance with New Jersey law, 15 credit hours = 1 FTE. In accordance with directions on page 77 of the
instructions, 12 credit hours = 1 FTE has been used to determine the FTE percentage of Hispanic students at CCC.
4
Faculty, Staff, and Administration Characteristics. CCC is continuing its efforts to
diversify the faculty and staff and to more closely match the community. While frontline staff
members are often Hispanics, there are no Hispanic mid-level or senior directors, and only three
Hispanic faculty members. Twenty-five percent of its counselors and advisors are Hispanic.
THE COMPREHENSIVE DEVELOPMENT PLAN AND INSTITUTIONAL
STRENGTHS AND WEAKNESSES
(a) Quality of the Applicant’s Comprehensive Development Plan (Maximum: 20 points).
(1) The strengths, weaknesses, and significant problems of the institution’s academic
programs, institutional management, and fiscal stability are clearly and
comprehensively analyzed and result from a process that involved major
constituencies of the institution.
Absolute Priority: Projects that are designed to increase the number and proportion of
high-need students (as defined in this notice) who are academically prepared for, enroll in,
or complete on time college, other postsecondary education, or other career and technical
education. Pages 5-50, address the Absolute Priority.
CCC’s Strategic Planning Process. CCC’s Strategic Plan (Comprehensive Development
Plan; CDP) is revisited every five years. The most recent Strategic Plan was formulated in 2011
to guide the College from 2012 through 2017. To prepare for the fall 2011 strategic planning
retreats, the College’s internal and external stakeholders examined student demographic data,
program trends and enrollment, student satisfaction surveys, Basic Skills Effectiveness Reports,
retention reports, the Institutional Profile; graduate survey summaries, accreditation
recommendations, and other internal institutional research reports. External data also were
examined, including: Cumberland County population, demographics, income levels, and
unemployment rates; community, area, and employer scan information; and school report card
data and proficiency level assessments in reading, writing, and mathematics.
5
A stakeholder group of 130—comprised of faculty, staff, and students; Board of Trustees,
and Foundation members; Cumberland County Freeholders; community and business leaders;
and educators from K-12 and higher education—participated in the fall 2011 planning retreat.
An outcome of the retreat and strategic planning activities was “Strategic Plan 2012-2017:
Engage, Inspire, Transform,” which set three strategic directions and associated goals (see Table
3). The Board of Trustees approved the plan in 2011 and earmarked funds to meet Plan goals.
Table 3—Strategic Plan 2012-2017: Engage, Inspire, Transform
Direction 1: Increase student success and completion.
Goal 1: Increase the college readiness of entering students.
Goal 2: Increase the number of students successfully completing developmental courses and reduce the time
students spend in developmental education.
Goal 3: Increase the number of student enrolling in and successfully completing gatekeeper courses.
Goal 4: Increase retention rates for all students.
Goal 5: Increase the number of students completing degrees/certificates.
Goal 6: Make comprehensive and fundamental college-wide changes to support student success.
Direction 2: Integrate leadership and service learning across the curriculum
Goal 7: Align all of the College’s leadership programs and establish a leadership component in relevant college
courses.
Goal 8: Collaborate with community groups to develop and integrate service learning into academic and nonacademic programs.
Direction 3: Serve as a catalyst for local and regional economic and workforce development initiatives.
Goal 9: Revise current programs and create new programs and options in key sectors to match the needs of the
local and regional economy.
Goal 10: Collaborate with local and regional businesses, industries, community groups and related institutions to
implement appropriate partnerships for entrepreneurial initiatives.
The Strategic Analysis. Through the strategic planning process, CCC identified and
comprehensively analyzed strengths, weaknesses and problems, and opportunities associated
with the institution’s academic programs, institutional management, and fiscal stability.
Table 4 – Academic Programs - Strengths, Weaknesses and Significant Problems
Strengths




Record number of graduates in 2014
Leading retention among NJ community colleges
Dual enrollment and college placement of high school students
Student persistence improved through developmental curriculum
redesign and interventions.
Weaknesses/Significant Problems
 High drop-out rate among Hispanic
students
 Inadequate persistence to completion
among Hispanic students
 Low graduation rates among Hispanic
students
6
Academic Program Strengths
Record Number of Graduates in 2014: The number of graduating students increased by
more than 15% over the preceding year.
Leading Retention Among NJ Community Colleges: For 2012-13, CCC retained 66% of
first-time, full-time (FT/FT) students, as compared to sister colleges’ rates, which ranged from
53% to 63%. CCC’s preliminary 2013-14 data also indicate 66% retention of FT/FT students.
Dual Enrollment and College Placement of High School Students: Dual enrollment
course registrations average 275 per year, and most dual-enrolled students successfully obtain
college credit. The College also offers early Accuplacer testing for high school juniors and
seniors and disseminates information about ways to improve scores and placements. To increase
the accuracy of course placement, CCC’s Title III project initiated a Multiple Measures
approach, reducing the number of students in remediation by 22 percentage points since 2011.
Student Persistence Improved through Developmental Curriculum Redesign and
Interventions: Through a Title III project, redesigned curricula and added modes of delivery
and lab requirements for developmental math and English have improved student persistence.
Academic Program Weaknesses and Significant Problems
High Drop-out Rate Among Hispanic Students: Forty-five percent (45%) of first-time,
full-time Hispanic students at CCC withdraw before their second year of college (see Table 5).
The County’s extreme economic challenges, high unemployment, and the 29% poverty rate of
Hispanic residents are barriers to retention. CCC’s Hispanic students juggle multiple part-time
jobs to support their households, which often include children.
Inadequate Persistence to Completion Among Hispanic Students. Also shown in
Table 5, 45% of first-time, full-time Hispanic students do not persist toward program
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completion. Of those retained from Fall 2013 to Fall 2014, 12% returned as sophomores, and
43% as second-year freshmen.
Table 5—Hispanic Students’ Retention and Persistence - 2013-14 Cohort
Withdrawn
2nd Year Freshman
Sophomore
45% (136 of 299)
43% (127 of 299)
12% (36 of 299)
Low-income, first-generation populations (including most of CCC’s Hispanic students) lag
the institution as a whole in retention, persistence, GPA, and graduation. Low-income students
lag institutional 2-year and 3-year success rates by 17 and 18 percentage points respectively. 12
Also, 54% of the students do not persist beyond developmental courses and drop out. Only 12%
of students who begin at the lowest developmental level math persist in succeeding all the way
through gateway math.13 Table 6 shows completion by race/ethnicity for the 2011-2012 cohort.
Table 6—2011-12 First-Time, Full-Time Cohort Program Completion Rates by Ethnicity/Race*
Hispanic
African-American
White
Other
14.3% (25 of 175)
15% (19 of 130)
32% (100 of 308)
14% (1 of 7)
* Program completion within three years of first-time, full-time enrollment. Source: CCC AP&R Office.
Table 7 – Institutional Management - Strengths, Weaknesses and Significant Problems
Strengths
 New ERP system
 “Achieve the Dream” culture of data-informed
decision-making
 Centralized student support services
 CCC Foundation scholarships
 Inadequate technology resources to sustain and scale-up
interventions
 Financial barriers to a college education for Hispanic students
 Inadequate professional development to support Hispanic
students
Institutional Management Strengths
New ERP System: Through a Title III project, CCC purchased new Enterprise Resource
Planning (ERP) technology to streamline business operations and workflow, automate functions
“go paperless” where possible, and to serve as a database and data analysis tool.
12
13
CCC AP&R Office, Fall 2014
Ibid.
8
“Achieve the Dream” Culture of Data-informed Decision-making: Widespread access to
data through the ERP has shifted CCC toward data-informed decision-making, the key objective
of CCC’s participation in the AtD program. An annual Data Summit helps CCC focus this effort.
Centralized Student Support Services: The Title III-initiated Center for Academic and
Student Success (CASS) centralized testing, tutoring, advisement, disabilities services, and
career services. Beginning in Summer 2015, a major Student Center renovation project will
centralize the offices of the Bursar, Registrar, Financial Aid, and Enrollment Services to create a
one-stop access system for students.
CCC Foundation Scholarships: The CCC Foundation awarded $471,000 in scholarships in
2013-14 and has cash and investments totaling about $10 million. The Foundation also promotes
and administers scholarships for numerous private funders.
Institutional Management Weaknesses and Significant Problems
Inadequate Technology Resources to Sustain and Scale-up Interventions: CCC piloted a
successful, intrusive intervention program to increase persistence, retention, and graduation rates
among students in developmental courses, but the manual nature of the intervention is a barrier
for sustaining and scaling-up the program to benefit more high-need students. CCC does not
have the technology to trigger alerts for the intrusive, human interventions. Student Success
Plans (SSPs), which have proven successful in improving student persistence and completion,
are maintained in paper files and not shared. CCC’s ERP does not have functionality for
real-time upload and interdepartmental sharing of SSPs and other student information. The
advisement tools are outdated and inefficient. Students can access mid-term grades, but advisors
cannot.
9
Financial Barriers to a College Education for Hispanic Students: Eighty-seven percent
(87%) of CCC’s Hispanic students are first-generation. They and their families do not have
experience in navigating the financial aid process. The County’s Hispanic population’s poverty
rate is nearly 50% higher than the general population, resulting in immediate financial pressures
related to housing, heating/utilities, child care, and transportation. These financial pressures
compete with the commitment and cost to earn a college degree. Ninety-seven (97%) of CCC’s
Hispanic students demonstrate financial need and are eligible to receive the Pell grant. Only
7.5% are awarded academic scholarships.
Inadequate Professional Development to Support Hispanic students: The College seeks
to increase its sensitivity to the plight of first-generation college students, especially those with
limited English proficiency.14 There is a need to view students through the eyes of their own
experience and for CCC’s faculty and staff to engage students who lack confidence, do not feel
they belong, and may not know when or how to request assistance. CCC’s faculty lack
confidence, key advising skills, and inexperience in using Student Success Plans for advising.
Table 8 – Fiscal Stability - Strengths, Weaknesses and Significant Problems
Strengths
 Financially stable with strong fiscal oversight
 Budget requests prioritized based on student
success impact
 Successful management of federal and state grants
 Overall downward trend in enrollment, with a growing
reliance on tuition for operating revenue
 County unemployment and poverty rates among the
highest in the state
Fiscal Stability Strengths
Financially Stable with Strong Fiscal Oversight: CCC delivers high-quality programs and
balances its budget without emergency measures or tapping reserves. Quarterly analysis of
CCC’s financial position and cash-flow projections ensure operational objectives and obligations
14
Intercultural Development Research Association. (Producer). (2002). In our own voices: Latino students on higher
education [DVD]. Available from IDRA, 5835 Callaghan Road, Suite 350, San Antonio, TX 78228-1190.
10
are met. The new ERP, a Title III acquisition, enables real-time budget updates and reports.
Budget Requests Prioritized Based on Student Success Impact: Resource requests for
new initiatives, programs, student interventions, and staff are proposed and carefully judged
based on their expected impact on the College’s student success efforts.
Successful Management of Federal and State Grants: In 2013-14, CCC managed nearly
$4.6 million in state and federal grants, including Student Support Services (TRIO), Educational
Opportunity Fund (EOF), GEAR UP/College Bound, and Perkins Career and Technical
Education, as well as state bond grants for construction and equipment acquisition. No audit
findings have been reported for any grants during the College’s annual external audits.
Fiscal Stability Weaknesses and Significant Problems
Overall downward trend in enrollment, with a growing reliance on tuition for operating
revenue: While the population of Hispanic students at CCC has risen gradually, the overall
number of students has declined between Fall 2010 and Fall 2014. This trend creates budgetary
pressure as CCC seeks to compensate for declining enrollment. Tuition comprises more than
52% of CCC’s budget, while state and county funding totals 37% and has remained essentially
flat for the past five years.
County Unemployment and Poverty Rates Among the Highest in the State: Poverty and
joblessness make it harder for students to persist, forcing them to choose between immediate
financial pressures and longer-term gains through a college education.
INSTITUTIONAL GOALS
(a)(2) The goals for the institution’s academic programs, institutional management, and
fiscal stability are realistic and based on comprehensive analysis.
Table 3 on page 6 lists CCC’s Strategic Plan directions and goals. Table 9 shows the
relationship between these directions and goals and CCC’s identified weaknesses/problems.
11
Table 9—Institutional Goals and Weaknesses/Problems Addressed
Institutional Goal*
Academic Programs:
Strategic Plan Goals 2-5
Institutional
Management:
Strategic Plan Goal 6
Weaknesses/Problems Addressed






High drop-out rate among Hispanic students.
Inadequate persistence to completion among Hispanic students.
Low graduation rates among Hispanic students.
Inadequate technology resources to sustain and scale-up interventions.
Financial barriers to a college education for Hispanic students.
Inadequate training and professional development to support Hispanic students.
 Overall downward trend in enrollment, with a growing reliance on tuition for
operating revenue.
 County unemployment and poverty rates among highest in the state.
* See Table 3 on page 6 for a detailed listing of CCC’s Strategic Plan Goals.
Fiscal Stability:
Strategic Plan Goals 4-5
Leveraging the Title V Absolute Priority to Achieve Institutional Goals. Given the
Strategic Plan’s goals and the critical need to strengthen college readiness, retention, persistence,
and completion for CCC’s increasing Hispanic student population, President Isekenegbe
appointed a Title V grant proposal planning team, led by the VP of Academic and Student
Services. CCC’s Hispanic Advisory Board and stakeholders from college departments provided
input. The team was charged to design and propose a project that addressed CCC’s Strategic Plan
Goals #2-6 (see Table 3 on page 6) and the Title V Absolute Priority: To increase the number
and proportion of high-need students who are academically prepared for, enroll in, or complete
on time college, other postsecondary education, or other career and technical education. To this
end, CCC’s Title V team is proposing “Vías Hacia la Graduación” (“Pathways to Graduation”), a
program that will fulfill Title V’s Absolute Priority, contribute to CCC’s Strategic Plan Goals
#2-6, and integrate Title V’s Competitive Preference Priorities, as explained on pages 51-54.
MEASURABLE OBJECTIVES
(a)(3) The objectives stated in the plan are measurable, related to institutional goals, and if
achieved, will contribute to the growth and self-sufficiency of the institution.
Activity: Improve Hispanic student retention, persistence, and graduation rates through “Vías
Hacia la Graduación” (“Pathways to Graduation”).
12
Table 10—Title V Activity, Objectives, and Performance Indicators
Objectives, Institutional
Goals, and Weaknesses/
Problems Addressed
Performance Indicators
(Change from Fall 2015 to Fall 2020, unless otherwise stated)
Objective 1.0: To strengthen academic and student support services through Vías Hacia la Graduación.
Institutional
Goals
Strategic Plan
Goals #2-5
Weaknesses/
Problems
Addressed
Academic
Programs:
 High drop-out
rate among
Hispanic
students.
 Inadequate
persistence to
completion
among Hispanic
students..
 Low graduation
rates among
Hispanic
students.
Fiscal Stability:
 Overall
downward
trends in
enrollment, with
a growing
reliance on
tuition for
operating
revenue.
 County
unemployment,
poverty rates
among the
highest in the
state.
1.1) By the end of the grant period, the percentage of first-time, full-time Hispanic students
who enter in the fall and return in the spring will increase from 84% to 94%.
who enter in the fall and return the next fall will increase from 60% to 70%.
1.3) By the end of the grant period, the percentage of first-time, part-time Hispanic students
who enter in the fall and return in the spring will increase from 64% to 75%.
1.4) By the end of the grant period, the percentage of first-time, part-time Hispanic students
who enter in the fall and return the next fall will increase from 34% to 55%.
1.5) By the end of the grant period, the Pathways to Graduation will be established, and 65%
of first-time, full-time Hispanic students will declare a major and select the Pathway to
Graduation of their choice by their second semester.
who graduate within three years will increase from 14% to 28%.
1.7) During each year, 100% of the Title V Hispanic student cohort will receive technologytriggered human interventions at a minimum of 7 of the 10 designated “touch points”
throughout their Pathways.
1.8) By the end of the grant period, 35% of first-time, full-time Hispanic students will have
attended at least one workshop per semester to develop and strengthen their noncognitive skills and sense of belonging to CCC’s intellectual community.
1.9) By the end of the grant period, the Pathways to Graduation will be established, and 65%
of full-time Hispanic students will be on-track toward graduation.
1.10) By the end of the grant period, the percentage of Hispanic students who enroll in and
successfully complete a developmental math course will increase from 48% to 55%.
successfully complete a gateway math course will increase from 70% to 78%.
successfully complete a developmental English course will increase from 73% to 80%.
1.13) By the end of the grant period, the percentage of Hispanic students who enroll in EN 101
(English Composition I), the gateway English course, and successfully complete the
course will increase from 77% to 85%.
1.14) By the end of the grant period, the percentage of Hispanic, bilingual Peer Tutors for
developmental and gateway courses will increase from 21% to 33%.
1.15) By the end of the grant period, the percentage of Hispanic students who receive peer
tutoring will increase from 12% to 28%.
1.16) By the end of the grant period, the percentage of Hispanic students in the ESL program
who enroll full-time in a certificate or degree program and complete the first semester
with a minimum 2.0 GPA will increase from 18% to 30%
1.17) By the end of the grant period, the percentage of Hispanic students who enroll in the Fall
Semester after successfully completing the Summer Bridge Program, and who
complete the Fall Semester with a minimum 2.0 GPA will increase from 84% to 94%.
1.18) By the end of the grant period, the proportion of Hispanic participants in key student
leadership activities will increase from 20% to 25%.
1.19) By the end of Year 1, Spanish audio or video recordings will be created and launched to
communicate information about the functions for each of the identified “touch points”
for the Pathways to Graduation.
1.20) By the end of Year 1, the Call Center staffing of bilingual employees during the peak
season (i.e., June through August) will increase from zero to at least one bilingual Call
13
Table 10—Title V Activity, Objectives, and Performance Indicators
Center Representative on duty.
Objective 2.0: To strengthen institutional management services to support Vías Hacia la Graduación.
Institutional Goals
Strategic Plan Goals #2-6
2.1)
2.2)
Institutional Management:
 Inadequate technology resources to
sustain and scale-up interventions.
 Financial barriers to a college
education for Hispanic students.
2.3)
By the end of the grant period, institutional technology will be fully
integrated to support Hispanic students’ Pathways to Graduation.
By the end of the grant period, the percentage of low-income
Hispanic students awarded scholarships will increase from 7.5% to
12.5%.
By the end of the grant period, 35% of first-time, full-time Hispanic
students will have participated in a newly designed, comprehensive
financial literacy coaching program.
Objective 3.0: To strengthen professional development, in support of Vías Hacia la Graduación.
Institutional Goals
Strategic Plan Goals #2-6
Institutional Management:
 Inadequate training and professional development to support Hispanic
students.
3.1) By the end of the grant period, 95%
of faculty, staff, and administrators will
have participated in a newly designed,
professional development program to
support Hispanic students’ Pathways to
Graduation.
INSTITUTIONALIZING CHANGES CARRIED OUT UNDER TITLE V PROGRAM
(a)(4) The plan clearly and comprehensively describes the methods and resources the
institution will use to institutionalize practices and improvements developed under the
proposed project, including, in particular, how operational costs for personnel,
maintenance, and upgrades of equipment will be paid with institutional resources.
With its strategic focus on student success, CCC plans to develop the Title V project into a
permanent retention strategy. Using the Action Research Model (see Figure 3 on p. 47), Vías
Hacia la Graduación will be tested and modified during the five-year grant period, and fully
institutionalized after the grant period and scaled-up to include all high-need students.
Institutionalization of Title V Staff. CCC has committed to continuing to support the
following grant personnel after the end of grant funding: Senior Pathways Academic Coach
(100%); Pathways Academic Coaches (one 100%, one 62.5% FTE); Developmental/Gateway
English Coordinator (62.5% FTE); and Student Success Technology Coordinator (100%). CCC
will assume the cost of their salaries and fringe benefits during the grant at rates of 20% in Year
2, 40% in Year 3, 60% in Year 4, and 80% in Year 5. The full salary of the 50% FTE Project
14
Director (also serving 50% FTE as Executive Director of CASS) will be provided by CCC when
the grant ends. Beyond the grant period, the Hispanic Peer Coach/Tutor Coordinator and
Gateway Math Coordinator (two existing employees) will be compensated by CCC with a
stipend for added contact hours beyond the their full-time positions. The part-time positions of
Supplemental Instructors, Bilingual Peer Coaches, Summer Bridge Instructors, Peer Tutors, and
Call Center Operators will all be continued by CCC following the five-year grant period.
Software will be maintained by the Student Success Technology Coordinator with upgrade and
maintenance fees paid by CCC.
Five-Year Plan to Support Low-Income and Hispanic Students. CCC’s Strategic Plan
goals were developed specifically to support the retention, persistence, and graduation of
high-need students, including first-generation, low-income students. A majority of CCC’s
Hispanic students exhibit one or more of these characteristics and comprise nearly one-third of
CCC’s enrollment. Therefore, by its very nature, CCC’s Strategic Plan addresses the needs of
Hispanic and low-income students to “decrease the disparity in successful completion rates
among various demographic groups (gender/age/socio-economic status/race-ethnicity).” In
addition, CCC has formed a Hispanic Advisory Board, which played an integral role in CCC’s
strategic planning and planning this Title V proposal (See separate five-year plan).
QUALITY OF ACTIVITY OBJECTIVES
(b) Quality of Activity Objectives (Maximum: 15 Points).
(1) The extent to which the objectives for each activity are realistic and defined in terms of
measurable results.
(2) The extent to which the objectives for each activity are directly related to the problems
to be solved and to the goals of the comprehensive development plan.
The objectives of Vías Hacia la Graduación and their performance measures, as outlined in
Table 10 (pages 13-14), are realistic and directly address the identified weaknesses and problems
15
and contribute to meeting CCC’s institutional goals, referenced on the left-hand side of Table 10.
CCC’s project directs campus-wide attention to significant problems raised in the CDP: low
retention, persistence, and graduation rates among Hispanic students; disaggregated support
services for Hispanic students; and inadequate technologies and professional development. The
implementation strategy addresses these significant problems with strategies to build capacity
and self-sufficiency and fulfill the directions and goals of the comprehensive development plan.
IMPLEMENTATION STRATEGY
(c) Quality of Implementation Strategy (Maximum: 15 Points).
(1) The extent to which the implementation strategy for each activity is comprehensive.
The comprehensive implementation strategy focuses on 10 “touch points” (see Table 11
below) that will occur along students’ “Vías Hacia la Graduación.” The touch points are linked
to specific interventions that are implemented within project tasks.
Table 11—Touch Points for “Vías Hacia la Graduación”
Touch Point: Communication/outreach/intrusive advisement/support service that promotes or creates
stronger connection and engagement between students and the college, stronger academic performance, and
increased potential to complete.
Touch points
Interventions
#1. Financial services. Bilingual
FAFSA workshops, financial literacy and loan counseling interventions,
assistance for annual financial aid
scholarship awareness/application assistance; implemented in Tasks 1.1,
applications and scholarship services
1.2 1.8, 2.2, & 3.1.
Pre-testing interventions, Multiple Measures placement, post-testing
#2. Testing and placement services
with bilingual support for admitted
assistance and brush-up interventions; implemented in Tasks 1.1, 1.2, 1.3,
students.
1.8, & 3.1.
Interventions to provide familiarity with the Student Portal (self-service
functions), Gmail, My Academic Plan (MAP), College Catalog, Financial
#3. New Student Orientation (NSO)
Aid information, Advisement and Registration, Blackboard LMS, student
with bilingual option.
leadership opportunities; implemented in Tasks 1.1, 1.2, 1.3, 1.7, 1.8, 2.2,
& 3.1.
#4. Guided course selection &
registration with advisor verification Interventions related to MAPs; the Pathway to Graduation timeline selected
based on commitment to My
by the student, annual degree audit, positive/negative benchmarks (dean's
Academic Plan (MAP) and driven by list, probation, transfer counseling/planning, etc.); implemented in Tasks
choice of guided academic Pathway
1.1, 1.2, 1.3, 1.8, 2.1, & 3.1.
to Graduation.
#5. Fall Welcome. Welcome Event
Interventions to provide familiarity with the Ellucian GO smartphone
and Tour/Introduction to Program:
application with academic calendar, event mapping, course schedules, all
“Find my classes, meet my
college services, instructors, contacts, links, student leadership groups;
professors,” with bilingual support
implemented in Tasks 1.1, 1.2, 1.3, 1.7, 1.8, & 3.1.
and Pathways Academic Coach.
16
Table 11—Touch Points for “Vías Hacia la Graduación”
Interventions focused on high school-to-college learning strategies, time
management, computer literacy, career counseling/research, Blackboard
#6. Freshman Seminar.
LMS, financial literacy/loan counseling, student success plan build-out,
non-cognitive skill workshops, multicultural awareness; implemented in
Tasks 1.1, 1.2, 1.6, 1.8, 2.2, & 3.1.
#7. Digital alerts. Outreach via online
portal alerts, emails, text messages,
Coach-driven interventions for advisement, registration, FAFSA
cellphone, and social media to
completion, grade/progress check, accolades; implemented in Tasks 1.1,
strengthen Pathways Academic
1.2, 1.8, 2.1, & 3.1.
Coach-student connection, and
schedule in-person coaching sessions.
#8. In-person coaching. Early
Intervention referrals for tutoring, counseling, mental health, early
semester/ mid-semester/ late semester
academic interventions, etc.; initial progress report, mid-term grades;
face-to-face with Pathways Academic
implemented in Tasks 1.1, 1.2, 1.4, 1.5, 1.8, 2.1, & 3.1.
Coach or Peer Coach.
Interventions to track and update the student’s MAP and financial aid
#9. Re-registration advisement once
status, and facilitate transfer counseling (Transfer Day), degree audit,
per semester.
graduation petition; implemented in Tasks 1.1, 1.2, 1.3, 1.8, 2.1, & 3.1.
#10. Degree-completion counseling.
Interventions to address outstanding issues and barriers to graduation, final
academic review, completion scholarship, graduation petition, transfer
assistance; implemented in Tasks 1.1, 1.2, 1.3, 1.8, 2.1, 2.2, & 3.1.
Objective 1.0: To strengthen academic and student support services through Vías Hacia la
Graduación
Task 1.1: Establish structured Pathways to Graduation, with intrusive “touch points”
from enrollment through graduation. (Implementing Touch Points #1-10.) “Vías Hacia la
Graduación” will establish Pathway to Graduation timeline options for graduation that a student
will be able to select for his/her My Academic Plan (MAP). “Vías Hacia la Graduación” builds
on case management best practices and integrates an innovative set of 10 “touch points”
beginning with enrollment through graduation (see Table 11 above). These 10 touch points
trigger interventions designed to support students’ retention and persistence toward their selected
Pathways to Graduation.
Task 1. 2: Implement a case management strategy to increase retention and persistence
to graduation. (Implementing Touch Points #1-10.) To support students along their selected
Pathways, the 10 touch points will involve multiple CCC departments and will require concerted
17
coordination and documentation of the interventions completed for each student. The Electronic
Student Record (ESR) will involve each student and his/her Pathways Academic Coach (PAC),
faculty members, and advisement personnel in systematic, customized, academic case
management, employing “best practices” identified by Completion by Design (CbD ; see Table
13 on page 22), Interventions will be documented in a the student’s comprehensive ESR.
Task 1.3: Enhance academic advising by providing intrusive interventions to support
Hispanic students’ Pathways to Graduation. (Implementing Touch Points #2-5, 9, and 10.)
Academic advising will be integrated into the touch points and will be an opportunity for
intrusive interventions to support Hispanic students in remaining on-track with their structured
Pathways to Graduation. The PACs will help Hispanic students create and adhere to their MAP,
and intervene when they receive alerts that an advisee is not successfully achieving milestones.
Task 1.4: Implement targeted intrusive interventions in developmental and gateway
math and English courses, to support Hispanic students’ Pathways to Graduation.
(Implementing Touch Point #8.) The developmental15 and gateway math courses16 and the
developmental17 and gateway English courses18 will employ an approach successfully piloted by
CCC for MA 091 (Mathematics and Beginning Algebra) in 2013-14. Students will have
incremental milestones (completion of math or English modules) to achieve, per a designated
timeline. If a milestone is missed, the professor will trigger Touch Point #8, notifying the Math
or English Coordinator and the student’s PAC and Peer Coach. The Math or English Coordinator
will meet with the student to formulate an improvement plan that includes better attendance,
15
Developmental math courses: MA 091: Mathematics and Beginning Algebra; MA 094: Fundamentals of Algebra.
Gateway math courses: MA 109: Principles of Mathematics; MA 110: College Algebra; MA 115: Mathematical
Structures and Algorithms; MA 205: Statistics.
17
Developmental English courses: EN 050: Introduction to College Reading and English I; EN 060: Introduction to
College Reading and English II.
18
Gateway English course: EN 101: English Composition I.
16
18
additional instructor-supported lab time, and/or scheduled one-on-one tutoring in that course.
Counseling and follow-up with the PAC will be mandatory.
Task 1.5: Enhance tutoring to support Hispanic students’ Pathways to Graduation.
(Implementing Touch Point #8.) Ten part-time Peer Tutors (bilingual speakers preferred) will
provide embedded in-class and drop-in tutoring for all developmental and gateway courses in
math, English, and reading. Communication between Peer Tutors and students will employ text
messages, emails, cell phone calls, Google Chat, and social media. The Peer Tutors will report
all tutoring contacts with students and related issues to the respective PAC on a weekly basis,
and this information will be documented in the student’s ESR.
Task 1.6: Enhance college readiness programs to support Hispanic students’ Pathways
to Graduation. (Implementing Touch Point #6.)
 ESL Program Revision: To accelerate completion, the ESL program will be simplified
by reducing the number of courses and choices. Title V-funded, technology-based
curricula (e.g., Rosetta Stone) will provide improved content and more study flexibility.
 Summer Bridge Expansion: The program will be expanded to accommodate 15
additional Hispanic students, thereby comprising 43% of all Summer Bridge students. The
program will begin with Accuplacer pre-testing, followed by developmental English,
reading, and math brush-up courses. A revised one-credit Freshman Seminar, integrating
both face-to-face and online instruction, will be offered for the Summer Bridge Program.
The program will conclude with post-testing. The new Freshman Seminar (offered during
both the Summer Bridge and the academic year) will be offered in one- and three-credit
versions, provided for all first-time, full-time Hispanic students and will include
development of the MAP and student selection of a Pathway to Graduation. Freshman
19
Seminar will also include two new, hybrid workshops: a) comprehensive financial
literacy, and b) non-cognitive skill development, equipping students to better overcome
barriers and persist to graduation.
Task 1.7: Expand student leadership opportunities for Hispanic students.
(Implementing Touch Points #3 and 5.) Led by the Student Life Office and assisted by the PACs
and Peer Coaches, CCC’s student leadership recruitment efforts will be increased to feature
greater inclusion of Hispanic students in key extracurricular, leadership areas including student
government, clubs, and athletics. Targeted programming, such as panel discussions and
professional and career mentoring with Latino business and industry leaders, will be included.
Task 1.8: Enhance support services through bilingual communication options, to
support Hispanic students’ Pathways to Graduation. (Implementing Touch Point #6.)
 Bilingual “touch point” resources: Bilingual resources will be provided for each of the
10 “touch points”. CCC’s web site will include “Para Español” links to social media and
other sources for information about the Pathways touch points.
 Bilingual placement testing: Test preparation materials and activities for the Accuplacer
and ESL placement tests will be developed and offered in Spanish.
 Bilingual Call Center support: CCC will hire bilingual Call Center Representatives to
offer continuous bilingual coverage during the peak season (June through August).
Objective 2.0: To strengthen institutional management services to support Vías Hacia la
Graduación.
Task 2.1: Implement institutional technologies to support Hispanic students’ Pathways
to Graduation. (Implementing Touch Points #4 and 7-10.) CCC will purchase and integrate a
comprehensive technology system, such as Starfish or similar product, to support:
 Technology-driven alerts that will trigger human interventions for the 10 touch points;
20
 A comprehensive Electronic Student Record (ESR), including the student’s My
Academic Plan (MAP) and corresponding Pathway timeline. The ESR will be managed
with real-time data entry and scanning functionality for document sharing among all
pertinent departments and will include the data-tracking and scheduling process for
tutoring, converting the current manual process to an electronic approach.
 Bilingual Resources, with “Para Español” links on CCC’s web site, with information
about social media and other sources pertaining to the Pathways touch points.
Task 2.2: Enhance Hispanic students’ access to financial aid to support their Pathways
to Graduation. (Implementing Touch Points #1, 3, 6, and 10.) Hispanic students, most of whom
are first-generation college students, will receive deliberate assistance in navigating the financial
aid process. CCC will help them identify scholarship opportunities with the goal of doubling the
number of Hispanic students receiving scholarships. CCC’s Hispanic Advisory Board will
pursue commitments for externally funded scholarships specifically for Hispanic students. PACs
will identify Hispanic students who need CCC’s new Completion Scholarship, which assists
students in overcoming last semester financial barriers to graduation. Financial literacy education
will be delivered through Freshman Seminar and during sessions with PACs.
Objective 3.0: To strengthen professional development, in support of Vías Hacia la
Graduación
Task 3.1: Create and conduct professional development to support Hispanic students’
Pathways to Graduation. (Touch Points #1-10 implemented through Task 3.1.) Topics include:
Table 12—Professional Development Topics and Descriptions
Topic
Cultural sensitivity
Case Management & 10
Touch Points
Description
Rich heritage, traditions, and norms of the Latino culture, as well as strategies for
serving students from this culture
Completion by Design (CbD) best practices for case management in higher
education and the 10 “touch points”
21
Process for using the digital mapping function of Hispanic students’ Pathways to
Graduation and the digital alert function for triggering human interventions
Best practices for intrusive academic interventions to increase developmental and
gateway-level math and English persistence
Process for using the new ESR, with scanning functionality for real-time upload
of information across all “touch point” offices
Bilingual, Spanish/English resources offered through the College website and
social media (e.g., Facebook, Twitter)
Digital Pathways Mapping
& Alerts
Intrusive Interventions
Electronic Student Record
Bilingual Resources
IMPLEMENTATION STRATEGY RATIONALE
(c)(2) The extent to which the rationale for the implementation strategy for each activity is
clearly described and is supported by the results of relevant studies or projects.
“Vías Hacia la Graduación” integrates best practices, enhanced by innovative elements.
Best Practices: Structured Pathways facilitated through a Case Management Approach
CCC will implement the “best practices” pathway principles identified by Completion by
Design (CbD). These principles will be applied through human interventions using an intrusive,
case management approach. This best practice was initiated by college consortia in Florida,
North Carolina, and Ohio in 201219 and by Palm Beach State College in 2014.20 Table 13 shows
alignment of the CbD pathway principles with CCC’s “Vías Hacia la Graduación” tasks.
Table 13—Applying Emerging Best Practices to CCC’s “Vías Hacia la Graduación”
CbD Pathway Principles
Principle 1: Accelerate entry into coherent programs of study.
Title V Project Tasks
1.1
Principle 2: Minimize time required to get college-ready.
1.4, 1.5, 1.7
Principle 3: Ensure students know requirements to succeed.
1.3, 1.9, 2.2
Principle 4: Customize and contextualize instruction.
Principle 5: Integrate student supports with instruction.
Principle 6: Continually monitor student progress and proactively provide feedback.
Principle 7: Reward behaviors that contribute to completion.
Principle 8: Leverage technology to improve learning and program delivery.
(Addressed by Title III
project, FY 2010-2015.)
1.6, 1.7
1.2, 1.3, 2.1, 3.1
1.2, 1.8, 2.2
2.1, 3.1
Source: Completion by Design. (2012). Pathway principles. Retrieved from www.completionbydesign.org
19
Completion by Design. (2012). Pathway principles. Retrieved from www.completionbydesign.org
U.S. Department of Education. (2014). FY 2014 project abstracts for new grantees: Funded under Title V,
developing Hispanic-serving institutions program. Retrieved from
http://www2.ed.gov/programs/idueshsi/awards.html
20
22
Innovative Elements
10 “Touch Points” for Intervention, from Enrollment to Graduation. In addition to
the CbD best practices for case management,21 “Vías Hacia la Graduación” integrates an
innovative set of 10 touch points, which are strategically distributed from enrollment to
graduation (see Table 11; pages 16-17). These touch points are designed to increase retention,
persistence, and graduation rates among Hispanic and low-income students by helping them
overcome academic and non-academic barriers as they navigate the college system.
Scaling-Up CCC’s Piloted Approach for Incremental, Milestone-Driven Achievement.
In 2014, CCC piloted an intrusive intervention system in Math 091, requiring students to achieve
incremental milestones per a designated timeline. If a milestone was missed, the student received
required, in-class tutoring, and progress was closely monitored. With this system of intrusive
milestone-driven interventions, the rate of successful course completion nearly doubled (see
Table 14 below.) “Vías Hacia la Graduación” will scale-up these intrusive, milestone-driven
interventions to include other developmental and gateway math and English courses.
Table 14—MA 091 Successful Completion Rates: Intervention Outcomes
2013:
2015:
No Intervention
Math Mastery Tutoring Intervention
Intrusive, Milestone-Driven Interventions
35%
49%
67%*
* Of those who passed the milestones (i.e., targeted test modules), 90% passed on their first attempt
21
Completion by Design. (2012). Pathway principles. Retrieved from www.completionbydesign.org
23
IMPLEMENTATION STRATEGY TIMETABLE
(c)(3) The timetable for each activity is realistic and likely to be attained.
AD – Athletic Department; ADTT – Assistant Director of Testing and Tutoring; AO – Admissions Office; ARM - Action Research
Model; BCCO – Bilingual Call Center Operator; CCP2 – Competitive Preference Priority 2; DIT - Director of Information
Technology; IT – Information Technology Department; EC - Gateway English Coordinator; EDSL – Executive Director of Student
Life; ESLC – ESL Coordinator; ESR – Electronic Student Record; fac – Faculty; FAD – Financial Aid Director; FT/FT – FirstTime/Full-Time; FT/PT – Full-Time/Part-Time; HAB – Hispanic Advisory Board; HPC/TC – Hispanic Peer Coach & Tutor
Coordinator; MAP - My Academic Plan; MC - Gateway Math Coordinator; PACs - Pathways Academic Coaches; PCs - Peer
Coaches; PRD – Public Relations Director; PTs - Peer Tutors; SIs – Supplemental instruction instructors; SPAC - Senior Pathways
Academic Coach; SSTC – Student Success Technology Coordinator; TVPD – Title V Project Director; TVSC – Title V Steering
Committee; VPASS - Vice President of Academic & Student Services.
Table 15: Implementation Strategy Timeline – Year 1 – October 1, 2015 – September 30, 2016
Specific Task
Participants
Methods
Tangible Results
Objective 1.0: To strengthen academic and student support services through “Vías Hacia la Graduación” (“Pathways to Graduation”)
Task 1.1: Establish
structured student options for
“Vías Hacia la Graduación”
(“Pathways to Graduation”),
with intrusive “touch points”
VPASS;
TVPD; DIT;
SPAC; PRD.
Publicize CCC’s status as an HSI; intrusive touch
points fine-tuned, approved and implemented;
technology-triggered alerts linked to touch points;
President appoints TVSC; Starfish (or similar)
“Early Alert” and “Connect” software purchased,
installed; SSTC hired.
Structured student options for “Vías Hacia la Graduación”
are designed; 86% of FT/FT Hispanic students entering in
fall return in spring; 62% of FT/FT Hispanic students
entering in fall return the next fall; 66% of FT/PT Hispanic
students entering in fall return in spring; 43% of FT/PT
Hispanic students entering in fall return the next fall;
graduation rate for FT/FT Hispanic students is 16%.
Task 1.2: Implement
Pathways Academic
Coaching for Hispanic
students, using a systematic
case management approach
TVPD;
SPAC;
PACs;
HPC/TC;
PCs; Data/
Admin
Spec.; AO;
DIT; IT.
SPAC, Data/Admin Specialist, PCs, SSTC, and
PACs hired and trained; HPC/TC assigned; Initial
Title V cohort of 80 students oriented and receive
systematic case management services; SPAC and
PACs apply touch points 1-6, including
technology-triggered interventions; students
complete MAPs; PCs contact assigned students
on weekly basis; ESR Framework created; hybrid
Freshman Seminar developed (see CPP2); noncognitive skills workshop developed.
100% of the Title V Hispanic student cohort receive
technology-triggered human interventions at a minimum of 3
of the 10 designated “touch points” throughout their
Pathways.
15% of FT/FT Hispanic students attend at least one
workshop per semester to develop and strengthen their noncognitive skills and sense of belonging to CCC’s intellectual
community.
24
Specific Task
Participants
Methods
Tangible Results
Task 1.3: Enhance academic
advising by providing
intrusive interventions to
support Hispanic students’
Pathways to Graduation
TVPD;
SPAC;
PACs; EC;
MC; fac.
EC hired & MC assigned; intrusive interventions
for developmental math and English designed,
configured; all principal interventionists trained.
30% of first-time, full-time Hispanic students declare a
major and select a Pathway to Graduation;
30% of full-time Hispanic students are on-track toward
graduation.
Task 1.4: Implement
targeted intrusive
interventions in
developmental and gateway
math & English courses
TVPD;
SPAC;
PACs; EC;
MC; fac.;
PTs; PCs.
Initial cohort of 80 students, SPAC, PACs, EC
and MC receive technology triggered alerts when
milestones missed; remediation plans developed;
SPAC, PACs hold face-to-face sessions; PTs
assigned for tutoring; PCs monitor remediation
progress.
49% of Hispanic students in a developmental math course
and 71% of Hispanic students in a gateway math course
complete the course with a minimum grade of C; 74% of
Hispanic students in a developmental English course and
78% of Hispanic students in the gateway English course
complete the course with a minimum grade of C.
Task 1.5: Enhance tutoring
to support Hispanic students’
TVPD;
HPC/TC;
ADTT.
Hire/train 5 bilingual PTs and 3 bilingual SIs (2
for English and 1 for math); provide tutoring and
supplemental instruction.
26% of Peer Tutors are Hispanic and bilingual
(English/Spanish).
Task 1.6: Enhance college
readiness programs to support
Hispanic students’ Pathways
to Graduation
TVPD;
SPAC;
PACs;
ESLC;
HAB; AO.
ESL program revised; Rosetta Stone curricula
and apps implemented; expanded, bilingual
placement-test preparation materials for Hispanic
and ESL students; expanded Summer Bridge
program.
20% of Hispanic ESL students complete first semester with a
minimum 2.0 GPA;
86% of Hispanic students in Summer Bridge Program
complete Fall Semester with a minimum 2.0 GPA.
Task 1.7: Expand student
leadership opportunities for
Hispanic students
EDSL;
PACs; PCs;
AD.
Students informed of opportunities; SPAC,
PACs, PCs recruit students for clubs, leadership
positions.
21% of participants in student leadership activities are
Hispanic.
Task 1.8: Enhance support
services through bilingual
communication options, to
TVPD;
SPAC; PACs;
ESLC;
Webmstr.;
BCCO.
Create Spanish audio or video recordings to
support touch point functions; post content to
website; hire 3 part-time, bilingual staff for
CCC’s Call Center during peak season (June –
Aug.).
Spanish audio or video recordings available; Spanish
recordings created and support functions for the touch
points; at least one bilingual employee staffs Call Center
during (June – Aug.); Performance Measures 1.19 and 1.20
met.
Objective 2.0: To strengthen institutional management services to support “Vías Hacia la Graduación” (“Pathways to Graduation”)
Starfish (or similar) software modules “Early
Alert” and “Connect” installed and configured;
student MAPs scanned into comprehensive ESR.
Task 2.1: Implement
institutional technologies to
TVPD; DIT;
IT; SPAC;
PACs;SSTC;
TVSC.
Task 2.2: Enhance Hispanic
students’ access to financial
TVPD;
Deliver complete financial aid support as part of
SPAC; PACs; touch point #1; develop external scholarships
50% of the institutional technology needed to support
Hispanic students’ Pathways to Graduation is integrated.
8.5% of low-income Hispanic students are awarded
scholarships; 23% of FT/FT Hispanic students participate in
25
Specific Task
Participants
aid, to support their Pathways HAB; FAD.
to Graduation
Methods
through HAB; financial literacy and loan
counseling workshop developed and delivered.
Tangible Results
the newly designed, comprehensive financial literacy and
coaching program.
Objective 3.0: To strengthen professional development, in support of “Vías Hacia la Graduación” (“Pathways to Graduation”)
Task 3.1: Create and
conduct professional
development for faculty,
staff, and administrators
TVPD;
SPAC; PACs;
fac.; speakers;
TVSC; PCs;
staff; admn.
Professional development training designed and
delivered in “Cultural Sensitivity for Latinos and
First-Generation, Low-Income Students,” and
“Case Management and the 10 Touch Points;” 3
Title V staff members participate in AHSIE
Conference; 6 AHSIE memberships for TV staff
not attending conference.
95% of faculty, staff, and administrators attend at least one
training session in Y1 to support Hispanic students’
Pathways to Graduation.
Specific Task
Participants
Methods
Tangible Results
Task 1.1: Establish
VPASS;
TVPD;
SPAC; PACs;
DIT; PRD;
TVSC.
HSI publicity continues; ARM process used to
adjust and improve intrusive touch point content
& delivery; Y1 students on two-year trajectory
graduate.
88% of FT/FT Hispanic students entering in fall return in
spring; 64% of FT/FT Hispanic students entering in fall
return the next fall; 68% of FT/PT Hispanic students
entering in fall return in spring; 46% of FT/PT Hispanic
students entering in fall return the next fall; graduation rate
for FT/FT Hispanic students is 18%.
Task 1.2: Implement
Pathways Academic
TVPD;
PACs;
SSTC; EC;
MC; fac;
HPC/TC;
PCs.
Systematic case management services for second
cohort; 2 additional PCs hired (total of 5); SPAC,
PACs and PCs apply touch points 1-7; Starfish
modules and technology-triggered interventions
used; students complete MAPs; ESR accessed by
coaches, EC, MC, fac; non-cognitive skills
workshop delivered.
100% of the Year 1 Title V Hispanic student cohort receive
of the 10 designated “touch points” throughout their
Pathways;
community.
TVPD;
SPAC;
PACs; EC;
MC; fac.
Intrusive interventions for gateway math and
English are designed; principal interventionists
trained in use; ARM used to assess/modify
developmental math and English intrusive
interventions.
graduation.
26
Specific Task
Participants
Methods
Tangible Results
Task 1.4: Implement
targeted intrusive
interventions in
TVPD;
SPAC;
PACs; PCs;
PTs; EC;
MC; fac.
Developmental and gateway math and English
interventions assessed, modified, and
implemented for second cohort of 80 students.
TVPD;
HPC/TC;
ADTT; PTs;
SIs
Maintain 5 bilingual Peer Tutors and 3 bilingual
supplemental instructors (2 for English and 1 for
math); provide tutoring and supplemental
instruction.
(English/Spanish);
16% of Hispanic students receive peer tutoring.
to Graduation
TVPD;
SPAC;
ESLC;
HAB; AO.
Provide expanded, bilingual placement-test prep.
materials for Hispanic and ESL students; Apply
ARM to Summer Bridge program; 15 Hispanic
students enroll in new Summer Bridge program.
minimum 2.0 GPA;
Hispanic students
EDSL;
SPAC; AD;
PACs; PCs.
ARM process applied to Y1 methods.
Hispanic.
Task 1.8: Enhance support
services through bilingual
communication options, to
TVPD;
Sustain Y1 activities during Years 3-5.
SPAC; PACs;
ESLC;
Webmstr.;
BCCO.
Sustain Performance Measures 1.19-1.20, which were met in
Y1, during Years 3-5.
Task 2.1: Implement
TVPD;
SPAC; DIT;
SSTC;
TVSC;
consltnts.
aid, to support their Pathways
to Graduation
TVPD;
SPAC; PACs;
PCs; HAB;
FAD.
Maintenance, licensing, fine-tuning of existing
Starfish modules; 50 licenses of Rosetta Stone
maintained for ESL; ARM process applied to Y1
methods.
Hispanic students’ Pathways to Graduation is integrated and
sustained.
scholarships;
26% of FT/FT Hispanic students participate in the newly
designed, comprehensive financial literacy and coaching
program.
27
Specific Task
Participants
Methods
Tangible Results
TVPD; fac.;
SPAC; PACs;
staff;
speakers;
TVSC; admn.
delivered for “Best Practices in Intrusive
Academic Interventions;” trainings developed in
Year 1 are assessed, modified, offered again; 3
Title V staffers participate in AHSIE Conference
(institutionally funded); 6 AHSIE memberships
for staff not attending conference
95% of faculty, staff, and administrators participate in at
least one professional development session in Y2 to support
Hispanic students’ Pathways to Graduation.
Specific Task
Participants
Methods
Tangible Results
Task 1.1: Establish
VPASS;
TVPD; DIT;
SSTC;
SPAC; PRD.
HSI publicity; ARM process used to improve
content, delivery of intrusive touch points;
Starfish (or similar) “Agile Grad” module for
student MAPs installed; Y1 Title V students on 3year trajectory graduate; Y2 students on 2-year
trajectory graduate.
students entering in fall return the next fall; graduation rate
for FT/FT Hispanic students is 21%.
Task 1.2: Implement
Pathways Academic
TVPD;
SPAC;
PACs; EC;
MC; fac;
HPC/TC;
PCs.
Systematic case management services for third
cohort; PACs and PCs apply touch points 1-10;
“Early Alert” and “Connect” modules used;
students complete digital MAPs; ESR accessed
by coaches, EC, MC, fac; Third cohort takes noncognitive skills workshop.
100% of Year 1 Title V Hispanic cohort receives
of the 10 designated “touch points”;
community.
TVPD;
SPAC;
PACs; EC;
MC; fac.
ARM process uses data from years 1 and 2 to
assess, modify or fine-tune intrusive interventions
in developmental, gateway math and English.
graduation.
Task 1.4: Implement
targeted intrusive
interventions in
TVPD;
SPAC; PACs; interventions assessed, modified, and
MC; EC; PCs; implemented for third cohort of 80 students.
PTs; fac.;
28
Specific Task
Participants
ADTT.
Methods
Tangible Results
TVPD; PTs;
HPC/TC;
ADTT; SIs.
Hire and train one additional bilingual PT (total
of 6) and one additional SI (English; total of 4);
provide tutoring and supplemental instruction.
(English/Spanish);
to Graduation
TVPD;
SPAC;
PACs;
ESLC;
HAB; AO.
Digital ESL curriculum maintained; ESL &
Summer Bridge curriculum revised for hybrid
modality; expanded bilingual placement-test
prep. materials for Hispanic and ESL students;
Summer Bridge program expansion maintained.
minimum 2.0 GPA;
Hispanic students
EDSL;
SPAC; AD;
PACs; PCs.
Hispanic.
Starfish Retention Solutions module “Agile
Grad” for student MAPs is installed and
configured; Maintenance and licensing of
existing Starfish modules; 50 licenses of Rosetta
Stone maintained for ESL; ARM process applied
to Y2 methods.
Task 2.1: Implement
TVPD;
SPAC; DIT;
IT; SSTC;
Starfish
conslnts.
to Graduation
TVPD;
SPAC; PACs;
PCs; FAD;
HAB.
scholarships;
program.
TVPD; fac.;
SPAC; PACs;
staff;
speakers;
TVSC; admin.
delivered for “Best Practices for Digital Program
Mapping and Technology-Triggered Alerts;”
ARM process applied to trainings developed in
Year 1, 2; trainings offered again; 3 Title V
staffers participate in AHSIE Conference (cost
split by TV & CCC); 6 AHSIE memberships for
TV staff not attending conference.
29
Specific Task
Participants
Methods
Tangible Results
Task 1.1: Establish
TVPD;
PACs; DIT;
PRD.
HSI publicity; ARM process to improve content
& delivery of intrusive touch points; Y2 cohort
students on three-year trajectory graduate; Y3
students on two-year trajectory graduate.
students entering in fall return the next fall; grad rate for
FT/FT Hispanic students is 24%.
Task 1.2: Implement
Pathways Academic
TVPD;
SPAC;
PACs;
HPC/TC;
PCs.
Methods for coaching and case management of
Y4 cohort maintained from Y1-3; Non-cognitive
skills workshop delivered to fourth cohort.
100% of Year 2 Title V cohort students receive technologytriggered human interventions at a minimum of 7 of the 10
designated “touch points”; 30% of FT/FT Hispanic students
attend at least one workshop per semester to develop and
strengthen non-cognitive skills and sense of belonging.
TVPD;
SPAC;
PACs; EC;
MC; fac.
Methods for assessment of intrusive interventions
assessed, revised, and implemented.
graduation.
Task 1.4: Implement
targeted intrusive
interventions in
TVPD;
SPAC; PACs; interventions assessed, modified, and
MC; EC; fac.; implemented for fourth cohort of 80 students.
ADTT; PTs;
PCs
TVPD; SIs;
PTs;
HPC/TC;
ADTT.
Hire and train an additional 4 bilingual PTs (total
of 10) and an additional 2 bilingual SIs (1 English
and 1 math; total of 6); provide tutoring and
supplemental instruction.
(English/Spanish); Performance Measure 1.14 met;
to Graduation.
TVPD;
SPAC;
PACs;
ESLC;
HAB; AO
minimum 2.0 GPA;
30
Specific Task
Participants
Methods
Tangible Results
Hispanic students
EDSL;
SPAC;
Hispanic.
PACs; PCs;
AD
Task 2.1: Implement
TVPD;
SPAC;
PACs; DIT;
IT; ESLC
Maintenance and licensing of 3 existing Starfish
(or similar) modules; total of 249 licenses of
Rosetta Stone purchased for ESL to expand
Spanish instructional support; ARM process
applied to Y3 methods.
to Graduation
TVPD;
SPAC; PACs;
PCs; HAB;
FAD.
scholarships;
program.
TVPD; fac.;
SPAC; PACs;
staff;
speakers;
TVSC; admn.
delivered on “Best Practices for Using the New,
Comprehensive Student Record, with Scanning
Functionality;” year 1, 2 and 3 trainings assessed,
modified, offered; 3 Title V staffers participate in
AHSIE Conference; 6 AHSIE memberships for
TV staff unable to attend conference.
Specific Task
Participants
Methods
Tangible Results
Task 1.1: Establish
TVPD;
SPAC;
PACs; PRD;
SSTC;
TVSC
HSI publicity continues; ARM used to analyze
Year 4 data and adjust and improve content &
delivery of intrusive touch points; Starfish (or
similar) software module “Insight” purchased; Y3
students on three-year trajectory graduate; Y4
students on two-year trajectory graduate.
students entering in fall return the next fall. Performance
Measures 1.1 – 1.4 met.
31
Specific Task
Participants
Methods
Tangible Results
The graduation rate for FT/FT Hispanic students is 28%.
Performance Measure 1.6 met.
Task 1.2: Implement
Pathways Academic
TVPD;
SPAC;
PACs;
HPC/TC;
PCs.
Methods for recruitment and coaching of Y5
cohort maintained from Y1-4; Non-cognitive
skills workshop delivered to all students in fifth
cohort.
100% of Year 3 Title V cohort receives technology-triggered
human interventions at a minimum of 7 of the 10 designated
“touch points”; 35% of FT/FT Hispanic students attend at
least one workshop per semester to develop and strengthen
non-cognitive skills and sense of belonging to CCC’s
intellectual community. Performance Measures 1.7-1.8 met.
TVPD;
SPAC;
PACs; fac;
EC; MC.
Methods for assessment of intrusive interventions
assessed, revised, and implemented.
major and select a Pathway to Graduation; Performance
Measure 1.5 met. 65% of full-time Hispanic students are ontrack toward graduation. Performance Measure 1.9 met.
Task 1.4: Implement
targeted intrusive
interventions in
TVPD;
SPAC;
PACs; MC;
EC; faculty;
ADTT; PTs;
PCs.
interventions assessed, modified, and
implemented for fifth cohort of 80 students.
complete the course with a minimum grade of C;
Performance Measures 1.10-1.11 met. 80% of Hispanic
students in a developmental English course and 85% of
Hispanic students in the gateway English course complete
the course with a minimum grade of C; Performance
Measures 1.12-1.13 met.
TVPD; SIs;
PTs; ADTT;
HPC/TC.
Maintain pool of 10 PTs and 6 SIs; provide
tutoring and supplemental instruction.
Sustain Performance Measure 1.14, met in Y4;
28% of Hispanic students receive peer tutoring;
to Graduation
TVPD;
SPAC;
PACs; HAB;
ESLC; AO.
ARM process applied to Year 4 methods.
minimum 2.0 GPA;
complete Fall Semester with a minimum 2.0 GPA;
Performance Measures 1.16 - 1.17 met.
Hispanic students
EDSL; AD;
SPAC;
PACs; PCs.
Hispanic; Performance Measure 1.18 met.
32
Specific Task
Participants
Methods
Tangible Results
Task 2.1: Implement
TVPD;
SSTC; DIT;
IT; conslnts.
Starfish (or similar) “Insight” for data analytics
and evaluation installed and configured;
maintenance and licensing of existing Starfish (or
similar) modules; 249 licenses of Rosetta Stone
maintained for ESL; ARM process applied to Y4
methods.
Hispanic students’ Pathways to Graduation is integrated;
to Graduation
TVPD;
SPAC;
PACs; PCs;
FAD HAB.
scholarships; Performance Measure 2.2 met.
35% of FT/FT Hispanic students participate in a
comprehensive financial literacy and coaching program;
TVPD; fac.;
SPAC; PACs;
staff;
speakers;
TVSC; admin.
delivered on “Best Practices for Using the
Bilingual Support Materials on Website and
Through Social Media;” Previous training
assessed, modified, offered again; 3 Title V
staffers participate in AHSIE Conference; 6
AHSIE memberships for staff not attending.
Hispanic students’ Pathways to Graduation; Performance
Measure 3.1 met.
33
KEY PERSONNEL
(d) Quality of Key Personnel (Maximum: 7 Points).
(1) The extent to which the past experience and training of key professional personnel
are directly related to the stated activity objectives.
(2) The extent to which the time commitment of key personnel is realistic.
Position descriptions are provided in Tables 16-21 (below) for the Title V Project Director
and the other Title V-funded personnel whose roles are integral to “Vías Hacia la Graduación.”
Table 16-Position Description: Title V Project Dir. – Dr. Maud Fried-Goodnight (50%). Reports to President
Qualifications: Education, Experience, and Training
Education and Training: Doctorate in Educational Leadership, Master’s and Bachelor’s degrees in the Arts, and
more than 35 years of experience working with academically underprepared students and measuring and interpreting
data on their achievement outcomes.
Experience: Project Director of CCC’s successful Title III Student Success Initiative project and Executive
Director of the CCC’s Center for Academic and Student Success for the past five years. For the previous nine years,
Executive Director of Enrollment, Academic and Student Support Services. She is a member of the President’s
Senior Staff and Academic Council, has direct access to top College leadership, and reports to the President
Duties and Responsibilities
Communicate an informed understanding of Title V project objectives and design to all constituencies; ensure the
Title V project remains congruent with institutional development goals; ensure compliance with Title V, U.S.
Department of Education, and CCC grant policies; provide day-to-day management of Title V activities; direct
hiring and supervision of Title V project staff; monitor project budget and timelines to ensure timely execution
within budget; review and authorize all grant expenditures; collaborate with Information Technology Office to
ensure smooth rollout, training and management of Title V technology features; collaborate with Assessment,
Planning and Research Office to ensure regular collection and assessment of performance indicator data and
development/implementation of an objective evaluation system of program components and their impact on the
institution; evaluate pilot programs, write evaluation reports, and guide modifications and improvements; facilitate
and oversee timely preparation of Title V fiscal and program reports for CCC and the U.S. Department of Education,
and coordinate annual continuation applications; prepare and disseminate Title V newsletters and project results
throughout the College and assist in preparation of external reports of Title V achievements; ensure that all external
assistance, consultants, contracts, and bidding processes are operated in compliance with federal regulations and
CCC policies; advise and assist in inventory and distribution of all Title V-acquired equipment; work with CCC staff
to institutionalize new practices and improvements.
Table 17—Position Description: Senior Pathways Academic Coach (100%). Reports to Project Director.
Education and Training: Master's degree in counseling, student personnel services, student development or related
area required. National or Licensed Counseling Certification such as LPC, NBCC, LCSW or similar credential
preferred. Excellent communication skills with fluency in Spanish.
Experience: Community college student services and academic counseling/advisement expertise. Thorough
knowledge of, and ability to work with, diverse student populations, especially low-income, first-generation,
high-need students. Facility with postsecondary student data systems, tracking of student cohorts, and student case
management and coaching. Experience developing and using innovative strategies to motivate students and promote
their academic success. Expertise in collaborating with college faculty and staff to deliver effective early
interventions for students in academic jeopardy. Strong contacts with community-based organizations to obtain
external services for students in need.
Develop initial cohorts of entering fall students, provide them with academic advisement and registration assistance
and a thorough introduction to the Project’s touch-point strategy. Provide case-management-style student services,
34
utilizing technology to maintain intake-to-graduation tracking system of “touch point” contacts with those students
including career, personal, financial aid/scholarships and transfer counseling/coaching, outreach and orientation,
enrollment, re-registration, early interventions for students encountering academic or personal difficulties,
development of Student Success Plans and ensuring adherence to those plans and to the students’ chosen Pathways
to Graduation; mentor and advise the two Pathways Academic Coaches; represent the College and Title V program
within the community for a variety of purposes; assist Project Director to develop, measure effectiveness of, and
modify if needed, intervention strategies to promote Hispanic students’ retention and graduation; serve on College
committees/task forces and participate in community activities/organizations; make appropriate student referrals
throughout the College community and to community-based organizations; assist in the planning, coordination and
implementation of summer programs to prepare students for college-level studies and academic success; plan and
conduct student workshops; submit monthly reports to Project Director; participate in professional development.
Table 18—Position Description: Pathways Academic Coach (one, 100%; one, 62.5%). Reports to Project Dir.
Education and Training: Bachelor’s degree in education, social work or related field required. Excellent
communication skills and bilingual ability (fluency in English/Spanish).
Experience: Community college student services expertise in areas such as admissions, career services, and
financial aid; knowledge of and experience working with diverse student populations, particularly low-income, firstgeneration, high-need students; experience with postsecondary data systems preferred; thorough digital literacy and
facility with computers, and various software programs and suites is required.
Serve as a Title V Pathways Academic Coach, liaison and resource for CCC’s retention and completion initiatives
for Hispanic students; support student cohorts assigned by the Senior Pathways Academic Coach by delivering
touch-point contacts in the areas of enrollment, testing, tutoring, financial aid, scholarship and loan access, access to
support services, use of the degree audit, graduation petitioning; assist students in re-registration with oversight of
Senior Pathways Academic Coach; help implement and maintain student intake-to-graduation program participant
tracking system as students receive services, complete their degree, enter the workforce or transfer to a four-year
institution; Exchange appropriate information with college faculty, counselors and students regarding student
completion, graduation and internship opportunities to facilitate student success; represent the college within the
community for program informational purposes. Perform related duties as assigned by Project Director.
Table 19—Gateway Academic Coordinator (one Gateway English/Reading Coordinator, 62.5%; one
Gateway Math Coordinator, a contract for F-T Math Prof. to add 150 hrs/yr). Reports to Project Director.
Education and Training: Requires bachelor’s degree directly related to the subject matter, master’s degree
preferred. Excellent communication skills.
Experience: At least three years’ experience teaching or tutoring students in developmental and gateway courses,
particularly diverse populations of low-income, first-generation, high-need students, in a community college or fouryear institution setting. Broad understanding of developmental education theory/practice and experience with
learning support programs. Experience with online educational platforms and postsecondary data systems preferred.
Provide instruction and support for students in the developmental and gateway course lab (and, for the
English/Reading Coordinator, the College Writing Center), with direct focus on Hispanic students from Title V
project cohorts; coordinate with gateway instructors to identify and trigger intrusive interventions for at-risk students
who are missing course milestones; work with instructors and at-risk students to develop and implement academic
“rescue” plans featuring a timeline of step-by-step instructions and in-class and lab academic support and tutoring to
get students back on track toward successful course completion; monitor progress of students involved in
interventions, report to students’ Pathways Academic Coach or Senior Pathways Academic Coach on their progress,
and integrate coaches’ input into strategies for individual students; input and maintain relevant information in the
case-management Student Folder (ESR) for each student in the Title V cohorts; based on problems experienced by
students in gateway English, provide feedback for developmental English faculty to improve students’ preparation
for college-level work; assist Pathways Academic Coaches in supporting Title V cohort students in various activities
as needed; participate in grant-related professional development activities and stay current in developmental and
gateway instructional theory, particularly as it relates to the subject matter; participate in developmental and
gateway education advisory meetings.
35
Table 20—Senior Academic Advisor / Bilingual Peer Coach and Tutor Coordinator (a Title V-funded
contract of 150 hrs/yr, performed by CCC-funded F-T Senior Admissions Advisor). Reports to Project Dir.
Education and Training: Master's degree in counseling, student personnel services, student development or related
area required. National or Licensed Counseling Certification such as LPC, NBCC, LCSW or similar credential
preferred. Excellent communication skills with fluency in Spanish.
Experience: Five years of community college or 4-year institution student services and academic
counseling/advisement expertise. Thorough knowledge of, and ability to work with, diverse student populations,
especially low-income, first-generation, high-need students and students with limited English proficiency.
Experience developing and using innovative strategies to motivate students and promote their academic success.
Expertise in working with highly-motivated, accomplished students and motivating them to higher levels of
performance. Experience with postsecondary data systems is preferred.
Recruit top second-year Hispanic students to serve as Peer Coaches and Peer Tutors for the “Vías Hacia la
Graduación” Title V project; assess these candidates for subject matter expertise and required academic
performance, interpersonal communication skills, bilingual capability, and ability to devote time to the job; maintain
full rosters of budgeted Peer Coach and Peer Tutor positions as students graduate and move on; provide training for
assigned Peer Coach and Tutor tasks; communicate with Project Director, Pathways Academic Coaches, and Peer
Coaches and Tutors to evaluate and improve their performance; provide individualized advisement for Peer Coaches
and Tutors as they move through their collegiate experience and perform these jobs.
Table 21—Student Success Technology Coordinator (100%). Reports to Project Director; dotted-line to CIO.
Education and Training: Bachelor’s degree in education and experience in higher education
advisement/counseling, student personnel services, student development or related area is required.
Experience: At least three years’ experience in community college or 4-year institution enrollment or student
services is required, as is thorough knowledge of the defining characteristics of, and barriers faced by, low-income,
first-generation, high-need students. Experience with postsecondary data and retention systems, such as Ellucian
Colleague or Starfish Retention Solutions and their component architecture, is preferred, as is the ability to
understand, interpret, and apply institutional policies within the context of student services and student success.
Provide technical support for Title V staff in using Ellucian Colleague ERP system in concert with retention systems
such as Starfish Retention Solutions. Analyze ERP and retention system data integration and configurations to:
troubleshoot, tweak and improve installation; obtain appropriate technical support; and provide end-users with
information needed to perform intake-to-graduation case management of Hispanic and other high-need students.
Coordinate technology for student MAPs and comprehensive tracking of student outcomes for reports and datainformed decision-making; manage retention system to provide appropriate access privileges for various levels of
end-users to protect student privacy while enabling fast, efficient communications for departments that support
“Vías Hacia la Graduación”; survey end-users and department managers regularly to identify needed improvements
to ERP and retention system operations and integration and submit enhancement requests to vendors; work with
retention system consultants to install and configure system modules for students’ Pathways to Graduation.
MANAGEMENT PLAN
(e) Quality of Project Management Plan (Maximum: 10 Points).
(1) The extent to which procedures for managing the project are likely to ensure efficient
and effective project implementation.
(2) The extent to which project coordinator and activity directors have sufficient authority
to conduct the project effectively, including access to the president or chief executive
officer.
36
Project Management and Monitoring
Incorporating a “management by objectives” approach, the project management plan will
accomplish three objectives: (1) meet the Title V guidelines and regulations; (2) adhere to policies
and practices to deliver the highest quality academic and student services; and (3) effectively
execute work assignments for timely accomplishment of activity objectives. The Project Director
will develop a comprehensive Title V Project Operating Manual with project policies and
procedures, staff responsibilities and lines of authority, job descriptions for Title V staff, required
forms, and appropriate reporting procedures. Copies will be distributed to all grant and key
institutional personnel. The Project Director will also oversee project records, ensuring accurate
and accessible data on grant expenditures, program compliance, grant activities, and Title V
personnel. Record keeping will be comprehensive and will leverage the ERP, for ease of retrieval.
Daily Operational Management. The Project Director will have operational authority over
all Title V grant-funded employees including her direct reports (see Figure 1 for an organization
chart). The Project Director will conduct daily status checks with grant staff and will meet
weekly with key grant personnel and bi-weekly with all grant staff.
Time/Effort Reports. Using standard College time reporting forms, bi-weekly Time and
Effort Reports will be completed for each employee paid with Title V funds.
Progress Reports. Monthly Progress Reports will be submitted by Title V staff. The Project
Director will synthesize these reports and overall program data into a Quarterly Title V Executive
Summary Report for the President, President's Council, Title V Steering Committee, and grant
personnel. The President will distribute this report to the Board of Trustees. The Project Director
will also prepare an annual presentation for the Board and grant evaluators.
37
Providing Information to Key Administrators. The President will appoint a Title V
Steering Committee composed of key administrators and faculty (see list in Figure 1). The
Committee will meet monthly to review progress toward project goals and objectives and guide
the project toward completion. The Title V project will be integrated into College governance
and organizational structures. The Project Director will be an ad hoc member of the Academic
Council and the Senior Staff, which have key roles in curriculum approval and shared
governance. As assigned, key Title V staff will serve on the Academic, Student Development,
and Professional Development Governance Councils that plan and direct College governance.
Figure 1—“Vías Hacia la Graduación” Organization Chart
Title V and Campus Communications. The Project Director will distribute a monthly Title
V activities and programs update and will periodically deliver presentations on Title V project
38
progress, including at CCC’s Annual Data Summit. A bi-monthly, Title V newsletter also will be
distributed to highlight accomplishments and milestones and will be posted to the Title V section
of CCC’s website, linked to the CCC home page. Newsworthy features on Title V activities will
be distributed electronically to the local news media, and published on the College website.
Administrative Authority. The College President will have overall responsibility for the
Title V project and will be personally involved in ensuring its quality and impact on serving the
institution’s Hispanic students. The President will delegate daily management authority to the
Title V Project Director, who will report directly to the President and will have full authority and
autonomy to administer the project according to the approved project plan.
Hispanic Advisory Board. This external advisory board, composed of community and
business leaders from the Hispanic community, will meet semi-annually with the Project
Director and Title V staff to review progress and offer objective feedback and suggestions for
improvements to the Title V project. They also will help develop and implement outreach and
communication strategies, and external scholarship, mentorship and internship initiatives.
Fiscal and Accounting Procedures. CCC has comprehensive, GAAP financial procedures to
ensure proper disbursement and accounting of grant funds, including a thorough, electronic
approval process for spending requests. Grant funds will not be commingled with other funds.
Fiscal activity will be monitored by CCC’s institutionally funded Grants Accountant, who reports
to the Comptroller, and audited in accordance with standard accounting and auditing procedures.
The Project Director will meet monthly with the Chief Financial Officer to ensure grant funds are
being properly handled and recorded. Financial records maintained by Title V staff will be
reconciled monthly with the college’s financial records.
39
EVALUATION PLAN
(f) Quality of Evaluation Plan (Maximum: 15 Points).
(1) The extent to which the data elements and the data collection procedures are clearly
described and appropriate to measure the attainment of activity objectives and to
measure the success of the project in achieving the goals of the comprehensive
development plan.
(2) The extent to which the data analysis procedures are clearly described and are likely
to produce formative and summative results on attaining activity objectives and
measuring the success of the project on achieving the goals of the comprehensive
development plan.
Purposes. The evaluation plan is designed to: (1) ensure alignment of Title V project goals
and objectives with the institutional goals in the comprehensive development plan for which Title
V funding is requested; (2) identify, collect, and analyze the data needed to measure the extent to
which the Title V project’s goals and objectives have been attained and how the implementation
strategy might be improved; (3) foster a culture and systematic process of continuous assessment,
communication, and improvement; and (4) develop and implement the analytic framework, tools,
and procedures for ongoing evaluation, refinement, and institutionalization of project-developed
innovations and capacities beyond the five-year grant period. Each year of the grant period will be
considered an action research cycle (see Figure 3 on page 47).
Data Collection and Analysis Procedures. Quantitative and qualitative data directly related
to the activity objectives and performance indicators outlined in Table 10 (see pages 13-14) will
be collected and analyzed. These data will be leveraged to make data-informed decisions to
improve “Vías Hacia a la Graduación” (formative evaluation) and substantiate claims that the
project’s outcomes and objectives have been attained (summative evaluation). Data also will be
reported per Title V requirements under the Government Performance and Results Act (GPRA).
Data will be organized into baseline data and longitudinal data. Baseline data will quantify
the conditions before the project starts as a basis for measuring progress. Longitudinal data will
40
quantify the “Vías Hacia a la Graduación” program participation levels and performance
outcomes projected for the end of each grant year. Longitudinal projections have been established
in the form of performance indicators in the Measurable Objectives and Implementation
Timetable (see Table 10, pages 13-14, and Table 15, pages 24-33). The performance indicators,
coupled with the logic model (Figure 2 on page 45) will be used as evaluation design and data
organization tools.
Baseline demographic and academic data on Hispanic student cohorts will be collected at the
beginning of the project. Longitudinal data will be collected each semester for trend, time-series,
and exploratory data analyses. Cross-sectional data (e.g., student surveys) also will be collected
periodically and analyzed for indicators of need to modify the approach.
Statistical Analysis. Statistical analyses of the quantitative data may include: (1) basic
descriptive statistics (mean, median, maximum, minimums); (2) tabulations and cross-tabulations
(frequencies and percentages); (3) analysis of variance (ANOVA; differences between and among
groups); and (4) multivariate regression analysis (significance of contributing factors for
predictions). Evaluators will conduct qualitative analyses through methods such as interviews,
focus groups, observations, and review of course syllabi, training materials, and publications.
Formative Evaluation. Formative evaluation will occur throughout each year and will
monitor the quality of and progress toward meeting objectives, performance measures, and
implementation targets at the student, faculty, and institutional levels. An external evaluator will
collect records, interview the management team, and analyze documents to compare actual
progress to the implementation plan. The external evaluator will develop annual formative
reports in Years 1-4, including program assessment and program improvement recommendations.
These reports will be vetted by the management team and made available on the CCC Web site.
41
Summative Evaluation. Summative evaluation will report conclusions on the project’s
success toward attaining activity objectives and achieving the goals of the CDP by answering the
key summative evaluation question: Did progress toward achievement of institutional
capacity-building and self-sufficiency occur, as measured by performance measures and results
outlined in the Title V proposal? Summative evaluation will assess the total impact of the Title V
project on the institution, as well as the effect of each component. An external evaluator will
collect data for summative evaluation through interviews, document review (e.g., summation of
annual evaluations and APRs), and data reported by CCC staff and presented at the CCC
community’s annual Data Summit, to demonstrate summative change in performance measures.
Evaluation Management. The Title V Director will lead the implementation of the
evaluation plan and will monitor progress toward the objectives through reporting protocols,
procedures, and timetables developed in collaboration with the Title V Steering Committee and
external evaluator. The Director will receive monthly Task Status Reports with performance data
from those responsible for Task execution. The Director will prepare reports and deliver
presentations, as explained in the “Title V and Campus Communications” section (see page 38).
The Title V Steering Committee will meet quarterly with the Title V Team to review a
quarterly report compiled by the Director, and suggest ways to improve the program. The
Committee will ensure the project: (a) upholds CCC’s mission and goals, (b) advances toward
project goals and objectives, and (c) institutionalizes the project-seeded activities as planned.
An experienced external evaluator will be engaged promptly following award notification and
will conduct annual formative evaluations in Years 1-4, submitted annually by December 15, and
a summative evaluation at the end of Year 5. The external evaluator will visit CCC periodically
to help the Title V staff and Steering Committee review the project’s objectives, anticipated
42
outcomes, and evaluation design, and to refine data collection and analysis procedures. The
external evaluator will help establish valid baseline data, an internal evaluation reporting system,
and a mechanism for using ongoing evaluation outcomes to improve the program. Examining
staffing, budget, policy, institutional support, administration, communication, and management
processes, the external evaluator will assess the project in seven critical areas (see Table 22).
1.
2.
3.
4.
5.
6.
7.
Table 22—External Evaluation Focus Areas
Achievement of activity objectives
Contribution of implementation strategies to the achievement of objectives and whether possible changes to
the implementation strategies might improve project effectiveness
Changes in institutional structures, systems, and policies, as a result of “Vías Hacia la Graduación”
Positive and unintended outcomes of institutional changes, contributing to the knowledge of what works in
producing such outcomes
Strengthening of CCC’s management, programs, and fiscal self-sufficiency
Progress toward institutionalizing the activity and evaluation processes
Provision of equitable access to and participation in Title V program activities for Hispanic students, in
accordance with the General Education Provisions Act, Section 427
CCC will contract the services of Paul T. Bucci Ph.D. LLC. With over 25 years of experience
in the design and evaluation of Title III and Title V projects, Dr. Bucci was invited to deliver the
keynote presentation, Title III Project Evaluation, at the National Title III Conference in 1998.
BUDGET
(g) Quality of the budget (Maximum : 8 Points).
The extent to which the proposed costs are necessary and reasonable in relation to the
project’s objectives and scope.
Personnel: Proposed personnel are of the quality and number necessary to successfully
implement grant activities. The Board of Trustees authorizes all hires. Salaries are calculated
according to institutional policies and procedures, and projected annual increases are included for
Years 2-5. See the Institutionalization Plan (pages 14-15) for Title V-funded positions, which
will be 100% institutionalized following the grant period.
Fringe Benefits: Fringe benefits for full-time employees are individually budgeted at
established College rates. Benefits include: Social Security and Medicare, health insurance,
43
retirement, short- and long-term disability, life insurance, and accidental death and disability.
Benefits for hourly staff are budgeted at 7.65% to include FICA and Medicare Tax.
Supplies: Supply expenses are integral to achieving the Title V Objectives, and based on
current vendor information. Computers will be used by Title V staff. Library and instructional
materials and supplies will support Hispanic students in the CASS and Summer Bridge.
Contractual: Contractual costs are for consultant services for technical assistance and project
evaluation, consultants for integrating the Student Education plan (MAP) and Starfish with the
Ellucian ERP, and speakers for professional development.
Other: Rosetta Stone ESL software is for students to increase their English Language skills.
The Ellucian Student Portal upgrade is needed to integrate portal with retention systems software;
retention systems software modules reflect prices for software such as Starfish; student
communication costs are reasonable for the program’s size; and staff memberships in AHSIE will
provide access to best practices literature and contacts with experienced Title V institutions.
See the budget narrative on pages 47-50 for budget details.
PROJECT DESIGN
(h) Quality of the Project Design (Maximum: 10 Points).
The extent to which the proposed project is supported by strong theory.
“Vías Hacia la Graduación” is supported by “strong theory,” informed by a logic model that
contains four components: resources, activities, outputs, and outcomes.22
Logic Model. The logic model (see Figure 2) has a row for each of the project objectives: to
strengthen: (a) academic and student services, (b) institutional management, and (c) fiscal
stability. By illustrating how resources, activities, and outputs result in short-, mid-, and long-term
22
Kekahio, W., Cicchinelli, L., Lawton, B., & Brandon, P. R. (2014). Logic models: A tool for effective program
planning, collaboration, and monitoring. (REL 2014–025). Washington, DC: U.S. Department of Education, Institute
of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational
Laboratory Pacific. Retrieved from http://ies.ed.gov/ ncee/edlabs
44
outcomes for each project objective, this model will be a key program management tool for “Vías
Hacia la Graduación,” both during the grant period and after institutionalization.
Figure 2—“Vías Hacia la Graduación” Logic Model
Table 23 (below) provides a detailed list of the material and non-material items needed for
each of the four components of the logic model. This detail is essential, in the event other
institutions opt to replicate “Vías Hacia la Graduación” strategies in the future.
Table 23—Logic Model Components
Resources (Inputs):
Material Items:
 Best practices literature on:
(a) improving retention, persistence, and graduation among Hispanic and low-income students; and
(b) case management and using technology alerts to trigger human interventions.
 Title V funding for the first five years.
 Technologies: ERP, digital alerts for each touch point, Electronic Student Record technology with scanning
45
Table 23—Logic Model Components
Resources (Inputs):
functionality, Blackboard, Podcast and/or video technology for “Para Español” language translation.
Nonmaterial Items:
 Data-informed institutional culture.
 Campus community support, including support of the Leadership Team.
 CCC’s participation in the New Jersey Community College’s Completion by Design (CbD) integration.
 Advisory support from Cumberland County’s Latino community/business leaders.
 Specialized competencies for serving Hispanic and low-income students through a case management approach.
 Specialized competencies to design and deliver professional development on:
(a) understanding, serving, and helping remove barriers for Hispanic and low-income students; and
(b) implementing a case management system with 10 touch points that trigger technology-driven alerts for
intrusive, human interventions.
 Developmental and gateway math and English curricula that integrate intrusive interventions.
 Specialized competencies for scaling-up the incremental milestone approach for intrusive intervention in the
developmental and gateway math and English courses.
 Specialized competencies for sharing financial aid opportunities and financial literacy with Hispanic students.
Activities:
(See the Implementation Strategy section on pages 16-22 for a detailed listing of project tasks.)
Outputs:
 Numbers and percentages of Hispanic and low-income students served through this Title V project.
 Numbers and percentages of faculty, staff, and administrators participating in professional development.
Outcomes:
(See Table 15, the Implementation Strategy Timetable on pages 24-33, for a detailed listing of incremental,
short-term outcomes. See, also, the Measurable Objectives section on pages 12-14 for a detailed listing of long-term
outcomes [i.e., performance indicators] for the five-year grant period, with key outcomes targeting retention,
persistence, and program completion among Hispanic and low-income students.)
Action Research Approach. “Vías Hacia la Graduación” will leverage an action research
approach (see Figure 3) to create a continuous cycle of: planning, action, observation (i.e., data
collection and analysis), and reflection as the method to evaluate progress toward the short-, mid-,
and long-term outcomes outlined in the logic model. Each year will be considered an action
research cycle. Each year, CCC will use the Title V internal and external evaluations to reflect on
measured outcomes, comparing them to performance indicators. Based on this reflection, CCC
will plan for the coming grant year, using the grant proposal as the plan, but allowing for
adjustments based on data that were collected and analyzed to inform decision –making. This
process creates a continuous cycle for improvement.23
23
McNiff, J., & Whitehead, J. (2000). Action research in organisations. New York, NY: Routledge.
46
Figure 3—CCC’s Continuous Improvement Cycle: An Action Research Approach23
Figure 3—CCC’s Continuous Improvement Cycle: An Action Research Approach 24
—CCC’s Continuous Improvement Cycle: An Action Research Approach23
BUDGET NARRATIVE
(g) Budget (This selection criteria must be included in the program narrative document attached to the “Project Narrative
Attachment Form.”) (Maximum: 8 Points).
The extent to which the proposed costs are necessary and reasonable in relation to the project’s objectives and scope.
Category/Description
PERSONNEL
Year 1
Year 2
Year 3
Year 4
Year 5
Total
Title V Project Dir. (M. Fried-Goodnight). (50% time x 12 mos.). ($102,462 x 50%).
$51,231
$52,256
$53,301
$54,367
$55,454
$266,609
Senior Pathways Coach (D. Appel). (100% time; 12 mos.).
$54,779
$44,700
$34,196
$23,253
$11,859
$168,787
Pathways Coach (new hire). (100% time; 12 mos.). Feb. start in Y1, based on starting
salary of $43,797/yr.
$29,198
$35,738
$27,340
$18,591
$9,482
$120,349
Pathways Coach (new hire). (62.5% time; 12 mos.). April start in Y1, based on
starting salary of $28,872.
$14,436
$23,560
$18,023
$12,256
$6,251
$74,526
Gateway English/Reading Academic Coordinator (new hire). (62.5% time; 12 mos.).
Feb. start in Y1, based on starting salary of $36,120.
$24,080
$29,474
$22,547
$15,332
$7,819
$99,252
Gateway Math Coordinator, stipend based on 5 increments of 30 contact hours @
$838 each (150 hrs./yr.)
$4,190
$4,190
$4,270
$4,270
$4,355
$21,275
Student Success Technology Coordinator (new hire). (100% time; 12 mos.). April
25,000
$40,800
$31,212
$21,224
$10,824
$129,060
Hudson, B., Owen, D., & van Veen, K. (2003, September). Working on educational research methods with master’s students in an international online
community. Presentation at the European Conference on Educational Research, Hamburg, Germany.
24
47
Year 1
Year 2
Year 3
Year 4
Year 5
Total
$4,190
$4,190
$4,270
$4,270
$4,355
$21,275
Data/Administrative Specialist (new hire). (62.5%; 12 mos.). $17.86/hr. x 100
hrs./mo.
$21,432
$21,861
$22,298
$22,744
$23,199
$111,534
Math/English Supplemental Instructors. 6 @ 10 hrs./wk. x 48 wks. x $20/hr. (3 in
Year 1 & 2; 4 in Year 3; 6 in Years 4 & 5.)
$28,800
$28,800
$38,400
$57,600
$57,600
$211,200
Bilingual Peer Coaches. 5 @ 10 hrs./wk. x 48 wks. x $8.38/hr. (3 in Year 1; 5 in
Years 2-5.)
$12,067
$20,112
$20,112
$20,112
$20,112
$92,515
Bilingual Peer Tutors. 10 @ 10 hrs./wk. x 48 wks. x $8.38/hr. (5 in Years 1 & 2; 6 in
Year 3; 10 in Years 4 & 5.)
$20,112
$20,112
$24,134
$40,224
$40,224
$144,806
Bilingual Call Center Operators. 3 @ 15 hrs./wk., $8.38/hr., 19.5 wks./yr. (peak
season).
$7,353
$7,353
$7,353
$7,353
$7,353
$36,765
Summer Bridge program instructors for two brush-up courses for 15 students each. 80
hours x $35/hr.
$2,800
$2,800
$2,800
$2,800
$2,800
$14,000
$299,668
$335,946
$310,256
$304,396
$261,687
$1,511,953
start in Y1, based on starting salary of $50,000.
Bilingual Peer Coach & Tutor Coordinator. stipend based on 5 increments of 30
contact hrs @ $838 each (150 hrs./yr.)
Total Salaries and Wages
Justification for Personnel: Annual increases of 2% per year are included for positions with asterisks noted below. New positions that will be retained at grant's
end: Senior Pathways Coach*; Pathways Coaches* (2); Gateway English/Reading Academic Coordinator*; Advisement Technology Coordinator*; Gateway
Math Coordinator; Bilingual Peer Coach & Tutor Coordinator; Supplemental Instructors; Peer Coaches; Peer Tutors; Bilingual Call Center Operators. Positions
with asterisks will be institutionalized at a rate of 20% in Year 2, 40% in Year 3, 60% in Year 4, 80% in Year 5, and 100% following the end of grant funding.
FRINGE BENEFITS
Title V Project Director (estimated individual coverage)
$7,038
$7,179
$7,323
$7,469
$7,618
$36,627
Senior Pathways Coach (estimated individual coverage)
$34,782
$28,382
$21,713
$14,765
$7,530
$107,172
Pathways Coach (estimated individual coverage)
$19,167
$28,382
$21,713
$14,765
$7,530
$91,557
Pathways Coach (PT) @ 7.65%
$1,104
$1,802
$1,379
$938
$478
$5,701
Gateway English/Reading Coordinator @ 7.65%
$1,842
$2,255
$1,725
$1,173
$598
$7,593
$321
$321
$327
$327
$333
$1,629
13,228
$28,382
$21,713
$14,765
$7,530
$85,618
$321
$321
$327
$327
$333
$1,629
Data/Administrative Specialist @ 7.65%
$1,640
$1,672
$1,706
$1,740
$1,775
$8,533
Math/English Supplemental Instructors @ 7.65%
$2,203
$2,203
$2,938
$4,406
$4,406
$16,156
Gateway Math Coordinator @ 7.65%
Student Success Technology Coordinator
Bilingual Peer Coach & Tutor Coordinator @ 7.65%
48
Year 1
Year 2
Year 3
Year 4
Year 5
Total
$923
$1,539
$1,539
$1,539
$1,539
$7,079
$1,539
$1,539
$1,846
$3,077
$3,077
$11,078
Bilingual Call Center Operators @ 7.65%
$563
$563
$563
$563
$563
$2,815
Summer Bridge program instructors @ 7.65%
$214
$214
$214
$214
$214
$1,070
$84,885
$104,754
$85,026
$66,068
$43,524
$384,257
Bilingual Peer Coaches @ 7.65%
Bilingual Peer Tutors @ 7.65%
Total Fringe Benefits
Justification for fringe benefits: Fringe benefits for full-time employees are established in accordance with institutional policies and procedures: Stating fringe
benefit amounts for full-time employees as a percentage of salary is inaccurate for CCC; fringe benefits for full-time employees are based on individual coverage
choices and costs vary significantly. Average amounts based on the College’s current fringe benefit costs are used in this budget. Part-time employee fringe costs
include only FICA at 7.65%.
Total Salaries, Wages and Fringe Benefits
$384,553
$440,700
$395,282
$370,464
$305,211
$1,896,210
Travel for three Title V staff to Alliance of Hispanic Serving Institution Educators
(AHSIE) annual conference and DOE Title V Project Directors' Conference, March
19-March 24, 2016. Registration, $1,500; airfare, $1,800; transportation to PHL and
parking, $200; hotel, $2,685; food and miscellaneous expenses, $400; rental car,
$200. Year 2 travel and Year 3 travel balance of $3,950 paid by CCC.
$6,785
$0
$2,835
$6,785
$6,785
$23,190
Total Travel
$6,785
$0
$2,835
$6,785
$6,785
$23,190
Project Management office supplies and software for project startup and out-years
$2,210
$500
$250
$500
$500
$3,960
Computers for Title V staff: 4 laptops @ $1,200 ea.; 4 monitors @ $250 ea.; 4
docking stations @ $200 ea.; 7 laptops in Year 4 for student laptop loan program; 5
additional laptops in Year 5 for laptop loan program
$6,600
$0
$0
$8,750
$6,250
$21,600
Books and supplies for annual five-week summer bridge sessions (books for 15
students @ $80/student = $1,200; calendar/planners for 15 students @ $10/student =
$150; data storage for 15 students @ $10/student = $150)
CASS: Office supplies and software ($320/yr. x 5 yrs. = $1,600). Instructional
resources, books, software, library resources ($830 over 5 yrs.). Student instructtional supplies ($20/student/yr. x 80 students/yr. x 5 years = $8,000). Total = $10,430
$1,500
$1,500
$1,500
$1,500
$1,500
$7,500
$3,520
$1,500
$370
$2,520
$2,520
$10,430
$13,830
$3,500
$2,120
$13,270
$10,770
$43,490
TRAVEL
SUPPLIES
Total Supplies
Justification for supplies: Expenses are reasonable for the duties and responsibilities of the Title V Project Director and staff; with operation of the summer
bridge program for 15 students annually; and with operation of tutoring and supplemental instruction activities for 400 Title V cohort students at the CASS.
49
Year 1
Year 2
Year 3
Year 4
Year 5
Total
Project Management: consultant services for technical assistance and project
evaluation.
$20,000
$20,000
$20,000
$20,000
$20,000
$100,000
Consultants, speakers and workshop facilitators for staff/faculty Professional
Development programs.
$4,000
$3,000
$1,000
$3,000
$3,000
$14,000
Ellucian ERP consulting for retention system installation.
$10,000
$0
$0
$0
$0
$10,000
Total Contractual
$34,000
$23,000
$21,000
$23,000
$23,000
$124,000
CONTRACTUAL
Justification for contractual: Expenses include consultant fees for Title V project evaluation; consultant, speaker and facilitator fees for development and
delivery of professional development activities; and reasonable fees for ERP consultants to assist with integration of ERP system and retention systems software.
OTHER
Rosetta Stone ESL software; 50 licenses in Years 1-3, 249 licenses in Years 4-5.
$8,450
$8,450
$8,450
$15,000
$15,000
$55,350
Ellucian Student Portal upgrade needed to enable installation and student use of
retention system software such as Starfish
$20,000
$0
$0
$0
$0
$20,000
Retention systems software modules such as Starfish Early Alert (Year 1), Connect
(Year 1), Agile Grad (Year 3), and Insight (Year 5) purchases and installation
$55,000
$0
$47,000
$0
$52,000
$154,000
$0
$47,000
$47,000
$94,000
$109,900
$297,900
$2,000
$300
$2,000
$300
$1,000
$300
$2,000
$300
$2,000
$300
$9,000
$1,500
$85,750
$57,750
$103,750
$111,300
$179,200
$537,750
Maintenance and licensing of retention systems software such as Starfish
Student communications (program brochures, flyers, social networking)
Membership for 6 Title V staff in Alliance of Hispanic Serving Institutions in
Education @ $50 each.
Total Other
Justification for Other: Rosetta Stone ESL software purchases in Years 1-3 include licensing and support for 50 users, one language, for in-class and remote
use, 24/7 technical support, administrator tools, and access to mobile applications; Years 4-5 Rosetta Stone purchases include 249 licenses and support for 6
languages; Ellucian Student Portal upgrade is needed to integrate portal with retention systems software; retention systems software modules reflect next year’s
prices for software, installation, licensing and maintenance for software such as Starfish; student communication costs are reasonable in relation to the program’s
size; and staff memberships in AHSIE will provide access to best practices literature and contacts with experienced Title V institutions.
TOTAL PROJECT COST
$524,918
$524,950
$524,987
$524,819
$524,966
$2,624,640
50
COMPETITIVE PREFERENCE PRIORITIES
Competitive Preference Priority #1:
Tutoring, counseling, and student service programs designed to improve academic success,
including innovative and customized instruction courses (which may include remedial
education and English language instruction) designed to help retain students and move the
students rapidly into core courses and through program completion.
“Vías Hacia la Graduación” fully encompasses and fulfills the purpose of Competitive
Preference Priority #1. CCC will establish timeline options for Pathways to Graduation, and each
Hispanic and low-income student will select a graduation timeline that will coincide with his/her
My Academic Plan (MAP). This will be the student’s Pathway to Graduation. Students will
receive intensive intervention support to achieve their selected Pathways. “Vías Hacia la
Graduación” will apply the principles of Completion by Design (CbD), a best practices approach
for case management in higher education.
“Vías Hacia la Graduación” also will build upon these best practices by integrating an
innovative set of 10 “touch points,” from enrollment through graduation (see Table 11 on pages
16-17). These 10 touch points will trigger a variety of interventions to help students overcome
both academic and non-academic barriers to retention, persistence, and program completion.
These interventions include intrusive approaches for: (a) Pathways academic coaching, led by
professionals with the assistance of student peers; (b) incremental, milestone-driven, early
interventions to increase remedial course completion and transition into gateway/core courses;
(c) tutoring; (d) intrusive, bilingual student services, and (e) other intrusive interventions to
support the Pathways program. All of these intrusive intervention strategies, leveraged by the 10
touch points, are designed to increase student retention, persistence, and program completion,
through “Vías Hacia la Graduación” (“Pathways to Graduation”).
51
Competitive Preference Priority #2:
Projects that are designed to support the development and implementation of high-quality online
or hybrid credit-bearing and accessible learning opportunities that reduce the cost of higher
education, reduce time to degree completion, or allow students to progress at their own pace.
“Vías Hacia la Graduación” will support Competitive Preference Priority #2 through a hybrid
combination of online and face-to-face learning for the following courses:

Developmental math (MA 091 and MA 094; Task 1.4);

Freshman Seminar (Task 1.6, also integrating several other tasks); and

English as a Second Language (ESL; Task 1.6).
These courses will integrate self-paced online learning with a face-to-face environment, an
ideal approach for high-need students.25 Through this approach, students will progress at their
own pace, and faculty and/or support staff also will be available to address any questions
students may have along the way. This process will enable faculty to closely monitor students’
self-paced progress to ensure that students are on-track toward course completion and persisting
through the student’s Pathway to Graduation. If a student is not progressing successfully through
the course, the professor will trigger an alert for Touch Point #8, initiating an early intervention
to help the student get back-on-track toward successful course completion.
In these three courses at CCC, hybrid learning will provide students with the flexibility to
accelerate course completion. Students may continue progressing through the hybrid learning
modules outside of class, providing the option for accelerated completion.
CCC’s hybrid learning strategies will reduce the cost of higher education. In these three
courses at CCC, class sizes may be moderately increased because curricular exercises are
generated through online learning, rather than led by the professor. By leveraging online
resources for curriculum delivery, professors may increase the time they spend assisting students
25
Thor, L. (2010). The right mix. Community College Journal, 8(1), 38-43.
52
and answering questions. As a result, the student-professor ratio may be moderately increased
without impeding student outcomes.
Developmental Math. In 2013-14, CCC piloted an intrusive intervention approach in Math
091, which integrated incremental milestones throughout the course. The milestones
corresponded with successful completion of modules in Pearson’s My Math Lab (i.e., the online
component of the hybrid approach). If milestones were missed, intrusive interventions were
implemented, including required academic counseling and in-class tutoring. Through this
approach, students’ successful completion rate grew from a non-intervention baseline of 35%
(2013) to a rate of 67% (2015) with the piloted intrusive intervention of incremental milestones.
Per Task 1.4, following the format used for Math 091’s successful pilot, both developmental
math courses (Math 091 and 094) will use a hybrid format, with each student advancing through
Pearson’s “My Math Lab” modules during class time. The professor and Peer Tutors will
circulate through the classroom during class time to address student questions and provide
assistance as students complete My Math Lab modules on a self-paced basis.
Based on Math 091’s pilot approach, incremental milestones—corresponding to successful
completion of the My Math Lab modules—will be designated throughout the course per a
timeline. If students fail to meet an incremental milestone by successfully completing a module
per the timeline, the professor will trigger an alert to generate Touch Point #8: notifying the
Math Coordinator and the Pathways Academic Coach for each affected student. Collaboratively,
they will conduct intrusive interventions, including in-class tutoring, coaching, and close
monitoring of the student’s progress, as methods to help the student get back-on-track.
Freshman Seminar. Through the Title V project, CCC will launch a one-credit, hybrid,
Freshman Seminar course. Course topics will include: high school-to-college learning strategies,
53
time management, computer literacy, career counseling/research, financial literacy/loan
counseling, non-cognitive skill workshops, multicultural awareness, development of My
Academic Plan (MAP), and the student’s selection of a Pathways to Graduation timeline to
correspond to his/her MAP.
The course curriculum will be delivered online in Blackboard, and students will progress
through the course on a self-paced basis. Class will meet face-to-face, with students progressing
through the course in Blackboard, while the Freshman Seminar professor circulates throughout
the classroom, addresses questions, and provides assistance. Additionally, the Academic
Advisors and Pathways Academic Coaches will provide face-to-face support to facilitate each
individual student’s development of his/her MAP and selection of a Pathway to Graduation.
In support of Task 1.6, this one-credit, hybrid, Freshman Seminar will be offered in
conjunction with the expansion of the Summer Bridge program, as part of “Vías Hacia la
Graduación.” The hybrid Freshman Seminar also will be offered Fall Semester.
ESL. Through Task 1.6, the ESL program will be updated to accelerate student completion.
This will be accomplished by reducing the number of courses and revising the curriculum to
include hybrid delivery. Through the Title V grant, CCC will purchase Rosetta Stone software
for integration into the ESL courses. Students will progress through the Rosetta Stone modules
on a self-paced basis during class time, while the professor circulates through the class, addresses
student questions, and provides assistance. This hybrid approach will provide students with
increased flexibility to study and complete assignments outside of class, as well. Because the
hybrid approach provides a self-paced format, students may accelerate completion by dedicating
time outside of class to progress through the ESL modules in Rosetta Stone.
54

“VÍAS HACIA la GRADUACIÓN” (“Pathways to Graduation”)

Transcription

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