2014 Annual Performance Report · 2020-02-25 · 2014 Annual Performance Report MT SAN ANTONIO COMMUNITY COLLEGE DISTRICT (PR Award P031S130057) Activity: College-ready cohort (Modified

2014 Annual Performance Report MT SAN ANTONIO COMMUNITY COLLEGE DISTRICT (PR Award P031S130057)

2014 Annual Performance Report

Submitted: 01/28/2015 11:36 AM

MT SAN ANTONIO COMMUNITY COLLEGE DISTRICT Name of College/University

P031S130057 119164 PR Award Number Unit Identification

Primary contact information: Name Lisa Rodriguez Title Director Phone 909-274-4177 E-mail [email protected]

Title V - Developing Hispanic-Serving Institutions Department of Education Grant Program

Building Pathways to Persistence and Completion Project Title

2-year Public Year 1 Type and Control of Institution Grant Year

Authorized Representative: Name Bill Scroggins Date 01/28/2015 Phone 909-274-4250 E-mail [email protected]

1

mailto:[email protected]

mailto:[email protected]


Section 1: Executive Summary

The purpose of the legislation that established the Title V program is to "expand educational opportunities for, and improve the academic attainment of Hispanic students; and expand and enhance the academic offerings, program quality, and institutional stability of colleges and universities that are educating the majority of Hispanic college students and helping large numbers of Hispanic students and other low-income individuals complete postsecondary education."

A. This section summarizes how the grant enabled the institution to fulfill the legislative intent of the Title V program.

1. The impact of the Title V grant on the institution's capacity to contribute to fulfilling the goals of the legislation. In its first year, the grant has significantly supported building our institution's capacity to achieve our goals and objectives toward the fulfillment of the legislation through the establishment of a Title V team, which is nearly completely staffed. As a funded-down grant, we have spent considerable time in assessing and refining our stated activities to best match our goals and objectives, as well as establishing work teams to address implementation.

Our first year goals and their progress are as follows:

Goal: Students make informed choice of educational goal

Activity: pilot career assessment – making progress. We improved our career assessment software, giving students a more accurate career profile. We are working with key departments on campus to expand the use of the tool, especially with our faculty to implement into academic cohort programs at time of application to the cohort. Activity: pilot computerized education plans – completed phase 1 of multi-phase project. Education planning is now a mandatory part of expanded orientation, which formerly was a 1.5 hour session and now is a 4 hour session. With improved online functionality, students can develop their own education plan before visiting a counselor. Activity: offer student services information sessions – delayed. With the vacancy of our Counselor Coordinator position, we have not implemented these sessions, however, our Interim Title V Counselor coordinator met with our Title V Web Developer and Information Technology department to explore messaging systems to ensure students learn of opportunities to attend sessions that are in the design phase. It is anticipated that these messaging systems will be implemented in the near future and reported out in Year 2.

Goal: Support services to accelerate students into and promote retention in college-level coursework

Activity: Pilot assessment preparation – on schedule. We have piloted math assessment preparation test information sessions, held three, one week-long summer boot camps for math and writing refresher sessions to improve placement accuracy. 110 students participated with 20 students enrolling in two sessions voluntarily. Course success data on attendees was gathered in the Fall and predictive statistical test results for subsequent course success will be reported in Year 2. Additionally, we supported our Assessment of Written English placement test workshops. Our Title V Web Developer is working with our Writing Center staff to develop an online module for those students who cannot attend face-to-face sessions. Our High School Outreach Office is working with our Adult Basic Education office to design refresher workshops and information sessions for newly matriculated high school students. Results to be reported in Year 2. Activity: develop and pilot preparation for college seminar – delayed. This will be a task for the new Counselor Coordinator (hiring in progress). The seminar is currently being developed by the Interim Counselor Coordinator. Activity: Expand Early Alert system – making progress. We launched a tutor/counseling module in our early alert system with 400 tutoring and 35 counseling referrals to date. Faculty leaders are working with learning center directors and campus leaders to educate and motivate faculty to use the new system more widely.

We are ahead of this goal two areas that were identified as year 2 activities: we have addressed and modified priority registration guidelines for students and we have developed a set of robust Directed Learning Activities (DLA’s) modules in our Writing Center. Our Tutorial Services Specialist is now working with our academic CTE cohort faculty to develop DLA’s specific to their needs, and these results will be part of our Year 2 report.

Goal: Create Sustainable and Scalable Cohort Models

Activity: Program specific cohort models – on schedule. We developed six program specific cohorts, five in the Career Technology Education areas (Culinary Arts, Radiology and Respiratory Therapy, Paralegal Studies, Child Development) and one in English. Of these, three were launched in Spring and Summer 2014 with the remainder in the Fall of 2014. While some term-to-term data is available, our objectives are to measure Fall to Fall for retention and persistence, so that data will be reported in Year 2. We have approximately 220 students enrolled across these cohorts.

2


Activity: College-ready cohort (Modified Summer Bridge) – on schedule. We supported 357 student participants with Peer Mentors and Title V funds were used to purchase 90 career manuals to support student career exploration. Students in the Bridge program performed in their English and math with an average 90% success rate. Activity: Freshman seminars – delayed. In development with Counseling and academic departments. Activity: Soft-links between critical courses – on schedule. The Humanities and Social Sciences Division has conducted enrollment analysis to identify the most critical courses to completion of a degree, and garnered support from English and History to begin linking introductory courses. We have spent considerable time developing a faculty enrichment/engagement model to support these links as learning communities with shared curriculum and are working on a two-year model to include linked General Education Courses.

Goal: Increase and Enhance Communication with Students Activity: Gather feedback on effective student communication strategies – in progress. We reviewed national data from Educause/ECAR on student information technology & social media use and designed our own focus group questionnaire, which was conducted in Fall 2014. We are on track for Year 2 to develop mixed media messages and faculty best practices models for communicating with students, both institutional and academic information.

Goal: Provide Faculty with Professional Development Opportunities and Resources

Activity: Develop and offer a CTE retreat for Counselors – completed phase 1 of a 3 phase professional development activity. The Counselor retreat occurred in September 2014 with 34 counselors and support staff in attendance. Phases 2 and 3 will take place in Spring 2015 with CTE faculty and support staff attendance. Activity: Professional development for innovative teaching – on schedule. We sent 10 faculty and 9 staff to the Strengthening Student Success Conference in California and have a group presentation to report back to campus planned for February 2015. Activity: Create just-in-time faculty advising toolkits – delayed/in-progress. These toolkits are in the beginning development stages.

2. How has the grant helped to carry out the mission of the institution? The mission of Mt. San Antonio College is to support students in achieving their full educational potential in an environment of academic excellence. With these grant funds we are able to address, through our activities, the timeliness of completion, working towards getting tools in the hands of our students to empower them to chart their course in a more timely manner, especially in the high risk populations of Latino and African American male students. This Title V grant is supplemented by a campus and statewide initiative to address equity in services to and education of underserved student populations. In addition, we are contributing to excellence in education, most specifically, in the area of supporting students in our Career and Technology Education (CTE) cohorts with peer mentors who are often alumni of their programs who have succeeded and are passing along their knowledge and best practices for success for our students. With enhanced capacity to provide faculty development and expand learning community theory within our CTE cohorts.

B. The following information documents the institution's experience with the grant as reported during the current reporting period.

Tell us about any challenges that you have had during the reporting period or that you anticipate in the coming year which may affect your ability to meet the goals of your grant. Include, if applicable, your institution's plans to meet these challenges.

Hiring a qualified candidate for special projects can be a challenge. Last summer (2014), we interviewed two candidates for a key role as Title V Counselor Coordinator only to find they were inadequate to the task. Since several of our activities fall under this Student Services division role, we did two things: First, we made the job posting more explicit to include duties above and beyond those of a regular Counseling faculty position. We re-posted the position and will actively hire for this position in the Spring. Second, we identified an Interim Title V Counselor Coordinator who began working on projects under the grant in August of 2014. This person is continuing on in their duties and will assist with the transition when the new candidate is chosen.

How would you improve or change the Program (e.g., customer service, allowable activities, regulations, statute)? It would be very beneficial to have more workshops aimed at assisting Project Directors in matching legislatively allowable activities to budgeting and research. Regional meetings would also be helpful, as well as online video-based training for new Project Directors and Title V support staff.

3

X


Section 2: Accreditation

Accreditation

Institution's primary accrediting agency.

Western Association of Schools and Colleges

4


Section 3: Grant Activities and Focus Areas

Grant activity carried out during this reporting period in your grant application: Academic Quality: Equipment was purchased for our Culinary Arts cohort to improve the food laboratory; An English faculty member was trained in use of a virtual avatar to improve the English Assessment test preparation for our Writing Center; Ten faculty and 9 staff (not counted in the activity outcome) attended a professional development conference, "Strengthening Student Success"; new tutors were hired and trained to work with English faculty in Writing Center's "TC" (Tutors in the Classroom) program.

Total $ spent on this activity during the current reporting period: $21,620.77

Focus Area: Academic Quality

Title V Legislative Allowable Activities [Note: All listed activities are directly from the legislation.] Dollars Spent % of Dollars

Purchase, rental, or lease of scientific or laboratory equipment for educational purposes, including instructional and research purposes.

1,520.50 7

Construction, maintenance, renovation, and improvement in classrooms, libraries, laboratories, and other instructional facilities.

0.00 0

Support of faculty exchanges, faculty development, curriculum development, academic instruction, and faculty fellowships to assist in attaining advanced degrees in the fellow's field of instruction.

15,238.28 70

Purchase of library books, periodicals, and other educational materials, including telecommunications program materials.

0.00 0

Tutoring, counseling, and student service programs designed to improve academic success.

4,861.99 22

Funds management, administrative management, and acquisition of equipment for use in strengthening funds management.

0.00 0

Joint use of facilities, such as laboratories and libraries. 0.00 0 Establishing or improving a development office to strengthen or improve contributions from alumni and the private sector.

0.00 0

Establishment or improving an endowment fund. 0.00 0 Creating or improving facilities for Internet or other distance learning academic instruction capabilities, including purchase or rental of telecommunications technology equipment or services.

0.00 0

Establishing or enhancing a program or teacher education designed to qualify students to teach in public elementary schools and secondary schools.

0.00 0

Establishing community outreach programs that will encourage elementary school and secondary school students to develop the academic skills and the interest to pursue postsecondary education.

0.00 0

Expanding the number of Hispanic and other underrepresented graduate and professional students that can be served by the institution by expanding courses and institutional resources.

0.00 0

OTHER ACTIVITIES--PLEASE DESCRIBE IN SIMILAR DETAIL 0.00 0

Total Expenditure For This Activity 21,620.77 100%

5

https://21,620.77


Process Measures for “Academic Quality: Equipment was purchased for our Culinary Arts cohort to improve the food laboratory; An English faculty member was trained in use of a virtual avatar to improve the English Assessment test preparation for our Writing Center; Ten faculty and 9 staff (not counted in the activity outcome) attended a professional development conference, "Strengthening Student Success"; new tutors were hired and trained to work with English faculty in Writing Center's "TC" (Tutors in the Classroom) program.”

The following information depicts what the grantee has accomplished in the LAA categories for this Activity.

LAA Category: Purchase, rental, or lease of scientific or laboratory equipment for educational purposes, including instructional and research purposes.

Did the amount of scientific or laboratory educational equipment purchased increase?

Yes

If yes: Start $ spent on equipment 0.00 End $ spent on equipment 1520.50 Application Objective $ 0.00

Did the quality of scientific or laboratory educational equipment purchased improve?

Yes

No standardized data elements

LAA Category: Support of faculty exchanges, faculty development, curriculum development, academic instruction, and faculty fellowships to assist in attaining advanced degrees in the fellow's field of instruction.

Did the number of faculty trained in educational technology increase? Yes If yes:

Start # of faculty trained 0 End # of faculty trained 1 Application Objective # 0

Did the number of faculty participating in developmental activities (seminars, workshops, etc.) increase?

Yes

If yes: Start # of faculty 0 End # of faculty 10 Application Objective # 0

Other: Did the number of faculty trained in implementing cohorts/learning communities increase?

Yes

If yes: Start 0 End 7 Application Objective 0

LAA Category: Tutoring, counseling, and student service programs designed to improve academic success.

6


Did the quality of tutors increase? Yes No standardized data elements

Did access to tutors increase? Yes No standardized data elements

7



Grant activity carried out during this reporting period in your grant application: Student Services and Outcomes activities: within this category, we improved our tutoring labs with the purchase of computers, as well as provided our Student Services division new computers for academic and career counseling for a total of 17 computers and one student-use printer; we improved our student career exploration software for more accurate determination of our students' career needs; we developed faculty to design and implement our academic cohorts (learning communities) including the use of lab assistants as supplemental instruction in our Radiology Technology, Respiratory Therapy, Paralegal, and Culinary Arts programs; we developed a career component for our Modified Summer Bridge program with the addition of career text books and strengthened the Peer Advisor support for those students in Bridge; we purchased books for our Child Development cohort for the book loan program; we developed a new "pre" Honors English cohort with the addition of a tutor in the classroom to improve transition to our Honors English 1A course.


Focus Area: Student Services and Outcomes



19,626.67 26


0.00 0


16,241.68 22


10,983.22 15


28,614.66 38


0.00 0


0.00 0


0.00 0


0.00 0


0.00 0


0.00 0

OTHER ACTIVITIES--PLEASE DESCRIBE IN SIMILAR DETAIL 0.00 0


8

https://75,466.23


Process Measures for “Student Services and Outcomes activities: within this category, we improved our tutoring labs with the purchase of computers, as well as provided our Student Services division new computers for academic and career counseling for a total of 17 computers and one student-use printer; we improved our student career exploration software for more accurate determination of our students' career needs; we developed faculty to design and implement our academic cohorts (learning communities) including the use of lab assistants as supplemental instruction in our Radiology Technology, Respiratory Therapy, Paralegal, and Culinary Arts programs; we developed a career component for our Modified Summer Bridge program with the addition of career text books and strengthened the Peer Advisor support for those students in Bridge; we purchased books for our Child Development cohort for the book loan program; we developed a new "pre" Honors English cohort with the addition of a tutor in the classroom to improve transition to our Honors English 1A course.”


LAA Category: Purchase of library books, periodicals, and other educational materials, including telecommunications program material.

Did the number of educational materials increase? Yes If yes:

Start # 0 End # 102 Application Objective 0

Other: Did the number of counseling materials for learning communities increase?

Yes



Did the amount of scientific or laboratory educational equipment purchased increase?

Yes


Did the quality of scientific or laboratory educational equipment purchased improve?

Yes


LAA Category: Support of faculty exchanges, faculty development, curriculum development, academic instruction, and faculty fellowships to assist in attaining advanced degrees in the fellow's field of instruction.

9


Did the number of faculty developing new teaching techniques increase? Yes If yes:

Start # of faculty 0 End # of faculty 4 Application Objective # 0

Other: Did the number of faculty and support staff developing learning community cohort models increase?

Yes


LAA Category: Tutoring, counseling, and student service programs designed to improve academic success.

Did the quality of tutors increase? Yes No standardized data elements

Did access to tutors increase? Yes No standardized data elements

Did the number of students satisfied with tutoring services increase? Yes If yes:

Start # 0 End # 2534 Application Objective # 0

Did the course completion rate of students using tutoring services increase? Yes If yes:

Start % completion 79 End % completion 87 Application Objective % 0

10



Grant activity carried out during this reporting period in your grant application: Institutional Management activities: we hosted Title V education training sessions for leaders, grant constituents, and mini-grant recipients(legislation intent, policies and procedures), created new and modified research initiatives to address instructional and college-ready cohort outcomes, purchased key research software to support the tracking of our Assessment of Written English placement test activities; we utilized our Web Developer funds to improve communicating with students through our cohort websites (improved accuracy of information), develop a template for improving our roadmap project, created our Title V website, and began work on assessing student use of our academic portal).


Focus Area: Institutional Management



1,095.00 4


0.00 0


0.00 0


0.00 0


0.00 0


0.00 0


0.00 0


16,922.60 69


0.00 0


0.00 0


0.00 0

OTHER ACTIVITIES--PLEASE DESCRIBE IN SIMILAR DETAIL Building capacity for grant administration and implementation

6,526.65 27


11

https://24,544.25


Process Measures for “Institutional Management activities: we hosted Title V education training sessions for leaders, grant constituents, and mini-grant recipients(legislation intent, policies and procedures), created new and modified research initiatives to address instructional and college-ready cohort outcomes, purchased key research software to support the tracking of our Assessment of Written English placement test activities; we utilized our Web Developer funds to improve communicating with students through our cohort websites (improved accuracy of information), develop a template for improving our roadmap project, created our Title V website, and began work on assessing student use of our academic portal).”



Did the amount of scientific or laboratory research equipment purchased increase?

Yes


Did the quality of scientific or laboratory research equipment purchased improve?

Yes


LAA Category: Creating or improving facilities for Internet or other distance learning academic instruction capabilities, including purchase or rental of telecommunications technology equipment or services.

Other: Did the availability of information on the Internet regarding Mt. SAC activities increase?

Yes

If yes: Start 0 End 4 Application Objective 5.1

Other: Did the number of staff tasked with improving infrastructure for web and internet services increase?

Yes


LAA Category: Other, please describe in similar detail.

Other: Did the number of key constituents participating in training sessions to build capacity, coherence, and ensure fidelity implementation increase? If yes:

Start 0 End 63 Application Objective 0

Yes

12


Other: Did Institutional Research provide baseline data and a tracking system for student cohorts?

Yes


13


Focus Area: Academic Quality Outcomes

This section depicts institutional outcomes that can be categorized in the Academic Quality focus area. Information is provided on the measures that the grantee felt were most reflective of their activities supported by Title III/V funds for the current reporting period. Grantees were required to answer at least two of the measures questions.

Has the number of new academic programs increased? Yes If yes:

Initial # 0 Final # 1 Goal 1

I would like to provide a brief supporting statement: Pre-Honors English 68 was created where it did not exist prior the grant.

Has the quality of the institution's classroom space improved? Yes If yes:

Start Fair End Good Goal 3

I would like to provide a brief supporting statement: The Culinary Arts cohort had fixed counter space for students to prepare food as part of the curriculum. The Title V supported the purchase supplies such as rolling carts, thereby affording students the flexibility to be where they needed to be with their station in relation to the instructor and other students.

14


Focus Area: Student Services Outcomes

This section depicts institutional outcomes that can be categorized in the Student Services and Outcomes focus area. Information is provided on the measures that the grantee felt were most reflective of their activities supported by Title III/V funds for the current reporting period. Grantees were required to answer at least two of the measures questions.

Has the institution's retention rate improved? Yes

Cohort: Pre-Honors English If yes:

Initial rate 0 Final rate 80 Goal 0

I would like to provide a brief supporting statement: 80% of our Pre-Honors English 68 course's students progressed into the subsequent Honors English 1A course in the following term, as compared with 79% pre-Honors English 68 students.

Has the retention rate of students who received tutoring services increased?

Will report next year

Cohort: If yes:

Initial rate 0 Final rate 0 Goal 0

I would like to provide a brief supporting statement: Radiology Technology, Respiratory Therapy - Spring to Spring Term credit completion (comparison: 2013 Fall to Spring 2014. Our Educational Researcher on the Title V developed a tracking system for students who received Title V supported tutoring services.

15


Focus Area: Institutional Management Outcomes

This section depicts institutional outcomes that can be categorized in the Institutional Management focus area. Information is provided on the measures that the grantee felt were most reflective of their activities supported by Title III/V funds for the current reporting period. Grantees were required to answer at least two of the measures questions.

Has the institution's information management capabilities improved? Yes If yes:

Start Fair End Good Goal 4

I would like to provide a brief supporting statement: We developed a better tracking system for directed learning activities use in the writing center and in our Career/Technology program cohorts.

Other, please specify: Has the institution's qualitative research capacity improved to measure student perception of grant-funded activities?

Yes

If yes: Initial # 0 Final # 1 Goal 0

I would like to provide a brief supporting statement: We designed and administered a new survey to measure the qualitative data related to academic support for students in the Radiology Technology Program.

16


Section 4: Project Status

Continued funding requires evidence of substantial progress towards meeting the activity objectives. Below is a list of objectives for each activity carried out over the current reporting period of the grant.

ACTIVITY: Academic Quality: Equipment was purchased for our Culinary Arts cohort to improve the food laboratory; An English faculty member was trained in use of a virtual avatar to improve the English Assessment test preparation for our Writing Center; Ten faculty and 9 staff (not counted in the activity outcome) attended a professional development conference, "Strengthening Student Success"; new tutors were hired and trained to work with English faculty in Writing Center's "TC" (Tutors in the Classroom) program.

On-Schedule Activity Objectives The rate at which students persist from fall term to fall term will increase among pilot students by 2% in Fall 2015 and 4% (Fall 2016), 6% (Fall 2017), 8% (Fall 2018).

ACTIVITY: Student Services and Outcomes activities: within this category, we improved our tutoring labs with the purchase of computers, as well as provided our Student Services division new computers for academic and career counseling for a total of 17 computers and one student-use printer; we improved our student career exploration software for more accurate determination of our students' career needs; we developed faculty to design and implement our academic cohorts (learning communities) including the use of lab assistants as supplemental instruction in our Radiology Technology, Respiratory Therapy, Paralegal, and Culinary Arts programs; we developed a career component for our Modified Summer Bridge program with the addition of career text books and strengthened the Peer Advisor support for those students in Bridge; we purchased books for our Child Development cohort for the book loan program; we developed a new "pre" Honors English cohort with the addition of a tutor in the classroom to improve transition to our Honors English 1A course.

On-Schedule Activity Objectives

The rate at which students are placed into developmental English (ENGL 67 or lower) will decrease among pilot students by 2% in 2014-15, 4% (2015-16), 6% (2016-17), 8% (2017-18).

The rate at which students are placed into developmental mathematics (MATH 51 or lower) will decrease among pilot students by 2% in 2014-15, 4% (2015-16), 6% (2016-17), 8% (2017-18).

The rate at which students persist from fall term to fall term will increase among pilot students by 2% in Fall 2015 and 4% (Fall 2016), 6% (Fall 2017), 8% (Fall 2018).

The number of students receiving certificates and/or degrees or are job placed will increase among pilot students from a baseline of (to be established) in 2014-15 by 3% (2015-16), 6% (2016-17), 10% (2017-18).

The number of pilot students transferring to baccalaureate degree-granting institutions within three years of entry into the college will increase from a baseline of (to be established) (2013-14) by 2% (2014-15), 4% (2015-16), 7% (2016-17), 11% (2017-18).

Narrative Supporting Completed Objectives

Below are statements with data and references to goals stated in the grant application as appropriate to document the objectives that were "completed" during each year of the grant.

Activity Objective(s) Evidence of Completion The number of enrolled students with an educational plan will increase from a baseline of 6,902 students in Fall 2013 by 3% (Fall 2014), 7% (Fall 2015), 11% (Fall 2016), 15% (Fall 2017), and 20% (Fall 2018).

By the end of Fall 2014 12,524 enrolled students had active educational plans. In order to meet our goal of a 3% increase, 7,109 students needed to have active educational plans. With an 80% increase, our goal was met and exceeded.

The number of enrolled students with an educational plan and with a declared major program of study will increase from a baseline of 5,876 in Fall 2013 by 1% (Fall 2014), 3% (Fall 2015), 7% (Fall 2016), 11% (Fall 2017), and 15% (Fall 2018).

5,876 enrolled students had declared majors on their educational plans by the completion of Fall 2013. In order to achieve our goal of a 1% increase by Fall 2014, 5,935 enrolled students would need to have a declared majors. By the end of Fall 2014, 11,865 enrolled students had declared majors on their educational plans.This doubled the number of students, thus, the objective was met.

ACTIVITY: Institutional Management activities: we hosted Title V education training sessions for leaders, grant constituents, and mini-grant recipients(legislation intent, policies and procedures), created new and modified research initiatives to address instructional and college-ready cohort outcomes, purchased key research software to support the tracking of our Assessment of Written English placement test activities; we utilized our Web Developer

17


funds to improve communicating with students through our cohort websites (improved accuracy of information), develop a template for improving our roadmap project, created our Title V website, and began work on assessing student use of our academic portal).

Narrative Supporting Completed Objectives

Below are statements with data and references to goals stated in the grant application as appropriate to document the objectives that were "completed" during each year of the grant.

Activity Objective(s) Evidence of Completion The number of enrolled students with an educational plan and with a declared major program of study will increase from a baseline of 5,876 in Fall 2013 by 1% (Fall 2014), 3% (Fall 2015), 7% (Fall 2016), 11% (Fall 2017), and 15% (Fall 2018).

5,876 enrolled students had declared majors on their educational plans by the completion of Fall 2013. In order to achieve our goal of a 1% increase by Fall 2014, 5,935 enrolled students would need to have a declared major. By the end of Fall 2014, 11,865 enrolled students had declared majors on their educational plans. This doubled the number of students. Thus, the objective was met.

18


Section 4: Budget Summary

Category Carryover Balance from Previous FY

Actual Budget Expenditures Non-Federal Expenditures

Carryover Balance

Next Year's Actual Budget

Changes (Y/N)

Personnel $0.00 $427,486.00 $201,906.63 $0.00 $225,579.37 $460,733.00 Yes

Fringe Benefits $0.00 $76,072.00 $41,638.64 $0.00 $34,433.36 $92,612.00 Yes

Travel $0.00 $11,150.00 $11,326.93 $0.00 ($176.93) $11,485.00 Yes

Equipment $0.00 $8,000.00 $0.00 $0.00 $8,000.00 $0.00 No

Supplies $0.00 $55,000.00 $39,439.55 $0.00 $15,560.45 $20,000.00 No

Contractual $0.00 $40,000.00 $0.00 $0.00 $40,000.00 $40,000.00 Yes

Construction $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 No

Endowment $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 No

Other $0.00 $30,900.00 $6,741.20 $0.00 $24,158.80 $24,500.00 No

Total $0.00 $648,608.00 $301,052.95 $0.00 $347,555.05 $649,330.00

19


Section 4: Line Item Budget Narrative

This section provides an explanation of how funds will be expended as a result of changes in each of the selected line item categories.

Personnel With prior approval of the program officer, two less-than-part-time (19 hour per week) Counselor positions were combined to create a full-time Counselor position. This position will be partially funded as planned with our Student Services department. Carryover savings from year 1 will be applied to any salary differential as a result of a full time hire. We did not expend all funds in this category due to delays in hiring our Tutorial Services Specialist. We also experienced cost saving from other hourly employees joining the grant projects mid-year.

Fringe Benefits Fringe benefits has savings due to the above stated.

Travel We were slightly over in this category due to large interest in participation for the Strengthening Student Success conference to which we sent 10 faculty and 9 key staff members.

Contractual We originally budgeted more in this category due to our original plan to partner with an institution for evaluation of our grant. We are now using an independent consultant at a lower cost, but will use carryover from this category to fund a venue and related costs for faculty professional development towards our objectives.

20


Section 4: Budget Summary Narrative

This section provides an explanation of budget changes, particularly the use of funds from cost savings, carryover funds and other expanded authorities changes to the budget including a description of any significant changes to the budget resulting from modifications of project activities.

As a funded-down, late start grant, we have expended nearly 55% of our budget in year one. The PD and Title V Advisory Team revised activities to more closely align with our goals and objectives. This necessitated some re-design in budget allocations to achieve a positive outcome for our faculty and students.

Personnel: Salary savings were incurred in year 1 from two positions: the Counselor Coordinator position was vacant for the entire first year due to inadequate candidates. We now have the position slated to be filled by March, 2015. The Tutorial Services Specialist position was vacant for 11 months of the grant year due to hiring delays. Other surplus items in this budget category included the amount of time to hire tutors and professional experts to work on the academic program cohort projects as well as faculty time to develop these projects.

Fringe Benefits: same as above

Contractual: We originally budgeted more in this category due to our original plan to partner with an institution for evaluation of our grant. We are now using an independent consultant at a lower cost, but will use carryover from this category to fund a venue and related costs for faculty professional development towards strengthening the Career Technology faculty and Counseling department collaboration component of our grant.

As submitted to our Program Officer in October 2014, our carryover plan reflects the need to increase funds in the travel category to support innovative teaching through professional development for faculty teaching in our academic cohorts, technology support to better reach our students, equipment and personnel to support the academic cohorts.

21

Documents

2014 Annual Performance Report · 2020-02-25 · 2014 Annual Performance Report MT SAN ANTONIO COMMUNITY COLLEGE DISTRICT (PR Award P031S130057) Activity: College-ready cohort (Modified