2015-2016 EOP&S PROGRAM REVIEW

2015-2016 EOP&S PROGRAM REVIEW

Section 1: Program/Department Information and Summary

1. List those who participated in the writing or reviewing of this document

Employee Name Participated in Writing Participated in Reviewing Michael McCandless, Ed.D., Dean

X X

Y Mario Cordova, Ph.D., Director

X X

Debbie Cox, Counselor, Los Banos X X Y Amir Falahi, Counselor X X Lou Ferguson, Counselor X X

Isabel Cambridge, Counselor X X

Cristina Garcia, Ed.D., Counselor

Sabrina Frias, Counselor X X

Eugene K. Her, Student Services Asst. (SSA)

John C. Her, Student Services Asst. (SSA)

Himmelda Luna, Administrative Asst. X X

Nora Martinez, Program Asst./Care Coordinator X X

Joseph Ortiz, Student Services Asst. (SSA)

Delia Regalado, Student Services Asst. (SSA) Los Banos X X

Leticia Rodriguez, Counselor, Los Banos X X

2. Program Mission Statement

The EOPS’ mission, in collaboration with instruction, instructional support units, student services, and

external constituents, is to facilitate very low-income and historically underrepresented students’ goal

attainments be they Career & Technical Education programs (CTE), or Associate degrees, or Associate

transfer degrees by helping remove language, social, and economic barriers to success.

3. Briefly Describe the Purpose of your Program

(Note: Identify how your area serves the mission of the institution. Please limit to a single, brief paragraph.)

Extended Opportunity Program and Services (EOPS) offers services that enable financially and

academically disadvantaged Merced College students to reach their academic goals. In addition, the

Cooperative Agencies Resources for Education Program (CARE), EOPS’ companion program, provides

resources to EOPS eligible single head of household parents who are currently receiving TANF and who

have children under 14 years of age.

4. Service Area Outcomes and/or Student Learning Outcomes / Means of Assessment (synonymous with instruction “Program Learning

Outcomes”)

COMPLETED AT THE BEGINNING OF THE YEAR COMPLETED AT THE END OF THE YEAR

Service Area Outcomes and/or Student Learning Outcomes

Link to Service Goal/Campus Goal/Strategic Initiative/Student Equity Plan/Other

Means of Assessment (i.e. survey, focus group, research, best practices of other institutions, etc.)

Completion (or anticipated completion) / Assessment Data and Results

Analysis and Interpretation of Results (include benchmarks, what did you discover, etc.)

Plans for Improvement (recommendations, next steps, etc.)

1

As a result of participating in the EOPS/CARE “Getting Ready to Transfer” workshop series, CARE participants will correctly identify the requirements for transferring to a CSU or UC. Benchmark 80% of participants will correctly identify the requirements for transferring to CSU or UC.

The proposed SAO is aligned with the colleges, 2015-16 Institutional Student Learning Outcomes (ISLO) on Cognition: Use critical thinking skills to analyze, synthesize, and evaluate ideas and information. Item 1: Evaluate information and incorporate it into appropriate tasks, Personal Develop and

A Student survey will measure knowledge regarding the requirements for transferring to a CSU and UC.

Fall 2015 - 52 out of 81 active CARE students attended the CARE “Get Ready to Transfer” workshop. 80 % of students were able to correctly identify 2 of 6 the requirements for transfer to a CSU or UC. Under 80% of student who attend the workshop could correctly identify 4 of 6 requirements needed to transfer to a CSU or UC. See attachment A for full results.

For students that attended the workshop: During the workshop several students had many questions. They did not understand how important an educational plan is to their overall educational accomplishment. They also were not aware of what exactly were the requirements for graduation or transferring to a CSU or UC. As a result of this workshop 7 students scheduled

We think the importance of producing a comprehensive educational plan and understanding the requirements for transferring to a CSU and UC has been relayed. However, given the findings it will be necessary to reiterate transfer requirements during follow up counseling sessions. Students will be accountable for the decisions they make towards their academic and career goals by attending additional

Life-long learning, Item 1: Analyze and apply interpersonal skills and Item 2: Demonstrate an understanding of lifelong learning. Merced College 2014-16 Strategic Plan, Objective 1.1

a follow up counseling session with an EOPS counselor to review comprehensive education plan and remaining requirements for completion of their educational goal. 3 out of the 7 students who originally did not understand their educational plan, left the counseling session plan with a revised comprehensive educational plan.

Please see attachment A for SAO/SLO survey results.

workshops on degree planning, general education breadth, and transfer requirements. To provide a consistent message in the educational planning process, counselors will participate in a counselor retreat to discuss different counseling pedagogical approaches, transfer requirements, and to create a checklist of talking points for the EOPS/CARE counseling sessions.

2

Students will be retained in EOPS by maintaining good standing through fulfillment of the EOPS Mutual Responsibility Contract (MRC).

The proposed SAO is aligned with the colleges’ 2013-14 Institutional Student Learning Outcomes

Pull information from colleague database for 2015-2016 EOPS students.

For fall 2015 EOPS served 931 students. Enrolled in 12 units = 89% 2.0 GPA = 77% Three counselor contacts = 67% CEP = 100%

The benchmark was met. Program requires that 90% or more students be enrolled in 12 or more units. For GPA the benchmark was not

By the end of Spring 2016 an MRC Task Force will be formulated to create an updated MRC. The MRC Task force will report their findings to all EOPS

80% of the students will fulfill each of the four core components of the MRC including: 1. Enroll in 12 units each semester. 2. Maintain cumulative 2.0 GPA. 3. Complete three counselor contacts each semester. 4. Complete Comprehensive Educational Plan (CEP) by the end of first semester.

(ISLO) on Personal Development and Life-long learning, Item 1: Analyze and apply interpersonal skills and Item 2: Demonstrate an understanding of lifelong learning. Merced College’s 2014-16 Strategic Plan, Objective 1.1

met. Only 77% maintained a 2.0 GPA. The benchmark was not for three counselor contacts. Only 67% met with a counselor 3 or more times. Benchmark met. 100% of students have a completed comprehensive educational plan.

staff to improve the current MRC. The director needs to evaluate the process in which student are admitted in less than 12 units. Standardized and make more efficient process at viewing student progress reports. Consider group counseling session for student who missed their appointment.

5. The dialogue that occurred while planning assessments, evaluating data results, and determining plans took

place…

☒…with others in my program/department during (department meetings, small groups, etc.)

☒…during on-campus workshops, flex, etc.

☒…over email or some other form of electronic communication

☒…in consultation and work meetings with the Student Services Program Review Coordinator

☐…with colleagues from other campuses

☒…with my dean/director and/or colleagues in my division

☐…other

☐…no dialogue occurred

Section 2: Program Summary (i.e. services offered to students) 6. Please provide your program service level data/number of contacts from the two previous program years

(2013-2014 and 2014-2015) as the basis of your analysis for this annual program review cycle.

Note: Current year’s data is no longer needed to complete program review. The analysis from this section is now the

last two years of data from your program.

Table 1: General Program Data (all students; aggregated)

Service Offered 2013-2014 Merced

2013-2014 Los Banos

2013-2014 Total

2014-2015 Merced

2014-2015 Los Banos

2014-2015 Total

EOP&S

3-Counseling Sessions 917 147 1064 1010 170 1180

Book Service 879 100 979 850 100 950

Grants 43 7 50 16 2 18

New Student Orientations

487 67 554 464 34 154

Textbook Loans 27 0 27

K-12 Outreach 23 0 23 5 0 5

College Outreach 7 0 7 29 0 29

Community Outreach 0 0 0 9 0 9

CARE Services

Book Services 32 3 35 86 4 90

Grants 54 2 56 149 3 152

Meal Cards 835 0 835 941 0 941

Transportation Cards 251 10 261 605 23 628

Parking Permits 27 3 30 55 1 56

School Supplies 49 5 54 83 4 87

Table 2: Student Equity Data (all students; disaggregated) Choose one service offered and disaggregate the data by each of the listed targeted population Note: The Office of Student Equity will assist in completing this portion of your program review.

Service Offered:

EOPS

Students with

Comprehensive Ed Plan

% with Comprehensi

ve Ed Plan

EOPS student population for Spring

2016

% of EOPS student

population

Percentage Point

Difference (ppg)

African-American 62 6.67 62 6.5 0.17

American Indian 2 .2 2 .2 0

Asian 87 9.36 87 9.2 0.16

Hispanic 640 68.89 659 69.4 -0.51

Multi-Ethnic 20 2.15 21 2.2 -0.05

Pacific Islander 2 .2 2 .2 0

White, Non-Hispanic 116 12.49 116 12.2 0.29

Female 662 71.26 674 71.0 0.26

Male 267 28.74 275 29.0 -0.26

TOTAL 929 949

7. What trends, if any, did you identify from the data for your program?

CARE Book Service – Increase correlates with increase of CARE students.

Transportation Cards – Due to an increase of CARE student intake. Workshops provided to bring

awareness of program services.

8. Are there any factors influencing student access to services/programs, particularly when analyzing Table 2

(i.e. do disproportionate impacts exist)? If so, how will these barriers be addressed to reduce the gap in

service to the impacted student population group(s)?

No group of students exceeded the -3.00 threshold to be disproportionately impacted. Meaning all ethnic

and gender groups are completing Comprehensive Educational Plans and there are no gaps in this service.

Currently 949 students are enrolled in EOPS. Of these students, 929 have completed a Comprehensive

Educational Plan which is 97.9% of the EOPS student population.

9. Is there anything else you would like to be considered in the annual planning document, please describe (i.e.

community needs, targeted population needs, service areas, changes in policies/procedures/regulations,

etc.).

Section 3: Planning Goals Describe the service area's planning goals—short and long term—up to a 5 year period. Explain, where applicable, how the goal supports Merced College's Strategic Plan, other Master Plans, Institutional Learning Outcomes, Student Learning Outcomes, and/or Service Area Outcomes. 10. Please list the current planning goals for your program in order of priority. Please state all continuous goals

from the previous years’ Program Review and each new goal for the academic year.

Planning Goal Action Plan Timeline Resources Plan Status Update

1

Provide the full range of counseling services in Los Banos to EOPS students.

Hire a full-time EOPS counselor for Los Banos.

Fall 2016 EOPS/CARE Funding Restoration & Allocations EOPS Counselors

Provide EOPS students with support systems, programs, and development opportunities to maximize success. Los Banos has a one half-time 15 hour full-time counselor whose position is split between EOPS and DSPS. Accommodations are made with the assistance of an EOPS adjunct counselor. EOPS Los Banos cannot accommodate any more than 125 students at the present time. The plan is to increase enrollment to 150 but the needs of the students far exceed the number of EOPS counseling hours available.

2

Develop the use of electronic counseling services (E-counseling) as another means of communication with EOPS students for quick questions.

Make E-counseling part of all EOPS counselors’ responsibility

Fall 2016 No cost to EOPS expenditure EOPS Counselors

Reach out to all EOPS students, especially those who need to ask quick questions and who do not necessarily have to do drop-ins. Electronic counseling is a new service that will be provided to students. The EOPS program has not utilized E-counseling as another means of communicating with EOPS students.

3

Increase EOPS student enrollment in 2015-16 to 1200 students.

1. Schedule recruitment visitations with Merced County high schools, and continuation schools. 2. Carry-out recruitment sessions at schools. 3. Recruit eligible Merced College returning and continuing students.

Spring 2016 Counselors, SSA’s, Admin. Asst., Program Asst., Director SSA’s, Counselors, program materials SSA’s, program materials

High schools and continuation schools contacted and visits established. The program has continuous on-going contacts of schools Fall 2015 and Spring 2016. The department attended multiple events on campus to promote the program.

11. Is the program/department on target to meet its Planning Goals? ☐ Yes ☒ No

12. If no, explain.

We want to make E-counseling part of all the EOPS counselors’ load and block a few hours of our daily load

to accommodate E-counseling. As far as the recruitment and eventually enrollment of future EOPS

students, discussions have been made regarding participation and presentation of orientations by EOPS

counselors.

13. Have there been any changes in your program over the last years which have had a significant impact on

your program's goals and/or effectiveness? If so, please explain the changes that have occurred and how the

changes have impacted your program.

EOPS has undergone substantial change during the 2015-2016 academic year. Predominately, statewide

EOPS funding was fully restored to previous levels. This revenue increase has allowed for further

opportunity for programmatic growth and change. Merced College EOPS can utilize the funds to better

serve students, but first must increase enrollment numbers in the program. While the CARE student

population has increased to over 100 students, representing double the number of CARE students at the end of

spring 2014, there is still substantial room to grow in EOPS. Secondly, the EOPS program is now aligned

with Student Equity. This alignment should help EOPS to further leverage resources for student benefit.

Section 4: Resource Allocation/Needs Assessment

14. Complete the table for each resource request. Please rank in order of priority according to your program assessment results.

Type of Resource

(staffing, equipment,

facilities, prof. dev,

safety needs, supplies,

technology, other)

Brief Description Link to SAO/SLO/

Program Goal/

Student Equity

Link to

Institutional

SLO/General

Education Learning

Outcome

Is this resource for…

Safety

Critical

Compliance

Other

Impact to the

Program/Dept

and Services to

Students

Estimated Cost

1 Equipment

Need to replace

shared Los Banos

copy machine.

Goal 2: Provide

support services in

Los Banos to EOPS

students to meet

their needs and

demands.

Critical

The copy machine

in Los Banos is 8

years old. It is a

shared copy

machine used by

Admissions &

Records, Financial

Aid, DSP&S,

EOP&S,

Counseling,

Student Health,

and Veterans

Services. Due to

the age of the

machine and the

high demand of

usage we expect

the copy machine

to give out any

day.

2 Equipment

Need to replace

shared Los Banos

shredding

machine.

Goal 2: Provide

support services in

Los Banos to EOPS

students to meet

their needs and

demands.

Critical

The shredding

machine in Los

Banos is 8 years

old. It is a shared

copy machine used

by Admissions &

Records, Financial

Aid, DSP&S,

EOP&S,

Counseling,

Student Health,

and Veterans

Services. Due to

the age of the

machine and the

high demand of

usage we expect

the copy machine

to give out any

day.

15. Were any of the resource allocation request fulfilled in the last year? ☐ Yes ☒ No ☐ N/A

If yes, explain why the item was needed, how it affected student success and you measured student success

related to the requested resource.

EOPS did not have any resource allocation requests in the 2015-2016 resource allocation cycle.

16. How is your program/department leveraging other resources?

The EOPS Department works closely with following programs and departments on and off campus:

Student Equity

General Counseling

Career Counseling

Personal Counseling

Collaboration and outreach with local high schools

VCC (Valley Crisis Center)

INSPPIRE (Inviting Students to Promote Prevention, Intervention, and Rape Education)

CARE (Cooperative Agencies Resources for Education)

DSP&S (Disabled Students Program & Services)

CalWORKs (California Work Opportunity and Responsibility to Kids)

Veterans Resource Center

Student Health Services

Child Development Center

Admissions and Records

Assessment Lab

International Student Services

Financial Aid

Student Fees

STEM (Science, Technology, Engineering & Mathematics)

Student Success Programs (Tutorial Center, Math Lab, Study Central, Supplemental Instruction,

Learning Communities, and Student Success Workshops)

California Mini Corps

Job Opportunity Services

Book store

EOPS works collaboratively with both DSPS, CalWORKs, and Student Success to provide workshops

to students. These resources help students navigate the obstacles with which they are confronted

in academia. Moreover, EOPS students can utilize all manner of counseling available through

Merced College Student Services (general counseling, career counseling, and personal

counseling). EOPS students are also introduced to job opportunities and child care through the Child

Development Center, and are made aware of helpful information from both the Health Center and

the Valley Crisis Center. EOPS also works collaboratively with the Merced College bookstore to

ensure students have the texts and materials for required classes. Furthermore, Financial Aid and

EOPS Director and classified professionals work in tandem to identify qualifying students and

provide appropriate services. The EOPS Director also serves as the MECHA club advisor helping to

facilitate student academic and social integration. Finally, Student Equity funding has been used to

augment services and programmatic changes in the EOPS program.

The EOPS program is also aligned with a number of community initiatives and routinely leverages

these resources to better support student need. Collaborative work between EOPS and programs

such as Merced County Office of Migrant Education, Yosemite Continuation School, and The Grove

Apartments represent a few of the various informal partnerships used to provide students with

information and resources to help them in their academic pursuits.

Section 5: Additional Information 17. Is there anything else you would like to be considered in your annual planning document, please describe it

here?

18. Please list any attachments to this Program Review below and attach the documents accordingly:

ATTACHMENT A SAO/SLO Survey Results

ATTACHMENT B Dialogue Evidence

ATTACHMENT C

ATTACHMENT D

ATTACHMENT E

Attachment A SAO/SLO Survey

Fall 2015 - 52 out of 81 active CARE students attended the CARE “Getting Ready to Transfer” workshop.

Pre-Test Results

75% of CARE students correctly answered 60 units to the question “What are the minimum degree applicable units needed for graduation?”

34% of CARE students correctly answered 70 units to the question “What are the maximum

transferable units you may transfer to a CSU or UC?”

68% of CARE students correctly answered 60 units to the question “What are the minimum

transferable needed to transfer to a CSU or UC?”

53% of CARE students correctly answered Oral Communication, Written Communication, Critical

Thinking and Mathematics/Quantitative to the question “What are the Golden Four?”

34% of CARE students correctly answered IGETC “What general education pattern will you follow

for transferring to either a CSU or UC?”

42% of CARE students correctly answered www.assist.org “What website shows articulation

agreements between the CSU or UC system and Merced College?”

Post-Test Results











agreements between the CSU or UC system and Merced College

Attachment B

Date Location Group Meeting What’s Due

10/29/15 SCI -142 10a-11a

EOP&S Program Review Task Force Each workgroup sends 1st draft to Sabrina via email

11/4/15 L – 309 11a-12p

All Staff EOP&S Weekly Meeting Sabrina will email out full assembled document.

After this meeting please look over PR with a critical eye and provide feedback electronically by 11/18/15

11/18/15 L – 309 11a-12a

All Staff EOP&S Weekly Meeting Deadline to submit feedback for program review.

12/3/15 Sci – 142 EOP&S Program Review Task Force Sabrina will email out complied EOP&S program review.

Develop plan for spring 2016.

12/9/15 L – 309 11a-12p

EOP&S Program Review Task Force Final EOP&S Program Review document emailed to coordinator and all EOP&S staff

Next opportunity to provide feedback will be for next draft - TBD Spring 2016

Date Location Group Meeting What’s Due 1/2016 ASSESS

LAB Program Review templet training

Training will be mandatory for department head and program review leads.

01/29/2016 ASSESS LAB

Program Review working meeting


2/04/2016

By email Review items due to Program Review Coordinator on 3/11/16

02/24/2016 SCI-142 All Staff EOP&S Weekly Meeting

Sabrina will report out – On 3/2/16 Sabrina will provide electronic draft to whole department requesting feedback

03/02/2016

SCI-142 All Staff EOP&S Weekly Meeting

Sabrina will provide a reminder

Final date for feedback regarding 03/11/2016 submission

03/11/2016 No Meeting First draft of completed document due to Program Review Coordinator


Sabrina will report out and provide an electronic draft to whole department requesting feedback.

04/07/2016 LRC - 157 11-12 am

EOP&S Program Review Task Force

Review items due to Program Review Coordinator on 04/15/2016

04/12/2016 No Meeting Final date for feedback regarding 04/15/2016 submission

04/15/2016 No Meeting Final draft due to Program Review Coordinator



05/05/2016 LRC - 157 11-12 am




05/13/2016 No Meeting Final document due to Program Review Coordinator

EOPS All Staff Meeting- MINUTES Wednesday, February 24, 2016

11a-12p, SCI-142

Attendees: Isabel Cambridge, Dr. Mario Cordova, Amir Falahi, Lou Ferguson, Sabrina Frias,

Cristina Garcia, John Her, Eugene Her, Himmelda Luna (Recorder), and Joseph Ortiz

Absent: Debbie Cox (No Polycom), Nora Martinez (Stayed to supervise Work Study), Dr.

Michael McCandless, Delia Regalado (No Polycom), and Leticia Rodriguez (No

Polycom)

Pre-Meeting Recognition

Regina Coletto and Shannon Gragg: EOPS Program Review Recognition

Recognition for EOPS Program Review Task Force Program Review

The EOPS Program Review Task Force members from the Los Banos campus received recognition as well

Old Business

Approval of February 10th minutes after below corrections were noted

-Correction on the Feb. 10th minutes:

o Counselor Overload: Lou and Isabel were out the day counselor’s did overload

o Social Media for Los Banos: confirmation with Debbie about Social Media being part of the EOPs

Program Review Goals

o Summer Bridge: nobody replied when asked who was interested

Summer Bridge 2016

Dr. Cordova envisions a more inclusive Summer Bridge Program or Guidance

What criteria should we use?

Preference?

o Recently graduated high school students?

o Predominant Merced College continuing student

Item on agenda for next meeting

Dr. Cordova wants to have more All Staff meetings

Counselor slots vs number of EOPS students

Conversation about counselors having group sessions for students that have not had their first counselor

appointment at this point

A monthly count of students numbers to determine the need for more staff or counselors

1110 student now: a total of 1500 next year

A need for additional months for off-contract classified professionals

Make 60/40 counselor’s full time

The possibility of making the 60/40 counselor’s full time hasn’t been looking promising and nothing in

its respect has come up. In the past EOPS has served about 1500 students and considered the largest

counseling staff.

Are we being efficient with students?

Why is there not a balance between cost of salary/benefits and direct student services?

In the past we had 4 adjuncts

We need to look at numbers to see if there is a need for additional staff

Merced College wants mentors to go out to high school (SSSP)

EOPS counselors once went out to the high schools

We have to work around student’s scheduled classes when scheduling them counselor appts

A lot of students haven’t had chance to get their first appointment

We’ve been trying to integrate phone contacts in order to accommodate students that must be moved

for one reason or another

In February many students missed their appointment

With the Grade Point Average and Bogg Fee waiver new rules we can lose a lot of students

Maybe we can filter those students that are level 2 or dismissal for after April and leave slots for level 1:

Luis Flores might be able to run report of students in level 2

Run a check to see which students are not enrolled any longer

Some students are getting through EOPS orientation and they haven’t gotten their student planning step

done

Personal Necessity

Dr. Cordova shared that lately a lot of staff have been using Personal Necessity and this slows down the

train.

Isabel explained that Personal Necessity is in the contract and when she takes leave she also uses Sick or

Exchange time

Dr. Cordova expressed there being too much Personal Necessity used with the Classified Professionals

and himself

When Classified Professionals are out not many staff is available to mind the front desk

EOPS 2015-16 Program Review

Meeting location for Program Review will be switch for Polycom accommodations

All the information has been switched to the new template

New template will be sent to everyone

send it out to all of us

April 7th and May 5th the next EOPS Program Review Task Force Meetings

Wrap up

Pushing hard and advocating for full restoration

Create new faculty

Five full time counselors

Preapprovals will be disbursed next week.

April 1st first priority group

Adjourned: 12:00p

Attachment A SAO/SLO Survey

Fall 2015 - 52 out of 81 active CARE students attended the CARE “Getting Ready to Transfer” workshop.

Pre-Test Results











agreements between the CSU or UC system and Merced College?”

Post-Test Results











agreements between the CSU or UC system and Merced College

Attachment B

Date Location Group Meeting What’s Due

10/29/15 SCI -142 10a-11a

EOP&S Program Review Task Force Each workgroup sends 1st draft to Sabrina via email

11/4/15 L – 309 11a-12p

All Staff EOP&S Weekly Meeting Sabrina will email out full assembled document.

After this meeting please look over PR with a critical eye and provide feedback electronically by 11/18/15

11/18/15 L – 309 11a-12a

All Staff EOP&S Weekly Meeting Deadline to submit feedback for program review.

12/3/15 Sci – 142 EOP&S Program Review Task Force Sabrina will email out complied EOP&S program review.

Develop plan for spring 2016.

12/9/15 L – 309 11a-12p

EOP&S Program Review Task Force Final EOP&S Program Review document emailed to coordinator and all EOP&S staff

Next opportunity to provide feedback will be for next draft - TBD Spring 2016

Date Location Group Meeting What’s Due 1/2016 ASSESS

LAB Program Review templet training


01/29/2016 ASSESS LAB

Program Review working meeting


2/04/2016

By email Review items due to Program Review Coordinator on 3/11/16


Sabrina will report out – On 3/2/16 Sabrina will provide electronic draft to whole department requesting feedback

03/02/2016

SCI-142 All Staff EOP&S Weekly Meeting

Sabrina will provide a reminder

Final date for feedback regarding 03/11/2016 submission

03/11/2016 No Meeting First draft of completed document due to Program Review Coordinator



04/07/2016 LRC - 157 11-12 am




04/15/2016 No Meeting Final draft due to Program Review Coordinator



05/05/2016 LRC - 157 11-12 am




05/13/2016 No Meeting Final document due to Program Review Coordinator

EOPS All Staff Meeting- MINUTES Wednesday, February 24, 2016

11a-12p, SCI-142

Attendees: Isabel Cambridge, Dr. Mario Cordova, Amir Falahi, Lou Ferguson, Sabrina Frias,

Cristina Garcia, John Her, Eugene Her, Himmelda Luna (Recorder), and Joseph Ortiz

Absent: Debbie Cox (No Polycom), Nora Martinez (Stayed to supervise Work Study), Dr.

Michael McCandless, Delia Regalado (No Polycom), and Leticia Rodriguez (No

Polycom)

Pre-Meeting Recognition

Regina Coletto and Shannon Gragg: EOPS Program Review Recognition

Recognition for EOPS Program Review Task Force Program Review

The EOPS Program Review Task Force members from the Los Banos campus received recognition as well

Old Business

Approval of February 10th minutes after below corrections were noted

-Correction on the Feb. 10th minutes:

o Counselor Overload: Lou and Isabel were out the day counselor’s did overload

o Social Media for Los Banos: confirmation with Debbie about Social Media being part of the EOPs

Program Review Goals

o Summer Bridge: nobody replied when asked who was interested

Summer Bridge 2016

Dr. Cordova envisions a more inclusive Summer Bridge Program or Guidance

What criteria should we use?

Preference?

o Recently graduated high school students?

o Predominant Merced College continuing student

Item on agenda for next meeting

Dr. Cordova wants to have more All Staff meetings

Counselor slots vs number of EOPS students

Conversation about counselors having group sessions for students that have not had their first counselor

appointment at this point

A monthly count of students numbers to determine the need for more staff or counselors

1110 student now: a total of 1500 next year

A need for additional months for off-contract classified professionals

Make 60/40 counselor’s full time

The possibility of making the 60/40 counselor’s full time hasn’t been looking promising and nothing in

its respect has come up. In the past EOPS has served about 1500 students and considered the largest

counseling staff.

Are we being efficient with students?

Why is there not a balance between cost of salary/benefits and direct student services?

In the past we had 4 adjuncts

We need to look at numbers to see if there is a need for additional staff

Merced College wants mentors to go out to high school (SSSP)

EOPS counselors once went out to the high schools

We have to work around student’s scheduled classes when scheduling them counselor appts

A lot of students haven’t had chance to get their first appointment

We’ve been trying to integrate phone contacts in order to accommodate students that must be moved

for one reason or another

In February many students missed their appointment

With the Grade Point Average and Bogg Fee waiver new rules we can lose a lot of students

Maybe we can filter those students that are level 2 or dismissal for after April and leave slots for level 1:

Luis Flores might be able to run report of students in level 2

Run a check to see which students are not enrolled any longer

Some students are getting through EOPS orientation and they haven’t gotten their student planning step

done

Personal Necessity

Dr. Cordova shared that lately a lot of staff have been using Personal Necessity and this slows down the

train.

Isabel explained that Personal Necessity is in the contract and when she takes leave she also uses Sick or

Exchange time

Dr. Cordova expressed there being too much Personal Necessity used with the Classified Professionals

and himself

When Classified Professionals are out not many staff is available to mind the front desk

EOPS 2015-16 Program Review

Meeting location for Program Review will be switch for Polycom accommodations

All the information has been switched to the new template

New template will be sent to everyone

send it out to all of us

April 7th and May 5th the next EOPS Program Review Task Force Meetings

Wrap up

Pushing hard and advocating for full restoration

Create new faculty

Five full time counselors

Preapprovals will be disbursed next week.

April 1st first priority group

Adjourned: 12:00p

Documents

2015-2016 EOP&S PROGRAM REVIEW