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OGLALA LAKOTA COLLEGE

Enrollment Management Annual Report

Enrollment Management Director, Lynn Cuny

Academic Year: 2017-2018

Enrollment Management 1. Describe your unit’s/department Mission or Purpose:

Vision

Oglala Lakota College Retention Department strives to provide quality opportunities and

support services to rebuild the Lakota Nation through education

Mission

Oglala Lakota College Retention Department embraces Wolakolkiciyapi to increase

recruitment, retention, persistence, and completion. Oglala Lakota College accomplishes

this task through the implementation of a comprehensive Enrollment Management Plan

through collaboration and unity.

2. 2017-2018 Budget: $ 143,573

3. Personnel Data:

Name Title Years of Service

Lynn Cuny Director 4 months

Wayne Weston Retention Advisor 6 months

4. Personnel Changes: New staff. Enrollment Management office was vacant; Wayne

Weston began to take on duties, until Director Lynn Cuny was hired. Wayne Weston was

then hired for the Retention Advisor position. Beginning September 4, 2017 Wayne

Weston is the Student Support Manager, and doing retention advisor duties part time.

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5. Describe any special accomplishments of your staff:

The EMO already has a good working relationship with all the local high schools. The

EMO plans to host another job fair in 2018. EMO has also worked closely with The

Project Success grant to create more paid internships for our Oglala Lakota College

students. Fall semester 2017 we hope to have at least 30 students enrolled in the paid

internship program. The EMO office has teamed up with the foundational studies Prep

and test high school seniors with the accuplacer test in high school. EMO utilizes the

high school contacts from foundational studies to recruit more OLC freshman, and to

encourage early entry to OLC for dual credits. EMO also has the Early Alert process in

place to help retain students. All OLC faculty and staff use this program. EMO director

presented trainings to staff on how and why we use the Early Alert system. The director

of EMO will ensure follow up on all Early Alerts. EMO also worked to establish a

Jenzabar mobile app for our students to use. Students like to have access to information

easily and quickly which is how the new mobile app will help retention rates.

6. Describe your units Professional Development Activities: Face to face, meetings with

the director of Jump Start and EMO staff to incorporate and define ways to help the OLC

student Persist and Complete. The EMO staff attend all staff meetings and training

about OLC from other staff members and departments to ensure we are working as a

team. Lynn Cuny Director or Enrollment Management plans to enroll in a PhD program

to help ensure quality for EMO.

7. Describe your unit’s Professional Development Needs: EMO would benefit from

another staff person to ensure all early alerts are received, sent and that follow up is

done. EMO would also benefit from a calling tree system. A system that would allow

EMO to utilize an automated voicemail or text message that could go out to all student

phone numbers to keep students informed. Enrollment Director worked with IT

department to initiate Jenzabar mobile app. This will be easier for students to access.

8. List number of customer service concerns/complaints you have received for the year:

Summer Fall Spring Total

Concerns received 0 0 0 0

Complaints received 0 0 0 0

None

9. Described four most common customer service concerns/complaints and how you

addressed them:

Early Alerts: The concern is that faculty submitted early alerts and then never heard any

feedback about the student if they were a stop out or if they went to a different course.

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This year we will add verbatim when closing out early alerts so all staff knows the

outcome.

Students Changing Phone numbers: The students change numbers frequently during the

semester. Jenzabar mobile app will help students stay up to date and informed about

classes, homework and attendance.

Text Books: Many courses at OLC require expensive textbooks. Textbook expenses can

put a financial hardship on our students. EMO has an established lending library for

students to utilize.

Internet/Wi-Fi: Most of our students live in rural areas; a lot of homes do have the

internet or wifi. Most of OLC’s students have a college center near their home. EMO

plans to work with the Information Technology department, college center staff, and

TRIO to provide more access to the internet for our students. By having access to the

internet more frequently our students will be able to complete homework, and log onto

online classes more often which will increase their attendance, persistence and

retention.

Recruitment materials:

10. List the number of individuals you have served for the academic year:

Academic year ’17/’18 served

Summer Fall Spring Total

# Students 12 31+ 24 67

# Faculty 45 30 75

# Staff 28 16 44

# Community Members

10 25

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11. Describe number of Activities you held within your department. (Orientations,

Training, etc.):

Fall 2017

Activity #1 Title: Center Staff and Department Chair Meeting

Purpose of the activity: Center Staff and Department chairs will discuss student persistence and retention for the

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upcoming school year. Lynn Cuny EMO director will host. •Data from the Assessment office

Rotating Table Top Discussion in groups of Center

Who was the target audience? Counselors and academic advisors

Number in attendance. 28+16=44

Activity #2 Title: (Early Alert Training)

Purpose of the activity: Early Alerts (EAs) are designed as a communication tool between the Enrollment Management Office (EMO), center staff and instructors to assist in the retention of students. It is through this team effort we will be able to increase OLC retention, persistence and completion. It is not designed or meant to replace any face to face interaction between instructor and student, but to assist in the retention of the student. Instructors should try to address concerns prior to creating an early alert except in the case of attendance. Each unexcused absence should be recorded as an EA

Who was the target audience? Center Staff/ Instructors (adjunct)

Number in attendance. 18 + 30=48

Activity #3 Title: Great Lakes Paid Internship Program training

Purpose of the activity: The purpose of this training is to ensure other staff were on board with this paid internship program. Discussed details of how the student would be paid, and criteria for obtaining funds. Enrollment Director also let staff know that she would be creating a streamlined student internship handbook and application.

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OLC hopes to increase the number of paid internships each semester.

Who was the target audience? Olglala Lakota College Faculty and Staff

Number in attendance. 6+30=36

Activity #4 Title: College Tour, Treasure Hunt Activity

Purpose of the activity: An OLC college tour is a tour of a college or university's campus. Prospective students, their family members and other visitors take campus tours to learn about the college or university's facilities, as well as student life, culture on campus, academics, and programs offered by the institution. Many students have never been to OLC Piya Wiconi campus. We give students the opportunity to talk to financial aid, registrar, department heads and any personnel needed to answer student questions.

Who was the target audience? OLC Freshman

Number in attendance. 31

Spring 2018

Activity #1 Title: (Early Alert Training)

Purpose of the activity:

Who was the target audience?

Number in attendance.

Activity #2 Title: JOB FAIR

Purpose of the activity:

Who was the target audience?

Number in attendance.

Activity #3 Title:

Purpose of the activity:

Who was the target audience?

Number in attendance.

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12. Describe your unit’s significant accomplishments. Provide data that supports the

accomplishments if applicable: The EMO office has accomplished the Early Alert

system in Jenzabar. Enrollment Director delivered training on the Early Alert system and

provided written reminder in email. The Enrollment Management Office now has a

director Lynn Cuny who can guide recruitment, retention and completion for our

students. The Enrollment Management office also accomplished adding a Jenzabar

Mobile App for students to utilize.

EARLY ALERT (POLICY)

The purpose of Early Alerts (EAs) is to identify, assist and monitor students who are at risk.

Early Alerts are geared toward increasing retention, persistence and completion rates. The

decentralized structure of Oglala Lakota College (OLC) is designed to be student centered. OLC

staff and faculty work collaboratively to ensure student success by addressing the personal

factors identified in the Enrollment Management Plan. It ensures all academic and nonacademic

units meet their annual goal of increasing student retention, persistence and completion.

OLC acknowledges each student faces different circumstances and work to identify common

concern types available in the EA system. Faculty and staff must use their professional

judgement in classifying the student circumstance in the concern type. OLC understands strong

communication is needed between faculty and staff in order for EAs to be effective to identify

and assist at risk students.

Students are encouraged to participate in the support systems OLC provides. Through OLC

support systems, students will become personally responsible and gain ownership of their

education and career path.

Roles and Responsibilities

Enrollment Management Office Responsibilities:

It is the EMOs responsibility to monitor EAs on a daily basis.

It is the EMOs responsibility to designate follow up assignment to appropriate OLC staff.

It is the EMOs responsibility to monitor task assignments for closure within five (5)

working days.

It is the EMOs responsibility to review EAs on a weekly basis.

It is the EMOs responsibility to send reminder notifications to assigned OLC staff for

EAs open longer than five (5) working days.

It is the EMOs responsibility to close EAs on a weekly basis.

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It is the responsibility of the EMO to ensure collaboration and communication between

staff, faculty, adjunct faculty and students during the EA process from initiation to

closure of the EA.

It is the EMOs responsibility to document and report EAs on an annual basis.

Student Responsibilities:

It is the student’s responsibility to comply with the expectation outlined in the student

handbook.

It is the student’s responsibility to comply with the expectations as outlined in the course

syllabus.

It is the student’s responsibility to adhere to the OLC attendance policy 81-350.

It is the student’s responsibility to know and understand the disabilities policy 85-600.

It is the student’s responsibility to work with faculty, adjunct faculty and staff throughout

the EA process when an EA is submitted. It is the student’s responsibility to comply with

the intervention plan.

It is the student’s responsibility to adhere to the add/drop policy 81-300.

It is the student’s responsibility to utilize OLC email to communicate with staff and

faculty.

Instructor Responsibilities (Faculty & Adjuncts):

It is the instructor’s responsibility to attend Early Alert training.

It is the instructor’s responsibility to seek assistance as needed when creating and

submitting an EA.

It is the instructor’s responsibility to work with students if possible prior to submitting an

EA.

It is the instructor’s responsibility to submit EAs when students have an unexcused

absence including and beginning the first week of class.

It is the instructor’s responsibility to monitor attendance weekly and throughout the

semester according to attendance policy 81-350.

It is the instructor’s responsibility to identify students who are at risk in academic

performance early in the semester, prior to midterm grades.

It is the instructor’s responsibility to use professional judgement to determine the concern

type that best fits the student circumstance when creating an EA.

It is the instructor’s responsibility to include specific details of this concern under part 6,

“Detail about this concern”.

It is the instructor’s responsibility to work with the student and OLC center staff/staff as

needed to resolve the student concern.

Counselor/OLC staff responsibilities (College Center & Other Staff): Depending upon the

structure, district personnel may serve dual roles.

It is the responsibility of OLC staff to review EA emails and follow up assignments on a

daily basis.

It is the responsibility of OLC staff to take action and appropriately intervene depending

upon the concern type and circumstance.

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It is the responsibility of the OLC staff to create an intervention plan documenting action

taken to resolve the concern type.

It is the responsibility of OLC staff to initiate follow up assignment within 24 hours

depending upon the circumstance.

It is the responsibility of OLC staff to follow up and work throughout the EA process by

working with the instructor and student to create a detailed intervention plan.

It the responsibly of OLC staff to close the follow up assignment when the detailed

intervention plan has been created prior to the next class. The EA should be closed prior

to the next class.

It is the responsibility of OLC Center Directors to notify the EMO of any changes in staff

for EA follow up assignments.

Enrollment Management Advisory Committee (EMAC) Responsibilities:

It is the responsibility of the EMAC to annually review the EA annual report and review

concern types.

It is the responsibility of the EMAC to review findings from the Institutional

Effectiveness Report and Annual Report and make recommendations for continuous

improvement (i.e. EA system, applicable policies and strategies for student success).

EARLY ALERT PROCEDURE

Early Alerts (EAs) are designed as a communication tool between the Enrollment Management

Office (EMO), center staff and instructors to assist in the retention of students. It is through this

team effort we will be able to increase OLC retention, persistence and completion. It is not

designed or meant to replace any face-to-face interaction between instructor and student, but to

assist in the retention of the student. Instructors should try to address concerns prior to creating

an early alert except in the case of attendance. Each unexcused absence should be recorded as an

EA.

Roles and Responsibilities

Enrollment Management Office Responsibilities:

It is the EMOs responsibility to monitor EAs on a daily basis.

It is the EMOs responsibility to designate follow up assignment to appropriate OLC staff.

It is the EMOs responsibility to monitor task assignments for closure within five (5)

working days.

It is the EMOs responsibility to review EAs on a weekly basis.

It is the EMOs responsibility to send reminder notifications to assigned OLC staff for

EAs open longer than five (5) working days.

It is the EMOs responsibility to close EAs on a weekly basis.

It is the responsibility of the EMO to ensure collaboration and communication between

staff, faculty, adjunct faculty and students during the EA process from initiation to

closure of the EA.

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It is the EMOs responsibility to document and report EAs on an annual basis.

Student Responsibilities:

It is the student’s responsibility to comply with the expectation outlined in the student

handbook.

It is the student’s responsibility to comply with the expectations as outlined in the course

syllabus.

It is the student’s responsibility to adhere to the OLC attendance policy 81-350.

It is the student’s responsibility to know and understand the disabilities policy 85-600.

It is the student’s responsibility to work with faculty, adjunct faculty and staff throughout

the EA process when an EA is submitted. It is the student’s responsibility to comply with

the intervention plan.

It is the student’s responsibility to adhere to the add/drop policy 81-300.

It is the student’s responsibility to utilize OLC email to communicate with staff and

faculty.

Instructor Responsibilities (Faculty & Adjuncts):

It is the instructor’s responsibility to attend Early Alert training.

It is the instructor’s responsibility to seek assistance as needed when creating and

submitting an EA.

It is the instructor’s responsibility to work with students if possible prior to submitting an

EA.

It is the instructor’s responsibility to submit EAs when students have an unexcused

absence including and beginning the first week of class.

It is the instructor’s responsibility to monitor attendance weekly and throughout the

semester according to attendance policy 81-350.

It is the instructor’s responsibility to identify students who are at risk in academic

performance early in the semester, prior to midterm grades.

It is the instructor’s responsibility to use professional judgement to determine the concern

type that best fits the student circumstance when creating an EA.

It is the instructor’s responsibility to include specific details of this concern under part 6,

“Detail about this concern”.

It is the instructor’s responsibility to work with the student and OLC center staff/staff as

needed to resolve the student concern.

Counselor/OLC staff responsibilities (College Center & Other Staff): Depending upon the

structure, district personnel may serve dual roles.

It is the responsibility of OLC staff to review EA emails and follow up assignments on a

daily basis.

It is the responsibility of OLC staff to take action and appropriately intervene depending

upon the concern type and circumstance.

It is the responsibility of the OLC staff to create an intervention plan documenting action

taken to resolve the concern type.

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It is the responsibility of OLC staff to initiate follow up assignment within 24 hours

depending upon the circumstance.

It is the responsibility of OLC staff to follow up and work throughout the EA process by

working with the instructor and student to create a detailed intervention plan.

It the responsibly of OLC staff to close the follow up assignment when the detailed

intervention plan has been created prior to the next class. The EA should be closed prior

to the next class.

It is the responsibility of OLC Center Directors to notify the EMO of any changes in staff

for EA follow up assignments.

Enrollment Management Advisory Committee (EMAC) Responsibilities:

It is the responsibility of the EMAC to annually review the EA annual report and review

concern types.

It is the responsibility of the EMAC to review findings from the Institutional

Effectiveness Report and Annual Report and make recommendations for continuous

improvement (i.e. EA system, applicable policies and strategies for student success).

Procedure

This procedure creates a systematic process for creating and closing an EA. The responsibility is

not limited to the faculty; however, a majority of the EAs are initiated by faculty therefore the

following steps are provided as a guideline.

The EMO is integrated throughout these steps and is responsible for assigning tasks, ensuring

follow up of both assigned tasks and intervention plan and closing of the EA.

Enrollment Management Office (EMO):

1. The EMO will review EAs on a daily basis.

2. The EMO will assign follow up tasks as determined per EA to the appropriate counselor,

district staff, OLC staff (i.e. Student Affairs/EAP, TRIO) within 24 hours of the EA

submission.

3. The EMO will monitor EAs for intervention plans.

4. The EMO will edit concern type on an as needed basis (i.e. an EA has been created for

attendance but it has been discovered that student has health, family, employment, etc.

issues)

5. When an EA has been resolved and a detailed intervention plan has been created, the

EMO will close the early alert.

6. When an EA is not able to be resolved and all reasonable efforts have been exhausted or

no resolution is needed, the EMO will close the EA.

STEP 1

Faculty/Adjunct Faculty/Staff:

1. Identify a concern type regarding a student. (see concern types below)

2. Create an Early Alert (EA) in the Jenzabar Retention module.

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3. Include specific details of the concern type identified in the details section of the EA.

4. All fields/information must be completed. These fields are available in drop down menus.

This information is needed to better serve the student.

5. Submit the EA.

STEP 2

Counselor/District Staff:

1. EAs will be addressed within 24 hours by OLC counselor/district staff upon

assignment of follow up tasks.

a. If student is not able to be contacted within 24 hours, the counselor/district staff

will create an intervention plan incorporating communication strategies with

student.

b. Communication strategies should be documented in the intervention module of

the EA and include various modes of communication efforts, for example: email,

phone call, face-to-face, and social media (where permitted).

c. When the counselor/district staff has exhausted all reasonable efforts to contact

the student the counselor/district staff closes the follow up task assignment.

2. When a student is contacted, the counselor/district staff will create a detailed

intervention plan in collaboration with the student in the Jenzabar EA module.

3. When the follow up task is complete and an intervention plan has been created,

counselor/district staff will close follow-up task within the Jenzabar EA module. This

signifies to the EMO that the task is complete and this EA is ready to be closed.

4. The intervention plan would be carried out by the appropriate individuals.

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Definition of Concern Types:

Academic Attendance: Student is not attending class as defined in OLC Attendance Policy

81-350.

Academic Grades: Student is not producing assignments or the quality of work is not

sufficient to pass the class as per course syllabus.

Employment Issues: Student has a conflict with employment.

Family & Child Care: Student lacks care for a family member or child.

Health Related: Student has a health related issue that is preventing them from attending

class or producing quality work sufficient to pass the class.

Social/Personal: Student is experiencing personal issues either inside or outside the

classroom.

Tardy/Leaving Early: Student is consistently late to class or is leaving before class has

ended.

Transportation: Student is experiencing transportation issues preventing them from

attending class.

Tutoring: Student is in need of outside class assistance to comprehend schoolwork.

Definition of Terms

Resolved: The concern issue has been addressed with the student and plan of action for

student success has been documented in the intervention module of the EA.

Not Resolved: All reasonable efforts to contact student have failed or the student did not

work with counselor, staff or faculty to create a plan for student success.

No Solution Necessary: The concern type did not need a plan for student success or the EA

was meant as documentation and does not need a plan of action created in the intervention

module of the EA.

Detailed Intervention Plan: A plan of action created by faculty/counselor/district staff with

the student that will resolve the concern and ensure the student’s success.

Communication Strategies: Methods and attempts of contacting a student including: face to

face, phone calls, email, and social media when permitted.

Follow up Assignment: An assignment to follow up with a student made by the EMO to the

appropriate district staff or counselor.

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Reasonable Efforts: A minimum of five phone calls, three emails, two face to face attempts

that may include but are not limited to classroom or home visits when appropriate or

circumstances allow.

EARLY ALERT PROCESS DIAGRAM

Scenario 1

Faculty/Staff

• Creates an Early Alert including concern type and class for onestudent.

Student• Receives a notification via OLC email that an alert has been created.

Intervention

• Faculty/Staff speak to student regarding Early Alert concern/issue.

• Faculty/Staff create an INTERVENTION within the E.A. including specific details of concern and resolution of concern.

Enrollment Management

• Enrollment Management Office will edit the alert for concern type and add any verbatim on why and how the EA was closed.

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Scenario 2

Persistence is measured when a student registers for the following semester at OLC.

Faculty/Staff

• Creates an Early Alert including concern type and class for onestudent.

Student• Receives notice of the E.A. via OLC email.

Enrollment Management

• Reviews E.A. and assigns follow up to counselor.

Counselor

• Follows up with student regarding the concern.

• Tutoring E.A.'s should be referred to appropriate staff.

• Once follow up is complete, Counselor will create an Intervention and close the follow up assignment.

Enrollment Management

• Edit if necessary the concern type and close the E.A. as resolved, not resolved or no resolution needed.

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The EMO office has worked with Department Chairs and Center Directors on persistence. One

main accomplishment is the class scheduling has improved. The center directors are working

together to put classes where the majority of the students need the class, then other students

have the option of being bused in to take the class, or the class can be offered on pictel. This

method of planning helps persistence because more students are able to take the class they

need. Offering classes that students need also helps retain them, students are more likely to

stay in college if the classes they need are available. When more classes are offered this

means, more students can follow the course status sheet for their degree semester to

semester. Eventually this method will cut down our average student graduation rate of 7-10

years and bring it closer to 4-6 years. Center Directors are working together on the course

schedule early, which helps the transportation system flow smoother more and more students

are attending classes that are away from their home center. Center directors and Department

Chairs also had two meetings in 2016 hosted by Enrollment Management to discuss and plan

co-curricular activities at the centers provided by staff. Co-curricular activities will assist

students in persisting toward their degree.

Orientation

The EMO office held a freshman mass student orientation at Piya Wiconi campus. We had a

great turn out, 30 freshman out of the 51 newly registered freshman attended. We began

orientation according to Lakota culture protocol, prayer, encouragement songs, and smudging.

The agenda covered introductions from faculty, introduction from Enrollment Management

Director, Student Success and Assessment by the Vice President, Campus tour treasure hunt

style that allowed new students to interact with all staff. Lunch was provided, with some guest

faculty speakers, Wayne Weston Retention Advisor provided a Vision Quest presentation which

was culturally relevant student success. Freshman orientation also included upperclassman

with motivation and tips, there was also a time set aside for the freshman to visit with the

different booths set up in orientation, college centers, student support and departments.

Surveys were also completed at the end of orientation, with great feedback and overall a

greater understanding of what is available at Oglala Lakota College. Center directors also

planned orientation at their college centers with faculty as guest speakers. Director of

Enrollment Management took part in a few of these separate orientations. The Oglala Lakota

College handbook was also reviewed with all new students at orientation.

Recruitment

Recruitment is a big part of every OLC staff member and faculty. The EMO office leads the

movement with sharing updated brochures, which includes information about every academic

and workforce major. Another crucial factor in recruitment is Thedna Zimiga chair of

Foundational Studies. Thedna goes to the high schools to complete the accuplacer testing on

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students. The list that Thedna prepares is shared with EMO. The EMO will reach out and

contact every student on the list of tested seniors. The EMO office visited schools within our

grasp and we did seminars on topics students should know about while preparing the pathway

to college. Flyers were and recruitment letters were sent to all students on the reservation who

participated in the accuplacer testing in High School.

Accuplacer

The Accuplacer is an adaptive, multiple-choice and essay test that is designed to be a clear

measure of academic skills in the areas of math, reading and English. OLC now has in place that

in order to be admitted to the College that THE Accuplacer test must be on record; this has

been a policy of the OLC for a long time, although it was done after admittance. The students

were prepped 1-3 days before the test the Foundational Studies team administered the prep,

and the test and this made a huge difference where some students landed in their test scores.

Compared to the prior three years the jump in actual test scores showed significant

improvement. On average comparing 2013-2014-2015 the overall improvement of student

Accuplacer scores with a prep improved 18%. Higher Ed is a numbers game but in foundational

studies or remedial this is one area that you want lower numbers in student enrollment. In

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conjunction with the CARS & CAFS program, we have students that tested in higher levels of

Foundational Studies, which means they are closer to being a true freshman doing college level

work. This is crucial to making sure the students we recruit actually make into college level

classes to begin their pathway to success. The scores are located within the foundational

studies tab on the OLC website.

13. Describe your units Significant Challenges. Provide data that supports the challenge

identified:

This year the Enrollment Management unit most significant challenge was no staff.

Previous Enrollment Management Director and Retention Advisor both left OLC. The

position of director was advertised. Meanwhile the director of CEU’s for OLC Mr. Wayne

Weston attempted to recruit, retain and assist students in completing a degree until a

director and retention advisor were hired. Once Lynn Cuny was the Enrollment

Management director, the challenge was to learn about Oglala Lakota College, learn

policies and plan events without prior details. There was not an overlap in staff so no

updates or instructions were left for the new staff.

14. Describe you unit’s Critical Needs. Provide data that supports the critical needs:

OLC EMO identified that many students trying to complete their degree need to take an

internship class, some of the students are not paid for the internships, or travel

expenses which also puts hardships on the student. The Director of EMO and the Vice

President worked with Great Lakes: Project Success to incorporate the Paid Internship

Program. This program will allow students that are enrolled in an internship class to be

eligible to be paid. In the fall of 2017 EMO have identified 46 students enrolled in

internship classes and 31 students are not being paid. Now those 31 students will be

eligible to receive wages and travel vouchers for their internships up to 180 hours.

The EMO office needs a better way to communicate with students. The students change

numbers frequently during the semester. The Enrollment Management unit and

Information Technology worked together to be able to offer students a mobile app. This

app is called Jenzabar Mobile App. It is available on Wi-Fi, even if the phone does not

have service. This will allow all students access to their homework, early alerts, and

messages from OLC staff. Students will also be up to date on any announcements

concerning OLC. EMO would also like to set up a Facebook page that is updated at least

3 times a week.

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15. Describe how you plan to address the challenges during the upcoming year:

The EMO office has many immediate challenges. We will continue to address problems

that OLC students and or staff are encountering. The EMO will offer more in depth

trainings on Early Alerts that will help our counselors and faculty be more efficient. EMO

will use the surveys from the Orientation to improve student awareness and knowledge.

EMO will use surveys for any trainings we provide to see areas that need improvement.

EMO will ensure early alerts are being submitted, reviewed, resolved and then closed

with verbatim so all staff are on the same page.