California Community Collegeaccreditation.glendale.edu/accreditation/evidence/Categorical...

Categorical Programs Self-Evaluation for

Glendale Community College

Report Date: November 21, 2007

California Community CollegesStudent Services and Special Programs Division

Signature PageCollege: Glendale Community College ______________________________________________ Address: 1500 N. Verdugo Rd., Glendale, CA 91208 __________________________________

President Signature:_____________________________________________________________________Printed Name: Audre Levy ________________________ Date: __________________________Phone Number: (818) 240-1000 x 5105 Email Address: [email protected] ________________

Chief Student Services Officer Signature:_____________________________________________________________________Printed Name: Ricardo Perez _______________________ Date: __________________________ Phone Number: (818) 240-1000 x5130 _Email Address: [email protected] ________________

Chief Instructional OfficerSignature:_____________________________________________________________________Printed Name: Dawn Lindsay __________________________ Date:______________________Phone Number: (818) 240-1000 x5104_Email Address: [email protected] _______________

Chief Business Officer Signature:_____________________________________________________________________Printed Name: Larry Serot _____________________________ Date: ______________________Phone Number: (818) 240-1000 x5220_Email Address: [email protected] _________________

Director/Coordinator – Credit MatriculationSignature:___________________________________________% of Time: 100_____________Printed Name: Jewel Price _____________________________ Date:______________________Phone Number: (818) 240-1000 x5195_Email Address:[email protected] _________________

Director/Coordinator – Non-Credit MatriculationSignature:___________________________________________% of Time: 100_____________Printed Name: Karen Holden-Ferkich ____________________ Date:______________________Phone Number: (818) 240-1000 x5010 _Email Address: [email protected] ______________

Director/Coordinator – EOPSSignature:___________________________________________% of Time: 100_____________Printed Name: Vicki Washington ________________________ Date:______________________Phone Number: (818) 240-1000 x5567 _Email Address: [email protected] _____________

Coordinator – CARESignature:___________________________________________% of Time: 100_____________Printed Name: Vicki Washington ________________________ Date:______________________Phone Number: (818) 240-1000 x5567 _Email Address: [email protected] _____________

Coordinator – DSP&SSignature:___________________________________________% of Time: 100_____________Printed Name: Joy Cook _______________________________ Date:______________________Phone Number: (818) 240-1000 x5450 _Email Address: [email protected] ______________

Coordinator – CalWORKsSignature:___________________________________________% of Time: 100_____________Printed Name: Alfred Ramirez__________________________ Date:______________________Phone Number: (818) 240-1000 x5018 _Email Address:[email protected]______________

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mailto:[email protected]








Contact Sheet

College Glendale Community College

Key Individuals (add additional pages as needed):

Academic Senate President John QueenPhone Number (818) 240-1000 x5459Email Address [email protected]

Student Body Government President Hratch OhanianPhone NumberEmail Address

Chief Information Officer (MIS) Dave RoswellPhone Number (818) 250-1000 x5183Email Address [email protected]

Curriculum Committee Chair Dave MackPhone Number (818) 240-1000 x5311Email Address [email protected]

Institutional Researcher Edward KarppPhone Number (818) 240-1000 x5392Email Address [email protected]

Student Equity Coordinator Sarkis GhazarianPhone Number (818) 240-1000 x5418Email Address [email protected]

Financial Aid Director Patricia HurleyPhone Number (818) 240-1000 x5429Email Address [email protected]

Counseling Administrator Jewel PricePhone Number (818) 240-1000 x5195Email Address [email protected]

Director of Admissions and Records Sharon CombsPhone Number (818) 240-1000 x5115Email Address [email protected]

Assessment Coordinator Alen AndriassianPhone Number (818) 240-1000 x5868Email Address [email protected]

Physical Education Department Jon GoldPhone Number (818) 240-1000 x3193Email Address [email protected]

ADA/504/508 Coordinator Rick PerezPhone Number (818) 240-1000 x5130Email Address [email protected]

County Dept. of Soc. Services Rep. Cecilia AguilarPhone Number (562) 908.8450Email Address [email protected]

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MATRICULALTIONCareer CenterCounselor/Career Judy Apablaza

Phone Number (818) 240-1000, ext 5409Email Address [email protected]

Counselor/Career Sandy LeePhone Number (818) 240-1000, ext 5420Email Address [email protected]

Counselor/Career Denise LeongPhone Number (818) 240-1000, ext 5423Email Address [email protected]

Student Services Technician Tatyana BartholomewPhone Number (818) 240-1000, ext 5407Email Address [email protected]

Student Services Assistant Anna Maria LafflamPhone Number (818) 240-1000, ext 5408Email Address [email protected]

CounselingDean Jewel Price


Counselor/Academic Jonn AquePhone Number (818) 240-1000, ext 5426Email Address [email protected]

Counselor/Academic Donna CapkaPhone Number (818) 240-1000, ext 5417Email Address [email protected]

Counselor/Academic Richard CortesPhone Number (818) 240-1000 x5445Email Address [email protected]

Counselor/Academic Teresa DavisPhone Number (818) 240-1000, ext 5875Email Address [email protected]

Counselor/Academic Troy DavisPhone Number (818) 240-1000, ext 5425Email Address [email protected]

Counselor/Academic – Adjunct Patricia DjambazianPhone Number (818) 240-1000, ext 5918Email Address [email protected]

Counselor/Academic Sarkis GhazarianPhone Number (818) 240-1000, ext 5418Email Address [email protected]

Counselor/Academic Roxanne DominguezPhone Number (818) 240-1000, ext. 5118

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Email Address [email protected]/Academic – Adjunct Matilda Morales


Counselor Academic – Adjunct Jolie MorrisPhone Number (818) 240-1000, ext 5918Email Address [email protected]

Counselor/Academic Paris NooriPhone Number (818) 240-1000, ext 5422Email Address [email protected]

Counselor/Academic Joe PugliaPhone Number (818) 240-1000, ext 5419Email Address [email protected]

Counselor/Academic – Adjunct Roxanne RaffiiPhone Number (818) 240-1000, ext 5918Email Address [email protected]

Counselor/Academic Murray StachPhone Number (818) 240-1000, ext 5918Email Address [email protected]

Counselor/Academic – Division Chair Jeanette StirdivantPhone Number (818) 240-1000, ext 5424Email Address [email protected]

Student Services Assistant Linda PerryPhone Number (818) 240-1000, ext 5410Email Address [email protected]

Administrative Assistant Judy RazzePhone Number (818) 240-1000, ext 5410Email Address [email protected]

Student Services Assistant Aykui SalatyanPhone Number (818) 240-1000, ext 5411Email Address [email protected]

Student Services Assistant Silva VartaniansPhone Number [email protected] Address (818) 240-1000, ext 5415

International Student ProgramCounselor/International Students Philip Kamara-Kay


Counselor/International Students Mariah RibeiroPhone Number (818) 240-1000, ext 5434Email Address [email protected]

International Student Recruiter David NelsonPhone Number (818) 240-1000, ext 5887Email Address [email protected]

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Student Service Assistant Armenuhi AndzhuPhone Number (818) 240-1000, ext 5439Email Address [email protected]

Coordinator International Student Program Anh NguyenPhone Number (818) 240-1000, ext 5440Email Address [email protected]

Administrative Assistant Diane SmithPhone Number (818) 240-1000, ext 6645Email Address [email protected]

Student Employment ServicesProgram Manager Andra Verstraete


Student Services Technician Kathy KostjalPhone Number (818) 240-1000, ext 5403Email Address [email protected]

Student Employment Accounting Clerk Sang NamPhone Number (818) 240-1000, ext 5406Email Address [email protected]

Transfer CenterCounselor/Transfer Center Coordinator Kevin Meza


Counselor/Transfer Jonn AquePhone Number (818) 240-1000, ext 5426Email Address [email protected]

Student Services Technician Jolie MorrisPhone Number (818) 240-1000, ext. 5443Email Address [email protected]

NON-CREDIT MATRICULATIONAssoc VP Continuing and Community Ed. Karen Holden-Ferkich

Phone Number (818) 240-1000, ext. 5010Email Address [email protected]

Associate Dean Continuing Education Alfred RamirezPhone Number (818) 240-1000, ext. 5018Email Address [email protected]

Career Resource Program Director Deborah KinleyPhone Number (818) 240-1000, ext. 5056Email Address [email protected]

Counselor/Academic Elodia CollinsPhone Number (818) 240-1000, ext. 5803Email Address [email protected]

Counselor/Mental Health Margaret MansourPhone Number (818) 240-1000, ext. 5687

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Email Address [email protected]/Academic Mohammad Taghdis


Student Services Assistant Faye CohillPhone Number (818) 240-1000, ext. 5055Email Address [email protected]

Student Services Assistant Yazaret MascorroPhone Number (818) 240-1000, ext. 5691Email Address [email protected]

EOPS/CARECounselor/Academic Rosette Aghekian


Student Services Technician Shakeh AtaianPhone Number (818) 240-1000, ext. 5573Email Address [email protected]

Counselor/Academic Ramona Barrio-SotilloPhone Number (818) 240-1000, ext. 5565Email Address [email protected]

Counselor/Academic James Castel De OroPhone Number (818) 240-1000, ext. 5572Email Address [email protected]

Student Personnel Worker/Academic Osheen KeshishianPhone Number (818) 240-1000, ext. 5566Email Address [email protected]

Student Services Technician Nellie LopezPhone Number (818) 240-1000, ext. 5564Email Address [email protected]

Counselor/Academic Dinh LuuPhone Number (818) 240-1000, ext. 5569Email Address [email protected]

Student Services Assistant Anahid MardresPhone Number (818) 240-1000, ext. 5537Email Address [email protected]

Counselor/Academic Elmira NazaryanPhone Number (818) 240-1000, ext. 5570Email Address [email protected]

Counselor/Academic Greg PerkinsPhone Number (818) 240-1000, ext. 5571Email Address [email protected]

Associate Dean Vicki WashingtonPhone Number (818) 240-1000, ext 5567Email Address [email protected]

Counselor/Adjunct Shakeh Ataian

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Counselor/Adjunct Polet Der HovanessianPhone Number (818) 240-1000, ext. 1560Email Address [email protected]

Counselor/Adjunct Roxanne RafiiPhone Number (818) 240-1000, ext. 1561Email Address [email protected]

DSP&SHigh Tech Center Specialist Tina Andersen-Wahlberg


Student Services Technician Flora ArmenPhone Number (818) 240-1000, ext. 5453Email Address [email protected]

Instructional Lab Technician Rozik AvanesianPhone Number (818) 240-1000, ext. 5496Email Address [email protected]

Interpreter/Coordinator/Adjunct Instructor Mary Elizabeth BarrettPhone Number (818) 240-1000, ext. 5351Email Address [email protected]

Lab Technician Michelle BertelsenPhone Number (818) 240-1000, ext. 5531Email Address [email protected]

Instructional Aide Hourly Bill BlachowskiPhone Number (818) 240-1000, ext. 5557Email Address [email protected]

Realtime Captionist Linda BrownPhone Number (818) 240-1000, ext. 3148Email Address [email protected]

High Tech Center Specialist Kathryn CampPhone Number (818) 240-1000, ext. 5585Email Address [email protected]

Program Assistant Ann CassidyPhone Number (818) 240-1000, ext. 5530Email Address [email protected]

Associate Dean Joy CookPhone Number (818) 240-1000, ext. 5450Email Address [email protected]

Learning Specialist Adjunct Cindy DanielsPhone Number (818) 240-1000, ext. 5754Email Address [email protected]

Learning Specialist Adjunct Stela FejtekPhone Number (818) 240-1000, ext. 5754

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Email Address [email protected] Aide David Fell

Phone Number (818) 240-1000, ext. 5557Email Address

Learning Specialist Susan HoehnPhone Number (818) 240-1000, ext. 3146Email Address [email protected]

Job Developer Suzanne LeardPhone Number (818) 240-1000, ext. 3035Email Address [email protected]

Instructional Aide Elena LunguPhone Number (818) 240-1000, ext. 5891Email Address [email protected]

Instructional Lab Technician Diana MarkariPhone Number (818) 240-1000, ext. 6630Email Address [email protected]

Instructional Aide Hourly Alvart MarkarianPhone Number (818) 240-1000, ext. 5557Email Address [email protected]

High Tech Center/Adapted P.E. Specialist Laura MatsumotoPhone Number (818) 240-1000, ext. 3192Email Address [email protected]

Job Developer Vacant PositionPhone NumberEmail Address

Student Services Assistant Karmen MirzoyanPhone Number (818) 240-1000, ext. 5605Email Address [email protected]

Learning Specialist Ellen OppenbergPhone Number (818) 240-1000, ext. 5529Email Address [email protected]

Adapted P.E. Specialist Lee ParksPhone Number (818) 240-1000, ext. 5557Email Address [email protected]

Counselor Specialist Valerie RhaneyPhone Number (818) 240-1000, ext. 5452Email Address [email protected]

Alternate Media Specialist Scott ZieglerPhone Number (818) 240-1000, ext. 3344Email Address [email protected]

Counselor Specialist Tracey ZieglerPhone Number (818) 240-1000, ext. 5451Email Address [email protected]

CalWORKs

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Associate Dean Continuing Education Alfred RamirezPhone Number (818) 240-1000, ext. 5018Email Address [email protected]

Grants Accounting Specialist Rita Der-StephaniansPhone Number (818) 240-1000, ext. 5808Email Address [email protected]

Assistant Director CalWORKS Debi WoottonPhone Number (818) 240-1000, ext. 5811Email Address [email protected]

Sr. Student Service Technician Debra SteppPhone Number (818) 240-1000, ext. 5848Email Address [email protected]

Financial Aid Technician Ophelia CarrascoPhone Number (818) 240-1000, ext. 5684Email Address [email protected]

Student Services Technician Pamela RosasPhone Number (818) 240-1000, ext. 5850Email Address [email protected]

Student Services Technician Renato LoredoPhone Number (818) 240-1000, ext. 5508Email Address [email protected]

Student Services Assistant Juliet SulianPhone Number (818) 240-1000, ext. 5012Email Address [email protected]

Student Support Technician Victoria IssakhanPhone Number (818) 240-1000, ext. 5682Email Address [email protected]

Roubina BabakhaniansPhone Number (818) 240-1000, ext. 5508Email Address

Shamiram ApikyanPhone Number (818) 240-1000, ext. 5508

Categorical Programs Self-Evaluation

Table of Contents

I. INTRODUCTIONA. Overview of the college.....................................................................................................11B. Overview of each of the four categorical programs...........................................................22

Matriculation....................................................................................................................22Non-Credit Matriculation...................................................................................................23

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EOPS/CARE......................................................................................................................23DSP&S...............................................................................................................................25CalWORKs/TANF.......................................................................................................................29

II. COLLEGEWIDE STUDENT SERVICES INTEGRATION and COORDINATIONA. How the programs work with each other and other student services programs................31B. B.How the programs work with instruction, MIS and research........................................32C. C.Student Equity planning and other strategic planning...................................................33D. D.Enabling Success for under prepared and underrepresented students..........................33 E. E.Coordination with business office..................................................................................34

III. PROGRAM-SPECIFIC SELF-EVALUATIONMatriculation ………………………………………………………….................................35A. MIS Data Reporting…………………………………………...........................................35B. Access……………………………………………………................................................38C. Progress………………………………………………………..........................................45D. Success………………………………………………………….......................................50E. Student Learning Outcomes...............................................................................................54F. Compliance........................................................................................................................58Non-Credit Matriculation.....................................................................................................35A. A. MIS Data Reporting………………………………………….....................................35B. B. Access…………………………………………………………...................................39C. Progress………………………………………………………..........................................46D. Success………………………………………………………….......................................51E. Student Learning Outcomes…………………………………...........................................56F. Compliance........................................................................................................................69EOPS/CARE…………………………………………………………...................................36A. A. MIS Data Reporting…………………………………………….................................36B. Access…………………………………………………………........................................40C. Progress………………………………………………………..........................................46D. Success………………………………………………………...........................................52E. Student Learning Outcomes…………………………………….......................................57F. Compliance........................................................................................................................74DSP&S....................................................................................................................................37A. MIS Data Reporting...........................................................................................................37B. Access................................................................................................................................42C. Progress………………………………………………………..........................................48D. Success………………………………………………………...........................................52E. Student Learning Outcomes…………………………………...........................................57F. Compliance........................................................................................................................81CalWORKs.............................................................................................................................37A. A. MIS Data Reporting………………………………………….....................................37B. Access………………………………………………………............................................44C. Progress..............................................................................................................................49D. Success………………………………………………………….......................................53E. Student Learning Outcomes…………………………………….......................................58F. Compliance........................................................................................................................91

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IV. Effective Practices and Opportunities for ImprovementMatriculation..........................................................................................................................100Non-Credit Matriculation………………………………………………...............................100EOPS/CARE……………………………………………………………..............................101DSP&S…………………………………………………………………...............................102CalWORKs……………………………………………………………................................103

V. Planning AgendaMatriculation……………………………………………………………..............................104Non-Credit Matriculation………………………………………………...............................104EOPS/CARE…………………………………………………………..................................105DSP&S…………………………………………………………………...............................105CalWORKs……………………………………………………………................................106

VI. Implementation and Technical AssistanceMatriculation……………………………………………………………..............................107Non-Credit Matriculation………………………………………………...............................107EOPS/CARE…………………………………………………………..................................107DSP&S………………………………………………………………...................................108CalWORKs……………………………………………………………................................108

VII. Supplemental Information

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I. Introduction

A. Overview of the College

History

Glendale Community College, first opened by the city’s innovative leadership in 1927 and located in the west wing of Glendale Union High School, was proudly one of the first community colleges in California. In 1929 it moved to Harvard Street as Glendale Junior College District. The 1933 Long Beach earthquake damaged the main buildings so severely that from spring 1934 to spring 1937, classes were held in 15 tent bungalows. The relocation to twenty-five acres at 1500 North Verdugo Road was made possible by a bond measure of $195,000, approved by the voters in 1935 along with a Works Progress Administration (WPA) grant which provided the funds for construction of the administrative and classroom buildings. The new campus prompted changes. In keeping with its Spanish architecture, the Buccaneer mascot was keelhauled in favor of the Vaquero. The student newspaper and yearbook, the Galleon and Log respectively, were renamed the El Vaquero and La Reata. School colors were changed from orange and black to maroon and gold by vote of the student body. Songs, yells and names of clubs were changed.

It's August 1937 and the new Verdugo Campus of Glendale Junior College was only weeks away from opening for its first full semester. Students campaigned throughout the city to convince the voters to pass a bond issue that made construction of the new campus possible.

Photo: Glendale Community College Library, Chester Lynch Collection

The name of the school was changed to Glendale College in 1944. On July 1, 1970 Glendale College became a part of the Glendale Junior College District. On April 20, 1971 the Board of Education adopted a resolution changing the District name to Glendale Community College District. On November 3, 1980, Glendale voters approved a measure to establish separate Boards. In April 1981, the new members were added to the Board. The separation resulted in

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the creation of a Board of Trustees solely responsible for the governance of the Glendale Community College District. The campus now consists of 100 acres and 25 permanent buildings, and the Garfield Campus. Sixty-six administrators/managers, 250 full-time and 514 adjunct faculty, and 309 classified staff deliver educational support for 12,819 credit FTES and 2,665 non-credit FTES students (2006-07). To meet the needs of its students, the college has made a number of curriculum improvements, including the opening of a child development center, development of a culinary arts and hotel management program, updating its fire academy, expanding the library and adding the latest technology which has placed the college among the leaders in the state. It has also added a new student center which supports student leadership development. Construction of the Cimmarusti Science Center along with the state of the art planetarium has distinguished the college for its ability to provide education to budding scientists.

To support these and other improvements in its curriculum, the college has invested in several capitol improvements, made possible by a bond measure of 98 million dollars approved by the voters in 2002 and by state funding. This year the college dedicated the Bhupesh Parikh Allied Health Sciences and Technology Building which allows the college to double the number of nurses it graduates and expand its digital arts program. The college also added a 1,185 space parking structure, and has developed plans to expand the Garfield Center and designed the construction of a state-of-the-art Student Services/Lab building.

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Figure1. District Boundaries

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Demographics

Glendale Community College is positioned on the slopes of the San Rafael Mountains overlooking the valleys in the Glendale area. The campus is located off the Interstates 2 and the 134, a few miles from Downtown Los Angeles. A summary of Glendale Community College’s student populations reveals the following:

The largest ethnic/nationality group of students is Caucasian of Armenian origin representing about 33 percent of credit students;

Approximately 40 percent of credit students were born in the United States; 70 percent of the credit students indicated that English was not their first language; and, 93 percent of the credit students have Internet access at home.

Ethnicity

Table I shows the ethnic breakdown by ethnicity for credit and non-credit student populations. The Armenian population is the largest group for both campuses (Glendale Community College and the Garfield Campus), followed by the Latino student population.

Table I. Spring 2006 Headcount by EthnicityAsian/Pacific

Islander Black Filipino Latino Armenian White/Anglo Other Unknown TotalCredit 1,880 452 792 3,590 4,980 2,342 835 430 15,239

12% 3% 5% 24% 33% 15% 5% 3% 100%Non-Credit 740 94 268 1,861 2,226 1,327 226 687 7,429

10% 1% 4% 25% 30% 18% 3% 9% 100%Data Source: GCC Adult Education Data Files

Financial Aid

Table II shows the distribution of financial aid assistance to students via the Financial Aid Office and the EOPS/CARE program. Comparing three academic years, BOG waivers, EOPS grants, work study awards, and Cal Grants have increased due to the college’s collaborative outreach efforts. Glendale Community College continues to inform prospective students and their parents of the benefits of attending a community college.

Table II. Credit Enrollment by Financial Assistance

Academic YearBOG

WaiverPell

Grant SEOGEOPS Grant

Work Study

Cal Grant Any Aid

Total Credit Students

2005-2006 9,207 4,285 1,810 1,081 545 1,225 9,368 21,809 42% 20% 8% 5% 2% 6% 43%

2004-2005 9,122 4,590 1,912 1,052 423 1,067 9,245 21,340

43% 22% 9% 5% 2% 5% 43% 2003-2004 8,685 4,965 2,212 1,073 400 986 8,785 22,774

38% 22% 10% 5% 2% 4% 39% Data Source: GCC Financial Aid Office (before 2004-2005)GCC MIS data files (2004-2005 and later)

Educational Goals

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Table III illustrates the educational goals of credit students comparing three spring semesters. The slight increase of transfer goals can be attributed to a younger student population. All other variables remain constant over a three year period.

Table III. Credit Enrollment by Educational Goals

Spring Semesters Trans

Voc. Degree/

Cert.Gen.

Ed AAJob

SkillsEd. Dev.

Basic Skills

HS Dipl./ GED UND Unknwn Total

Spring 2007 8,092 631 1,849 1,520 639 171 151 2,005 138 15,196 54% 4% 12% 10% 4% 1% 1% 13%

Spring 2006 7,856 722 1,939 1,545 629 190 140 1,941 277 15,239 53% 5% 13% 10% 4% 1% 1% 13%

Spring 2005 7,706 753 1,923 1,591 590 189 144 2,022 176 15,094 52% 5% 13% 11% 4% 1% 1% 14%

Source: GCC SMR DataUnknown values not included in percentages

Organization of the College

Glendale Community College is governed by a five member Board of Trustees elected by the voters of the community lock for a four-year term. A student trustee is elected by the students and is the official representative of the students to the Board. The Superintendent-President of the District serves as Secretary to the Board. The Board meets once a month.

Glendale Community College is organized with a Superintendent-President, five senior staff (academic, administrative, student services, continuing/community education and human resources), several deans, associate deans, managers, and department chairs. There are 33 sanctioned governance committees and 25 other committees or ad-hoc groups. All 53 committees and ad-hoc groups report to one of the major shared governance committees: Executive, Academic Affairs, Student Affairs, Administrative Affairs, and Human Resources. The constituent groups are represented by the Academic Senate, the Guild, the CSEA, and the Associated Student Government. The organizational chart details the college’s structure.

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Organizational chart detailing the four categorical programs.

The following categorical programs are housed administratively under the associate deans or deans reporting to the Vice President for Student Services: EOPS/CARE, CSD, and Credit Matriculation (under Student Services). Non-Credit Matriculation and CalWORKs are under the Vice President of Instructional Services.

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Non-Credit Matriculation

Karen Holden Ferkich

Associate Vice President

Elodia Collins

Academic Counselor

Marget Mansour

Mental Health Counselor

Deborah Kinley

Program DirectorCareer

Resource Center

Faye Cohill

Alfred Ramirez

Associate Dean

Yazaret Mascorro

Mohammad Taghdis

Academic Counselor

Roxanne Dominguez

Academic Counselor

Paris Noori

Academic Counselor

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EXTENDED OPPORTUNITY PROGRAM AND SERVICES

(EOPS)Vicki Washington

Associate DeanEOPS/CARE Director

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Rosette AghekianCounselor

60%

ADJUNCT COUNSELORSShakeh Ataian

Polet Der HovanessianRoxanne Rafii

Osheen KeshishianStudent Personnel

Worker

James Castel de Oro

Counselor

Ramona Barrio-Sotillo

Counselor

Dinh LuuCounselor

Elmira NazaryanCounselor

Gregory PerkinsCounselor

Shakeh AtaianStudent Services

Technician

Nellie LopezStudent Services

Technician

Anahid MardresStudent Services

Assistant II

VacantClerk I

Glendale Community CollegeCalWORKs

Organization Chart2007-2008

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Dr. Dawn Lindsay – Main CampusVice President

Instructional Services

Karen Holden Ferkich – Garfield CampusAssociate Vice President

Continuing and Community Education

Alfred Ramirez – Garfield CampusAssociate Dean

Continuing and Community EducationCalWORKs Coordinator

Debbie Stepp – Main CampusSr. Student Service Technician

Deborah L. Wootton – Garfield CampusAssistant Director

Pamela Rosas – Main CampusStudent Service Technician

Rita Der-Stephanians – Garfield CampusGrant Accounting Specialist

Renato Loredo – Main CampusStudent Services Assistant II

Opheila Carrasco – Garfield CampusSr. Student Service Technician

Roubina Babakhanians – Main CampusHourly, Student Services Assistant

Juliet Sulian – Garfield CampusStudent Services Assistant II

Shamiram ApikyanHourly, Student Services Assistant

Victoria Issakhan – Garfield CampusStudent Support Technician

B. A brief overview of each of the four categorical programs

MATRICULATION

Number of staff: The Dean of Student Services (orientation, counseling and advising, coordination and training, and follow-up), Dean of Admissions and Records (admissions, assessment and early alert), Associate Dean of Institutional Research and Planning (research and evaluation), Associate Dean of Curriculum Management (prerequisites), four full-time counselors, two full-time classified staff and a number of hourly workers.

Number of students receiving some type of matriculation service in 2006-2007: 18,800

In the primary term, Fall 2006, 14,308 students were enrolled: 4,791 had received orientation services; 5,241 had a counseling appointment; 10,790 had received assessment/placement; 685 had received career assessment; and, Over 5,050 students were provided follow-up services.

Matriculation services are carried out in a number of locations on campus. The Assessment Center occupies two large rooms and contains a computer lab

with 30 workstations. The Academic Counseling Center, Career Center and Transfer Centers are on the

second floor of the San Rafael Building. Admissions and Records is housed in the main administration building.

A primary challenge with respect to facilities is that the services are housed in different buildings on campus. A new Student Services/Lab building is scheduled to open in 2011 and active planning is now in progress.

Progress made toward recommendations from the last categorical review:

The last Matriculation Site visit was held in the Fall 1996. With the passage of time and the availability of technology the recommendations have been resolved. The recommendations referred to are:

Revising the administrative regulations regarding exemptions from matriculation; Developing a cohesive plan for orientation which uniformly informs students of

waivers, prerequisite challenges, etc.; Expanding the available times for ESL and math assessments; Blocking of enrollment of students who have not met prerequisites on a course-

by-course basis and elimination of prerequisite rosters; and, Developing a plan for the review of all prerequisites, co-requisites and advisories

for recommended preparation.

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NON-CREDIT MATRICULATION

Number of staff: Associate Vice President, Associate Dean, Program Director, two Academic Counselors, two adjunct Academic Counselors, 60 percent Mental Health Counselor, and two full-time Classified Staff.

Number of students enrolled in non-credit classes in fiscal year 2005-06: 20,547

Non-Credit matriculation services are carried out at a variety of locations on the main and Garfield Campuses.

Students take classes in the Office Skills Center, the Developmental Skills Laboratory.

English as a Second Language classes are offered on both campuses. Parent Education and Lifelong Learning classes are held on the college’s main

campus and throughout the local area. A Community Services Office located on the grounds of the Garfield Campus.


Glendale Community College’s Non-Credit Matriculation Program has not had a categorical program review.

A revised Non-Credit Matriculation Program Plan was submitted to the System Office in March 2005.

EOPS/CARE

Number of staff: one full-time director, 6 contract counselors, one student personnel worker, two student services technicians, one student services assistant II, three hourly adjunct counselors, one relief clerk, and numerous student workers.

Number of EOPS students: 2,271 Number of CARE students: 28


The team recommends that the Vice President of Student Services and the Associate Dean – EOPS/CARE Director review Title 5 and incorporate all eligibility criteria into the initial intake process, eliminate Student Development 100 as a requirement for admission to EOPS and immediately discontinue all EOPS services, including counseling, to those students who do not fulfill all of the eligibility criteria at intake and upon completing 70 units or six consecutive semester as established and intended in Title 5.

The ST DV 100 class has been eliminated as an eligibility criterion for admission to EOPS. All students that have completed 70 units or six consecutive semesters, and don’t qualify for a waiver, are transferred from the program.

The team recommends that the Associate Dean – EOPS/CARE Director include only

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EOPS related forms in files, discontinue collecting immigration and income documentation, and establish a file system that would allow counselors and staff to easily assess whether the EOPS program and students are meeting the requirements of the program as agreed to in the Mutual Responsibility Contract and meeting the three counseling sessions as required by Title 5.

EOPS is currently using the SARS appointment system and stamps individual files (1st contact session, 2nd in-term session, 3rd term end session) to easily assess whether students are meeting the counselor contact sessions.

The team recommends that upon reviewing Title 5 requirements and the intention of the Title 5 as a whole, the Vice President of College Services and Associate Dean -EOP/CARE Director review the current staffing structure and responsibilities, make a determination on how counselor time for those counselors who are partially funded by the district will be utilized, and accurately reflect staffing and staff responsibilities in the program plan through the Summary of Personnel 2.2 forms and the EOPS organizational chart so that they ensure compliance with EOPS program service regulations. The team also recommends providing staff with training to implement the EOPS program at Glendale Community College as required and intended by Title 5.

Summary of Personnel 2.2 forms and the EOPS organizational chart have been corrected to accurately reflect staffing and staff responsibilities. Each staff member has received a copy of EOPS Implementing Guidelines and specific items are reviewed and discussed during staff meetings.

The team recommends that once the Vice President of College Services and the Associate Dean – EOPS/CARE Director implement eligibility determination and limitation as specified by Title 5, they broaden their methods to conduct outreach and recruitment methods including financial aid information about BOGG eligible students on campus in order to reach and enlist fully eligible students into the program.

The Financial Aid office has supplied EOPS with the names and ID#’s of all students currently receiving a BOG “A or B” and CalWORKs/TANF. Those students that are not currently EOPS/CARE students are sent a letter encouraging them to apply for the programs.

The team recommends that the Vice President of College Services and the Associate Dean – EOPS/CARE Director ensure that classes offered by EOPS counselors as part of their EOPS counseling load be limited to EOPS eligible students only or that the college offer these classes as an overload assignment utilizing district resources to compensate EOPS counselors if the class will gain FTES for state apportionment.

The District has set up an account to compensate counselors for teaching St. Dev. 100 classes as part of their EOPS counseling load.

The team recommends that the Associate Dean – EOPS/CARE Director and EOPS counseling staff review the Counseling and Advisement component of the Title 5Guidelines and establish

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office policies and procedures to promote adherence to this regulation. The team also recommends that the EOPS program utilize a method other than the college’s early alert system for obtaining information for the mid-term academic progress so that all EOPS students are served equally.

EOPS continues to use the college’s early alert system for obtaining information about mid-term academic progress. Students that drop below 12 units or are on academic/progress probation are required to submit progress reports from their instructors.

The team recommends that the Associate Dean – EOPS/CARE Director review Title 5 guidelines regarding award procedures to ensure that grants are awarded as required and such that: (1) Awards are distributed as evenly as possible between dependent and independent students and (2) Priority of awards is given to dependent or independent students having the lowest family or personal incomes, respectively and that grants are disbursed to each student equally among terms in the college academic year.

Grant awards are distributed evenly to all eligible EOPS students.

The team recommends that the Associate Dean of EOPS/CARE Director conduct all intake and eligibility procedures and provide all services to CARE students as specified in CARE guidelines. The team also recommends that the EOPS/CARE program expand outreach and recruitment activities for potential CARE students and establish a survey to determine the changing needs of CARE students in regards to the variety of workshops that are geared for single parents.

A workshop presented by the Harriett Buhai Center on CalWORKS, child support, domestic violence and child custody was conducted in Fall 2006. There were no workshops in Spring 2007 because of the horrific parking arrangement due to construction. Further recruitment efforts include a letter that was sent to every full-time student receiving CalWORKs and a BOG “A” to contact the EOPS office about possible eligibility for the program.

DSP&S

Number of staff: One full-time Coordinator/Associate Dean, two contract counselors, one adjunct counselor, two contract Learning Disabilities Specialists, two adjunct Learning Disabilities Specialists, one and a half contract Adapted Physical Education Specialists, two and a half High Tech Center Specialists, one Interpreter Coordinator, one Realtime Captionist, one Student Services Technician, one Student Services Assistant, three Instructional Lab Technicians, one Alternate Media Specialist, one Program Assistant, one and a half Instructional Aides, one and a half Job Developers.

Number of DSP&S students served in 2006-2007: 1050

DSP&S programs are essentially housed in six locations on campus:

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Center for Students with Disabilities is located in SR 208. This Center provides administration and specialized counseling services.

High Tech Center is located in SG 108. This Center provides services requiring adapted technologies and special adapted computer classes.

Instructional Assistance Center is located in SG 112. This Center provides specialized tutoring, learning disabilities assessment and test proctoring.

Adapted Physical Education Specialists’ offices are located SN-100. Alternate Media Services is currently located in CR 141 but will be moving to

O&M before the end of the calendar year. WAIII is currently located in LB 124B.

Progress made toward recommendations from the last categorical review (May, 2003):

Leadership/Administration Compliance IssuesAn approved policy and accompanying procedures for institutional compliance with information access requirements is lacking.

Board Policy 2241, Section 508 Standards for Electronics and Information Technology Accessibility, was adopted 03/20/06.

An approved policy and accompanying procedures for suspension and termination of DSP&S services is needed.

Board Policy 5119.2, Suspension or Termination of Services Provided by Disabled Student Programs & Services (DSP&S), was adopted 07/17/06.

Program/Services Compliance Issues

DSP&S needs to institute a service contact records system that eliminates multiple counts for a single contact that contribute to inflated student counts.

Students now log their individual contacts into a contact tracking system in the High Tech and Instructional Assistance Centers. The SARS program tracks contacts in the Center for Students with Disabilities.

DSP&S needs to undertake a systematic appraisal of its entire record system, reviewing each of the student files to ensure that: a) each student’s disability is verified, b) the educational impact of the disability is specified, c) services provided are directly related to an identified educational limitation, and d) the appropriate information appears in each student’s SEC. All student files should be in the same type of folder with no obvious difference between files of students with different disabilities.

The student file system has been completely revamped. Student files are now organized with dividers that make it easier to find the requested information. Previously, file labels were color coded by disability; that practice has been discontinued. CSD staff has been

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in-serviced in file management procedures. New Student Education Contracts were developed to capture required information and put in place June 2003.

Facilities/Physical Plant Compliance Issues

If transportation services are offered to some students with disabilities, this service must be equally accessible to students with disabilities who require the service.

Tram service is available from 6:30 a.m. to 10:30 p.m. Monday through Thursday and 6:30 a.m. to 5:00 p.m. Friday. Trams circulate in the upper parking lots 15 minutes prior to the hour and 15 minutes after the hour. Students may also request tram service at any time from any campus location. Tram drivers carry radios and can be dispatched from the Center for Students with Disabilities or the College Police Station.

Leadership/Administrative Recommendations

Appoint an ADA/504 Coordinator who is not also responsible for services to students with disabilities

Since 2003, the Vice President of Student Services serves as the ADA/504 Coordinator.

Revitalize and involve the DSP&S Advisory Committee in issues that effect services to students with disabilities.

From the interaction with the DSP&S Advisory Committee, the Center for Students with Disabilities has developed a transition process for high school students that includes three opportunities for parents and prospective students to visit the college. The DSP&S faculty also provide transition training for high school teachers new to the local districts. The Advisory Committee provided the segue for the program’s involvement in Workability III.

Change the reporting relationship of the Alternate Media Specialist to report directly to the DSP&S Associate Dean.

Since 2003, the Alternate Media Specialist has reported to the DSP&S Associate Dean.

Plan for the potential significant increases in students with hearing impairments and the subsequent demand for interpreting services.

With Basic Skills dollars, the Multi Disciplinary Deaf Studies Project was initiated during the summer, 2007. This is a three year, multi-disciplinary program that has been constructed to offer deaf students the opportunity to enroll in specialized English classes with teachers and tutors who are fluent in American Sign Language. Six new English classes are being offered during the Fall 2007 semester plus one basic math class that is taught by a deaf professor.

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The Deaf/Hard of Hearing funds that were allocated last year has allowed the program to maintain interpreting and real time captioning services without adverse impact on the other service areas.

Program/Services Recommendations

Develop a system of file organization and management, preferably electronic, which includes narrative contact notes in the files and a file tracking system.

A new system of file organization has been implemented. An electronic system, “Internal Notes”, to record contacts notes is also now in place. Files are now scanned and maintained electronically.

Review program procedures and practices to be congruent with the self-advocacy skills being taught in the Student Development 104 course.

Student Development 104 is no longer being offered. Instead self-advocacy skills are taught during counseling sessions and in the Instructional Assistance and High Tech Centers during appointments with specialists.

Review program procedures and practices for test-taking accommodations.

Test taking accommodation procedures are under regular review.

Update the faculty handbook and make available on-line, explore new and creative approaches and topics for faculty training.

The faculty handbook has been updated and is available on line. Faculty training modules are also available on line and eligible for staff development credit.

Make the handbook for students with disabilities available on-line.

The handbook for students with disabilities is available on-line.

Cross-reference special classes in College catalog and ensure that all classes are listed.

Special classes are not cross-referenced in the College catalog.

Facilities/Physical Plant Recommendations

Add signage indicating accessible and inaccessible routes around the campus and locations of DSP&S offices and services.

The college has agreed to place signage on campus indicating accessible routes. It is in negotiation at this time with a signage company.

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Install accessible, TTY-equipped public and emergency telephones at the public/paratransit system bus stop.

Telephones have been installed at the public transit bus stop. Accessible emergency phones have been installed on campus and in the new parking structure.

House all DSP&S program components together in the Student Services building with ample space for provision of comprehensive services.

The plans for the Student Services/Lab building are being finalized now. It is still unclear as to where the Instructional Assistance Center and High Tech Center will be housed or if having all DSP&S program components in one location is an appropriate fit for this campus.

Provide lowered counter for student access at Admissions and Records Office.

The counter has not been lowered in the Admissions and Records Office. A lowered counter will be part of the Admissions and Records Office in the new Student Services/Lab building.

Develop a more comprehensive and detailed emergency evacuation plan for students with disabilities.

A comprehensive emergency evacuation plan has been funded by the Administration and is currently being developed. Two DSP&S faculty members sit on the Safety Committee that is responsible for developing the plan.

CalWORKs/TANF

Number of Staff: Associate Vice President of Continuing and Community Education, the CalWORKs, Associate Dean of Continuing and Community Education (25% CalWORKs/TANF funding), Assistant Director, Grant Accounting Specialist (26% CalWORKs/TANF funding), two Senior Student Service Technicians, one Student Service Technician, two Student Services Assistants, and one Student Support Technician. Student workers are hired as needed.

Students: The California Community Colleges Chancellor’s Office identified 1,100 students in 2006-2007.

CalWORKs offices are housed on the main and Garfield campuses. San Fernando Complex Room 114 Top floor Garfield Campus

Progress made toward recommendations from the last categorical review.

There was no previous categorical site visit conducted.

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A State Audit reported on June 30, 2006 that proper eligibility documentation was not obtained.

A response submitted on December 15, 2006, referenced the fact that documentation was generated in a manner agreed upon by the CalWORKs office and the local Welfare department, consistent with Chancellor’s Office requirements.

Additionally, an independent “Data Validation Site Visit”of the CalWORKs program was conducted by CalWORKs office staff from the Chancellor’s Office on April 17, 2007.

Recommendations were made to develop a case management system that would document contacts and services more effectively. Subsequent to that visit, a filing system that separates activities and services was completed.

Student’s files have various sections to document and access information more efficiently.

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II. College-wide Student Services Integration and Coordination

A. How these four categorical programs work with each other and with other student services programs.

The Matriculation Coordinator is the Dean of Student Services. The associate deans of EOPS/CARE, CalWORKs, non-credit matriculation, and the Center for Students with Disabilities are members of the Matriculation Advisory Committee. All categorical programs also collaborate at our Student Services Cabinet meetings on Tuesday each week regarding program activities (see minutes) and in several shared governance committees. The Dean of Student Services always coordinates with the other categorical programs when mailing matriculation materials to students to remind them to complete orientation and to make counseling appointments to complete student educational plans (SEPs). The Dean of Student Services, Matriculation Coordinator does the same for students on academic and progress probation, and the associate deans for the categorical programs send notifications to their students to do these activities.

All categorical programs provide the following matriculation services: Equal access to all students; Alternative orientation services for their respective populations (e.g., EOPS) eligible

students that may include referrals to counseling faculty and staff fluent in languages other than English and topic specific student development classes;

Computer-administered testing of a fixed assessment in a standardized format to all students;

Modified or alternative assessment services for ethnic and language minority students (supplemental assessments will be considered when deemed appropriate by specialist);

Coordinate the counseling and matriculation services among the programs of Student Services and the general student population; and

Multi-lingual professional and support staff to assist ethnic and language students with follow-up activities and services such as interpreting assessments, career counseling, job search and early alert notifications.

The Dean of Student Services when implementing the SARS Grid appointment system also collaborated with the categorical programs by including their programs in the purchase and installation of the software. The same holds true with other software products such as Eureka and Discover and the student educational plan. The associate deans of EOPS/CARE and CSD participated in the development of the functional requirements for the Student Information Kiosks. They jointly planned the caseload system of counseling, and planned and implemented evening child care together and many other programs.

EOPS/CARE, CalWORKs, and CSD have many collaborative services with various college departments to deliver quality services to its students. Through the Bookstore, the book voucher purchases are given a discount at the end of each semester. This allows for funding of additional students. Book vouchers are processed at a special register which allows for faster service.

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All CARE students are referred to open a file and get a better understanding of the benefits that are available to them. Articles are written for our “Directions” news bulletin that gives students updates about CalWORKs regulations and requirements.

Instructionally, each semester EOPS students that are enrolled in Student Development 100 & 125 classes are able to take career interest inventories and study skills assessment with all fees being billed to the program. Career counselors make presentations to the 100 & 125 classes. CARE students are involved in career center workshops on various topics that are important for their educational success.

EOPS/CARE and CalWORKs programs work closely to ensure that CSD students are receiving the best possible services from both programs. CSD counselors are asked to verify, in writing, any request for a student to be enrolled in a reduced number of units. Each semester all categorical programs exchange student names in order to input correct MIS data.

EOPS/CARE and CSD counselors are allowed “view only” access to students’ financial aid status. This allows counselors to help students work through the financial aid process. “View only” also allows EOPS grants to never exceed a student’s unmet need amount. Lists of students that have qualified for BOG “A or B” are supplied to EOPS and letters are mailed to students that are not already part of the program. The EOPS Student Personnel worker is involved in FAFSA workshops that are co-presented by EOPS and the Financial Aid office. Students are encouraged to submit all FAFSA paperwork before the “priority” deadline that is established for the next academic year.

Additional hours of tutoring have been arranged for EOPS/CARE students that exceed the one hour per week that non-EOPS students receive. Finally, EOPS students are employed in the EOPS office working as student workers helping with daily tasks as assigned by front office staff and the Director.

B. How we work with instruction, MIS and research.

Institutional Research conducted two and three year studies on matriculation outcomes and continues to conduct all of the research needed for matriculation. The department also participates in the Matriculation Advisory Committee and continues to work closely on matters related to matriculation research. Each program has a programmer assigned to work on MIS data. For example, Nancy McLees is the programmer assigned to matriculation, and we have worked with her for over two and a half years to perfect the matriculation MIS reporting. Institutional Research works closely to discuss data related to success, access, enrollment or any issues that affect the service and the college. One example is the Early Alert program that communicates data obtained by the Institutional Research office and is distributed to the categorical programs for intervention of at risk students.

The categorical programs also served on the Academic Affairs Committee for years and have brought matriculation information to those meetings. The categorical programs work with division chairs on matters related to prerequisites and other counseling issues. Two examples of collaborative projects with instruction include the paired class offerings we have with SD 101

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and English 120, as well as, the Universal Design program and the Title V learning communities program. Ideas in reference to class offerings, enrollment numbers, and generalized enrollment management are reviewed with the office personnel. Starting the Fall 2007, the college now has combined Instruction/Student Service meetings once a month to address global issues.

The Management Information Systems has worked very closely with the CalWORKs office to organize a new way of obtaining data as a result of data element changes requested by the Chancellor’s Office. A revision of the programs was made with close collaboration between the school’s MIS and the CalWORKs offices to make sure all reporting requirements were going to be met. Ongoing meetings, attending seminars together, and individual consultations have continued between the CalWORKs office and MIS personnel to meet the added requirements and changes.

C. How are these programs integrated with student equity planning and other strategic planning initiatives of the college.

At Glendale Community College (GCC) 55 percent of the student population is from historically underrepresented groups. The college's Student Equity Plan (SEP) has the goals of maintaining and enhancing equity in access and success; conducting research to evaluate student access and success; and promoting faculty and staff commitment to serving a multicultural community with up-to-date technology (abstract of the 1994 Student Equity Plan). There was representation of the committee that developed goals and activities for the Student Equity Plan. There is sufficient categorical program representation of the Program Review, Assessment, Student Affairs, Outreach/Recruitment, Matriculation, CSD, and Fees/Tuition committees. Departments also participate in the development, implementation, and evaluation of the Strategic and Educational Master plans.

D. How effective the programs are in enabling success for under-prepared and underrepresented students

Each semester, the categorical programs work with Research & Planning (R&P) to produce a report that addresses students served, ethnicity, semester units attempted & earned, semester & cumulative GPA, and persistence rate from semester to semester. From this data decisions are made about the type of interventions, program procedures, and kinds of additional “over & above” services offered to students, evaluation of current projects and needs for staff development.

DSP&S students (based on R&P numbers) have lower probation rates DSP&S students (based on R&P numbers) have lower dismissal rates The MIS data from the Chancellor’s Office paints a dismal picture of DSP&S students

The programs below have established many services and collaborative programs to engender student success for under-prepared and underrepresented students:

Credit matriculation works with the Elementary Algebra Project collaborating with the math division to help students succeed in basic skills math by doing class presentations,

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making individual folders for students regarding goals, making counseling appointments for students to complete student educational plans.

A number of services are offered to underrepresented students through the Transfer Center.

Counselors sponsor clubs for Filipino, Persian and Latino students. They have activities to help students learn leadership skills and define goals.

The Center for Students with Disabilities (CSD) works with the English Department in establishing a pilot instructional cluster utilizing a Universal Learning Design model.

E. How the program directors/coordinators and the business office work together to monitor allowable expenditures and reconcile fiscal reporting.

The deans/associate deans of the categorical programs develop the program budget based on goals of the program plan. Categorical administrators meet with Ron Nakasone, Controller, on a regular basis to set up and reconcile the categorical budgets. All programs work with the college’s business office in all facets of organizing a budget proposal, submitting a final budget, reporting mid-year allocations, requesting additional funds, requesting budget transfers, submitting work orders, completing year-end reports, and reconciling final budget reports. The categorical programs use the final budget reports from the District’s Oracle accounting system to complete the year end reports. Discussions are held with the Vice President of Student Services and documents are submitted to the Board of Trustees, as part of the yearly budget process. Additionally, the departments prepare documentation for special audits, reviews, and revisions.

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III. Program-Specific Self-Evaluation

A. MIS Data Reporting

MATRICULATION

1. How is the categorical program director involved in the review of MIS data before it is submitted to the State Chancellor’s Office?

The Matriculation coordinator has not been involved in the review of the MIS data before it is submitted to the Chancellor’s Office.

However, the IT Department sends a summary of the total number of students served each term.

The Matriculation coordinator periodically reviews the statistics in the Data Mart for accuracy and requests MIS data reports from the campus research and planning office.

2. Does the data appear to be accurate? Do the numbers of students in the MIS report match your program records?

Most of the data for the 2005-2006 year appears to be accurate except for the counseling component which only tracks counseling appointment contacts and not other counseling contacts with students such as drop-in advisement.

We are still refining tracking and collection of student contacts for all counseling services in various areas of the campus.

3. If the data does not appear to be accurate, identify the problem. Document the process used to identify the problem.

As indicated above the one element that is not counted in the data is all of the drop-in counseling contacts.

The counseling service during the summer is primarily delivered in this mode due to the high demand for services.

NON-CREDIT MATRICULATON


Non-Credit matriculation staff has been functioning without complete analysis of MIS data prior to its submission to the System Office.

Non-Credit student identification numbers were generated for the first time with online registration which began in the 2007 summer session.

A mechanism still needs to be generated to recognize identification numbers when students matriculate from Non-Credit to credit programs.

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Prior to online registration, demographic data was the primary information pulled from the registration form which provided limited data tracking for progress, academic success, and matriculation services.


Without student identification numbers, data has not been generated in a manner that is consistent with sending it to the System Office.

This is an area that can now be addressed and developed with coordination between Non-Credit matriculation and MIS staff since the generation of identification numbers in the summer 2007 session.


Now that online registration exists and Non-Credit student identification numbers are generated, it is feasible for MIS and matriculation staff to develop a more accurate reporting system for the Non-Credit program.

It is suggested that the program be similar to the credit matriculation data base system, with appropriate adjustments.

We are working closely with MIS to identify a means to track Non-Credit students who matriculate to the credit program.

EOPS/CARE


The director reviews reports for each program and has an opportunity to make corrections before a final report is submitted.


Yes, the data appears to be somewhat accurate. The Systems Office MIS report shows ninety-five more EOPS students than what is on the GCC’s MIS Data Element report. There are no numbers in either report that are the same.


The EOPS Director will meet with Information Technology and Research and Planning to determine why the numbers are not exactly the same. The actual names and ID#s of students will be sent to EOPS before any data is submitted to the Systems Office.

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After names and ID#’s are supplied a careful comparison will be done to make sure that only students that are being served by EOPS/CARE are being reported.

DSP&S

1. How is the categorical program director involved in the review of MIS data before it is submitted to the State chancellor’s Office?

The DSP&S Coordinator maintains records of student contact through a college-grown MIS tracking program. The Coordinator checks the accuracy of the data at the end of each term. As well, the final unduplicated count of students is reviewed before the final submission to the Chancellor’s Office.


The data is not completely accurate.


The DSP&S Coordinator is working with Research and Planning to identify the problems.

CalWORKs/CARE


The CalWORKs program director has oversight of all of the CalWORKs MIS student data that is inputted and compiled on an ongoing basis. The Information and Technology department gathers and prepares the data and reports to the Chancellor’s Office.


The CalWORKs data reported to the Chancellor’s Office was inconsistent with other reporting mechanisms in the past. However, with new guidelines and updated reporting data elements, the numbers have been accurate, matching program records.

3. If the data does not appear to be accurate, identify the problem Document the process used to identify the problem.

We have worked closely with our Information and Technology department to assure that MIS reporting is accurate and consistent. We are confident in the numbers that are being reported.

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B. Access

MATRICULATION

1. How does the program compare with the college total demographic data?

The program data appears to be well below the number of students receiving matriculation services. When the data was received from the chancellor's office the matriculation program director and the director of institutional research met to discuss the data. The director of institutional research wrote to the chancellor's office to inquire as to how the data was compiled. To date we have not received an answer. As shown the data does not compare favorably with the total college numbers. The total student numbers appear to include students exempted from matriculation services. This is another problem in analyzing the data. The question posed regarding the data is if all students receiving some type of matriculation service are included in the number presented in the chart or does the number 1,987 represent students who received a combination of matriculation services. We are awaiting clarification.

Table IV. Access: Comparison of All Students and Matriculation Program ParticipantsAll Students % of all Students Matriculation % Matriculation

Total Students 36,868 3.7 1,987GENDER

Female 22,070 5.1 1,245 62.7Male 13,884 1.5 732 36.8

Unknown 914 1.6 10 0.5AGE GROUP

<20 6,876 0.1 862 43.420 - 24 9,210 0.5 680 34.225 – 29 3,950 2.8 146 7.330 – 34 2,936 7.3 77 3.935 – 39 2.691 12.7 85 4.340 – 49 4,022 12.4 91 4.6

50 + 4,744 2.2 46 2.3Unknown 2,439 0 0.0

RACE/ETHNICITYAfrican American 875 2.1 32 1.6

Asian 4,424 .06 233 11.7Filipino 1,840 0.4 122 6.1Hispanic 9,173 1.1 441 22.2

Native American 123 4.9 6 0.3Other Non-White 324 1.2 14 0.7Pacific Islander 146 0.7 8 0.4

White 18,115 6.4 1,104 55.6Unknown 1,848 0.8 27 1.4

DISABILITY

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Primary Disability 1,056 2.5 76 3.8Secondary Disability 51 2.0 3 0.2

Dept. of Rehab 180 1.7 11 0.6

2. Describe the areas where you have concerns about access.

The primary difficulty with access to matriculation services is that the services are offered in different buildings around the campus. This situation will be remedied with the construction of the new Student Services/Lab Building.

3. Please describe any plans in place for improving access.

Planning is well underway for the new Student Services Building.

4. What programs and services do you feel specifically contribute to student access at your college? Why?

We have a large full-time counseling staff and have a number of adjunct counselors to provide academic advisement, career and personal counseling. Counseling services are very accessible to students. Also, a great deal of outreach and notifications are sent to students to encourage them to take advantage of the services offered. The newest service is the SARS.CALL telephone notification system.

Orientation is offered on-line in four different languages.



Current data shows that attendance of Non-Credit: The gender breakdown of males is 29% and females is 71% versus male

attendance in credit classes is 42% and 58% is female.o The percentage of Non-Credit women outnumbers the percentage of men

substantially. The ethnic breakdown is relatively the same in both Non-Credit and credit

programs. o Current data shows the Non-Credit ethnicity as follows: 36% Armenian;

22% Latino; 17% Anglo; and 9% Asian/Pacific Islander. The percentages for the credit programs are: 35% Armenian; 25% Latino; 15% Anglo; and 11% Asian/Pacific Islander.

There is general demographic data for Non-Credit students with comparisons to success or declared majors.

Non-Credit students are not eligible for financial aid, including Pell or BOG. Although there is no clear data on Non-Credit, we offer a large number of ESL classes to

service our immigrant population, and our English Language Learners.


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Some materials are translated to the various languages, primarily Armenian and Spanish. However, there is a need to translate material into various languages. There are several

staff, academic and classified, who speak the languages of our students. We are in the process of translating the student handbook and other materials into one or

more languages to communicate with our students as well as market our programs and services.


Marketing for Continuing and Community Education programs occurs in a variety of ways, including annual student handbooks, flyers distributed to our community partners, and mass mailings to local neighborhoods where students from those areas are already attending classes.


The program director, the two full-time academic counselors, and the mental health counselor deliver presentations to students in the classrooms using the student handbook.

The presentations include information about the programs and services offered through the Non-Credit program, and covers transferring to the credit program. The counseling orientation presentations specifically contribute to student access by providing up-to-date information and generating interest in the college.

EOPS/CARE


Table V. Access: Comparison of all Students and EOP&S/CARE Program ParticipantsAll

Students% of all Students

EOPS (Non-

CARE)

% of EOPS (Non-

CARE)CARE

% of CARE

GENERAL DATATotal Students 36,868 6.4 2,366 6.4 35 0.1

ACCESSGENDER

Female 22,070 7.47 1,636 69.1 35 100.0Male 13,884 5.2 720 30.4 0 0

Unknown 914 1.1 10 0.4 0 0

AGE GROUP<20 6,876 8.8 605 8.8 2 5.7

20 - 24 9,210 8.3 765 8.3 0 025 – 29 3,950 4.3 170 4.3 3 8.630 – 34 2,936 5.2 152 5.2 2 5.7

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35 – 39 2,691 7.9 213 7.9 11 31.440 – 49 4,022 8.2 330 8.2 16 45.7

50 + 4,744 2.8 131 2.8 1 2.9Unknown 2,439 0.0 0 0 0 0

RACE/ETHNICITYAfrican American 875 3.5 31 1.3 3 8.6

Asian 4,424 2.7 121 5.1 0 0Filipino 1,840 1.7 32 1.4 0 0Hispanic 9,173 3.0 278 11.7 6 17.1

Native American 123 4.9 6 0.3 0 0Other Non-White 324 4.0 13 0.5 0 0Pacific Islander 146 1.4 2 0.1 0 0

White 18,115 10.3 1,861 78.7 26 74.3Unknown 1,848 1.2 22 0.9 0 0

DISABILITYPrimary Disability 1,056 6.9 73 3.1 4 11.4

Secondary Disability 51 7.8 4 0.2 0 0Dept. of Rehabilitation 180 2.2 4 0.2 1 2.9

FINANCIAL AIDNot Received 28,356 0.5 142 6.0 1 2.9

Received 9,286 24.0 2,224 94.0 34 97.1 BOG Waiver 9,206 24.0 2,214 93.6 34 97.1

Pell Grant 4,452 42.6 1,895 80.1 32 91.4 Other 2,869 56.2 1,613 68.2 30 85.7


The following areas present access challenges: The number of male students. The percentage of Hispanic, Asian, and African American students. The number of 25 – 39 year old participants. Both percentages of Pell and BOG should be at 100%, especially BOG waivers. The percentage of students that successfully complete their classes. The number of CSD students that participate in EOPS.


Make classroom, student clubs, and high school presentations to groups that have a larger than average representation of males.

Make presentations to classes, student clubs, high school classrooms, and community organizations that have a large percentage of a particular ethnic group.

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Target marketing and program publications toward the working adult. Making sure that the students have all the relevant information about the successes of the EOPS program.

Develop Pell application workshops to increase the number of students that complete the process.

Coordinate with the Learning Resource Center and ESL division about methods to improve students’ successful completion of ESL classes.

Provide the CSD department with updates and statistics about the success of CSD students that participate in the EOPS/CARE program. Make appropriate referrals to CSD of current EOPS/CARE students that would benefit from the additional services provided by CSD.


The entire GCC campus community is involved in student success. All programs, departments, and divisions of student services, instructional services, and administrative services participate in the development, implementation, and evaluation of the Strategic and Educational Master Plans. Program Review and Student Learning Outcomes are all integrated and coordinated with both documents.

DSP&S

1. How does the program compare with the total college demographic data?

Table VI shows that the gender distribution of students is approximately equal. The majority of students are under 29 years of age, and half of our students are receiving BOGs.

Table VI. Access: Comparison of all Students DSP&S Program ParticipantsAll

Students% of all Students DSP&S

% of DSP&S

GENERAL DATATotal Students 36,868 2.2 845 80

ACCESSGENDER

Female 22,070 2.6 575 54.5Male 13,884 3.4 472 44.7

Unknown 914 1.0 9 0.9AGE GROUP

<20 6,876 3.0 206 19.520 - 24 9,210 3.1 282 26.725 – 29 3,950 2.6 101 9.630 – 34 2,936 2.9 86 8.135 – 39 2,691 2.3 61 5.840 – 49 4,022 3.3 134 12.7

50 + 4,744 3.9 184 17.4

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Unknown 2,439 0.2 2RACE/ETHNICITY

African American 875 6.5 57 5.4Asian 4,424 1.7 73 7.2

Filipino 1,840 1.4 25 2.4Hispanic 9,173 3.2 297 28.1

Native American 123 3.2 13 10.6Other Non-White 324 3.4 11 1.0Pacific Islander 146 4.8 7 0.7

White 18,115 3.0 539 51.0Unknown 1,848 1.7 31 2.9

DISABILITYPrimary Disability 1,056 100 1,056 100

Secondary Disability 51 100 51 4.8Dept. of Rehab 180 100 180 17

FINANCIAL AIDNot Received 28,356 1.8 520 49.2

Received 9,286 5.8 536 50.8 BOG Waiver 9,206 5.8 532 50.4

Pell Grant 4,452 5.4 241 5.4 Other 2,869 4.9 140 13.3


With the development of a new college website and on-line orientation process, access is of continual concern. CSD has reviewed the website and orientation programs at other colleges created by the same companies. Students with visual impairments have also tried to navigate these sites. Concerns and needs have been communicated to the companies who will be producing these sites for the college.

Throughout the college, 10 percent of all computer workstations are accessible. Access to non-credit students at the Garfield campus is an on-going concern.


CSD plans to improve access for students with disabilities at the Garfield Campus. Discussions are beginning about housing a learning specialist there.

CSD is represented on major governance committees. That commitment is on-going. Outreach efforts increased this year over last year. Those efforts will be on-going.


Campus liaison may be the most vital service we provide students. The faculty and staff work closely with the mainstream instructors to prepare and assist them to better

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understand and work with our students. Due to these efforts our students persist and succeed at about the same rate as students without disabilities.

CalWORKs

1. How does the program compare with the total college demographic data?

Table VII outlines the demographic information available and reported in the 2005 CalWORKs Program Review (Research and Planning) which identifies serving higher numbers of Caucasian Armenians, a higher age group within 31-50 years, and more females than the college as a whole. The CalWORKs office also reports fewer Filipinos, fewer students under 21, and 21-25, with fewer male students.

Table VII. Access: Comparison of All Students and CalWORKs Participants

All Students% of

Students CalWORKs% of

CalWORKs% of all

GENERAL DATA Total Students 36,868 1,349 3.7

ACCESSGENDER

Female 22,070 59.9 1,127 83.5 5.1 Male 13,884 37.7 207 15.3 1.5

Unknown 914 2.5 15 1.1 1.6AGE GROUP

< 20 6,876 18.7 4 0.3 0.1 20 - 24 9,210 25.0 44 3.3 0.5 25 - 29 3,950 10.7 112 8.3 2.8 30 - 34 2,936 8.0 214 15.9 7.3 35 - 39 2,691 7.3 342 25.4 12.7 40 - 49 4,022 10.9 500 37.1 12.4

50 + 4,744 12.9 105 7.8 2.2 Unknown 2,439 6.6 28 2.1

RACE/ETHNICITY African-American 875 2.4 18 1.3 2.1

Asian 4,424 12.0 28 2.1 0.6 Filipino 1,840 5.0 8 0.6 0.4 Hispanic 9,173 24.9 102 7.6 1.1

Native American 123 0.3 6 0.4 4.9 Other Non-White 324 0.9 4 0.3 1.2 Pacific Islander 146 0.4 1 0.1 0.7

White 18,115 49.1 1,167 86.5 6.4 Unknown 1,848 5.0 15 1.1 0.8DISABILITY

Primary Disability 1,056 2.9 26 1.9 2.5 Secondary Disability 51 0.1 1 0.1 2.0

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Dept. of Rehab 180 0.5 3 0.2 1.7


There are no major concerns.


The CalWORKs office continues to keep abreast of any changes in policy, immigration trends, and college trends that may effect the population we serve.


The case management services specifically contribute to student access by coordinating appropriate welfare services for the students as they attend classes.

The CalWORKs Work-Study program allows them to integrate into a work system while attending class.

The Work-Study program has traditionally serviced between 170 and 190 students annually.

C. Progress

MATRICULATION

1. How well do the students served by your program perform compared to the total college population?

In the appendix of this report the most recent matriculation outcomes study performed by the director of institutional research is attached. The study is based on Design I of the Matriculation Local Research Options Project from 1989. The study showed that students receiving orientation, assessment and counseling services which included the development of a student educational plan were more successful on measures of persistence and retention than students not receiving those services.

Table VIII. Progress Comparison of All Students and Matriculation Program ParticipantsAll

Students% of all students

Matriculation % of Matriculation

GENERAL DATATotal Students 36,868 3.7 1,987PROGRESS

PERSISTENCE Enrolled in Fall 21,493 4.9 1,795 90.3

Persisted to Spring 12,385 6.5 1,612 81.1

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COURSE COMPLETIONDEGREE APPLICABLE

Attempted 83,825 4.7 13,819Successful 58,436 5.7 10,508

BASIC SKILLSESL

Attempted 1,666 29.2 227Successful 1,219 32.2 192ENGLISHAttempted 1,411 6.8 273Successful 917 9.1 208

MATHAttempted 741 9.6 167Successful 430 15.3 108

2. Describe areas where you have concern about student progress.

For the last four years we have embarked on a project to assist students enrolled in elementary algebra to persist and succeed in mathematics. Completion of a transferable mathematics course in a timely manner has been of concern. This project described elsewhere in this report encourages students to complete a student educational plan, receive career counseling and persist in mathematics. We are currently tracking the progress of these students participating in the project.

3. What programs and services do you feel specifically contribute to the progress of students at your college? Why?

The number of Student Development course offerings. The accessibility of counseling, orientation and assessment services. Paired class cohort programs. Student Development 101 and 125 are paired with

academic classes. Online services for admissions and registration and orientation. Frequent notifications to students to participate in matriculation services.


Data for Non-Credit matriculation is not available.EOPS/CARE


Table IX describes the progress rates for EOPS students compared to the general student population:

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Degree Applicable – EOPS & CARE success rates were higher than the general college population with 77.6% and 71.7% vs. 69.7%, respectively.

Basic Skills/ESL – EOPS & CARE success rates were higher than the general college population with 79.9% and 72.7% vs. 73.1%, respectively.

Basic Skills/English – EOPS & CARE success rates were higher than the general college population with 79.2% and 85.7% vs. 64.9%, respectively.

Basic Skills/Math – EOPS & CARE success rates were higher than the general college population with 75.4% and 100% vs. 58%, respectively.

Persistence – EOPS & CARE persistence rates were higher than the general college population with 75.5% & 77.1% vs. 57.6%, respectively.

When compared with the general college population EOPS/CARE students have a lower progress success rate but when compared with the other students in the programs the percentages improve greatly.

Degree applicable – 77.6% & 71.7%; Basic skills/ESL – 79.9% & 70.7%; Basic skills/ English – 79.2% & 85.7%; Basic skills/Math – 75.4% & 100%.

Table IX. Progress Comparison of All Students and EOPS/CARE Program ParticipantsAll


EOPS (Non-CARE)

% of EOPS (Non-CARE)

CARE % of CARE

GENERAL DATATotal Students 21,804 2,366 35PROGRESS

PERSISTENCEEnrolled in Fall 21,493 98.5 2,045 86.4 30 85.7

Persisted to Spring 12,385 57.6 1,787 75.5 27 77.1COURSE

COMPLETIONDEGREE

APPLICABLEAttempted 83,825 14,428 223Successful 58,436 69.7 11,210 77.6 160 71.7

BASIC SKILLSESL

Attempted 1,666 886 11Successful 1,219 73.1 708 79.9 8 72.7

ENGLISHAttempted 1,411 275 7Successful 917 64.9 218 79.2 6 85.7

MATHAttempted 741 204 2Successful 430 58.0 154 75.4 2 100


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Concern: Implementation of services that will help students improve their success rates in these basic skills areas in comparison to the general college population.


The entire GCC campus community is involved in student success. All programs, departments, and divisions of student services, instructional services, and administrative services participate in the development, implementation, and evaluation of the Strategic and Educational Master Plans. Program Review and Student Learning Outcomes are all integrated and coordinated with both documents. Numerous state and federal grants have been awarded to GCC which address student academic success. Currently EOPS students are members of the following grant funded programs: Achieving College Excellence (ACE); Math and Science Transfer Excellence & Retention (MASTER Program); and the English Package. Students benefit from individualized attention, interesting interconnected topics, available technological support, career exploration and study skills development.

DSP&S


Table X. Progress Comparison of All Students and DSP&S Program ParticipantsAll

Students% of All Students

DSP&S % of DSP&S

GENERAL DATATotal Students 21,804 3.9 845 80PROGRESS

PERSISTENCEEnrolled in Fall 21,493 3.3 712 67.4

Persisted to Spring 12,385 4.5 553 52.4COURSE

COMPLETIONDEGREE APPLICABLE

Attempted 83,825 4.1 3,400Successful 58,436 4.0 2,335 68.7

BASIC SKILLSESL

Attempted 1,666 4.7 79Successful 1,219 3.7 45 57.0

ENGLISHAttempted 1,411 282Successful 917 176 62.4

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MATHAttempted 741 12.7 94Successful 430 11.9 51 54.2


Completion of math requirements is a documented struggle for both students with disabilities and the non-disabled students.


The specialized tutorial services provide disability-specific interventions to students enrolled in math and English classes.

Alternative forms of text to students with print impairments are vital to their success.

CalWORKs


Table XI examines the persistence rates for CalWORKs students with 76.5% of who enrolled in fall persisted to spring. The course completion rates for degree applicable units and course completion rates for basic skills classes were all higher than the total of all students.

Table XI. Progress: Comparison of All Students and CalWORKs ParticipantsAll

Students% of

Students CalWORKs % of CalWORKsGENERAL DATA Total Students 36,868 1,349

PROGRESSPERSISTENCE

Enrolled in Fall 21,493 1,053 Persisted to Spring 12,385 57.6 806 76.5

Fall to Fall COURSE COMPLETION

DEGREE APPLICABLE Attempted 83,825 3,971 Successful 58,436 69.7 3,326 83.8

BASIC SKILLS ESL

Attempted 1,666 486 Successful 1,219 73.2 393 80.9

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ENGLISH Attempted 1,411 96 Successful 917 64.9 83 86.4

MATH Attempted 741 71 Successful 430 58 66 92.9


Student progress does not seem to be a major concern.


We continue to provide case management to CalWORKs students to assist them towards successful completion.

An Early Alert program provides contact information to the office for outreach to at risk students.

Case management helped students to navigate through the Welfare system and the college system.

D. Success

MATRICULATION

1. How well do the program students perform compared to the total college population?

The program data in Table XII appears to be well below the number of students receiving matriculation services. When the data was received from the chancellor's office the matriculation program director and the director of institutional research met to discuss the data. The director of institutional research wrote to the chancellor's office to inquire as to how the data was compiled. To date we have not received an answer. As shown the data does not compare favorably with the total college numbers. The total student numbers appear to include students exempted from matriculation services. This is another problem in analyzing the data. The question posed regarding the data is if all students receiving some type of matriculation service is included in the number presented in the chart or does the number 1,987 represent students who received a combination of matriculation services. We are awaiting clarification.

Table XII. Success Comparison of All Students and Matriculation Program ParticipantsAll


Matriculation % Matriculation

GENERAL DATA

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Total Students 36,868 3.7 1,987ACADEMIC

SUCCESSDegrees 540 7.0 47 2.4

Certificates 231 26.4 10 0.5Transfer Prepared 2,950 3.8 211 10.6Transfer Directed 3,484 1.4 449 22.6

Transferred 4 Year 34 0.0 0 0.0

2. Describe areas where you have concern about student success.

The primary difficulty with matriculation services is that the services are offered in different buildings around the campus. This situation will be remedied with the construction of the new Student Services/Lab Building.

3. What programs and services do you feel specifically contribute to the success of students at your college? Why?

The program director, the two full-time academic counselors, and the mental health counselor deliver presentations to students in the classrooms using the student handbook.

The presentations include information about the programs and services offered through the Non-Credit program, and covers transferring to the credit program. The counseling orientation presentations specifically contribute to student access by providing up-to-date information and generating interest in the college.



Data for Non-Credit matriculation is not available and comparisons referring to performance may not be measurable based on the varying philosophies of credit versus Non-Credit education.

EOPS/CARE


The data supplied by the Chancellor’s office does not match data received from GCC’s Research & Planning office. There needs to be a way to assure the information that colleges are receiving is correct and accurate.

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Table XIII. Success Comparison of All Students and EOPS/CARE Program ParticipantsAll


EOPS % of EOPS(Non-CARE)

CARE % of CARE

GENERAL DATATotal Students 21,804 2366 35ACADEMIC

SUCCESSDegrees 540 .02 92 3.9 0 0

Certificates 231 .01 59 2.5 3 1.3Transfer Prepared 2,950 13.5 409 17.3 3 0.1Transfer Directed 3,484 15.9 588 24.9 0 0

Transferred to 4 Year 34 0 1 0 0 0


EOPS program strategies need to be developed to increase the number of students that will receive their degree or certificate.

Strategies need to be developed to increase the number of CARE students that participate in the program and their successful completion of their degree or certificate.


As previously stated, the Glendale Community College faculty and staff contribute to the success of EOPS students. Our students actively engage in many other learning communities that promote their success.

DSP&S


The data provided by the Chancellor’s Office is inaccurate (Table XIV). Data from Research and Planning does not provide transfer and certificate numbers.

However, based on the numbers of students we see walk through graduation, these numbers are not accurate reflections of our success.

Also, the ratio of transfer directed, prepared, and transferred students is higher than students without disabilities.

Table XIV. Success Comparison of All Students and DSP&S Program ParticipantsAll


DSP&S % of DSP&S

GENERAL DATATotal Students 21,804 2.9 1,056 4.8

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ACADEMIC SUCCESSDegrees 636 5.0 22 2.4

Certificates 72 7.8 2 2.1Transfer Prepared 2,467 2.5 68 6.9Transfer Directed 2,961 1.9 60 6.1

Transferred to 4 Year 1,701 2.1 32 3.2


There are a significant number of students with disabilities who are unable to complete the degree requirements.

The number of earned Certificates reported here is grossly under-reported.


Disability-specific academic counseling assists students in making informed decisions about program requirements, class choices, and scheduling.

CalWORKs/TANF


As evidenced by the data in Table XV, CalWORKs students achieve more immediate goals in the form of certificates.

There are more students prepared for transfer than transfer directed.

Table XV. Success: Comparison of All Students and CalWORKs Participants

All Students% of

StudentsCal

WORKs% of

CalWORKsGENERAL DATA Total Students 36,868 1,349

ACADEMIC SUCCESS Degree 540 1.5 38 2.8

Certificate 231 0.6 61 4.5Transferred to 4-Year 34 0.1 0 0.0

Unduplicated Success Rate 0.0Transfer Directed 3,484 9.4 49 3.6

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Transfer Prepared 2,950 8.0 112 8.3


There are concerns as to how CalWORKs students are using their time for education and what information they are receiving regarding the allowable benefits.

CalWORKs students have a 60 month time limit on benefits and services for education. Recent legislative changes were being interpreted more rigorously by Welfare staff than

they were actually written. It is a challenge for the CalWORKs office to promote transfer and attainment of degrees,

instead of possibly settling for certificates.


Case management continues to be an important source of impact on the success of the CalWORKs students. They rely on case managers for their ancillary requests, to meet their financial obligations, and they rely on the advocacy that their case managers provide when working on their welfare issues.

E. Student Learning Outcomes

MATRICULATION

1. What are the SLOs for the program?

Admissions:

Students will understand how to complete an application for admission to the college.

Orientation:

Students completing an on-line orientation, orientation workshop, or a Student Development orientation class will demonstrate knowledge of college programs and procedures, services, financial aid, academic expectations, course scheduling, and the campus grounds and facilities.

Students completing an orientation will demonstrate an understanding of their rights and responsibilities.

Assessment:

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Students completing career assessments will demonstrate an understanding of their interests and educational goals.

Students completing study skills assessments will improve their study and learning skills. Students completing English, ESL, Mathematics and Chemistry assessments will have

knowledge of what courses are recommended for them to enroll in.

Counseling and Advisement:

Students attending counseling sessions will have increased knowledge of what courses to enroll in to match their educational goal.

Students attending counseling sessions will understand what support services are available to them.

Students attending counseling sessions will have an understanding of how to develop an education plan and define their educational goal.

Follow-Up:

Students with undeclared majors will understand what career services are available to them.

Students who are on probation will understand what counseling services are available to them to assist with academic difficulty.

Students enrolled in basic skills classes will understand what counseling services are available to them.

Students notified through the early alert system will understand what services are available to assist with their academic success.

2. What process was used (or plan to use) to develop these outcomes?

The current Matriculation Plan was used to develop the Student Learning Outcomes. SLO’s were written from the activities, goals and objectives outlined in the plan. The Student Learning Outcomes will be reviewed by the component managers and reviewed and approved at the Matriculation Advisory Committee at a regular meeting in the Spring.

3. What types of activities are you conducting in order to achieve these outcomes?

Numerous activities are offered to students to achieve the matriculation outcomes and are set forth in the Matriculation Plan attached to this document. Briefly, orientation workshops, classes and an on-line orientation are offered to support the orientation component outcomes. Admissions office staff assist students with completion of the college application. Career assessments are offered as part of Student Development classes and are available on an individual basis to students. Language, computational, and study skills assessments are available to students to determine skill levels. Counseling services are available to students for assistance with educational goal planning, development of a student educational plan, career development, and assistance

55

with academic difficulty. An early alert system is in place to provide information about available support services.

4. How are you assessing the achievement of the outcomes?

Thus far, two major matriculation outcome studies have been conducted to assess student outcomes with respect to G.P.A., persistence, course completion, course success rate, retention and unit completion. The matriculation staff is in the process of determining appropriate methods to assess individual student matriculation student learning outcomes.

5. How have you used the assessment information to improve the services?

When the assessment information becomes available it will be reviewed by the matriculation component managers and the Matriculation Advisory Committee for improvement of matriculation services.



Student learning outcomes for Non-Credit matriculation are still being developed. Working with other student services programs and credit Matriculation will assist in

developing the SLOs for Non-Credit matriculation.


The process consists of a combination of meetings and discussions to develop the outcomes with the assistance of an SLO team that is identifying SLOs college-wide.


Activities conducted to achieve outcomes are still being developed.


Assessment is still part of the process being developed and coordinated with the SLO team.


Assessment is still part of the process being developed and coordinated with the SLO team.

EOPS/CARE


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EOPS students will enroll in the appropriate classes for their educational goal as set forth by the preliminary SEP or study list.


Planning meetings were conducted with all Student Services managers using EOPS Implementing Guidelines and a template supplied by the Academic Senate.


EOPS counselors will be conducting workshops to inform and stress the importance of following the SEP or study list.


A random sample of 200 students from both Fall & Spring “06-07” will be used to determine whether the SLO has been achieved.


Assessment has not been completed as of Fall 2007.

DSP&S


Students with disabilities will be able to identify services available from the CSD and know how to access those resources.


A student survey will be distributed Spring 2008 to students coming to the CSD.


The survey required students to indicate their familiarity with accessing CSD services.


The information provided by the surveys will be tallied and sent to Research and Planning for analysis.


The information will be used to improve awareness and access to CSD services.

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CalWORKs/TANF


The CalWORKs office has not formally completed Student Learning Outcomes for the program.

CalWORKs students will understand that they have rights under CalWORKs legislation and rules that may entitle them to support while they pursue education.


Glendale Community College has established a SLO committee with a website to allow for access to information to write and implement SLOs.

The CalWORKs program has also had meetings with other student services programs to discuss how SLOs could be formally written and implemented.


The CalWORKs office will formalize the above SLO ideas.


Students are given surveys to determine their satisfaction, which is serving as an informal assessment of a potential student learning outcome.

Further formal development of SLOs for CalWORKs will be pursued as mentioned along with evaluation and assessment of survey information.


Survey responses have been shared with office staff to identify any issues or office adjustments that may need addressing.

F. Compliance

Matriculation Credit

Student Eligibility

Student Services

Admissions

Are there significant student populations on campus that speak primary languages other

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than English? If yes, are there application materials available for these students in their native languages?

English is the first language of only 30 percent of our currently enrolled students. This statistic has held fairly constant for the last ten years.

Armenian students comprise 33 percent of the student body, Latino/Hispanic students comprise 24 percent and the Korean student population is a little under 10 percent.

The greatest number of students that would benefit from materials printed or on-line in other languages would be those that identify themselves as Armenian, Spanish or Korean.

From about 1995 through 2004, the application and registration procedures were in print and electronically on-line.

The on-line program in mid 2004 just stopped functioning due to the inability of the program to inter-face with some of the changes that had been made to the VAX system.

At that time, the on-line system offered the capability through use of software to translate the information and application procedures available on the web.

It was decided not to update the printed materials because the Oracle Student Services (OSS) program had just been purchased.

The plan was to design all of implementation around the appropriate languages for the students with the new Oracle Student Services system.

Oracle was not able to complete the promised Student Services program and all the plans for implementation were put on hold.

To satisfy the contract, Oracle offered to “swap” the Oracle Student system for the PeopleSoft Campus Life system.

o The college is in the process of making this change and obtaining all the necessary approvals.

o The current plan is to begin implementation of the PeopleSoft Student system in the summer of 2008.

o At that time, implementation of Armenian, Korean, and Spanish language information about the College and instructions in the modules will occur.

o At the same time coordination of printed and on-line materials will take place.

Orientation

1. What modes of orientation are available to students?

Orientation is available in a number of modes for students including Student Development courses, in-person workshops and on-line orientation.

There are a number of Student Development courses which provide an orientation including; Student Development 100, College Orientation .5-1.0 units, Student Development 101, Freshman Seminar 1.0 units, Student Development 102, Assessment Orientation 1.0 units, Student Development 103, College Orientation for International

59

Students 1.0 units, and Student Development 104 College Orientation for Students with Disabilities 1.0 units.

The on- line orientation is available in a number of formats to make it accessible including Flash, HTML and Text only.

The on-line orientation is available in four languages: English, Armenian, Korean, and Spanish.

The on-line orientation is available at http://www.glendale.education/orientation. We are currently in the process of developing a new interactive on-line orientation

which includes multimedia presentations. The new on-line program should be completed and available for student use in

January 2008. The orientation offered in the in-person workshop format is conducted by a

certificated counselor following an outline and an orientation guide and is one hour in length.

2. What topics are covered in orientation? Is there a script? PowerPoint presentation or outline available? If yes, please provide a copy.

The primary topics included in the current on-line orientation include: how to get started in college (application procedure, assessment) assessment process counseling services how to register how to read the class schedule organization of higher education services for students campus tour attendance withdrawal and grading procedures security information financial aid scholarship information

A copy of the Text version of the orientation is provided in the appendix

3. Are modified modes of orientation available for ethnic or language minority groups?

The on-line orientation is available in four languages: English, Armenian, Spanish and Korean.

The on-line version is available in FLASH, HTML, and text. The counselors delivering the orientation workshops are multi-lingual.

Assessment

1. Are all validation studies for the college’s assessment instruments up to date?2. Describe the multiple measures and how they are regularly used for placement.

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http://www.glendale.education/orientation

3. Identify the test instruments used for placement.

All validation studies for assessment instruments are up to date. The following is a list of the instrument, the validation date and the multiple measures used for placement (Table XVI):

Table XVI. Assessment InstrumentsAssessment Instrument Valid Until Multiple Measures

ESL Grammar Test 2011/07/01 ESL Grammar score, HS GPA, ESL essayESL English Language Sample 2011/07/01 ESL Grammar, HS GPA, ESL English

Language SampleESL Listening/Speaking Test 2009/07/01 ESL Listening/Speaking score, ESL

Grammar Test scoreEnglish Language Essay 2008/07/01CPT Reading Comp (paper) 2012/03/01 English placement processCPT Sentence Skills (paper) 2012/03/01 English placement processCalifornia Chemistry Diagnostic Test

2010/03/01 CCDT score, Math Placement Test

CPT Arithmetic 2012/07/01 CPT Math, Highest Math Course, Last Math Grade

MDTP Elementary Algebra Test

2012/07/01 Beg Algebra Score, Highest Math Course,Last Math Grade

MDTP Intermediate Algebra Test

2012/07/01 Highest Math Course

MDTP Pre-Calculus Test 2012/07/01 Highest Math Course

Counseling and Advising

1. How do you address the counseling needs of:

Students who speak languages other than English?

The counseling faculty speaks a number of languages including Russian, Armenian, Spanish, French, Farsi, and Arabic.

The college maintains a directory of staff who speaks additional languages. Glendale Community College offers counseling services through a number of

programs including; Academic Counseling, Transfer Center, Career Center & Adult Re-entry Services, International Students, EOP&S, Center for Students with Disabilities, Admissions & Records, Health Center and the Garfield Campus (an adult education program).

Twenty-nine full-time counselors provide counseling services to students in these programs.

Evening/weekend students?

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Hours of service include evenings, as well as, day hours. Counseling services are offered 8:00 a.m. to 7:00 p.m. Monday through Thursday and 8:00 a.m. to 4:00 p.m. on Fridays.

Evening hours are extended during peak periods.

Students attending summer or inter-sessions?

Counseling services are offered on a 12 month basis which includes summer and winter inter-sessions.

The services are supplemented with eleven adjunct counselors who work on an hourly basis in various assignments.

Students who are only distance education students?Other students who seek online counseling support?

Most of the distance education or on-line courses at Glendale Community College are hybrid courses and therefore, require students to come to campus for their distance education.

In the Fall 2006 class schedule, sixteen online classes were offered. This Fall twenty-eight online classes are offered.

As this program increases with on-line offerings. more on-line counseling support will be needed.

Currently, counselors utilize e-mail, Web CT and the telephone to assist students who need this kind of support.

2. Describe how paraprofessionals are used in the provision of counseling/advising services.

The Counseling Center has been offering a program for graduate students enrolled in Master’s degree programs at local universities for a number of years.

After one semester of training the graduate interns have the opportunity to work as professional experts.

The graduate interns are provided with a week long intensive training initially and are assigned to a professional counselor who supervises their advising/counseling work.

Interns perform academic advising on a drop-in basis and are allowed to see students on an appointment basis when they have received sufficient training.

3. Describe the activities associated with developing Student Educational Plans (SEPs).

At what point in the counseling/advising process is the SEP initiated?

Student Educational Plans are developed for each student enrolled in a Student Development Orientation class.

How any SEPs are written by counselors or advisors each term?

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Approximately 1,300 student educational plans are developed each semester and about 300 are developed each summer and winter intersession.

How often are the SEPs reviewed and updated?

Each semester, students are notified by the matriculation coordinator to make an appointment to do an SEP with their counselor if one is not on file.

SEP’s are reviewed and updated on a regular basis. Usually this decision is made between the counselor and the student.

The SARS.CALL automated notification system was recently installed and is being used this term to notify students that they need to schedule a counseling appointment for an SEP.

So far, this new notification system has been extremely efficient and is cost effective.

GCC follows a counselor caseload model and the majority of students are assigned to a counselor.

Counselors communicate with the students in their caseloads in a number of ways by sending letters, e-mails and postcards to invite students to make appointments and attend events and workshops.

Are SEPs available in an electronic format?

The Walt Brooks educational plan software is currently in use by some counselors. The company which created this software is defunct and we are waiting for the

installation of PeopleSoft software to fill this need. Most counselors are using paper and pencil SEP’s for this reason. Our work with IT to refine the tracking system to record various counseling contacts

continues to be modified to produce increasingly accurate numbers.

Student Follow-Up

How are students selected for follow-up?

Students who are in the college data base as falling below a 2.0 grade point average and/or have more withdrawals that completed units are identified as on academic or progress probation.

Students on probation are invited to make individual appointments and to attend counseling workshops each semester.

The Admissions and Records Office sends letters to students who are subject to dismissal and requests that students file a petition for readmission.

This is followed up with a counseling appointment. Also, students who indicate on their college application that they are undecided for a

major are contacted to receive the services of the Career Center each term.

How does instructional faculty participate in follow-up?

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Does the college utilize an Early Alert Program?

The college utilizes an electronic Early Alert Program. Instructors receive rosters each term to send notices to students for various

reasons. This program is implemented by the Admissions and Records Office.

Program Requirements

Coordination and Training

1. Identify who is responsible for each matriculation component and the process used to keep staff up-to-date on matriculation requirements.

Admissions: Sharon Combs, Dean of Admissions and RecordsOrientation: Jewel D’Aloia Price, Dean of Student Services, Credit Matriculation

CoordinatorAssessment: Sharon Combs, Dean & Alen Andriassian, Program ManagerCounseling & Advising: Jewel D’Aloia Price, DeanStudent Follow-up: Sharon Combs & Jewel D’Aloia PriceCoordination & Training: Jewel D’Aloia PriceResearch & Evaluation: Edward Karpp, Associate Dean of Research & PlanningPrerequisites, Co-requisites and Advisories on Recommended Preparation: Dave Mack, Associate Dean, Curriculum Management & Edward Karpp

2. What types of matriculation training are provided to faculty, staff and administrators (e.g. FLEX activities, etc.)?

Various processes are utilized for the “matriculation” staff to coordinate and share vital information.

Monthly Matriculation Advisory Committee meetings are held during the primary terms.

o This governance committee is a sub-committee of the Student Affairs Committee which reports to the Executive Committee.

o Minutes from the Matriculation Committee are shared and approved by each of the higher committees involved.

There is an Assessment Committee which includes faculty involved in the assessment process (English, mathematics and ESL).

o The Assessment Committee is a sub-committee of the Matriculation Advisory Committee.

A new sub-committee of Matriculation has just been approved, the Non-Credit Matriculation committee.

o It is anticipated that this committee will begin work in the Spring 2008 semester.

Student Services staff meetings are held each week where matriculation matters are discussed.

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Monthly Academic Information meetings are held for all counseling faculty and other student services staff.

Annual retreats are held in counseling to discuss counseling processes and most recently, student learning outcomes.

Faculty and staff attend professional meetings and conferences pertaining to matriculation matters such as career conferences, academic advising conferences etc. Student Services Fairs are held each semester.

A counselor portal is maintained, as well as, a counselor notebook which is used to update and train staff.

Research and Evaluation

1. Describe the resources available and committed for matriculation research.

The college’s Research and Planning office provides research support for matriculation. The office is staffed by the Associate Dean of Institutional Research and Planning

and two Planning and Research Analysts. One of the analyst positions is a full-time, permanent position and the other is temporary,

funded by Basic Skills funding. This second position is a half-time position that began in September, 2007 but will

become a full-time position in January 2008. Institutional research resources are not committed exclusively to matriculation but

support all college programs. The Associate Dean of Institutional Research and Planning reports to the Executive Vice

President of Administrative Affairs.

2. Describe the research agenda supporting matriculation and what studies have been completed.

The college does not use a formal research agenda. Research and Planning office personnel sit on many campus committees, including

Matriculation, Assessment, Student Affairs, and Program Review, and act as committee resources.

Research questions are discussed at different committee meetings and assigned to Research and Planning staff.

Other research projects supporting matriculation, such as the annual student survey and regular validation of placement tests and multiple measures, are conducted on annual cycles.

The Research and Planning office has conducted several studies evaluating the effectiveness of matriculation services.

In 2003, a study was conducted that was based on Design I of the Matriculation Local Research Options Project from 1989.

Students entering college in Fall 1997, 1998, or 1999 were tracked through Fall 2001.

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The study showed that students receiving orientation services, completing Student Educational Plans, and receiving assessment services were significantly more successful than students not receiving those services.

Unfortunately, proving conclusively that those services led to improved outcomes is not possible because of the self-selection problem: students choosing to receive matriculation services could be more motivated or more prepared for college work than students choosing to forego matriculation services, and differences in motivation or preparation could be responsible for the differences in outcomes.

A 2005 update to the 2003 study was conducted and self-selection was controlled for statistically.

In the 2005 study, students receiving orientation, assessment, and SEP services were more successful than students not receiving those services even accounting for differences in units attempted and first-term GPA (variables treated as proxies for motivation and preparation).

Both studies support the effectiveness of matriculation services at Glendale Community College.

Additional studies supporting matriculation have also been conducted. The college uses five locally developed placement tests (the Credit ESL Grammar

Test, the Credit ESL, Listening/Speaking Test, the English Language Essay Sample for ESL, the English Language Essay Sample for English, and the Non-Credit ESL Placement Test).

All of the tests have received full approval due to validation studies conducted by the Research and Planning office in cooperation with the academic divisions.

Additionally, the college uses the California Chemistry Diagnostic Test for placement into the Chemistry curriculum.

o This test was the first placement test given full approval through the “critical mass” procedure, in which at least six community colleges must show that the test is a valid and effective instrument for placement.

o Glendale participated in the initial critical mass validation of the Chemistry test in 1998 and Glendale coordinated the successful efforts of six colleges to revalidate the test in 2004.

Another example of research supporting matriculation is the annual student survey, conducted every spring semester.

Every year, students are asked about their academic progress and their satisfaction with college processes and services.

In Spring 2006, the survey included a series of items specific to matriculation. These items assessed student use and helpfulness of Admissions, Counseling, Assessment, Early Alert (student follow-up services), Orientation, the Career Center, the Transfer Center, and workshops for students on probation. Students ratings of helpfulness were high, particularly for Admissions (95% said the office was helpful), Assessment (91% said the office was helpful), and the Transfer Center (89% said the office was helpful).

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The student survey is administered on a three year cycle and includes items assessing student use of, recognition of, and satisfaction with student services assessing the Library, Admissions & Records, Counseling, the Financial Aid office, the Assessment Center, Orientation, and many other programs and services for students. Satisfaction with most services was high. For details about student survey results, see the Student Views 2006 and Student Views 2007 publications, which describe the annual surveys and results.

Prerequisites, Co-requisites and Advisories on Recommended Preparation

1. Are there local board-adopted policies governing prerequisites?

Board Policy 6141.7 governs course prerequisites, co-requisites, and advisories on recommended preparation.

This policy was originally adopted on June 22, 1992 and subsequently revised on June 13, 1994.

2. Have all prerequisites been approved by the curriculum committee?

Prerequisite approval is part of the curriculum approval process. The Curriculum and Instruction Committee approves new courses.

When a course has a prerequisite, co-requisite, or advisory on recommended preparation, the approval of that requisite course is agendized separately so the prerequisites, co-requisites, and advisories for a course are explicitly approved by Curriculum and Instruction.

Approved courses are forwarded to the Academic Affairs Committee for approval, and then to the Executive Committee for inclusion on the Board of Trustees agenda.

3. Does the college follow the Model District Policy?

The college does not follow the Model District Policy. When the regulations covering prerequisites, co-requisites, and advisories on

recommended preparation were being developed, the Academic Affairs Committee, Academic Senate and the Matriculation Committee decided to create its own policy, based on the Model District Policy but adapted to Glendale’s governance system.

Glendale’s policy complies with the regulations in Title 5 of the California Code of Regulations.

Funding, Expenditures and Accountability

1. Are you familiar with the distinctions between the formulas and their elements and how these determine the college/district allocation(s)? Would you like technical assistance in this area?

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The Matriculation Coordinator at Glendale Community College is familiar with the formulas used in the determination of the allocations and does not require technical assistance in this area.

2. How do you ensure that Matriculation funds are only used to pay for allowable matriculation expenditures?

The Matriculation Coordinator develops the matriculation budget in consultation with the managers responsible for the components to determine the needs for the year based on the allocation and the prior year’s budget.

3. Describe the process for developing and approving the Matriculation Budget and Expenditures.

Budget information is shared with the Matriculation Advisory Committee and the Vice President for Student Services.

4. Identify the process for completing the Matriculation Year-End Report and relationship to the district’s year-end program accounting.

The process utilized for the Year-End Expenditure Report is to initially meet with the college’s controller in July to review the matriculation expenditures for the previous year to ensure accuracy of records.

The expenditure report is prepared based on the college’s Oracle financial system records and is shared with the Chief Financial Officer, the Academic Senate President, the President of the College, and the Vice President of Student Services.

Other

With which other departments or areas on campus do you coordinate to provide services to students?

The Matriculation Process involves many areas of the campus and some degree of coordination takes place with all instructional and counseling faculty, Instructional Services, Information Technology, and all of Student Services including the student government association.

F. Compliance

Non-Credit Matriculation

Student Eligibility

Student Services

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AdmissionAre there significant student populations on campus that speak primary languages other than English? If yes, are there application materials available for these students in their native languages?

The current online registration system has not included other languages. There is a plan to have student guides and eventually online registration translated to

Spanish and Armenian. These are the primary languages other than English that a significant amount of the

student population speaks. Currently, we have multilingual staff and counselors that support our students in all

aspects of matriculation.

Orientation

1. What modes of orientation are available to students?

Students are provided with orientation through personal contacts and presentations to coordinate delivery of information to the students.

Classroom presentations are regularly scheduled. A student handbook is available to assist with orientation presentations which are

provided on campus and at various community sites.

2. What topics are covered in orientation? Is there a script, PowerPoint presentation or outline available?

The information provided is included in the student handbook which is utilized as an outline of information for counselors to use.

3. Are modified modes of orientation available for ethnic or language minority groups?

Staff is available who are multiethnic and multilingual to provide information to a variety of groups. The program director, academic counselors, and the mental health counselors are all multiethnic and most are multilingual.

Assessment

1. Are all validation studies for the college’s assessment instruments up to date?

Validation studies of instruments are completed. The Comprehensive Adult Student Assessment Systems (CASAS), pre-testing and post-

testing is provided to all Skills Lab students each semester for reading, math and listening.

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The CASAS Competencies consists of more than 300 measurable competencies which have been correlated to the SCANS (Secretary's Commission on Achieving Necessary Skills).

ESL Grammar/Test has been approved by the California Community Colleges Chancellor’s Office.

2. Describe the multiple measures and how they are regularly used for placement.

Students use various instruments including career assessments and aptitude tests. Students are encouraged to participate in holistic approaches of assessment to assist them

in their goals for appropriate placement. This competency curriculum provides basic skills instruction in contexts to be successful

at work, in the community, and at home. ESL Grammar/Test is utilized to verify appropriate placement in various ESL classes. Interviews and in-house placement assessment tools are utilized as well to obtain a

comprehensive assessment of individuals.

3. Identify the test instruments used for placement.

CASAS ESL Grammar/Test In-house assessment tests Interviews

Counseling and Advising

1. How do you address the counseling needs of:

Students who speak languages other than English? All counselors are bilingual and the languages spoken are: Spanish, Farsi, Arabic,

or French.

Evening/weekend students? The counselors all work evening hours. Weekend hours have not been arranged.

Students attending summer or inter-sessions? Counselors are available during all sessions.

Students who are only distance education students? We do not have distance education in our Non-Credit program, but counselors do

utilize e-mail for questions and communication with students.

Other students who seek online counseling support? Counselors utilize e-mail for questions and communication with students.

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2. Describe how paraprofessionals are used in the provision of counseling/advising services.

The professional staff are currently the only resources available for students since interns are not utilized.

3. Describe the activities associated with developing Student Educational Plans (SEPs)

At what point in the counseling/advising process is the SEP initiated? When students are referred to participate in programs, such as the California

Training Benefits (CTB) program, the California Work Opportunity and Responsibility to Kids (CalWORKs) program, the Greater Avenue for Independence (GAIN) program, or Workforce Investment Act (WIA) programs they may require assistance in developing course objectives in place of a formalized SEP.

How many SEPs are written by counselors or advisors each term? It varies on the term, programs running, and course offerings when students are

assisted with organizing course objectives in place of a formalized SEP. However, there are approximately 150 CTB students each semester, and

approximately 500 CalWORKs students yearly served. How often are the SEPs reviewed and updated?

Since there is no requirement for participation, students are seen as needed. If referred by a specific program, students may be requested to provide a plan.

Are SEPs available in an electronic format? There is no mechanism to have SEPs created in an electronic format. Students are

provided with course schedules, outlines in MS Word format, and at times in a spreadsheet format to organize their course objectives.

Student Follow-Up

Describe the follow-up services provided for students who are in probation or dismissal status, basic skills, undecided, provided by the college:

How are students selected for follow-up? Students are selected by direct referral of the instructor, or by research

information as is done currently through a Basic Skills project for retention.

How do instructional faculty participate in follow-up? Instructional faculty are asked to fill out cards and can contact students

themselves by telephone, or refer retention cards for contact by staff.

Does the college utilize an Early Alert Program? Yes. This information is distributed to all interested programs. The CalWORKs

program obtains student lists. However, there is no Early Alert Program specific to the Non-Credit students.

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Coordination and Training

1. Identify who is responsible for each matriculation component and the process used to keep staff up-to-date on matriculation requirements.

The Associate Vice President of Continuing and Community Education is responsible for the Non-Credit matriculation program.

Staff members are assigned various tasks to maintain the requirements for Non-Credit matriculation.

The staff is made up of an associate dean, a program director of the Career Resource Center, two academic counselors, two part-time counselors, a 60 percent mental health counselor, and two classified staff.

2. What types of matriculation training are provided to faculty, staff and administrators (e.g. FLEX activities, etc.)?

Faculty, staff, and administrators attend conferences, mandatory statewide training sessions, campus meetings, and staff development when available.

Regular college credit matriculation meetings are provided as well. FLEX activities such as staff development workshops are regular components of ongoing

training available.

Research and Evaluation

1. Describe the resources available and committed for matriculation research

Glendale Community College has a Research and Planning unit that responds to all needs, including Non-Credit matriculation for research. Although historical information is incomplete, it is anticipated that information gathered from the recently implemented online registration process will yield useful data.

2. Describe the research agenda supporting matriculation and what studies have been completed.

Research has been primarily coordinated with credit matriculation information. The Non-Credit component has not been fully implemented for a time long enough to

gather useful data. With online registration, it is anticipated that further studies will be made. Current

studies have been completed to evaluate FTES, ethnicity, age, gender, student goals, Non-Credit department enrollment, headcount, and attendance.

Prerequisites, Co-requisites and Advisories on Recommended Preparation

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1. Are there local board-adopted policies governing prerequisites? Prerequisites are not part of Non-Credit policy.

2. Have all prerequisites been approved by the curriculum committee?

Prerequisites are not part of Non-Credit policy. However, suggested preparations are approved by the curriculum committed.

3. Does the college follow the Model District Policy?

The Model District Policy is held under Board Policy and Administrative Regulations which are followed by the college.


1. Are you familiar with the distinctions between the formulas and their elements and how these determine the college/district allocation(s)? Would you like technical assistance in this area?

The Vice President of Continuing and Community Education is responsible for Non-Credit matriculation along with the funding, expenditure and accountability requirements.

Technical assistance is always welcomed, considering changes in legislation and funding formulas.

2. How do you ensure that Matriculation funds are only used to pay for allowable matriculation expenditures?

The budgets of all college programs, including Non-Credit matriculation, follow a line of checks and balances that are composed of several levels of authorization.

Approvals are made by the Associate Vice President of Continuing and Community Education, the Vice President of Instruction, the Superintendent/President, and the Board of Trustees if necessary.

The Oracle automated system allows for purchase requests and expenditures to follow a strict approval system with tracking at all levels.

3. Describe the process for developing and approving the Matriculation Budget and Expenditures.

The budget is initially developed based on previous year’s expenditures and an estimate of the current year’s expenditures.

The amounts are based on projections until actual allocation amounts are provided by the Chancellor’s Office to confirm the amount to be provided for Non-Credit matriculation services.

The Associate Vice President, the District’s Controller, and the Director of the Career Resource Center coordinate the accounts to prepare the final Non-Credit matriculation budget which is ultimately submitted to the Board of Trustees for approval.

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4. Identify the process for completing the Matriculation Year-End Report and relationship to the district’s year-end program accounting.

The Matriculation Year-End Report is provided utilizing information that is found in the district’s accounting system (Oracle) to determine actual expenditures, encumbrances, and balances, which are compiled and reported.

The Associate Vice President and the District’s Controller verify all accounts, including those utilized as matching to appropriately submit the report.

This is then reviewed in terms of the entire district’s year-end report. All of this information is verified and checked for review by district staff and prepared

for auditing.

Other

With which other departments or areas on campus do you coordinate to provide services to students?

The Non-Credit matriculation program works closely with the business department, ESL department, CalWORKs, WIA, and the Citizenship Center.

F. Compliance

EOPS/CARE

Student Eligibility

1. Describe the factors your program uses to determine that students are educationally disadvantaged and how these factors are communicated in your program.

EOPS/CARE program information is outlined in the college Catalog, Student Handbook, Class Schedule, EOPS website, “Directions” news bulletin, and program mini-brochure.

Potential EOPS/CARE students are required to complete a one page EOPS Student Application/Data Form. Factors considered for eligibility are:

English, ESL, or math assessment scores that are below college level coursework; High school graduation status or obtain GED; High school GPA below 2.5; D. History of remedial education (based on high school transcript); Parents achieving a Bachelor’s degree; English Not Spoken at Home – English as a Second Language; and Member of a historically underrepresented group (African-American, American

Indian, Hispanic/Latino, Asian/Pacific Islander).

2. Describe the process used to monitor continued EOPS eligibility (70 units/6semesters).

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Each term letters are sent to students with more than fifty-eight units or 5 semesters of eligibility.

Each student needs to submit an EOPS waiver request. The Director then uses the student’s original educational goal, the college

Catalog, class history, EOPS acceptance date, and transfer requirements to determine whether a waiver can be granted.

Basic skills and prerequisite units are calculated to determine whether the student should be exited from the program.

3. Describe the process for assisting students in completing their Student Educational Plan (SEP) and making necessary revisions.

Students develop a preliminary SEP with the help of a counselor when they are admitted to the program.

The preliminary SEP is usually written for three terms. Students are then required to complete a class, Student Development 100, which helps

students better understand topics needed by matriculated students. At the conclusion of the course the student is able to produce a complete Student

Educational Plan. Revisions to the SEP are done as students meet with their EOPS counselors, three times

during the semester.

4. Describe the process and documentation used to verify eligibility for the CARE program.

The following are used for verifying eligibility for the CARE Program:1. CalWORKs caseworker verification of “Single Head of Household”; 2. Amount of benefits per month; 3. Duration of benefits; 4. Current “Letter of Action”; 5. Student self-certification; and 6. EOPS eligibility.

Student Services

1. Does the EOPS program offer all of the program services listed in Article 3 of Title 5?

A. Outreach and Recruitment to increase the number of EOPS eligible students who enroll at the college.

All six full-time contract counselors are assigned to sixteen feeder high schools targeting students that are educationally or economically disadvantaged. Most recruitment activities take place during the winter and spring terms.

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Counselors also participate in on-campus informational fairs presented by different departments or organizations on campus.

B. Orientation to familiarize the EOPS eligible student with location and function of college and EOPS programs and services.

The following is a list of orientation opportunities on campus: College catalog Application and registration process, with emphasis on academic and grading

standards College terminology (e.g., grade points, units) Course add and drop procedures and related rules Financial aid application procedures Transfer procedures to four-year institutions Student Development 100 – College Orientation course required of all EOPS

students within the first three terms of being admitted to the program. Students who are unable to enroll in the class are given relevant college

information during each counseling session.

C. Registration assistance for priority registration pursuant to Section 58108 of this Part.

STARS on-line registration for all students Uses a point system to determine day & time of registration.

EOPS students are eligible for Priority Registration

#56238 - Basic Skills Instruction and Tutoring Services

GCC/EOPS has been granted a waiver of basic skills instruction for the last eighteen years.

Tutoring Services—After meeting with a EOPS counselor students are given a referral form that students then use at the Learning Resource Center to arrange extra hours of tutoring in any subject.

#56238 – Transfer and Career Employment Services

Each EOPS counselor is assigned to several local four year institutions to which our students have transferred in previous years.

Counselors contact representatives from the four year college in early fall to discuss issues and concerns that our students may have when completing the transfer process.

Counselors also discuss transfer applications, transfer units and prerequisites, majors and required classes for particular majors.

EOPS counselors work closely with the Transfer Center to encourage EOPS students to meet with university representatives and participate in campus visits to get a better understanding of a particular school.

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EOPS counselors also attend CSU, UC, and private college informational conferences.

2. How are the required counseling contacts documented?

Each time a student meets with a counselor the major points of the contact are documented in the student’s file.

Contacts are stamped: 1st contact session; 2nd in-term session; 3rd term end session. At the beginning of each semester students are given suggested dates to make their three

contacts during the semester and one contact during the short terms.

3. Describe the process you have in place to ensure all eligible students meet their required counseling contacts.

Several mailings are sent to students during the semester to remind them to make their required counselor contacts.

Deadlines for making the required counseling contacts are: Posted on the website; Listed in the “Directions” new bulletins; Displayed on the electronic bulletin board in front of the bookstore; and, SARS phone “blasts” remind students.

4. Describe the tutorial services for EOPS that are over and above those available to the general students

EOPS students receive an extra hour of tutoring, per week, for each approved class above the one hour that’s available to the general students.

5. What services are provided to CARE students and how are these over and above those provided to EOPS students?

An additional book voucher Supplies for classes Gas Voucher Bus Passes Career/Life Planning workshops


1. Identify the individual designated as the EOPS Director.

Vicki Washington, Associate Dean – EOPS/CARE Director is the full-time administrator and has been with the program since October 1990.

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2. Describe the role of the EOPS or EOPS/CARE advisory committee, identify the membership/composition, list the frequency of the meetings and provide a copy of the last meeting’s minutes.

The role of the Advisory Committee has been one of support and disseminating information to their constituent groups.

The composition of the membership is community leaders, high school counselors, former EOPS/CARE students, and campus representatives. (During “06-07”, because of a major building project and extremely limited parking for teaching faculty only, an Advisory Committee meeting was not held.)


1. Would you like technical assistance in this area?

No, at this time technical assistance is not needed in the EOPS/CARE funding formulas.

2. For staff reported in your EOPS program plan that are not assigned 100% to EOPS/CARE, please list the position(s) and how the percentage of time was determined. How are these staff accountable to the EOPS Director for the services they provide to EOPS students? In addition, how are their duties for this assigned time above and beyond what they provide to non-EOPS or CARE students?

All employees are currently assigned 100% to EOPS/CARE.

3. For CARE funded positions that provide services to CARE students, please list the position(s) and describe how the services provided are above and beyond those provided to EOPS students?

There are no CARE funded positions. All positions are funded through the District or EOPS.

4. How do you ensure that EOPS and CARE funds are only used to pay for allowable services for EOPS/CARE eligible students?

The EOPS/CARE Director works closely with the Controller and District accountant to ensure that funds are only used to pay for allowable services.

The Director monitors and approves all expenditures from the EOPS/CARE budget accounts.

5. Describe the process for developing and approving the EOPS and CARE Budgets and Expenditures.

The budgets for EOPS/CARE are developed by the Director based on goals of the program plan.

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Discussions are held with the Vice President of Student Services and documents are submitted to the Board of Trustees, as part of the yearly budget process.

6. Identify the process for completing the EOPS and CARE Year-End Reports and relationship to the district’s year-end program accounting.

The EOPS/CARE Director meets with the Controller at the end of the academic year to review the expenditures of each program.

All expenditures are identified and the books are closed for the academic year. The EOPS/CARE Director uses the final budget reports from the District’s Oracle

accounting system to complete the year end reports.

Other

1. What other areas or departments on campus do you coordinate with to provide services to EOPS and CARE students?

Bookstore EOPS book voucher purchases are given a discount at the end of each semester.

This allows for funding of additional students. Book vouchers are processed at a special register which allows for faster service.

CalWORKs All CARE students are referred to “open a file” and get a better understanding of

the benefits that are available to them. Articles are included in “Directions” news bulletin giving students updates about

CalWORKs regulations and requirements.

Career Center Each semester EOPS students that are enrolled in our ST DV 100 & 125 classes

are able to take career interest inventories and study skills assessment with all fees being billed to the program.

Career counselors make presentations to our ST DV 100 & 125 classes. CARE students are involved in career center workshops on various topics that are

important for their educational success.

Center for Students with Disabilities Our programs work closely to ensure that CSD students are receiving the best

possible services from both programs. CSD counselors are asked to verify, in writing, any request for a student to be

enrolled in a reduced number of units. Each semester CSD & EOPS exchange student names in order to input correct

MIS data.

Child Development Center

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EOPS was involved, in the early 90’s, with establishing the evening child care program that allows students the use of the facility for their school age children during evening hours, Monday through Friday.

Financial Aid EOPS/CARE is allowed “view only” access to students’ FA status. This allows

counselors to help students work through the financial aid process. “View only” also allows EOPS grants to never exceed a student’s unmet need

amount. List of students that have qualified for BOG “A or B” are supplied to EOPS and

letters are mailed to students that not already part of the program. EOPS Student Personnel worker is involved in FAFSA workshops that are co-

presented by EOPS and the Financial Aid office. Students are encouraged to submit all FAFSA paperwork before the “priority” deadline that is established for the next academic year.

Learning Center – Tutoring Additional hours of tutoring have been arranged for EOPS students that exceed

the one hour per week that non-EOPS students receive.

Matriculation Promote and provide equal access to all students. Provide alternative orientation services for EOPS eligible students that may

include referrals to counseling faculty and staff fluent in languages other than English and topic specific student development classes.

Provide computer-administered testing of a fixed assessment in a standardized format to all students. This enables assessment to process students in a timelier manner.

Provide modified or alternative assessment services for ethnic and language minority students. Supplemental assessments will be considered when deemed appropriate by EOPS/CARE.

Coordinate the counseling and matriculation services among the programs of Student Services and the general student population.

Multi-lingual professional and support staff are available to assist ethnic and language minority students with follow-up activities and services such as interpreting assessments, career counseling, job search and early alert notifications.

Student Employment Services/ Job Placement Center EOPS students are employed in the EOPS office working as student workers

helping with daily tasks as assigned by front office staff and the Director.

2. What other programs or agencies off-campus do you coordinate with to provide services to EOPS and CARE students?

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An EOPS counselor was assigned to the off campus, non-credit location, the Garfield campus.

The counselor attended monthly division meetings and worked with the Garfield counselors to coordinate a seamless transition to the EOPS program and credit programs on the main campus.

3. Is there any training that you believe would improve performance in the EOPS program? Please describe training needs as you see them.

The following topics are suggestions made by the staff of EOPS: WebCT; Computer skills; How to work more effectively with CSD students; and, The technology of e-mails.

F. Compliance

DSP&S

Student Eligibility

1. Describe the processes used to verify and document a student’s eligibility for DSP&S services and instruction. Please provide a copy of the form(s) used to document a student’s eligibility for services.

A student with a disability must have an impairment which is verified using procedures prescribed by the Chancellor, by one of the following means:

Observation by DSPS professional staff with review by the DSPS coordinator; Assessment by appropriate DSPS professional staff; or, Evaluation of documentation provided by appropriate agencies, or certified or

licensed professional, outside of DSPS. DSPS professional staff, with review by the DSPS Associate Dean/Coordinator, may

verify a student's disability based on documentation provided by an appropriate agency or certified professional capable of diagnosing the disability in question or documentation from agencies participating in interagency agreements with the Chancellor's Office.

2. Describe the process used to determine what support services the student would need to enable his or her participation in activities, programs and classes offered by the college, given the student’s educational limitation.

Glendale Community College has developed the following procedures to provide guidance for students with disabilities requesting support services or auxiliary aids. The purpose of these guidelines is to ensure the appropriate services are provided in a timely manner to support student access to academic programs.

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When a student requests disability-related services, the student's disability is confirmed by the Associate Dean/Coordinator or a counselor in the Center for Students with Disabilities (CSD) in accordance with state-mandated criteria. It is the student's responsibility to provide professional documentation of specific educational limitations before support services will be authorized.

Student Services

1. List and describe the DSP&S services that are provided to students with disabilities, above and beyond the regular services offered by the college.

These supportive services are available to qualified students who, due to the educational limitations of a disability, require reasonable accommodations to assure access to programs and activities at Glendale Community College.

Alternate TextStudents unable to access printed information are provided with materials in alternative formats. Braille, e-text, and enlarged print are available for the visually impaired student. There are various audio formats and software provided for students with learning disabilities and a range of accommodations provided for students with physical limitations.

Counseling/Academic Disability-related academic advising is available from the certificated counseling specialists.

Counseling/Vocational Disability-related vocational counseling is available from the certificated counseling specialists or with the Workability III program.For more general vocational counseling issues, students are referred to the College Career Center or to the appropriate Student Development classes.

Equipment LoanVarious items of special equipment are available, either for use on campus or for loan on a daily or "all term" basis, subject to availability. Examples of such equipment include Braillers, print magnifiers, closed circuit television devices, talking calculators, cassette and four track recorders.

Evaluation, LD/DDL Students with learning limitations are evaluated via protocols established by the Chancellor's Office to authorize their receipt of services for the educational limitations of their disabilities.

Learning Disabilities AssessmentBy completing the learning disabilities assessment process, students are given a greater understanding of their particular methods of processing information. They learn if there are specific learning skills that are causing them difficulty, and they are given strategies for compensating for those difficulties. If it is determined that they meet the eligibility criteria, they may receive services and accommodations from the IAC, HTC and CSD.

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Liaison, CampusStudents receive assistance accessing other on-campus services. As well, liaison with faculty on the student’s behalf is common.

Liaison, Community AgenciesStudents can receive assistance in contacting and interacting with various off-campus organizations and offices. Examples of typical contacts include Social Security Administration, In-Home Support Services, Regional Centers, Independent Living Centers, therapists and various other agencies and professionals who assist persons with disabilities. Liaison with the Department of Rehabilitation is a more formalized service. A counselor from the Department of Rehabilitation is on campus one day each week to serve our students.

Mobility Assistance – TramStudents with mobility issues resulting from their disability are authorized to use the tram service. Battery-operated trams operate from 6:30 a.m. to 10:30 p.m. Monday through Thursday and 8:30 a.m. to 4:00 p.m. on Fridays. Student workers use the trams to transport students from the upper parking lot to buildings around campus. The CSD and College Police have radio contact with the drivers.

Orientation and Mobility Blind students and those with very severe mobility impairments may request a personal orientation to the campus, including the locations of ramps, accessible phones, restrooms, and other special features, as needed.

Notetaking Assistance Qualified student workers are employed to attend classes with students, who based on the educational limitations imposed by their disabilities, cannot take notes effectively.

Parking Vehicles parked in the blue-lined disabled persons parking stalls are required to properly display a current special GCC CSD hanger. Hangers are available at the CSD. A state issued Disabled Persons blue placard is required to park in the specifically designated state-placard spaces. Medical verification of disability requiring such parking must be on file in the CSD.

Priority Registration All students with verified disabilities receive registration dates for the first three weeks of semester registration periods and the first week of intersession registration periods. “Priority” dates are obtained from Admissions and Records for students who qualify for services after registration begins.

Test-Taking Assistance Students who need disability-related accommodations with test-taking may have tests from their various courses proctored in the Instructional Assistance and High Tech Centers.

Tutoring

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Students who have disability-related needs for tutorial assistance in math and English will be assisted in the Instructional Assistance Center.

2. List and describe the DSP&S special class instruction that is offered by the college, if applicable.

American Sign Language

ASL 151 – Introduction to the Structure of American Sign LanguageThe course focuses on the grammatical and syntactical structures of American Sign Language. Topics covered include sociolinguistic variation, discourse styles, syntax, morphology, and phonology. Emphasis is placed on instruction in vocabulary and basic sentence structure.

Computer Applications and Business Office Technologies (CABOT)

CABOT 90 – Self-Paced Introduction to Adapted Word ProcessingThe course combines specially designed assistive computer technology and a word processing application program to enhance basic skill acquisition and facilitate production of simple written documents.

CABOT 91 – Introduction to Adapted Word Processing for Students with Visual ImpairmentsThe course combines either screen reading or text enlarging assistive computer technology and a word processing application program in order to enhance basic skill acquisition and facilitate production of written documents and academic assignments.

CABOT 92 – Adapted Word ProcessingThe course instructs students with disabilities in the use of the combination of specially designed assistive computer technology and a word processing application program to enhance basic skill acquisition and facilitate production of written documents and academic assignments.

CABOT 93 – Adapted Computer LaboratoryThe course is designed for the disabled student who has completed the regular Adapted Computer Technology course but who must use adapted technologies to efficiently access the computer.

CABOT 94 – Advanced Adapted ApplicationsThe course is designed for students with disabilities to use assistive computer technology and mainstream application programs in order to facilitate production of written documents. Concepts related to basic spreadsheet/database applications and advanced word processing features are included.Dance

Dance 150 – Physical ReintegrationThe course is an experimental movement class for students with learning disabilities and/or physical limitations. Areas covered include exploration of body image awareness and

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integration of sensory modalities with motor processes. Also included is orientation and relaxation with the integration of both into the student’s daily life through dance movement.

English

Eng 160 -- Beginning Reading I/Deaf Students This reading class is designed for beginning level deaf and hard of hearing students who use American Sign Language as their primary means of communication. The class focuses on vocabulary development, idiom recognition and translation, reading for detail, and comprehension via the use of short stories.

Eng 162 -- Intermediate Reading I/Deaf StudentsThis reading class is designed for intermediate level deaf and hard of hearing students who use American Sign Language as their primary means of communication. The class focuses on vocabulary development, idiom recognition and translation, reading for detail, comprehension and identifying story elements via a short novel.

Eng 166 -- Beginning Grammar I/Deaf Students This grammar class is designed for beginning level deaf and hard of hearing students who use American Sign Language as their primary means of communication. The class focuses on learning and correctly using the Simple and Progressive Aspects, modal of advice and opinion, and the writing of simple sentences.

Eng 168 -- Intermediate Grammar I/Deaf Students This grammar class is designed for intermediate level deaf and hard of hearing students who use American Sign Language as their primary means of communication. The class focuses on reviewing the 12 basic tenses, using adverbial and noun phrases and clauses, the passive tense, and gerunds and infinitives.

Eng 172 -- Beginning Writing I/Deaf StudentsThis writing class is designed for beginning level deaf and hard of hearing students who use American Sign Language as their primary means of communication. The class focuses on learning and correctly using the "to be" verb, simple-compound, and complex sentence structures, and the brainstorming and structuring of simple paragraphs.

Eng 174 -- Intermediate Writing I/Deaf Students This writing class is designed for intermediate level deaf and hard of hearing students who use American Sign Language as their primary means of communication. The class focuses on identifying topic sentences, main and supporting ideas, and concluding sentences in addition to writing paragraphs within single and multiple time frames.

Physical Education

PE 130 – Adapted ActivitiesThe course is a diversified program of developmental activities for students who have disabilities which prevent their participation in a regular physical education program.

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PE 131 – Self-Defense for the DisabledThe course is a diversified program of self-defense training and lecture topics that focus on the ability of the disabled to protect and defend themselves.

PE 132 – Adapted AquaticsThe course is a diversified program of aquatics for students with disabilities. The emphasis is on the student’s remaining abilities and adapting them to facilitate swimming, water aerobics, and aquatic skills proficiency.

PE 133 – Lifetime Fitness and Wellness for the DisabledThe course is diversified program of fitness, participation, and lecture activities for students with disabilities. It focuses on the unique wellness needs of this population.

PE 134 – Adapted Wellness and Fitness LaboratoryThe course is a laboratory physical fitness course for students with disabilities. This course is designed to develop and encourage positive attitudes and habits with regard to cardiovascular efficiency, body composition, muscular strength, endurance and flexibility. Students are assessed in these areas and a personalized fitness program is established.

Student Development

ST DEV 105 – College Success for Students with DisabilitiesThe course assists students with disabilities realize their greatest potential for success in college and in life by discovering self-motivation, mastering effective self-motivation, mastering effective self management strategies, developing mutually supportive relationships, and by changing self-defeating patterns and limiting beliefs.

ST DEV 128 – Vocational Planning for Students with DisabilitiesThe course assists students with disabilities learn about themselves, design a vocational plan, and apply decision-making skills to the world of work. Students will explore career goals by assessing and analyzing personal values, aptitudes, skills, and interests, and relating them to a career and to their specific strengths and abilities.

ST DEV 143 – STUDY SKILLS LABThe course is a laboratory course designed to meet the individualized needs of students with disabilities. Specialized tutoring is offered to assist students in developing compensatory strategies necessary for success in mainstream classes and daily living.

ST DEV 146 – Effective Study TechniquesThis is a lecture course designed to familiarize students with disabilities with memory techniques, test preparation strategies, time management, and note-taking skills. The course helps students develop critical thinking skills as well as compensatory strategies.

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3. Describe how regulations, policies, legal opinions, US Department of Education, Office for Civil Rights (OCR) decisions and administrative directives are incorporated into DSP&S program operations and service delivery.

Through participation in regional meetings, listserves, CAPED and subscriptions like Disability Compliance for Higher Education, the Coordinator and faculty monitor new regulations, policies, OCR decisions and administrative directives.

When appropriate, a policy is developed to incorporate the new directives into our operations and/or service delivery.

The new policies undergo the scrutiny of the college governance process and approval by the Board of Trustees before being implemented.

4. Describe the procedures for preparing, monitoring, and annually updating the Student Educational Contract (SEC). What methods are being used to evaluate student progress?

Each semester, students are expected to meet with their counselor to complete Student Educational contract specific to that semester.

The SEC indicates what services and accommodations are being authorized for each class taken during that semester.

The student’s progress is discussed and an indication is made on the SEC whether the student is making progress towards his/her stated goals.

Each counselor is assigned a caseload and is responsible for monitoring students’ SEC’s as needed.

Multiple measures are used by counselors to evaluate student progress including: grades, progress in program, rate of successful completion of classes, students’ satisfaction with their established program, etc.


1. Describe the role of the advisory committee, identify the composition of the advisory committee representatives, the frequency of the meetings, and attach minutes from the two most recent meetings.

The role of the CSD Advisory Committee at Glendale Community College is to provide direction and input into the needs of students with disabilities while attending college.

The committee is comprised of CSD staff members, students with disabilities, representatives from Foothill SELPA and the Department of Rehabilitation, and instructors from Glendale Community College.

The committee did not meet in 2006-2007 due to construction and parking problems on campus.

2. Identify the individual designated as the DSP&S Coordinator and how the individual serving in this position meets the minimum qualifications.

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Joy Cook has served as the Associate Dean of the Center for Students with Disabilities for the past 21 years.

Prior to working at GCC, Joy worked at Moorpark College for 8 years as a Speech Pathologist and ABI Specialist.

Additional work experience includes speech pathologist at Sepulveda Veterans Administration Hospital and itinerant speech therapist with the Santa Paula and Conejo Unified School Districts for a total 6 years.

She meets minimum qualifications with a Masters degree in Communicative Disorders. Joy has additional units in upper division and graduate level study with emphasis in learning disabilities.

3. List and describe each of the positions funded by or supporting DSP&S and how the individuals serving in these positions meet the minimum qualifications.

All academic and classified employees working in DSP&S have gone through the HR screening and hiring process and met minimum qualifications for the position.

The academic positions funded by the CSD include: 2 full time counselors (Valerie Rhaney, MS-Rehabilitation Counseling, Ed.S.-

Education Specialist, Ed.D.- Administration & Leadership) ( Tracey Ziegler, M.S. Counseling Psychology: Human Services)

1 part-time counselor/deaf education specialist (Elizabeth Barrett three Masters in Psychology and Deaf Education)

2.5 adapted computer specialists (Tina Andersen-Wahlberg, Laura Matsumoto, Kathryn Camp all with M.A.s in Occupational Therapy)

2 full time learning disabilities specialists (Ellen Oppenberg M.A., Education) (Susan Hoehn, M.A. Reading Specialist , Ph.D. Educational Psychology)

2 hourly learning disabilities specialists (Cindy Daniels, M.A. Clinical Psychology) (Stela Fejtek, M.S. Communicative Disorders)

Adaptive Physical Education Specialist (Lee Miller Parks, Ph.D. Adaptive Physical Education) (Laura Matsumoto, M.A. Occupational Therapy)

All classified positions funded by DSP&S include: 1 Interpreter/Coordinator (Elizabeth Barrett) 1 Realtime Captionist (Linda Brown) 1 Student Services Technician (Flora Armen) 1 Student Services Assistant (Karmen Mirzoyan) 3 Instructional Lab Technicians (Michelle Bertlesen, Rozik Avanessian, Diana

Markari) 1 Alternate Media Specialist (Scott Ziegler) 1 Program Assistant (Ann Cassidy) 1.5 Instructional Aides (Elena Lungu, David Fell) 1.5 Job Developers (Suzanne Leard, .5 position is vacant)

DSP&S also funds numerous temporary positions including student workers, instructional aides and sign language interpreters.


1. Describe how DSP&S funding is being used to provide support services and/or

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instruction to students with disabilities.

DSP&S funds pay for salaries and benefits for certificated and classified personnel. In addition, it pays the hourly wages for temporary employees such as student workers,

instructional aides and sign language interpreters. Supplies, instructional media, and instructional equipment are purchased with the

allocation. Monthly rent to the YWCA for use of the pool for the adapted aquatics classes is funded

with these funds as well.

2. How is the DSP&S Coordinator’s salary funded?

The Coordinator’s salary is funded 100% by DSP&S categorical funds.

3. How is revenue from DSP&S Special Classes being accounted?

The revenue from special classes is received in the general apportionment and is used to support salaries, benefits and support services in the DSP&S program.

4. Describe the process for developing and approving the DSP&S Budget and Expenditures.

The DSP&S Coordinator estimates what monies will be necessary to cover salaries, benefits, and expenses for the fiscal year. The budget is monitored by the College’s Controller and Vice President of Student Services. The Coordinator is able to view and print spreadsheets using the Oracle System. Any questions or discrepancies are immediately brought to the attention of the Controller. All DSP&S purchases are completed through the college’s requisition process and approved by the DSP&S Coordinator and Vice President of Student Services.

5. Identify the process for completing the DSP&S Year-End Report and relationship tothe district’s year-end program accounting.

The DSP&S Coordinator, using the college’s numbers from the Oracle System’s reports, completes the year-end program accounting. Research and Planning provides a report on the amount of FTEs accrued from special classes.

The college Controller and Executive Vice President of Administrative Affairs sign off on the reports.

6. Identify the process for tracking and documenting Deaf and Hard of Hearing Allocation funds expenditures, if the college receives these funds, and the required college match.

For the fiscal year 2006-2007, the required match was determined through consultation with the Chancellor’s Office DSP&S Unit.

The college established a line item in the General Fund (01) for the match amount.

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Sign language interpreters and realtime captionists were paid first from that line item. When the line was exhausted, they were paid from Categorical funds (03). The total of the two lines determined the funds expenditures.

7. Describe how the college utilizes the funds in the DSP&S allocation for Access to Print and Electronic Information and funds from other sources, to ensure that educational materials are provided in a format that is accessible to and usable by students with disabilities. The funds for Access to Print and Electronic Information and other funds support the

provision of accessible educational materials in various ways. The funds pay in part the salary, benefits, supplies and equipment needs of the Realtime

Captionist. In addition, the college’s instructional media funds purchase software and media that are

deemed accessible as specified in Board Policy 2241, Section 508 Standards for Electronic and Information Technology Accessibility.

The DSP&S Coordinator and faculty monitor purchases and technology developments on campus by participating on the following committees: Administrative Affairs, Technology Mediated Instruction, Quality in Distance Education, Web Oversight Committee and Campus-wide Computer Coordination Committee.

An implementation plan is forthcoming.

8. Describe the procedures for recording the student’s minimum four service contacts per year that are required in order to receive funding, and the process of verifying and reporting those service contacts to MIS.

Service contacts are tracked two different ways: Three service areas (Center for Students with Disabilities, Instructional Assistance

Center, High Tech Center) have ID card readers that track students’ services as they enter and exit these centers.

In addition, contacts are entered manually for such services as tram rides.

9. In general, describe the DSP&S funding allocations formula and its elements. Understanding the formula is essential in effectively administering and advocating for your program. The funding formula is complex and comprised of different elements, including weights assigned by disability category. Would your college like to request technical assistance in this area?

The DSP&S funding formula is a complex calculation based on the reported weighted student count, college contribution, other program income, credit and Non-Credit FTES, and DHH expenditures.

No, the Coordinator feels that technical assistance in this area is not needed.

Other

1. Describe other areas or departments on campus you coordinate with to provide services to students served by DSP&S.

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DSP&S faculty and staff coordinate with all Student Service departments on campus including Admissions and Records, Financial Aid, EOPS, Transfer Center, Career Center, and Health Center, among others.

DSP&S also works with academic divisions, the Learning Center, Bookstore, and Library to coordinate services to students with disabilities.

2. What type of training would you like to receive in order to improve the efficiency and performance of your college’s DSP&S program? Please describe all DSP&S related training needs as you see them.

After circulating this question among faculty and staff, responses received:1) Emergency response for assisting people with disabilities2) To be a more effective Counselor in dealing with individuals with addictive behaviors/personalities.

F. Compliance

CalWORKs/TANF

Student Eligibility

1. Describe your college’s coordination with the local county department of social services to determine student eligibility for services and coordinate services to be consistent with and in support of the student’s welfare-to-work plan.

Students referred directly by Los Angeles County Department of Social Service (DPSS) or by one of their contracted agencies (Armenian Evangelical Social Services Center, Armenian Relief Society, Catholic Charities, Community Enhancement Services, and Jewish Vocational Service) will have a variety of County generated referral forms that allow shared information between offices to coordinate services consistent with welfare-to-work plans.

Self-Referred and Self-Initiated participants initiate contact with our CalWORKs office at which time, contact is made with local county offices or their contracted agencies to coordinate their education in line with their welfare-to-work plan.

Students will request assistance with ancillary services, including books, supplies, transportation, child care, and outside service referrals (domestic violence treatment, substance abuse treatment, mental health services, etc.) that will be coordinated between the CalWORKs office and their county case worker.

Additional coordination is maintained at the program level by taking part in various meetings sponsored by colleges or county offices.

The Los Angeles County Community Colleges CalWORKs Consortium (LAC-5) has monthly meetings which include representatives from various county agencies.

The Glendale Community College CalWORKs Coordinator is a member of the steering committee for the LAC-5. DPSS has other committees and groups including the

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CalWORKs Leadership Council, Case Management Committee, CalWORKs Education Training and Employment Partnership Steering Committee, DPSS Sanction Study Group, CalWORKs Plan Addendum Work Group, and others.

2. What documentation is used for eligibility for CalWORKs funded services? Do the student files contain this eligibility documentation?

Student eligibility is referenced in the CalWORKs Program Handbook 2007-2008, indicating, “In general, to be an eligible participant in the community college CalWORKs program a person needs to be a student in good standing…” with further requirements identifying welfare recipient receiving cash aid and developing a Welfare to Work plan.

A CalWORKs Student Eligibility Matrix refers to direct requirements for eligibility. The CalWORKs office has been charged with organizing a new method of intake and

eligibility by working closely with our local welfare agency and the Chancellor’s Office to meet changing interpretation of appropriate documentation for eligibility requirements.

Eligibility is also consistent with definitions of CalWORKs recipient as written in California Education Code Section 79200-79203.

Students must provide proof they continue to receive cash aid and that they continue to be in good academic standing.

Eligibility is presently being determined by sending reminders via mail to all current CalWORKs students with instructions to return to the CalWORKs office 2 weeks prior to or 2 weeks after each term with appropriate eligibility forms (Agency Verification of Untaxed Income) to confirm eligibility.

Eligibility is determined via Agency Verification of Untaxed Income form (Glendale College generated form), Verification of Self-Initiated Program form (County form GN 6005), Progress Report form (County form GN 6070), Service Provider Referral form (County form GN 6006), a CalWORKs Cash Aid Notice of Action form, or a letter from the County contracted agency certifying that the student receives cash aid for their family and themselves and is in the process of developing a welfare-to-work plan.

The student enrollment is then verified via computer enrollment information (VAX and Online Non-Credit registration) and the student completes a CalWORKs office application or update.

The student’s academic course record includes course information, current grades, course list, units attempted, units completed, and cumulative grade point average (to assure satisfactory progress is being achieved).

Contact with the County Welfare Department is maintained to coordinate eligibility verification and maintain participation requirements. The student’s file contains all eligibility verification materials.

3. If provided, describe how student eligibility for on-campus child care is determined and how is this service coordinated between the college’s Child Development Center and the CalWORKs program.

On-campus child care is provided to students at Glendale Community College, both at the Main Campus and at the Garfield Campus.

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The students must be initially seen at the CalWORKs office prior to authorization. Students may be referred from the Child Development Center (Main Campus) or the Parent Support Center (Garfield Campus) to the CalWORKs office.

In either case the student must meet CalWORKs eligibility and have all documentation in place prior to sending a referral to the Child Development Center or the Parent Support Center.

Students must have a referral in order for any expenditure of funds to be authorized.

On the Main Campus, a student must be eligible for CalWORKs services and demonstrate a need for child care, and have a qualifying child based on age and other Child Development Center requirements.

Proper documentation is compiled for the student and child. The student schedule is reviewed to establish the need time frame and a referral is

made authorizing CalWORKs child care for the term. The child care center provides the child care and submits a billing statement for

the child, listing days, hours, and identifying information. This information is reviewed by CalWORKs staff (Student Services Assistant II)

and the Grant Accounting Specialist. Once all information has been verified, payment is authorized by the CalWORKs Coordinator to pay the Child Development Center.

At the Garfield Campus, a student must be eligible for CalWORKs services and demonstrate a need for child care, and have a qualifying child based on age and other Parent Support Center requirements.

Proper documentation is compiled for the student and the child. The student schedule is reviewed to establish the need time frame and a referral is

made authorizing CalWORKs child care for the term. The Parent Support Center provides the child care and submits a billing statement

for the child, listing days, hours, and identifying information. This information is reviewed by CalWORKs staff (Student Services Assistant II)

and the Grant Accounting Specialist. Once all information has been verified, payment is authorized by the CalWORKs

Coordinator to the Parent Support Center.

Student Services

1. Describe each of the program component services that are provided using CalWORKs and TANF funds and how these services are documented.

The CalWORKs program at Glendale Community College consistently provides comprehensive student services through service coordination, work-study, subsidized child care, job development and job placement to over 1,000 students a year.

The CalWORKs staff provides successful coordination of services. A CalWORKs Coordinator administers the CalWORKs program, submits annual reports,

prepares and supervises staff and budgets.

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A Grant Accounting Specialist organizes and verifies CalWORKs expenditures to verify eligibility.

An Assistant Director supports and supervises Non-Credit CalWORKs staff and provides case management to CalWORKs students.

Two Sr. Student Service Technicians, one at the Main Campus and one at the Garfield Campus, provide case management, intake, orientation, and outreach services for the CalWORKs program and students.

A Student Service Technician at the Main Campus provides direct student services to CalWORKs students.

Two Student Services Assistant II’s, one at the Main Campus and another stationed at the Garfield Campus provide clerical support, file management, file preparation, and assistance with various forms including data reporting for MIS.

A Student Support Technician makes appointments, completes documentation for CalWORKs ancillary requests, and provides clerical support.

Two part-time Student Service Assistants at the Main Campus, provide general clerical support, prepare files, greet CalWORKs students, and answer general questions.

Budget information for staff appears in the Year-End Expenditure Report.

For on-campus work study, eligible students are referred to the Job Placement Office with a referral form to be matched with appropriate job assignments based on the availability, need and student goals.

Students were placed in 193 work study assignments in the 2006-2007 year. CalWORKs funds are used to pay up to 75 percent of work study wages, with other sources, including federal funds, to supplement the remainder of the wages.

Coordination with the Financial Aid Office is maintained closely to organize payments from various sources and to determine need.

The Job Placement Office submits continuous lists of student placements which are matched to eligibility files to assure appropriate reimbursement.

Work study data is reported to the Chancellor’s Office in the Year-End Accountability Report as well as in the Year-End Expenditure Report.

For off-campus work study, eligible students will be case managed regarding location, class hours, and job skills.

Available openings will have generalized requirements which will be reviewed with the student by the CalWORKs Office to assure that there is a possible match.

Students will be interviewed and an agreement will be made between the job site supervisor, the student, and the CalWORKs Office.

Verification of progress and attainment of job skills will be made on a bi-weekly basis. The CalWORKs Office will reimburse the South Bay Workforce Investment Board

(acting as the employer of record for the Los Angeles County Department of Social Services) 75 percent of the wages for the student.

Eligibility for continued employment will be made prior to renewal of any work assignments.

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Subsidized child care is provided through the CalWORKs office at the Main Campus, and at the Garfield Campus.

The student schedule is reviewed to establish the need time frame and a referral is made authorizing CalWORKs child care for the term.

The student receives child care services which are documented and coordinated between the CalWORKs Office and either the Child Development Center on Main Campus or the Parent Support Center at the Garfield Campus.

The child care center provides the child care and submits a billing statement for the child, listing days, hours, and identifying information.

This information is reviewed by CalWORKs staff (Student Services Assistant II) and the Grant Accounting Specialist.

Once all information has been verified, payment is authorized by the CalWORKs Coordinator to pay the Child Development Center.

Child care hours and number of students served are reported in the Year-End Accountability Report, with expenditures reported in the Year-End Expenditure Report.

CalWORKs students seeking employment assistance are provided with an array of job placement services, including interviewing techniques, resume preparation, mock interviews, faxing of resumes, computerized job search, referral to employers, referrals to outside agencies, referrals to community partners, campus job placement offices, and County Welfare offices.

CalWORKs program funds are used to pay for direct services provided by the CalWORKs office staff. Senior Student Service Technicians, and Student Service Technicians, the CalWORKs Coordinator, and the CalWORKs Assistant Director have experience and expertise in providing employment services to CalWORKs students.

Information regarding job placement including TOPs codes are reported through our data elements submitted to the Chancellor’s MIS office.

2. Describe your college’s process for providing case management services.

The CalWORKs office is the first point of contact for students when they decide to enroll or are referred for enrollment. CalWORKs students must complete a CalWORKs Student Application form.

The student is provided with information regarding benefits and eligibility. CalWORKs eligibility is determined following coordination with the local welfare department, and through information gathered by the college’s Information Technology department through the VAX system (Reflections) which tracks students by college ID (for credit students) and by social security number (for Non-Credit students). The student undergoes a needs assessment and appropriate referrals are discussed and made. Case management is coordinated with either the Main Campus CalWORKs office or the Garfield Campus CalWORKs office, depending on the student’s current enrollment.

Students are seen at the CalWORKs offices regularly to complete weekly, monthly, or quarterly training verification forms for the welfare agencies or for child care purposes.

Additionally, students are assisted with enrollment issues, retention services, and various referrals.

Data regarding course registration, drops, adds, and grades is reviewed with the student continuously throughout the academic term.

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Access is available to CalWORKs staff to review financial aid information, testing results, admission information, coursework/grade information, and counseling status.

The CalWORKs office has contracted with the Los Angeles County Department of Social Services to provide case management and coordination services to participants and monthly management reports are completed to list the students enrolled in the program and the program goals with start and end dates.

Their progress is reported upon exit. A college early alert program provides a list of CalWORKs students in need of

immediate attention and students are contacted for assistance and case management. Contact is maintained with local County Welfare Department staff to verify status, obtain

updated welfare information, coordinate receipt/eligibility of ancillary services, and to provide support to participants as they pursue their educational goals within County guidelines.

The student’s work status is also updated regularly during meetings to include tracking of work study.

The VAX system is consulted to obtain updated work study information. A contract has been entered into with the Los Angeles County Department of Social Services for off-campus work study to provide opportunities to obtain subsidized employment in local county-contracted offices.

Students must participate in a complete referral, assessment, and case management process specific to the work study contract.

Students are supported throughout the semester at the various times they are seen to review their cases, advocate for services, organize educational goals, discuss challenges, and to facilitate their self-sufficiency.


1. Do you have a program coordinator or director? What percentage of time does this position have assigned to CalWORKs and how was it calculated?

Glendale Community College has an assigned CalWORKs Coordinator who is 25 percent funded by CalWORKs and has responsibility for Matriculation as the Associate Dean of Continuing and Community Education.

During program reorganization, the calculation is based on the percentage of time spent as needed and appropriate.

2. Describe how the CalWORKs program coordinator and staff coordinate with the local country welfare department to provide services to eligible CalWORKs students.

The CalWORKs program coordinator is currently serving as a steering committee member of the Los Angeles County Community Colleges CalWORKs Consortium (LAC-5) which holds monthly meetings to maintain coordination with local county colleges and with Los Angeles Department of Social Service staff and related offices. LAC-5 meetings are also attended by CalWORKs staff.

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Various DPSS meetings are attended by the CalWORKs program coordinator and staff to assure that relationships are maintained to allow for maximum coordination of services.

Besides attending regular meetings, focus groups, and committees, the program coordinator and staff maintain regular telephone contacts to discuss issues, obtain authorizations, and discuss daily issues involved with case management and coordination of services for our eligible CalWORKs students.


1. How do you ensure that CalWORKs funds are only used to pay for allowable services for CalWORKs eligible students?

The CalWORKs Program Coordinator is ultimately responsible for verifying the information reported in the Year-End Accountability Report and the Year-End Expenditure Report submitted to the Chancellor’s Office that report what funds were utilized and report the data for eligibility.

The Grant Accounting Specialist organizes work-study, financial aid, and child development payments for the CalWORKs program.

The Grant Accounting Specialist is responsible for confirming program eligibility of CalWORKs participants, by overseeing CalWORKs expenditures and verifying if they are justifiable and reasonable by working closely with the CalWORKs coordinator.

All other staff have knowledge of eligibility determination and requirements for CalWORKs and insure that documentation is filed prior to providing services that expend CalWORKs funds for services.

2. How do you ensure the declared match are from allowable sources and are for direct services provided to CalWORKs students?

The CalWORKs Program Coordinator works closely with the Grant Accounting Specialist who refers to the Glendale Community College Business Office to assure that funds that are utilized for CalWORKs match are appropriate to be included in the CalWORKs Budget reporting and that they service CalWORKs students directly and are from eligible funding sources as delineated in the CalWORKs Program Handbook submitted by the Chancellor’s Office regarding allowable use of matching funds.

3. Describe the process for developing and approving the CalWORKs Budget and Expenditures.

The CalWORKs Budget and Expenditures are developed and approved by the CalWORKs Coordinator by reviewing the various program costs of personnel and services compared to historical reporting.

The Coordinator reviews and completes a CalWORKs Program Plan based on students served and a targeted amount of students to serve.

The funds expended in previous years provide a baseline for amounts anticipated.

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Once the Program Plan and CalWORKs Proposed Budget Plan are developed, the Grant Accounting Specialist provides support to verify accuracy of actual expenditures and balances based on allocation amounts.

The CalWORKs Proposed Budget Plan and the CalWORKs Program Plan are reviewed and approved by the Associate Vice President of Continuing and Community Education, and the Vice President of Administrative Services who acts as the Chief Business Officer for Glendale Community College District.

Expenditures for the CalWORKs program are reviewed regularly by the CalWORKs Coordinator to verify existing amounts and to confirm appropriate expenditures. Authorization of expenditures is initially the responsibility of the CalWORKs Coordinator, and then it is approved by the Associate Vice President of Continuing and Community Education, and ultimately the Vice President of Instruction.

The Glendale Community College Oracle system keeps track of accounts for monitoring.

4. Identify the process for completing the CalWORKs Year-End Report and relationship to the district’s year-end program accounting.

The CalWORKs Year-End Expenditure Report is completed by the CalWORKs Coordinator and the Grant Accounting Specialist by reconciling and reviewing internal CalWORKs expenses, which are then compared with the district’s program accounting to verify accounts, matching amounts, and encumbrances.

Any discrepancies in account balances are reviewed to assure that both the CalWORKs account and the districts account coincide appropriately before signing and submitting the CalWORks Year-End Expenditure Report, which is signed by the CalWORKs Coordinator, the CalWORKs Supervising Administrator, and the District Business Office.

Other

What other areas or departments on campus do you coordinate with to provide services to CalWORKs Students?

The CalWORKs Office coordinates services with Financial Aid, Admissions, Assessment, Career Center, EOPS, Center for Students with Disabilities, Learning Center, ESL Division (credit and Non-Credit), Child Development Center (main campus), Parent Support Center (Garfield Campus), Continuing Education Department, and all other campus services and departments to implement and coordinate services for CalWORKs students effectively.

Counseling services are deferred to Academic Counseling and EOPS counseling with case management of CalWORKs students provided directly by the CalWORKs office.

The CalWORKs Office and the Financial Aid office both collaborate to assure that benefits paid are reported accordingly to avoid overpayment of financial aid and to appropriately analyze and report financial need.

Forms have been created to assure that students report funds received by outside agencies.

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Work study funds are verified to assure that the CalWORKs 75 percent maximum is not exceeded by providing information to the Job Placement office by both CalWORKs and Financial Aid.

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IV. Effective Practices and Opportunities for Improvement

MATRICULATION

A. What is working well?

Tracking of matriculation services provided to students. Implementation of the SARS.GRID appointment system in Academic Counseling,

Transfer Center, Career Center, EOP&S, CSD, International Student Office and Tutoring Center.

Implementation of the SARS.TRAK and SARS.CALL modules has helped with efficiency of service and expedited the matriculation notifications sent to students.

Joint retention projects with counseling and instructional faculty. Reporting of matriculation MIS data elements.

A small task force was formed to improve the collection of matriculation data for reporting the 13 data elements.

After two and a half years work, the reporting is increasingly accurate. The task force is working on refinements to the current tracking system.

B. What areas need to be addressed more effectively?

Use of the prerequisite matrix for content review of prerequisites. Providing additional staff development activities regarding matriculation matters to the

general campus community. Having students on academic and progress probation respond to notices and phone calls

to attend workshops and make counseling appointments.

C. Any exemplary practices and services that may be replicated by other colleges?

Elementary Algebra Project: Mathematics instructors are asked to have a homework assignment for their students to make an appointment with their counselor to develop an SEP and/or complete a career assessment. Advising materials and individual folders have been prepared in addition to class presentations.

Student Development 101 Freshman Seminar has been paired with English 120 and Math 145.

A new on-line multimedia interactive orientation is presently being developed and will be implemented in January 2008.

D. Any successful pilot projects implemented by your program?

Paired Student Development 101 courses with non-credit ESL and GED students.



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Matriculation services are expanding for the Non-Credit population of Glendale Community College.

A Non-Credit matriculation subcommittee is formally being developed to organize service delivery of registration, orientation, assessment, and counseling services.

The online registration system was implemented in the summer 2007 term and has worked well.

With additional funds, a SARS system of case management will be established to assist with counseling appointments and retention services.


Establishing a student identification system that will allow for Non-Credit students to utilize some type of identifier that will track their progress through Non-Credit to credit will allow for appropriate data collection and reporting.


The Non-Credit matriculation outreach and coordination with local high schools has created various collaborations including regular meetings with high school counselors and administrative staff leading to agreements such as authorizing provision of high school diplomas by Glendale Community College.


The SARS system will be in place by the spring semester and will hopefully be a successful pilot project to maintain contact with students and develop a working database for student contacts.

EOPS/CARE


Determining student eligibility Monitoring continued student eligibility Student completing their SEP in ST DV 100 classes Determining CARE student eligibility Documentation of counseling contacts Bus passes and gas vouchers for CARE students Full participation of all EOPS staff members in implementing Title5 Large district contribution Outstanding working relationship with all areas of the campus community


Monitoring student mid-term progress Tutorial services

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Advisory committee Working with off campus agencies Increasing the program participation in CARE program



First implemented in Fall 2007, the Persistence & Retention Project invites all new students that drop below 12 units after 6th week to participate in the project.

DSP&S


The CSD staff is a cohesive group that fosters a sense of shared purpose and common goals for students with disabilities. Faculty meet regularly to discuss policy, problems and staff students.

The CSD has a well-developed process for producing materials in alternate formats that ensures campus-wide access.

The CSD has a well-established process on campus for faculty referrals of students they suspect may benefit from our services.


Developing and implementing Section 508 purchasing guidelines.


Learning and High Tech Specialists are working with mainstream faculty to adapt Universal Learning Design (ULD) in their classes. Glendale Community College is one of two colleges chosen by the Chancellor’s Office and High Tech Center Training Unit to participate in the ULD Pilot Project.

The Adaptive Physical Education Program has an innovative array of classes including Adapted Indoor Cycling, Self Defense for Disabled and Physical Reintegration.


The Multi-Disciplinary Deaf Studies Project is a three year, multi-disciplinary program that offers deaf students the opportunity to enroll in Basic Skills classes with teachers and tutors who are fluent in American Sign Language.

CalWORKs

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The Glendale Community College CalWORKs office has taken a leadership role in state issues.

The CalWORKs Coordinator for the college is currently the President of the statewide California Community Colleges CalWORKs Association (CCCCA).

The Sr. Student Service Technician of the Main Campus is the Treasurer of the CCCCA. Collaboration with the County offices is optimized by being a part of several committees

and groups, again in a leadership role.


Current staffing of the CalWORKs office is not adequate. The CalWORKs office is working with district administration to approve requests to hire

additional staff or reorganize the CalWORKs office to meet the need of the students in the environment of increased accountability and reporting.


The organization of the on-campus work-study program which allows a large number of students an opportunity to work at a variety of positions is exemplary.


The CalWORKs office has recently entered into a contract with the Los Angeles County Department of Social Services to provide for off-campus work-study opportunities.

The organization of this program uses CalWORKs resources, DPSS contracts, and the South Bay Workforce Investment Board as the employer of record in a truly collaborative manner to provide opportunities to students and meet work participation rates.

The CalWORks office has also entered into a three year CalWORKs Coordination contract with DPSS which allows for funding to provide coordination of services.

V. Planning Agenda

MATRICULATION

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The Matriculation Program Plan was completely rewritten and submitted to the Chancellor’s Office in June 2005. Coordinators of all the matriculation components and members of the Matriculation Advisory Committee were involved in the development of the plan. Minor modifications to the existing plan are made on an ongoing basis through the work of the Matriculation Advisory Committee and the matriculation program component coordinators.

New and updated matriculation activities include the following:

Scheduled review and modifications to the MIS tracking of all matriculation services due to the changes made to matriculation MIS data elements.

Development and implementation of a new multimedia interactive orientation on-line program.

Implementation of the SARS.CALL system of notification to students. As planning for implementation of the new system occurs, more frequent and comprehensive notifications to students to access matriculation services will occur.

Matriculation component coordinators will participate in the implementation of the PeopleSoft Campus Life student system. Implementation is scheduled to begin Summer 2008.

Addition of counseling faculty to the Career Center is planned to increase services to undecided students. Expansion of the internship program is underway.

Expansion of the paired offerings of Student Development orientation and career planning classes is planned. Expansion of the Elementary Algebra Project is also planned. This project provides enhanced career and academic advising services to students enrolled in non-transferable algebra classes.

Planning to enhance services for students on academic and progress probation needs to occur. The primary challenge is motivating students to take advantage of the services offered.

Expansion of the university tours offered through the Transfer Center.


New plan – translate our student handbook is a priority item that will immediately benefit our students.

Timeline – begin Fall 2008 Resources needed – Non-Credit Matriculation funds Responsibility for implementing the plan – Associate V.P. and Program Director

New plan – an online orientation program will enhance our classroom presentations. Timeline – begin Fall 2008 Resources needed – Non-Credit Matriculation funds Responsibility for implementing the plan – Associate V.P. and Program Director

New plan – SARS System implementation to help maintain contact record of students and develop a database for student contact and assist with reporting data.

Timeline – begin Spring 2008

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Resources needed – General Funds Responsibility for implementing the plan – Information Technology

New plan – Offer credit classes Student Development and English 186/187 to assist Non-Credit students’ transition to become credit students.

Timeline – Fall 2008 Resources needed – General Funds Responsibility for implementing the plan – Associate V.P. and Business Department Chair

New plan – Increase evening counseling hours to reach more students and provide services.

Timeline – Spring 2008 Resources needed – Non-Credit Matriculation Funds Responsibility for implementing the plan – Associate V.P.

EOPS/CARE

New plan – implement a mid-term progress report procedure that would be completed by all EOPS/CARE students, signed and returned by all GCC faculty members.

Timeline – begin during Fall 2008 Resources needed – none beyond normal program expenditures Responsibility for implementing the plan – Vice President, Student Services,

Associate Dean – EOPS/CARE, EOPS counselors & staff, GCC faculty, EOPS/CARE students

New plan – moving EOPS to a permanent facility – 2nd floor of the San Rafael building Timeline – Spring, 2011 Resources needed – total and complete renovation of 2nd floor SR. Converting

current Career Center into a study hall area, complete with computers for EOPS/CARE students. Actual costs and configuration to be determined.

Responsibility for implementing the plan – Vice President, Student Services, Associate Dean – EOPS/CARE, EOPS counselors & staff, purchasing & facilities staff

DSP&S

New plan – moving the CSD into the new Students Services One-Stop Center Timeline – Spring 2012 Resources needed – the college will supply required resources Responsibility for implementing plan – Vice President, Students Services and

Associate Dean, DSP&S. New plan – identifying larger lab spaces for the Instructional Assistance and High Tech

Centers Timeline – Spring 2012 Resources needed -- space

New plan – negotiating on-going rental agreement for YWCA swimming pool Timeline – Winter-Spring 2008 Resources needed – Nothing additional

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CalWORKs

New Plan – hiring new case management and support staff for the CalWORKs Office Timeline – 1-3 months Resources needed – CalWORKs/TANF funds Responsibility – CalWORKs Coordinator and Administration

New Plan – reviewing Case Management form Timeline – 3-6 months Resources needed – CalWORKs/TANF funds Responsibility – Sr. Student Service Technicians working with support staff,

authorized by Coordinator New Plan – Arranging for more evening support

Timeline – 3-6 months Resources needed – CalWORKs/TANF funds Responsibility – CalWORKs Coordinator and Administration

New Plan – Relocating CalWORKs Office Timeline – 3-5 years Resources needed – General Funds Responsibility – Associate V.P. and College Administration

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VI. Implementation and Technical Assistance

MATRICULATION

A. Is there any training or technical assistance that you believe would improve the effectiveness of your programs?

No.

B. Are there any laws, regulations or other requirements that you find problematic in implementing any of these categorical programs to your college?

No.



The implementation of student identification numbers for Non-Credit students in summer 2007 was a big accomplishment.

We now need assistance from the Information Technology Department to maintain records and assist us in reporting data to the Systems Office.


No.

EOPS/CARE


Forming an effective and involved Advisory committee Developing, with instructional faculty, an understanding of the importance of completing

and returning a mid-term progress report for all EOPS/CARE students.


The inability to use counselor conducted workshop formats to count as a counselor contact.

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DSP&S


Better utilization of the Advisory committee


Implementation of purchasing rules and policies regarding Section 508

CalWORKs


Continued training by the Chancellor’s Office has helped and should continue. New Director’s Training is scheduled.

MIS training should continue to assure that compliance in reporting new data elements is being met.


The collective bargaining agreement in its current form is problematic in meeting our categorical staffing needs.

Staff is needed and funding is available to provide for CalWORKs staff. However, the college-wide hiring process for classified staff is on hold. Authorization to hire for categorical programs must go through the same process as

classified staff. There is a need to respond to the immediate needs of the program and a review of the

collective bargaining agreement to allow for a special hiring process will be pursued.

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