end of grant Manual title v PACto cooperative grant program · 2018. 12. 10. · END OF GRANT...
Transcript of end of grant Manual title v PACto cooperative grant program · 2018. 12. 10. · END OF GRANT...
END OF GRANT MANUAL TITLE V PACTO COOPERATIVE GRANT PROGRAM
FY 2012-2018
AVID: Proven Achievement .Lifelong Advantage; 75% of AVID students are from low socioeconomic status background, and 80% are underrepresented students.
Nevertheless, they outperform their peers in crucial metrics nationwide.
Table of Contents
PACTO Overview Page 1.
Strategic Highlights Page 1.
Grant Initiatives Page 2.
Operating Highlights Page 3.
Student Highlights Page 7.
Financial Highlights Page 9.
Grant Status Page 10.
PACTO Goals, Objectives, Strategies & Results Page 13.
Key Results from External Evaluator Page 21.
INCREASING SUCCESS THROUGH:
Initiative 1: Comp. Support Services Grounded in AVID Essentials Page 23.
Initiative 2: Improved Information and Technology Systems Page 30.
Initiative 3: Improvement of Facilities to House Support Services Page 34.
No Cost Extension Request Page 38.
Lessons Learned Page 38.
In Conclusion Page 40.
Looking Ahead Page 41.
Contact Information Page 42.
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PACTO Overview
STRATEGIC HIGHLIGHTS
Arizona Western College and Northern Arizona University - Yuma created a single,
collaborative activity – Partners Advancing Completion through Transfer Opportunities
(PACTO) to address the significant problems facing partner institutions in their mission to improve
educational access for Hispanic, low-income student populations, building on each institution’s
strengths. This grant project’s goals were that both Institutions: (1) Maximize limited resources at
both institutions, (2) Increase participation in higher education for students who for financial,
family, or employment reasons cannot attend and/or succeed in college without added support.
(3)Increase the number of Hispanic and low-income students who enroll, succeed, and graduate
from AWC and transfer, succeed and graduate from NAU-Yuma, and (4) Increase the number of the
region’s residents who complete college degrees. The PACTO grant endeavored to take advantage
of the fact that both Institutions share a campus, thus with added support and a close partnership,
a seamless pathway was created in the Elementary Education department in helping local students
obtain a Bachelor’s degree and pass the required state assessments to enter the teaching
profession. Additionally, both Institutions desired to upgrade and enhance their services to local
Military and Veteran students. Maintaining a quality academic program was the highest priority
for the partner institutions in this Title V PACTO Project.
Grounded in established best practices and inclusive of solid assessment processes, the
grant’s annual objectives measured the intended outcomes of three interrelated initiatives based
on support mechanisms to increase the rates of student success, retention, access, and degree
completion. These Initiatives were:
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Initiative One – Increasing Success through Comprehensive Support Services
Grounded in AVID essentials.
Partner Institutions engaged in a process to expose and train faculty on the effective implementation of Advancement Via Individual Determination (AVID) Postsecondary strategies and encouraged increased utilization of AVID essential principles to create systemic organizational change on the combined AWC and NAU-Y campus. New systems and processes were pilot tested, evaluated, and implemented with distinct cohorts of high-risk student groups beginning in year two.
Initiative Two – Increasing Success through Information and Technology Systems.
AWC transitioned to an externally-hosted data management process resulting in improved access to and use of student information data. The new system was rolled out incrementally throughout the five project years. NAU-Yuma developed a virtual advising system which served to improve and expand seamless transfer pathways for students and develop processes to better prepare Teacher Education students for passage of teacher certification examinations.
Initiative Three - Increasing Success through Improvement of Facilities to House
Support Services.
Partner Institutions renovated existing facilities to house a new Advising and Transfer Center (year one), accommodate a shared Veteran/Military Support Center (years two through four), and create a collaborative student work area (year four).
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OPERATING HIGHLIGHTS
The Title V Cooperative Grant brought many improvements to both Arizona Western College and
Northern Arizona University-Yuma during the six year span of grant pilots and programs (2012-
2018). At Arizona Western College, the PACTO team experienced many personnel changes, due to
permanent employment offerings and employees moving out of the area. The staff at NAU-Yuma
had only one employee replacement. Despite these changes, the grant team was able to accomplish
many objectives, as well as develop, pilot, implement and support programs to improve student
experiences at both institutions. Highlights include the following:
The full implementation of the “Teacher Preparation Initiative” via AVID for Higher
Education in the Teacher Education department at NAU-Yuma.
A comprehensive AVID based training program by AVID
qualified Trainers for all Tutors hired at AWC.
A strong Case Management Program of Individual
Student Support for Education and Psychology students
beginning at AWC and continuing through the Bachelors
program at NAU-Yuma. The NAU-Yuma Program/Case
Management Coordinator position will continue since it
is institutionalized. At AWC, the Case Management/Transfer Specialist position continues
also.
A collaborative enrollment process was established to support students throughout the
transfer process and beyond. The joint admission program AWC2NAU allowed students
to be dually enrolled at both AWC and NAU-Yuma allowing them access to services at both
institutions.
Arizona Western College experienced a 31.5% increase in
students who earn a bachelor’s degree from 2010 to 2016 in
large part due to the initiatives of the PACTO grant including the
support to the Transfer Services Department.
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NAU Leadership hired a consultant to visit the NAU-Yuma campus. While there, she spoke
to NAU PACTO staff and students. She stated that a highlight of her visit was hearing the
students’ praise for the Case Management system and the tutoring and assessments
provided to support the students and help them be successful.
Improved services in the AWC Transfer Services Department via additional personnel,
and improved communication between AWC and NAU-Yuma.
AWC has successfully transitioned to an externally-hosted data management process
resulting in improved access to and use of student information data. The new system has
been rolled out incrementally throughout the six
project years.
Partner institutions have renovated existing
facilities to house a newly created Advising and
Transfer Center, Accommodate a shared
Veteran/Military Support Center, and create
collaborative student work areas. Improved
spaces for NAU-Yuma PACTO staff including
tutoring areas, a student center, and the
Assessment Center listed below.
A comprehensive Assessment Center was created at NAU-Yuma and it continues to
expand assessment opportunities for students transferring to NAU-Yuma. It is now a
certified testing center and has expanded to offer other testing to NAU students.
A strong, effective semester long Professional Development Series (PD Series) at AWC
was piloted in Year Four that has been replicated (on a scaled down basis) during Year Five
and is being considered for institutionalization through the Center for Instructional
Excellence.
Each project year, all training activities were evaluated utilizing a survey instrument
developed and administered by PACTO staff. Survey results were overwhelmingly positive
from both AWC and NAU-Yuma attendees.
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Targeted Early Assessment and Tutoring for NAU-Yuma Education Students in order to
prepare students to pass the rigorous NES exam (required for teacher certification in
Arizona prior to 2018).
NAU-Yuma established a virtual advising system that has since been implemented at all
NAU campuses.
By year four, the Education program at NAU-Yuma experienced an increase in students to
nearly 150 due to the PACTO initiated services. In year 5, these services were expanded to
Psychology students also.
In year four, PACTO grant staff created a joint “Guide to Your
Transfer Degree in Elementary Education at NAU-Yuma”
providing transfer students with a wealth of information about
the Elementary Program and the transfer process.
The AVID program introduced highly effective strategies to
faculty members at both AWC and NAU-Yuma through AVID
based Professional Development sessions; specifically, High
Engagement Strategies, Socratic Seminar, WICOR strategies,
Professional Development days, Peer Mentor program, highly
trained Peer Tutors, and Philosophical chairs.
PACTO enabled staff to pilot services in specific cohort
classes in order to gain data on the effectiveness of
these services; for example, the use of Peer Mentors
in ORI courses; then comparing the GPA of these
students with ORI course students not receiving Peer
Mentor assistance.
Services to Veteran and Military students were
increased in various ways, including providing tutoring in the Veterans Center.
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A full time Military & Veterans Services Specialist was
hired through the PACTO grant to pilot advising systems; this
position has been institutionalized post grant in order to
continue to support this population of students.
The use of the AccuTrak system of student “check-in” was
expanded and increased across various campus departments
through the PACTO grant. The next level of software was purchased in Year 5 to allow these
departments to track students while attending events away from the center via a mobile
tablet.
The PACTO grant received a NO COST EXTENSION into the 2017-2018 academic year in
order to allow the PACTO Activity/Student Support Coordinator the time needed to continue
strategies and support in order to meet Objective 6 and Objective 13, which while close,
were not yet met. NAU-Y also used the extension time to support their Peer Mentor program
in the Elementary Education Department which will continue post grant.
During the extension year, AWC AVID for Higher Education (AHE) and NAU-Yuma AVID
for Higher Education (AHE) joined the county AVID “V Team” (Vertical Alignment Team).
This team has AVID support and representation from Kindergarten through grade 16
(Baccalaureate) level; inclusive of Yuma District One, Yuma Union High School District,
Arizona Western College and Northern Arizona University-Yuma.
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STUDENT HIGHLIGHTS
NAU-Y Student Katie Lamaestra has been fully admitted to the Teacher Education
Program. She states; “The main person I feel has helped me the
most is Julie, my peer mentor. Even though she did not have to hound
me about completing my assignments, she is always there with
encouragement and a willing ear to listen. It was by her suggestion
that I was able to complete my scholarship application and stay sane!
A lot of hard work went into being accepted into the teacher
preparation program. I had to keep myself motivated and keep my
priorities in line. Thank you Marcy, Julie, and all of PACTO for helping
me succeed!
NAU-Y Student Paloma Carillo has passed NES
Subtest I & NES Subtest II. She states: “I can honestly say that
the NES test has been one of the most challenging exams I have ever
taken. It took hard work and dedication to pass this test. Thanks to
the study resources and tutoring sessions I received here at NAU, I
was able to expand my knowledge of what the NES would throw at
me. If it wasn’t’ for the lessons provided by my tutors and my
individual study time, I wouldn’t have done as well as I did on this
exam. Passing this exam was a great accomplishment and it got me
one step closer to accomplishing my main goal.”
NAU-Y Student Eliza Moody has been fully
admitted to the Teacher Ed Program. She
states: “I am glad I made the decision to meet with
my NAU advisor and Marcy. Marcy provided me with
tutoring sessions to study the content on the NES. I
know that without the help, I wouldn’t have been able
to pass the NES. I am extremely grateful for NAU’s
support services and the help they have provided to
get me started on my new journey with NAU.”
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NAU-Y Student Carla Torres has been fully admitted to the Teacher Ed Program.
She states: “Hi, everyone! This is Carla, a hardworking and devoted student, who is about to
achieve one of her most important dreams in life – becoming a TEACHER. I came to the USA in
2012, after having studied in Mexico for over 10 years. When I got here, I never thought that I
could become a teacher because I had a strong accent and I thought that people would not
understand me. However, one day I said to myself that it was time to change my destiny and
become the first person in my family attending college. Therefore, I decided to study at AWC. I
remember being in my first education class when a group of people from NAU-Yume visited us;
people who did not know me but who were willing to help me to finish my studies. Today, after two
years, they not only helped me in my academic performance, but they also helped me to grow as a
person. Honestly, I am very grateful for everything the PACTO Project at NAU-Yuma has done for
me; helping me to grow from being a shy student to becoming a student who speaks for herself and
for others, who is always looking for ways to help her peers to move forward, and who is a few
steps away from becoming a great teacher. Students, you are not alone! We live in a country that
offers many opportunities. There are programs like PACTO with professionally trained people who
are willing to help you at all times. Never say, “I can’t”. Always fight for your dreams and you will
see yours efforts will be worth it.”
Veteran Student Jessica Stuart graduated from both AWC and NAU-Yuma.
US Marine Corps Veteran graduated from AWC in May 2015, with a Associates Degree in
Exercise and Wellness. While at AWC, she was a Peer
Mentor through the PACTO grant. Jessica also worked
in Veteran Services and was the Vice President of the
Veterans Club. After graduation, she transferred to
Northern Arizona University and received her
Baccalaureate Degree in Allied Health, in May
2016. After obtaining her degree from NAU, Jessica
continued to serve Veterans, with for the Housing
Authority City of Yuma, assisting homeless and at-risk
Veterans to obtain housing.
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Veteran Student Gabriel Tovar graduated from AWC in 2016 and is currently an
NAU student.
Also a US Marine Corps Veteran, Gabriel
graduated from AWC on May 2016. He
received three degrees from AWC (AA
Homeland Security, AA Administration of Justice
Studies, AA Psychology/Sociology). He received
a Certificate in Emergency Medical Technician-
Basic, also in 2016. Gabriel transferred to
Northern Arizona University and is pursuing his
Baccalaureate Degree. Like Jessica, Gabriel
also was a Peer Mentor through the PACTO
grant and now works part-time at Veteran
Services. Gabriel was also the first ever, recipient
of the S.E.E.4Vets Military Legacy Scholarship.
FINANCIAL HIGHLIGHTS*
Year 1 Year 2 Year 3 Year 4 Year 5 Personnel $215,262 $354,076 $423,583 $440,738 $382,661
Fringe 64,318 105,163 126,747 130,550 111,437
Travel 16,880 16,880 2,080 9,480 10,080
Equipment 0 0 0 0 0
Supplies 90,960 54,453 65,027 8,542 67,961
Contractual 183,488 153,819 92,212 92,450 82,976
Construction 204,092 90,609 65,351 92,440 0
Total Project Costs $775,000
$775,000
$775,000
$774,200
$655,216
* As mentioned previously, the PACTO grant was allowed an Extension Year (2017 -2018) to continue
services in order to enable the grant to meet the two remaining unmet objectives. This extension year was
at “NO COST’ which means the Federal Title V grant does not receive any additional Federal funds, but is
allowed to continue to utilize any unspent grant funds remaining.
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Grant Status
The Title V Cooperative grant, Partners Advancing Completion through Transfer Opportunities
(PACTO) was a highly successful grant that provided both Arizona Western College and Northern
Arizona University-Yuma numerous essential initiatives that increased services to students,
increased and improved programs at the college, improved instructional strategies for participating
faculty, and added much needed personnel to “roll out” these initiatives.
The project contained three interrelated initiatives that resulted in a cohesive suite of support
mechanisms to increase the rates of student access, retention, success, transfer, and degree
completion and provided a comprehensive solution to the significant institutional problems of both
institutions. A case management approach to student monitoring was developed which was
inclusive of peer mentoring and AVID trained tutors. Following initial development, a host of
support strategies across both institutions were pilot tested with identified high-risk and/or
underserved high-risk student groups. Being a developmental grant, project staff piloted activities
in order to meet or exceed the grant objectives and performance indicators. Each pilot was assessed
to ascertain its effectiveness. As can happen at a large institution, some proposed pilot projects
never got off the ground due to differing circumstances. When this happened, project personnel
met and proposed other pilots or other ideas.
Successful pilots and projects were listed previously in the Operating Highlights section, and
student success stories were also listed previously. Successful programs implemented with Title V
funds were progressively integrated with institutional operations and will continue after grant
expiration. As new support mechanisms are implemented at AWC and NAU-Yuma, each will be
customized to more effectively meet the unique needs of identified student subgroups with
attention to potential far reaching implications. For example, AWC and NAU-Y education faculty will
work with the Yuma school district to pilot enhanced field experiences for students in the
Elementary Education program by placing them in AVID elementary classrooms.
Personnel: The PACTO grant added key personnel at both institutions whose services continue post
grant with each institution funding them. All four of these positions provide direct support to
students and are vital to the continuation of the services that PACTO has initiated. They are as
follows:
Arizona Western College Northern Arizona University-Yuma Case Management Transfer Specialist Program/Case Management Coordinator Military & Veterans Services Specialist Assessment Specialist
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Equipment Upgrades/Maintenance Absorbed by Both Institutions:
For both institutions, it is standard practice that costs for maintenance and upgrades are part of the
annual budget of the areas to which the technology belongs. At the conclusion of the grant period, a
minimum of $100,000 at AWC and $25,000 at NAU-Y has been budgeted annually within the
corresponding academic program and departmental budgets for maintenance/ upgrade of new
technology developed via the initiatives of this project. AWC has committed to institutionalizing
ongoing maintenance of the Datatel Managed Services and has demonstrated this commitment via
gradual absorption of associated costs even during the development process.
Continued Programs/Services:
As mentioned earlier in the report, numerous successful programs and support services will
continue at the conclusion of the PACTO grant period. They include:
AVID trained tutors at both institutions.
TPI program is embedded in the NAU-Yuma Elementary Education courses.
Successful Case Management/Transfer system will continue with both positions continuing
post grant.
Individual Education Plans are created for each teacher candidate that is dually admitted.
Dual admission of Education students is recommended and encouraged so that students will
have access to services at both institutions.
Successful Pre-assessment and intervention program to prepare for the NES exam will
continue. This system includes utilizing tutoring in content areas.
The NAU-Yuma Assessment Center will continue to serve NAU students with their testing
needs.
AWC Professional Development series has been handed off to the AWC “Center for
Instructional Excellence” department.
The Military/Veteran Services Specialist position continues post grant.
The improved and updated Datatel cloud based information system continues.
The Elementary Education Advising Booklet will remain as a resource for students and
advisors.
NAU-Yuma developed a virtual advising system that is now used at all NAU campuses and
will continue.
Graduation and retention rates improved (when compared to total enrollment which
declined nationwide).
Sharing Successes with other colleges and universities:
During the final year of the grant, PACTO personnel presented the successful “Case Management
System” at two national conferences; at the League for Innovation in Community College in San
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Francisco we presented “Individual Case Management: Enhancing Student Support Through the
Transfer Process” on March 13, 2017. At the AHSIE (Alliance of Hispanic Serving Institution
Educators) conference we presented “Utilizing What Works to Provide Student Supports to Hispanic
Education Students in a Border Town” on April 10, 2017 in Las Vegas, Nevada (UNLV).
Both presentations went well and had around 20-30 people in the audience. At each conference the
audience asked follow-up questions. A Director from Texas spoke to me about using our data
sharing agreement as a model for his University to create a similar one.
The PACTO grant applied for recognition through the Excelencia! In Education. While not selected as
a finalist, the grant was recognized a few months later as a “School to Watch” in their publication
“Highlighting What Works for Latino Student Success”. The link to the article online is: https://www.edexcelencia.org/research/publications/programs-watch-highlighting-what-works-latino-
student-success
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PACTO Goals, Objectives & Strategies
GOALS
Initiative One - Increasing Success Through Comprehensive Support Services
Grounded in AVID Essentials: Partner institutions will utilize the Advancement Via Individual
Determination (AVID) Postsecondary system as the framework to "systematically address the
goals of increased learning, persistence, completion, and success (in and) beyond college."
Initiative Two - Increasing Success Through Improved Information and Technology
Systems: Arizona Western College will improve the efficiency of an overburdened student
information system by transitioning to an externally-hosted data management process which can
provide necessary robust resources inclusive of up-to-date technology, personnel expertise, and
regular "end user" training.
Initiative Three – Increasing Success Through Improvement of Facilities to House
Support Services: Implementation of the services and support mechanisms described above
will require the creation and/or expansion of physical facilities. The established and unique
shared campus set up of cooperating institutions will maximize the efficiency of physical locations
from which services will be disseminated.
OBJECTIVES
YEAR ONE (2012-2013)
1.
By September 2013, 100% of design for comprehensive suite of AVID-based support services completed, approved by curriculum committees at partner institutions and ready for pilot testing.
2.
By September 2013, 100% of new advising and transfer services/systems/ processes designed, developed, approved and ready for pilot testing.
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YEAR TWO (2013-2014)
3.
By September 2014, minimum of 75% of first-time/full-time AWC education program students (Cohort 1) participating in AVID pilot will complete first year studies with a minimum GPA of 2.0 and be retained to second academic program year.
4.
By September 2014, minimum of 85% of participating NAU-Y faculty and staff will demonstrate increased knowledge of effectiveness and use of new NWEA assessment instrument.
5. By September 2014, Phase 1 of AWC/ NAU-Y shared Veteran/Military Support Center 100% complete.
YEAR THREE (2014-2015)
6.
By September 2015, minimum of 75% of part-time and non-traditional students participating in AVID pilot will complete first year studies with a minimum GPA of 2.0 and be retained to second academic program year.
7.
By September 2015, AWC and NAU students participating in case management system and AVID supported strategies will persist in college and/or transfer from AWC to NAU at a rate at least 10 percentage points higher than non-participants.
8.
By September 2015, minimum AEPA passage rates among NAU-Yuma Teacher Education program students will be at least 10 percentage points higher than 2010-2011 baseline of 65.5% (professional knowledge) and 57.7% (content area knowledge).
YEAR FOUR (2015-2016)
9.
By September 2016, minimum of 75% of veteran/military students participating in AVID pilot will complete first year studies with minimum GPA of 2.0 and be retained to second program year.
10. By August 2016, min. 85% students receiving services via new Veteran/Military Center exhibit satisfaction with new resources.
11.
By September 2016, AWC and NAU-Y education students participating in a field experience inclusive of an AVID teacher mentor will meet required proficiency levels in the AEPA assessment at a minimum of 85%.
YEAR FIVE (2016-2017)
12.
By September 2017, minimum of 75% of AWC education students (Cohort 2) and NAU-Y Psychology students participating in AVID pilot will complete first year studies with a minimum GPA of 2.0 and be retained to second academic program year.
13.
By September 2017, as a result of combined project initiatives (AVID-based supports, improved advising and diagnostic assessment, and streamlined data via SQL integration,) fall to fall retention of AWC's first year students will increase by at least 8 percentage points over 2010-2011 baseline of 47%.
14.
By Sept. 2017, as a result of combined project initiatives, number of students successfully transferring from AWC to NAU-Y annually will increase by at least 75 over 2011 baseline of 353.
15. By September 2017, the fall to fall retention of NAU-Y students following transfer from AWC will increase by at least 8 percentage points over 2010-2011 baseline of 65.8%.
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STRATEGIES
There were various strategies used to develop and pilot programs and initiatives in order to meet
the annual objectives. Some of the strategies used were:
The implementation of peer tutor and peer mentor training programs developed by the AVID
center.
The creation of an active AVID team at both institutions to oversee the AVID initiatives each
year.
Professional Development programs and/or trainings offered each year; with survey results
afterwards.
Facilities were renovated according to the timeline established in the grant language.
Datatel information/data migration completed ahead of schedule.
Cohorts were created to pilot AVID strategies and the effectiveness of these strategies
coupled with Peer Tutors and Peer Mentors.
The effectiveness of cohort strategies were assessed using surveys, student GPA data and
student retention rate.
NAU-Yuma identified an assessment to would identify student areas needing improvement
in order to pass the rigorous NES exam required in Arizona for teachers.
The NAU-Yuma Assessment Center that was created by the PACTO grant is now a certified
testing center and other NAU students are able to take required assessments/testing there.
NAU-Yuma created a system of early identification and personalized tutoring to help
students improve knowledge in the areas needing improvement in order to be prepared to
pass the NES.
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Both AWC and NAU-Y created a comprehensive, individualized Case Management system for
guiding students through the transfer process. The grant initially worked with Elementary
Education students, but expanded into other areas during Year five of the grant.
Customized Education Plans were developed for use in Case Management; which will
continue post grant.
NAU-Yuma developed a virtual advising system that is now used throughout the NAU
campuses.
The PACTO grant hosted an “Appreciative Advising” training for Advisors from both
institutions presented by Dr. Jenny Bloom, author of The Appreciative Advising Revolution.
The GPA and retention rate of students in Cohort supported classes were higher when
compared to the same courses without the support (during the same semester).
A cohort of military/veteran students participated in an AVID pilot. Unfortunately, due to
differing course schedules, this cohort was rather small in number.
The Veterans/Military Specialist created an online “Blackboard” orientation that met the
requirements of Veterans Services and provided AVID strategies embedded in the
orientation course.
Satisfaction surveys were developed and sent out to both students and staff regarding the
newly renovated veteran/military facilities and services.
Both AWC and NAU-Yuma developed an AVID-based field experience for Education students.
At the end of Year Five, Data was collected on the fall to fall retention rate of AWC first year
students in order to see an increase due to the combined project initiatives.
At the end of Year Five, Data was collected on retention at NAU-Yuma of AWC transfer
students; the goal was an 8% increase from 2010-2011.
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OBJECTIVE RESULTS
Each year, the progress toward completion of Project Objectives are reported to the Federal
Department of Education on the Annual Performance Report. Below you will find the objective with
the evidence of completion as reported each year on the APR.
Year One; 2012-2013
Activity Objective(s) Evidence of Completion
1. By September 2013, 100% of design for comprehensive suite of AVID-based support services
completed, approved by curriculum committees at
partner institutions and ready for pilot.
This objective was accomplished. The design for new AVID-based support services was approved by curriculum committees at AWC & NAU-Y.
-45 faculty/staff from AWC & NAU-Y demonstrate an increased knowledge of AVID-based strategies following participation in professional development, as
verified by pre-posttests.
2. By September 2013, 100% of new advising and transfer services/systems/processes designed,
developed, approved, and ready for pilot testing.
This objective was accomplished. By the end of the grant year, the new advising and transfer systems processes had been designed and approved. Pilots started in
Year 2 of the project. Steps towards accomplishing the objective included the following:
-designed format, content, and structure of first-year experiences 100% completed and approved by appropriate partner institutions academic/administrative units.
-created AVID-based tutoring and mentoring systems design ready for pilot testing.
-AWC Transfer Center renovation completed.
-NAU-Y virtual advising system 100% complete
-phase 1 of AWC Datatel information/data migration to SQL complete.
Year Two; 2013-2014
Activity Objective(s) Evidence of Completion
3. By September 2014, minimum of 75% of first-time/full-time AWC education program students
(Cohort 1) participation in AVID pilot will complete first year studies with a minimum GPA of 2.0 and be
retained to second academic program year.
Student data retrieved by IERG department concerning retention and GPA information. The data showed an 80% retention rate and a 2.4% G.P.A. for students
within the cohorts.
4. By September 2014, minimum of 85% of participating NAU-Y faculty and staff will demonstrate
increased knowledge of effectiveness and use of new
NWEA assessment instrument.
Provided multiple training events to insure all faculty and staff were able to receive professional development. 100% of faculty and staff were trained and surveyed to
insure their knowledge and effectiveness in using the NWEA assessment
instrument. The survey results exhibited 94% of the participants could demonstrate
the increase knowledge of the effective use of the NWEA assessment instrument.
5. By September 2014, Phase 1 of AWC/NAU-Y shared Veteran/Military Support Center 100%
complete.
Project completed; as the Veteran/Military Center is open and has been utilized for advising, training, studying, and peer interaction. Surveys issued to participants that
utilize the Veteran/Military Center and the results are overwhelmingly positive. The Veteran/Military Center is a success and heavily utilized.
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Year Three; 2014-2015
Activity Objective(s) Evidence of Completion
6. By September 2015, minimum of 75% of part-
time and non-traditional students participating in
AVID pilot will complete first year studies with a
minimum GPA of 2.0 and be retained to second
academic program year.
While there was positive influence evidenced, project staff petitioned and were
approved by DOE to extend the timeframe for completing this objective to Sept. 2017. Additionally:
93.8% of participating students felt their study skills had improved since their participation in the AVID program.
The positive impact of the AVID program was verified via the 66$ of participating students completing first-year course with a GPA of 2.0 compared to 56% of
students enrolled in a traditional courses there were not imbedded with AVID
strategies.
7. By September 2015, AWC and NAU students
participating in case management system and AVID
supported strategies will persist in college and/or
transfer from AWC to NAU at a rate at least 10
percentage points higher than non-participants.
Among students entering AWC in Spring 2013, 26% of PACTO cohort students
transferred to any college or university compared to 12% of non-PACTO participants and 13% of PACTO cohort students transferred to NAU compared to
2% of non-PACTO participants.
8. By September 2015, minimum AEPA passage
rates among NAU-Yuma Teacher Education
program students will be at least 10 percentage
points higher than 2010-2011 baseline of 65.5%
(professional knowledge) and 57.7% (content area
knowledge).
In the 2014-2015 academic year, the pass rate among Elementary Education Content Knowledge exams reached 98%, an increase of 40.3 percentage points
over the 2010-2011 baseline of 57.7% and a 14 percentage point increase over the previous year’s rate of 84% passing.
Year Four; 2015-2016
Activity Objective(s) Evidence of Completion
9. By September 2016, minimum of 75% of veteran/military students participating in AVID pilot will complete first year studies
with minimum GPA of 2.0 and be retained to second program year.
This objective was met with 83% of Veteran/Military students participating in AVID pilot completing first year studies with a GPA
of 2.0 or more and being retained to a second program year. In
comparison, Veteran/Military students not participating in the pilot had a 65% rate of 2.0 GPA and only 57% were retained to a second
year.
10. By August 2016, min. 85% students receiving services via new Vet. /Mil. Ctr exhibit satisfaction with new resources.
Out of 44 students completing the satisfaction survey, 40 had visited the Vet/Mil Center. 90% listed satisfaction with the new Vet/Mil
Center; 64% (25 students) were very satisfied with the new Vet/Military center and 28% (11 students) were satisfied.
11. By September 2016, AWC and NAU-Y education students participating in a field experience inclusive of an AVID teacher
mentor will meet required proficiency levels in the AEPA
assessment at a minimum of 85%.
By September 2016, 25 AWC students participated in a field experience inclusive of AVID strategies and 28 NAU students had
participated in a field experience inclusive of AVID strategies with a
passing rate on the NES exam* of 98%.
*the AEPA exam was replaced with the NES exam with Program Officer permission during Year 2.
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Year Five; 2016-2017
Activity Objective(s) Evidence of Completion
12. By September 2017, minimum of 75% of AWC education
students (Cohort 2) and NAU-Y Psychology students
participating in AVID pilot will complete first year studies with a
minimum GPA of 2.0 and be retained to second academic
program year.
Among the 94 cohort students enrolled in Fall 2016, 7 graduated, 79
(84%) achieved a GPA of 2.0 or greater and 61 (65%) re-enrolled for the Fall 2017 semester (as of August 2017).
As a whole, among the 158 education students enrolled in 2016-17 academic year, 8 graduated, 128 (81%) achieved a GPA of 2.0 or
greater and 104 (66%) re-enrolled for the Fall 2017 semester (as of
August 2017).
For Psychology students, a total of 18 participants, 15 students (83%)
were retained to Fall 2016 and earned an average 3.12 GPA.
13. By September 2017, as a result of combined project
initiatives (AVID-based supports, improved advising and
diagnostic assessment, and streamlined data via SQL
integration,) fall to fall retention of AWC's first year students
will increase by at least 8 percentage points over 2010-2011
baseline of 47%.
Retention rate data indicate that there is a 47% retention rate among
all first year AWC students and 54% among Hispanic and/or low income first year students.
14. By Sept. 2017, as a result of combined project initiatives,
number of students successfully transferring from AWC to NAU-
Y annually will increase by at least 75 over 2011 baseline of 353.
Additional analysis of institutional data revealed that the accurate baseline for AWC students transferring to NAU-Y in 2011 was 265,
not the 353 stated in this objective.
By Fall 2016, total AWC to NAU-Y transfers equaled 396, an increase of 131 students more than the 2011 baseline of 263.
15. By September 2017, the fall to fall retention of NAU-Y
students following transfer from AWC will increase by at least 8
percentage points over 2010-2011 baseline of 65.8%.
In Fall 2010, a total of 138 students transferred from AWC to NAU-Y. Of these, 84.1% were retained into Spring 2011.
In Fall 2016, a total of 135 students transferred from AWC to NAU-Y. Of these 91.9% were retained into the Spring 2017 semester.
Year Six; 2017-2018 (No Cost Extension Year)
Activity Objective(s) Evidence of Completion
6. By September 2015, minimum of 75% of part-time and non-
traditional students participating in AVID pilot will complete
first year studies with a minimum GPA of 2.0 and be retained to
second academic program year.
The positive impact of the AVID program was verified via the 66% of participating students completing first-year courses with a GPA of 2.0
compared to 56% of students enrolled in traditional courses that were
not imbedded with AVID strategies.
During the 2016-17 academic year, a total of 94 part-time and
nontraditional students participated in AVID activities via enrollment in the Strategies for Success (ORI 101) and/or the Introduction to
Education (EDU 110) course. Results among participating students
were as follows: 74 students (79%) completed academic year with a GPA equal
to or greater than 2.0;
57 (61%) enrolled the following academic year (Fall 2017); 5 (5%) graduated; and
9 (10%) transferred to NAU-Yuma or another institution.
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Activity Objective(s) Evidence of Completion
13. By September 2017, as a result of combined project
initiatives (AVID-based supports, improved advising and
diagnostic assessment, and streamlined data via SQL
integration,) fall to fall retention of AWC's first year students
will increase by at least 8 percentage points over 2010-2011
baseline of 47%.
Data available as of August 2017 indicated a retention rate of 47%
among all first year AWC students and 54% among Hispanic and/or
low income firsts year students.
Of the 2,040 first year students enrolled in Fall 2016, a total of 1,457
(56.7%) were retained to the Fall 2017 semester and/or transferred to a four year institution. An additional 26 students of the 2,040
graduated within their first year of enrollment at AWC.
Of the 944 first year Hispanic and/or low-income students enrolled in Fall 2016, a total of 543 (57.5%) were retained to the Fall
2017 semester and/or transferred to a four-year institution. An
additional 8 Hispanic and/or low-income students of the 944
graduated within their first year of enrollment at AWC.
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Key Results from the External Evaluator
YEAR 1; 2012-2013
The External Evaluator, Pinnacle Evaluation Services was hired September 2013. In the concluding
statement, they reported: “The Arizona Western/ Northern Arizona State University-Yuma Title V
Cooperative project has experienced a highly successful first project year. Existing project staff
members have a keen understanding of the overall objectives of the project as well as the potential
positive impact of the various project initiatives on improved student outcomes. This
understanding, couples with a high degree of professionalism, diligence, and expertise, has allowed
the project to overcome early challenges and ensured attainment of year one objectives.
Compliance documentation is substantive and thorough.”
YEAR 2; 2013-2014
Year 2 report stated: “The institutions have completed the second year of the five-year Title V
Cooperative project. Partner institutions worked jointly to initiate needed revisions to the project
during its first year of operation and ensure successful overall project implementation. Partner
institutions have accomplished a great deal in just two short years and are poised for continuous
success. The overall positive impact of this joint venture is evident within the campus that houses
both institutions jointly.
YEAR 3; 2014-2015
Year 3 report stated: “The institutions have completed the third year of the five-year Title V
Cooperative project. Title V Coop project staff continue to maintain extensive documentation to
support ongoing internal project evaluation, focused primarily on the completion of tasks as listed
in the project timeline. Faculty and student satisfaction with various Title V Coop initiatives are also
being evaluated using a variety of pre/post assessment instruments and surveys. Coop project staff
continue to maintain open lines of communication across both campuses and joint staff meetings
are conducted regularly throughout the academic year to ensure continued forward momentum and
attainment of grant objectives.”
YEAR 4; 2015-2016
Year 4 report stated: “The institutions have completed the fourth year of the five-year Title V
Cooperative project. Partner institutions worked jointly to initiate needed revisions to the project
during the first year of operation. As the PACTO grant completed its fourth project year, it is clear
that the overall positive impact of its initiatives continues to gain momentum and the results of joint
efforts are evident. While the project has maintained consistent progress throughout its four years
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of implementation, a renewed and energized level of increased cooperation and coordination
among partner institutions was witnessed during the year four evaluation visit. Partner institutions
are now experiencing the very positive outcomes of project initiatives begun early in the Title V
grant cycle.
YEAR 5; 2016-2017
Year 5 report stated: “Following five years of highly successful project implementation, the Arizona
Western/Northern Arizona University-Yuma Title V Cooperative project team has much to be
proud of. Project compliance and documentation remained consistently high, and many annual
objectives were met or even exceeded. Notably, the cooperative nature of this project has continued
to gain momentum each project year, both in theory and in practice. As the project draws to an end,
the significant, positive, and lasting effects of this cooperative venture are evident. Furthermore,
the project team's commitment to a No-Cost Extension year for the purposes of maximum objective
attainment is equally impressive and praiseworthy.”
YEAR 6; 2017-2018 (NO COST EXTENSION YEAR)
Year 6 report stated: “The Title V Developing Hispanic Serving Institutions Cooperative project
implemented by Arizona Western College and Northern Arizona University-Yuma has been highly
successful. The vast majority of project objectives were met and several were exceeded.
Furthermore, the already strong relationship between the two institutions was strengthened and a
solid framework for further collaboration was established. Many of the initiatives developed and
pilot tested via this grant project have been fully institutionalized and partner institutions,
solidifying the positive influence of this project for years to come.”
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Initiative #1 Increasing Success through Comprehensive Support Services Grounded in AVID Essentials
1.1 AVID Liaisons (both Institutions)
The AVID program (Advancement Via Individual Determination) added a Higher Education
division (AHE) in 2008. When applying for the Title V PACTO grant, AWC decided to list AVID
as a student support initiative in the implementation of the PACTO grant. Since PACTO is a
cooperative grant between AWC and NAU-Yuma, AVID gave permission for our institutions to
join AVID via a joint membership and also allowed each institution to have an AVID Liaison.
The AVID Liaison is instrumental in the implementation and follow-up of the AVID initiatives
at both institutions. During the PACTO grant years, the AVID Liaisons were:
AWC – Dubia Zaragoza, then Julia Howe
NAU-Yuma – Marcelina Hurtado
1.2 AVID campus team
A portion of AHE (AVID for Higher Education) was the creation and maintenance of AVID
Campus Teams that meet regularly to plan and implement the AVID strategies, supports, and
the faculty professional development opportunities during the program Year. NAU-Yuma had a
separate campus team than AWC since their goals, objectives and levels of implementation
were often different. The AVID campus team at each institution met quarterly to plan the above
items.
1.3 AVID pilots
Partner institutions developed a host of AVID- based initiatives focusing on three distinct areas
of impact with an intentional focus on systemic organizational change rather than piecemeal
solutions to various problems over the five year grant period. New systems and processes were
pilot tested, evaluated, and implemented with distinct cohorts of high-risk student groups.
More specifically, students enrolled in elementary education degree programs and
veteran/military student groups have traditionally been underserved and exhibited low
performance levels, were the primary target groups for initial pilot testing of new AVID
strategies.
1.4 Student Success Initiative
AVID states, “The Student Success Initiative is a comprehensive model of planning and
professional development that promotes high-engagement in curricular and co-curricular
activities. A unique component is the First-Year Seminar, which is designed to support the
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college transition to help students access campus resources, to teach college skills, and build
relationships to support academic success. Faculty development and professional learning for
faculty, staff, including CTE instructors, and additional support for advising, tutorials and
mentoring, focuses on increased persistence, success, and completion of degree and certificate
for students.”
AWC and NAU-Yuma gained permission from AVID to share a site contract since the PACTO
grant was a cooperative grant serving both institutions. The SSI initiative at both sites
implemented the Peer Tutors and Peer Mentors that are instrumental in AVID success
programs, as well as targeted Professional Development and implementation pilots throughout
the grant years.
1.5 Peer Mentors
As part of the AVID program, Peer Mentors were trained to provide assistance to cohort
students. Peer Mentors were required to apply AVID strategies to foster individual reflection,
problem solving, group collaboration and inquiry with peers. Another aspect of their duties
entailed coordinating with academic, educational, and Transfer services to present
workshops/sessions/events using AVID strategies. Peer Mentors were expected to guide
students through the first year with focus on a
smooth transition, acclimation, a sense of
belonging to gain academic confidence, and
assistance with the transfer process. The Peer
Mentor program established under the PACTO
grant will continue at NAU-Y, and possibly at
AWC.
1.6 Peer Tutors
As part of the AVID program, Peer Tutors are trained to provide assistance to cohort students
as well as other students. Peer Tutors are required to apply AVID strategies to foster individual
reflection, problem solving, group collaboration and inquiry with peers. Peer Tutors are
expected to guide students through the first year with focus on a smooth transition,
acclimation, a sense of belonging to gain academic confidence, and assistance with both
academic challenges as well as the transfer process.
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The Peer Tutor program will continue at both
institutions after the grant ends and all tutors
at AWC are now trained in utilizing AVID
tutoring strategies.
1.7 PACTO Success Story selected to Speak at
AVID Summer Institute
Former AWC student and Peer Mentor,
Melanny Navarro was a featured speaker at the
2018 AVID Summer Institute in Denver, CO as an AVID success story. Melanny began her AVID
experience as an AVID Peer Mentor at AWC. After she transferred to NAU-Yuma in the
Elementary Education program, Melanny continued as a Peer Mentor at NAU-Yuma. During
her academic courses at NAU-Yuma she was
trained further in AVID strategies through the
TPI program. Upon completion of her degree,
Melanny was hired as a full time teacher at
Roosevelt Elementary School in Yuma District
One as a fifth grade teacher. Melanny continues
to use AVID with her students and is building her
teaching skills each year. Melanny credits AVID
for much of her success in college and in her new
career.
1.8 AVID Professional Development
(a) AVID Campus Visitation Day Support - On April 29, 2013, AVID for Higher Education staff
presented an “AVID Visitation and Planning Support Day” with key personnel from AWC and
NAU-Yuma to present the AVID program and help both institutions plan implementation over
the remaining four years of the PACTO grant (with the anticipation of institutionalization post
grant). The agenda was as follows:
AGENDA
Student Success Initiative (SSI) implementation Steps AVID for Higher Education (AHE) Essentials AHE Site Team Preparation for AVID Summer Institute
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o Making sure the right people will be coming o Clarifying the strands that each person needs to be registered for o Information the team needs to process o Discuss the AHE Campus Plan and how they will continue to work on it at SI
Overview of support AWC and NAU can expect from AHE Review AWC/NAU’s grant and expected support from AHE Any questions/topics leadership has
The following staff attended from both cooperative partner institutions:
AWC: Brian J. Beeles, Linda J Elliott Nelson, Mat Hoogendoorn, Patricia A Powers, Eric P
Soulsby, Bryan E Doak, Vanessa Irene Natseway, Karen L Spencer, Jessica K Casey, Carlye S
Fernandez, Allison A Williams, Rosa A Villegas, Glenn E Mayle, Dubia Zaragoza
NAU: Alma Montemayor Sandigo, Boyce Randolf Martin, Rosa Maria Corona, Russell R Prust,
Ervin.Barnes, Vicki Ardisana, Sergio Bobadilla
Follow up Support/Visitation days were; April 24 & 25, 2014; June 4 & 5, 2015;
(b) Socratic Academic Peer Support Parts 1-3;
Marking the text, annotations and taking notes, Cornell notes, what to do during the seminar/
proper questioning, summarizing text, the 10-2 Lesson structure, focused note-taking,
(c) High Engagement Strategies & Inquiry and Collaboration (a two day training):
March 7, 2014; High Engagement Strategies
March 8, 2014; Inquiry & Collaboration
(d) “Got Challenges? Try This!” On March 2013, 45 faculty/staff from AWC & NAU-Y
demonstrated increase knowledge of AVID-based strategies by participation in professional
development, which were verified by pre-post-tests.
Session 1 was presented on Tuesday, October 20 and Wednesday, October 21.
“AWC: A Veteran Supportive Campus”
Session 2 was presented on Tuesday, November 17.
(e) District Advisors Training; September 16, 2014
An AVID based overview of Appreciative Advising was presented to advisors from both AWC
and NAU-Yuma.
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(f) “Metacognition as a Key for Organization of
Thought & Time” April 7 & 8, 2016
Metacognition must be explicitly taught; this session
focused on students’ ability to develop organizational
skills in order to experience success in rigorous academic
environments. The session included organization of
thinking, graphic organizers (thinking maps), level of
inquiry, 10-2 focused notes in processing, project planning
and smart goals. Metacognition skills (reflections), such as, objective, reflective, interpretive,
and decision reflections were presented as methods for students to use as they process their
learning.
(g) “Professional Development Series: A Culture of PEACE: (Persistence, Excellence,
Achievement, Collaboration, and Engagement)”
Interested Faculty participated in a semester-long professional learning series to enhance
instructional strategies, increase professional collaboration, and develop reflective practices.
This opportunity was open to any faculty member. Requirements were to review the expected
product and attend training sessions. Since the PD Series was a success in the fall of 2016,
PACTO staff decided to continue the series (for different faculty members) with the intention
of offering an effective PD process that can be duplicated post grant by AWC’s Center for
Instructional Excellence department. The spring series was shortened and faculty member
stipends were cut in half.
(h) Appreciative Advising Workshop; June 8, 2017
NAU-Yuma initiated the Appreciative Advising Workshop by contacting Dr. Jenny Bloom via
her website. The workshop was held on June 8, 2017 with 45 attendees and was a huge
success.
1.9 Summer Institutes
One of the beneficial portions of the AVID contract is the ability to send a team of faculty and
staff to the annual AVID Summer Institute. Each summer a team from both AWC and NAU-Y
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attend; they attend sessions, plan strategies for success,
and collaborate together on next steps in the AVID
program for each Institution. The number of participants
from AWC during each summer were:
During Year 5 Summer Institute, AWC President, Dr.
Daniel Corr attended the Leadership Symposium and
visited with the AVID team at the Institute.
NAU’s AVID Teacher Preparation Initiative
The development of the Teacher Preparation Initiative at NAU-
Yuma has been one of the major successes of the PACTO grant.
This system has now been entirely embedded in the curriculum
in the Education courses for all Education students at NAU-Yuma.
The benefits of TPI are two-fold; first the faculty embed AVID
strategies into the way they teach their courses, and second, the
Education students are taught to use AVID strategies when they
teach, even practicing them during their student teaching. In
many low-income dominated communities, it is a “plus” to be
able to say you are an AVID trained teacher.
AVID Summer Institute Attendance
Grant Year
Participants from AWC
Participants
From NAU-Y
2013 8 4
2014 8 11
2015 14 9
2016 11 5
2017 15 6
2018 1 0
TOTAL 56 35
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1.11 AVID County-Wide V TEAM
The county-wide institutions of learning that have contracted with the AVID program decided to get
together and attempt to create a vertical alignment of AVID services within the county from
Kindergarten to Grade 16 (a Baccalaureate Degree). The team of liaisons and contact personnel
named their team the “V-Team” (for Vertical alignment). The V-Team has met periodically
throughout the 2017-18 academic year. On May 9, 2018, the V- Team held a full day (two half day
sessions) of collaborative meeting centered on AVID systems in the county.
1.12 Institutionalization of AVID
I am pleased to note that NAU-Yuma agreed to complete institutionalization of AVID services in their
Elementary Education Program and the use of AVID tutors and mentors campus-wide. They have
embraced the Teacher Preparation Initiative and will use the AVID resources as their course “texts”
in numerous Teacher Ed courses. Students who graduate with a Bachelor’s in Education of Applied
Science Degree from NAU-Yuma will automatically be AVID certified teachers. This is a bonus to
their professional portfolio as well as their resume. Yuma County is currently embedded with AVID
programs at numerous Middle Schools, High Schools, and some Elementary Schools. There is
uncertainty regarding the continued implementation of AVID for Higher Education services at
Arizona Western College and how they will be supported. As the college moves through their formal
“Strategic Planning Process,” we hope that the benefits of AVID support will be discussed and listed
as a desired program. Until this process is complete, AVID services will be minimal. AVID national
leadership agreed to send the president of Nash Community College in North Carolina to Arizona
Western College to meet Dr. Corr and leadership to provide ideas and suggestions on how to move
forward with AVID implementation campus wide. Dr. Corr has agreed to this guidance and the trip
is currently being planned.
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Initiative #2 Increasing Success through Improved Information and Technology Systems
2.1 SQL Migration
SQL Migration and Datatel Managed Services. In order for AWC to tap the power of
Datatel Colleague, and to switch to managed services, it was necessary to move from
Unidata to SQL. Scheduled for Yr 1, the associated cost was $77,000 for initial license and
$54,588 professional services = $131,588. Each year following, Datatel Managed Services
commenced in Yr 2 and were progressively institutionalized by AWC in Yr 3 (50%), Yr 4
(60%), and Yr 5 (65%). Based on historic trends, we estimated 8% annual increase in
service fees.
SQL Server Migration. AWC currently runs its Datatel Colleague application suite on the
Unidata database, which limits the college’s ability to fully leverage the capabilities of the
suite, integrate other applications with it, or easily use the significant amounts of
institutional information collected in the system. Migrating to the Microsoft SQL Server
database platform offered a number of benefits including:
Better reporting infrastructure – Data stored in a Microsoft SQL Server
database is more easily accessed via industry standard tools, opening the
possibility of using robust and feature-rich solutions to extract, analyze, and
report on the College’s institutional data.
Better integration with other systems – The Microsoft SQL Server
database infrastructure, being an accepted industry standard, offers greater
opportunities for the College to integrate other information systems such as
online course schedules, user account provisioning systems, and other
applications with the Colleague suite.
Lower hardware replacement costs over the long-term – The Unidata
database and Colleague application suite currently run on expensive Oracle
Systems hardware running the Unix operating system. Moving to Microsoft SQL
Server affords the College the opportunity to replace this hardware with lower-
cost, but fully capable, systems from vendors such as Dell, or Hewlett Packard.
Better high availability and disaster recover options – Along with
allowing the College to run the Colleague application suite on lower-cost
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hardware, the move to Microsoft SQL Server would allow the college to
leverage newer technologies centered on server virtualization technologies to
ensure that the Colleague application suite is available and accessible with a
minimum of downtime. Similarly, virtualization technologies allow for much
greater disaster recovery capabilities at a lower cost than previously available.
Better availability of trained staff – Microsoft SQL Server is used
extensively in both the higher education and private industry space.
Accordingly, the pool of potential staff available for the College to recruit to
support the Colleague application suite is larger.
Better overall support – Microsoft SQL Server is very well supported by
both Microsoft and the community of users who operate the software. A vast
amount of knowledge concerning the Microsoft SQL Server infrastructure, as
well as utilities and tools to support it are widely available offering the College
the capability to resolve issues and problems with the database more quickly
than is possible with the current Unidata system.
Further, Datatel+SGHE has committed to the Microsoft technology platform in an effort to
leverage Microsoft’s educational licensing offerings and extend the value of this industry
standard platform with Datatel+SGHE’s higher education experience. Datatel+SGHE’s
partnership with Microsoft leverages their broad technology stack and cost effective Higher
Education programs. Utilizing Microsoft technology simplified the College’s integration and
support challenges while providing a very attractive cost to capabilities ratio.
Utilizing the Microsoft SQL Server platform helped the College better manage its data and
save money in hardware, software, maintenance, and training costs. Data is easy to access
and analyze with industry-standard SQL-based tools, including Microsoft Access, Microsoft
Excel, and Datatel+SGHE partner products such as Business Objects Crystal Reports.
2.2 Datatel Migration Phases
Phase 1
Data migration project initiation: design, initial planning, and contracting services.
Complete planning, review of ETL, receive invoice, and submit for approval and payment by
Wednesday 31 July 2013. Payment completed by Monday, 30 September 2013.
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Phase 2
Data migration transition: development, implementation, testing and evaluation within test
environment, and implementation and evaluation within production environment.
Review of initial data migration exceptions complete by Thursday, 31 October
2013. Production migration complete by Thursday, 30 January 2014 OR Tuesday, 31 July
2014.
Phase 3
Increasing data migration business services: improving data availability and analysis for
data-based decision making through surveying, analysis of business needs, creating
automatable reports, and comprehensive user training.
Completed by Thursday, 30 July 2015.
Phase 4
Finalizing data migration business services: completing documentation, standardization of
processes, and creating appropriate business controls and constraints.
Completed by Thursday, 28 July 2015.
2.3 Current Status
The following are the most recent links to various Colleague and Web Intelligence. The links for
Colleague UI 4 in the non-production sites have changed with the update to UI 4.6, which will be
implemented in production after we complete the change management process for that update.
Prod Colleague UI 4.4.1
Prod Self-Service 2.15.x Prod WebAdvisor Educ Colleague UI 4.6 Educ Colleague - UI 5.2 Educ Self-Service 2.15.x Educ WebAdvisor Sand Colleague UI 4.6 Sand Colleague - UI 5.2 Sand Self-Service 2.15.x Sand WebAdvisor
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Prod BI launch pad Non-Prod BI launch pad
2.4 Technology Initiative Personnel and Trainings
The PACTO grant provided two key personnel positions; the Full time Technology Initiative
Coordinator and the Part Time Data Survey Specialist. Both positions were crucial to the
roll out of the Technology Services portion of the grant.
At AWC, campus wide “Report Architects” were identified in each department for training
in the new systems. After initial face-to-face training, report architects had training
modules available online to answer specific questions or to update their knowledge.
The Technology Initiative Coordinator created the training modules mentioned above as
one of her responsibilities.
The Technology Initiative Coordinator created a newsletter to provide Report Architects
with updated information and tips to try out.
It is a grant expectation that the Technology department will continue the training and
support to the Report Architects since the Technology Initiative Coordinator position is not
institutionalized.
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Initiative #3 Increasing Success through Improvement of Facilities to House Support Services (targeting Veterans Services)
3.1 Title V Support via Veterans Services Specialist position
The PACTO grant created a new support position, the Veterans Services Specialist. She/he
coordinates the development of college services to the active military and veteran constituencies;
including shared oversight of creation of Veteran/Military Center; ensures delivery of a full
complement of learning and support services to veteran and military-affiliated students; provides
trainings to AWC and NAU-Y staff and faculty on methods to make campus more veteran/military
friendly. This position has been institutionalized post grant.
Specific responsibilities as outlined in the PACTO grant are: Oversee opening, staffing, and operations of the Veterans/ Military Support Center and pilot
incorporation of AVID essentials into the spectrum of military supports.
Ensure development of targeted academic advising and retention strategies as well as
Individual Educational Plans for veteran/military students, as well as piloting incorporation
of AVID strategies and supports, tailored to the needs of veteran/military students.
Establish peer support systems for veteran/military students or graduates to assist
incoming students, in tandem with AVID supports.
Coordinate with appropriate college departments for placement testing and student
supports for the success, retention, and transfer of veteran/military students.
Serve as the liaison between AWC, NAU-Y and the Veteran Community Partners to assist
veteran/ military community with college processes.
3.2 Facility Update, Renovation and Supplies
NAU-Yuma vacated an area in the 3C building where NAU-Y advising used to occur. Previously, this
location was overcrowded, and overlapping functions there created confusion and frustration
among students. The vacated space was renovated and transformed into a Transfer Center to
support AWC students as they transition to NAU-Y and other 4-year institutions.
NAU-Yuma developed a comprehensive Advising, Transfer, Assessment and Academic Success
center within their building on the AWC campus. The renovation required a build out of two
classrooms and resulted in a cohesive support center for incoming students.
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To support the needs of a unique student population served by partner institutions a
Veterans/Military Student Engagement Center was developed jointly by coop partners and
equipped with advising/learning spaces and corresponding hardware/software.
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fridge
projector
screen
sink
Veteran/Military Center
Quiet/Study Room-safe area
Conference/training/collaboration area
Reception/supervision
Advising/Learning area
Entrance to balcony/patio
area microwave
whiteboard
Entrance
In Grant year four, the PACTO grant created a Veterans/Military Advising area. This large room
was divided into three advising rooms, a small conference room and a central lobby/reception area.
3.3 Improved Systems to Support Veterans
Tutors were assigned to work in the Veterans Lounge on specific days and times. This service was
well received by Military and Veteran students that utilized the services.
Both the Transfer Services Department and the Veterans Lounge added the AccuTrak system
through the PACTO grant funding. This system provided a way for students to scan their ID cards
to check in for appointments and/or services. Both departments were then able to gather data
through the AccuTrak software on types and frequency of visits.
A Veteran specific online orientation (utilizing Blackboard) was created through the PACTO grant to
meet federal Veteran requirements as well as PACTO grant requirements. AVID strategies were
embedded in the orientation to provide extra support to Veteran/Military students.
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3.4 Title V Support via Case Management/ Transfer Specialist position and Testing
Center
The PACTO grant hired a newly created Case Management/Transfer Specialist position that
coordinated the development of college transfer services to students interested in transferring to a
4 year institution. Initially, emphasis was placed on the Elementary Education students transferring
to the NAU-Yuma Program due to the cooperative nature of the PACTO grant initiatives which later
expanded to incorporate other transfer students.
Specific responsibilities as outlined in the PACTO grant are:
Pilot, troubleshoot, and establish case management and transfer services for cohorts of
targeted groups to ensure successful completion of coursework at AWC, transfer to NAU-Yuma, and ultimately a four-year degree completion by coordination with college departments to craft student success supports.
Pilot, troubleshoot, and oversee AHE-developed, innovative peer mentoring program in connection with case management services.
Plans, develops, coordinate, implements and evaluates the District-wide transfer programs for students. Consults and collaborates with other offices and campus centers to provide transfer services to students in the two county District. Performs audits of and corrections to student files, updates staff of administrative and /or work-related changes. Coordinates activities in transfer areas to include training and updates. Complies, analyzes and submits monthly required reports to supervisor. Conducts regular reviews of transfer programs ensuring effectiveness and intent.
PACTO funds were used to create and staff (Assessment Specialist) a comprehensive testing center for NAU-Yuma in the newly renovated area in the AC building. Additionally, computers and software were purchased to set up in this testing center. Initially, the testing center was used for Elementary Education students to take the practice NES exam prior to taking the EXAM. After seeing a need for student tutoring in academic areas, the center was also used to content area exams through Pearson Services. During the final year of the grant, the testing center became used by many other NAU students as an official NAU testing center.
3.5 Improved Systems to Support Transfer Services Department
Once the NAU-Y offices were renovated to create the Assessment Center, Advising Offices, and
reception area, the Program /Case Management Coordinator was able to begin meeting with
Elementary Education students.
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The PACTO grant initiated a streamlined
transfer process between AWC and NAU-
Yuma for Education students. Both
institutions assisted students with needed
assessments and paperwork to obtain dual
enrollment while completing work at AWC.
This dual enrollment allows students to have
access to services at both institutions
simultaneously. Working together, the
Transfer Specialist at AWC and the Program/Case Management Coordinator at NAU-Yuma
created an EAP form (Educational Advisement Plan) for each Elementary Education student in
order to track advising sessions and provide support without duplicating efforts.
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No Cost Extension Request:
During the final grant year, when grant staff realized that we would not quite meet two grant
objectives, we were given permission by our Dean to request a NO COST EXTENSION to the grant to
allow more time to achieve these final two objectives. On August 16, 2017 we submitted our formal
request to our Program Officer in Washington, D.C. and were granted permission to extend our
work into the 2017-2018 grant year. We submitted a proposed budget for the extension year along
with our request. Both the request and the budget were approved by the Program Officer on
September 6, 2017 and a new GAN was provided.
Lessons Learned
College-based Data Systems must be supported.
With increased capabilities and increased usage, the college’s needs for data support
personnel increased exponentially. While the grant supported one part time and one full
time data persons, these positions were not listed to continue post grant, yet they need to
be.
Double check your figures when creating data objectives.
In the PACTO grant objectives, there were a couple of data errors in the baseline numbers
that required a revision in the wording that needed to be approved by the program officer.
Create systems from the start to support collaboration between institutions.
The PACTO grant staff had a substantial disconnect during the first two years of the grant
which made it difficult to work collaboratively to create the transfer process that was
envisioned. Once the issues were addressed, and collaboration begun, the program overall
improved and student support pilots increased.
More support for institutionalization.
When grant staff have worked diligently to develop, pilot, and implement successful
strategies, it is rather deflating to then have limited support from the institution when it
comes to continuing with the initiatives and strategies. For example, it is still up in the air
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on whether or not AWC will continue the AVID contract and liaison position after the grant
ends. NAU is committed to continuing with AVID and their Case Management position
continues which is the AVID liaison for their university.
Sharing Project Successes at conferences is impactful.
Being able to share your success story at National (and Regional) conferences is very
rewarding. Along with gaining knowledge from attending other sessions, grant staff can
also share their ideas with other college representatives from other states. An added bonus
is that grant staff gain experience presenting at a National conference, thus building their
professional skills.
Individual student stories matter.
During the final years of the grant, as we were sharing our story at conferences and with
Evaluators and Leadership, the impact of the student success story became glaringly
apparent. As more and more colleges and universities try to retain more students and meet
their needs, it becomes obvious that the personalized experience of an Advisor or Peer
Mentor or Case Manager can make all the difference in the world between retaining a
student of having him/her drop out of college. While each story is different, often many
have commonalities that advisors can use when providing advice to students (while, of
course, maintaining confidentiality).
Communication is KEY
When I took over as director for the grant, there was a communication breakdown between
the AWC side of the grant and the NAU-Yuma side. Team members from separate institutions
rarely spoke to one another and blame and finger pointing was going on from both sides. I
worked my first year (which was year three of the grant) to bring the team members back
together, working toward mutual goals. At the External Evaluation Leadership Meeting, it
was recognized by leadership at both institutions and by the External Evaluator that I was
able to accomplish this.
When possible, leverage support systems that will be continuing at your
institution.
Both AWC and NAU-Yuma have numerous support systems already in place that grants can
leverage and work with in order to make more substantial gains. The PACTO grant was able
to do this with the Student Success Center (SSC) under the leadership of Vanessa Natseway.
Vanessa agreed to receive AVID training in order to become a “Trainer of Trainers” so that
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she can train all Peer Tutors and Peer Mentors at the beginning of each semester to utilize
AVID strategies in their sessions with students.
If a strategy or initiative is not working, change directions as soon as possible
in order to continue forward momentum for the grant.
The PACTO grant had a few pilots that were left “hanging” waiting for faculty divisions to
respond to certain requests. A better strategy next time would be to establish a “Respond
BY” date, and if there is not response to move on to another pilot idea.
In Conclusion
The PACTO grant was highly successful and ended its sixth year with numerous successes that
impacted the lives of Yuma County students and future teachers. It created a much needed,
substantially improved Data upgrade for Arizona Western College that will have a positive impact
both now and in the near future. Four student support positions have continued post grant; two at
AWC and two at NAU-Yuma. Full implementation of the AVID for Higher Education TPI (Teacher
Preparation Initiative) in the Teacher Education department at NAU-Yuma utilizing the successful
AVID strategies. The AWC Student Success Center tutoring program was positively impacted with
all AWC tutors receiving AVID based training by an AVID certified Trainer as part of their required
training before beginning their work as tutors. The AVID program established a successful
Professional Development Series that was attended by both full time and adjunct faculty members.
Participants expressed that it was a great learning experience and enjoyed collaborating with each
other during the series. The AWC AVID program sent 56 staff and faculty members to the AVID
Summer Institute during the five years of the grant; and NAU-Yuma also sent 35 staff and faculty in
total. The PACTO grant strengthened both the Transfer Services Department and the
Veterans/Military Services Department with additional personnel, computers, and an improved
facility. Peer Mentors have been institutionalized at NAU-Yuma, and the fate of the Peer Mentor
program at AWC is currently being decided. Overall, the PACTO grant made a difference in the lives
of Yuma County students and made a lasting impact on AWC and NAU-Yuma.
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Looking Ahead
AWC still needs to provide structured support for students (outside of special programs
like CAMP, KEYS, etc.)
NAU-Yuma should continue to work closely with local school districts with the TPI program.
The business office needs to improve the rollover time between grant years. Grants are
required to “open” and “close” their budgets twice; and this is not productive (at end of the
academic year June 30, then again at the end of the grant year September 30) unless it can
be streamlined and improved.
AWC needs to re-verify its identification as a “Hispanic Serving Institute.” The Department
of Education does not automatically rollover previous HSI’s into the next grant year.
Both AWC and NAU-Yuma need to remember to budget for the costs of grant initiated
positions and services that continue after the grant ends. For example, there is usually
increase expenses in Facilities & Maintenance after the grant ends. With this grant in
particular, there is an increased expense in Technology to maintain the contracts that we
partially paid with PACTO funds.
I recommend that AWC continue to apply for Department of Education grant funding due
to the many reasons already outlined in this report.
Dawn Ponce, M.Ed.
Director, Partners Advancing Completion through Transfer Opportunities (PACTO)
November 15, 2018
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Contact Information
DAWN PONCE, M.ED. DIRECTOR; PACTO GRANT
DR. MARY SCHAAL DEAN, IERG DEPARTMENT
CHAIR, IRB
MARCY HURTADO, MBA PROGRAM/CASE MGMT COORDINATOR
Tel (928) 317-7659
Tel (928) 344-7772
Tel (928) 317-7113
Arizona Western College
2020 S. Avenue 8 E
Yuma, Arizona
Northern Arizona University – Yuma
2020 S. Avenue 8 E
Yuma, Arizona