ContentsA. NEED....................................................................................................................................4
A high number or percentage, or both, of students enrolled or accepted for enrollment at the applicant institution who meet the eligibility requirements of sec. 646.3...................................4
Low-income..............................................................................................................................4First generation.........................................................................................................................5Low-income and First generation.............................................................................................5Individuals with Disabilities.....................................................................................................5
The Academic and Other Problems SSS Eligible Students Encounter at Lower Columbia College.........................................................................................................................................6
Academic Concerns..................................................................................................................6Non-Academic Concerns.........................................................................................................7
The Comparison of SSS Eligible Not Served Students to the LCC Student Body and SSS Participants.................................................................................................................................12
Retention and Graduation Rates.............................................................................................12Grade Point Averages.............................................................................................................13Transfer Rates.........................................................................................................................13
B. OBJECTIVES.....................................................................................................................14Retention in Postsecondary Education.......................................................................................14Good Academic Standing..........................................................................................................15Certificate or Degree Completion..............................................................................................15Certificate or Degree Completion AND Transfer to a Four-year College or University..........16
C. PLAN OF OPERATION....................................................................................................16The plan to inform the institutional community (students, faculty, and staff) of the goals, objectives, and services of the Project and the eligibility requirements for participation in the Project........................................................................................................................................16The Plan to Identify, Select & Retain Project Participants with Academic Need.....................18
Identification & Recruitment of Project Participants.............................................................18Selection of SSS Eligible Students.........................................................................................19Retention of Eligible Participants...........................................................................................21
The Plan for Assessing Need for Specific Services and Monitoring Academic Progress.........22Plan to Assess Individual Participant Needs..........................................................................22Plan for Monitoring the Academic Progress of Participants..................................................23
The Plan to Provide Services That Address the Goals and Objectives of the Project...............24Project Design/Framework.....................................................................................................26
Lower Columbia College 1
The Organizational Placement of the Project.........................................................................32The plan to ensure proper and efficient administration of the Project, including the organizational placement of the Project; the time commitment of key Project staff; the specific plans for financial management, student records management, and personnel management; and, where appropriate, its plan for coordination with other programs for disadvantaged students.......................................................................................................................................32
Organizational Structure & Time Commitment of Project Staff...........................................33The Specific Plans for Financial Management, Student Records Management, and Personnel Management...........................................................................................................................34
Lower Columbia College 2
A. NEED
A high number or percentage, or both, of students enrolled or accepted for enrollment at the applicant institution who meet the eligibility requirements of sec. 646.3.
Examination of existing college data shows that a potential pool of at ^least 1443
students, 44.9% of the enrolled Lower Columbia College (LCC) population would be eligible
for participation in SSS. This number is derived by applying the required SSS Project student
composition based on eligibility criteria to total numbers within each grouping.
Table 1Percentage of SSS Eligible Students
Total Enrollment: ^3,155 Undergraduate Students Fall 2013
# of SSS Eligible Students
% total Student Population who are SSS Eligible
Low-Income Only College Students*First Generation College Students**Low-Income & First Generation College StudentsStudents with Disabilities OnlyStudents with Disabilities & Low-IncomeTOTAL ELIGIBLE COLLEGE STUDENTSSource:*Lower Columbia College Institutional Research Office, ^01/14/2015 (Kind of Student=Transfer or Workforce, excludes non-degree seeking students**Community College Survey of Student Engagement (^2013)
Low-income
LCC enrolls a significant number of students who come from households where family
income does not exceed 150% of poverty level.
Table 2Number and Percentage of Low-Income LCC Students
Population Total Number Low-Income # Low-Income %LCC Students
Source: Lower Columbia College Institutional Research, ^01/14/2015
Lower Columbia College 3
Students from these backgrounds find the lower tuition of LCC an attractive alternative to
private and public four-year colleges or universities. LCC is the only institution of higher
education within a 40-mile radius to serve the region characterized by lower socioeconomic
levels.
First generation
Students who are first generation (FG) college students, defined as neither parent having
completed a baccalaureate degree, represent ^81.7% of all LCC students (See Table 3).
Table 3Number and Percentage of First Generation LCC Students
Population Total Number First Generation # First Generation %LCC Students
Source: Lower Columbia College Institutional Research, ^01/14/2015
Low-income and First generation
At least ^38% of LCC students are both low-income and first generation; two-thirds of
SSS Participants will be selected from this group.
Table 4Number and Percentage of Low-Income/ First Generation (LI/FG) Students at LCC
Population Total Number First Generation # First Generation %LCC Students
Source: Lower Columbia College Institutional Research, ^01/14/2015
Individuals with Disabilities
Individuals with disabilities are confronted with both special needs and issues similar to
other under-represented groups. The number of students with disabilities who are also low-
income at LCC again supports the need for the SSS Project.
Table 5
Lower Columbia College 4
Number and Percentage of Students with Disabilities/Low-Income (LI) EnrolledTotal
EnrollmentNumber Disabled
% Total Enrollment
Number LI/Disabled
Percent LI/Disabled
LCC StudentsSource: Lower Columbia College Institutional Research, ^01/14/2015
In summary, whether the students at LCC are low-income, first generation, disabled, or a
combination of these, the number of SSS eligible students at LCC is high, comprising ^44.9% of
all enrolled students.
The Academic and Other Problems SSS Eligible Students Encounter at Lower Columbia College.
Academic Concerns
A large number of students eligible to participate in the SSS Project are below college
level in one or more of the basic skill areas of English and Math. As shown in Table 6, results
from student who took the LCC Placement Test, which is administered to all incoming new
students and to transfer students who have not taken college English composition or Math,
illustrate the extent of this problem.
Table 6Placement Testing Results
Test Area Total Number of Students Tested
Students Scoring Below College Level
Percent Below College Level
MathEnglish
Source: Lower Columbia College Institutional Research, ^01/14/2015
This evidence of the lack or academic preparation is compelling. More than ^9 out of
every 10 students tested must take at least one remedial math course, indicating there is a clear
academic need present. English skill deficiencies were present in more than ^one-third of
Lower Columbia College 5
students assessed. Intervention by the SSS Project critical and needed to facilitate improvement
in these basic academic skills. In addition to high numbers of placement test scores below
college level, SSS eligible students are more likely than their peers to enter college with a high
school equivalency certificate rather than a high school diploma: ^78.7% vs. 21.3% (Lower
Columbia College Institutional Research Office, 01/14/2015).
Non-Academic Concerns
In addition to academic concerns, SSS eligible students are at a higher risk to terminate
their academic endeavors due to non-academic issues. For example, the ^Community College
Survey of Student Engagement most recently administered at Lower Columbia College in 2013
revealed that first generation students are more likely than their peers to withdraw from the
institution if they worked full-time, cared for dependents or lacked the necessary financial
support. Alternatively, they were also less likely to withdraw from the institution to pursue a
four-year college or university degree. Table 7 further illustrates this point.
Table 7Non-Academic Barriers for SSS Eligible Students at Lower Columbia College
Possible Reason for Withdrawing: SSS Eligible Non-Eligible* DifferenceWorking full-time
Caring for DependentsLack of Finances
Transfer to a four-year college or university
Question: How likely is it that the following issues would cause you to withdraw from class or from this college? Mark “not likely,” “somewhat likely,” “likely,” and “very likely.” Responses are from students who marked “very likely”Source: Community College Survey of Student Engagement – Lower Columbia College (^2013 Administration)
Difficulty Transitioning to the College Environment and Expectations
Lower Columbia College 6
In addition to a lack of academic preparation, many SSS eligible students are not socially
prepared for the rigors of college coursework and do not have strong academic success skills,
such as effective study habits, time and stress management skills, and test taking techniques to
succeed in college. This lack of preparation is evidenced by a first year grade point average for
SSS eligible students of ^2.65, compared to the institutional average of 2.85.
Lack of Satisfaction with General College Services
The time and resources required to adequately address SSS Participants’ academic and
non-academic needs exceeds that which is available from the general LCC student services units.
For example, the ^Community College Survey of Student Engagement (CCSSE) asked students
to rate level of satisfaction with the information received from various departments around
campus and found the following, as demonstrated in table 8.
Table 8How satisfied are you with the following services at this college?
N/A Not At All Somewhat VeryCareer CounselingTransfer Assistance
Source: Community College Survey of Student Engagement – Lower Columbia College (^2013 Administration)
One of LCC’s goals is to prepare students to transfer to a four-year college or university;
however, this will not happen if only ^12.8% of students feel “very satisfied” with the transfer
assistance received. While students of middle-income, college-educated parents are likely to find
the information that they need from other sources, low-income and first generation college
students will not know where to look. More alarming, however, is the fact that ^57.3% of
students have rated Transfer Assistance as not applicable to them. The proposed Student Support
Lower Columbia College 7
Services Project will help participants identify, plan for, and attain their educational goals,
including graduation and transfer, in a timely manner.
Inadequate Role Models and Support Networks
Many of LCC’s SSS eligible students lack educational role models in their immediate
family and circle of friends. In addition, their families and friends often do not support higher
education attainment. As such, first generation students to not have the support network at home
and in the community to help them overcome the challenges of higher education. For these
students to succeed, it is important that they connect with other students who are facing and/or
who have already overcome similar obstacles. Results from the ^2013 CCSSE survey revealed
that 65.1% of first generation students (comparted to ^56.7% for non-first-generation) never
worked with instructors on activities other than coursework. Furthermore, only ^17.2% of first
generation college students had participated in an internship, field experience, or clinical
assignment, while ^22.7% of non-first-generation college students had engaged in those
activities. Additionally, first generation college students ^4.6% more likely to work 21-30 hours
per week than their peers. The above factors combined paint a start picture: SSS eligible students
are more likely to be disengaged from Lower Columbia College, lack a professional mentorship
relationship with faculty or staff, and as a consequence, may not know about campus resources
or opportunities for professional and academic growth. The Student Support Services Project at
Lower Columbia College will help students develop these connections through collaborative
learning initiatives that encourage students to participate in cohort activities. Learning cohorts
bring together students with similar needs and challenges.
Lower Columbia College 8
Financial Literacy Deficiencies
SSS eligible students by definition have financial needs that may limit their involvement
in higher education and are often dependent on financial assistance. Low-income, first generation
students often have insufficient knowledge or financial aid options and the processes for
accessing these resources. Many low-income students have difficulty fully understanding the
complex rules and regulations of federal, state, and private financial aid options, including loans,
grants, scholarships, and other forms of assistance. The proposed SSS Project will help
participants increase awareness and secure financial assistance beyond the first year and as they
transfer to a four-year college or university.
Limited Exposure to Educationally Enriching Activities outside the Classroom, including Cultural Events
Lower Columbia College is located in the ^3rd most economically disadvantaged
community in Washington State (See Table 9), and is also the only institution of higher
education within a 40-mile radius. Cowlitz County, where LCC is located, also has a low
percentage of persons over 25 who have obtained a Bachelor’s degree or higher.
Table 9Community Demographics
Cowlitz County Washington StatePersons below the poverty level, ^2008-2012Median Household Income, ^2008-2012Unemployment Rate, ^June 2014BA Degree or HigherSource: Lower Columbia College Facts and Figures (^2013-2014); Cowlitz Country Community Report Card, ^2013
Consequently, the majority of low-income, first generation students at LCC have never benefited
from social and cultural experiences that enrich their life and better prepare them to engage as
professionals within their chosen field of study. Additionally, the student body demographic is
Lower Columbia College 9
mostly homogeneous with over ^85% of the population identifying as While/Caucasian. The
cultural homogeneity of the student body, coupled with isolation from educational institutions
leads students to be underprepared as they seed to transfer to four-year college or universities
with more diverse college campus and communities. As a consequence, engagement in
educational and cultural enrichment activities provided by the SSS Project will allow student the
opportunity to better prepare themselves to be fully engaged leaders of the community.
Transfer Advising
Transfer of SSS Project participants to four-year college or universities is a critical factor
in a successful Student Support Services Project. The problems impeding transfers are a lack of
proper preparation and research, unfamiliarity with four-year colleges, failure to secure adequate
funding, reluctance to move or travel outside of local area, and a limited view of their academic
potential. SSS participants are in need of comprehensive transfer advising that leads them
through every step of the process. While LCC has an excellent transfer center with updated
resources, the center is not staffed on a regular basis and does not provide the special advising
services SSS participants need to be fully successful navigating the system.
Table 10Summary of Transfer Needs, Assistance Required, and SSS Activity Specific to Need
Transfer Need Assistance Required SSS ActivityTransfer Preparation, Research and Motivation
Information, transportation, and encouragement
Transfer college and major specific advising
Van trips to potential transfer institutions
Securing Adequate Funding
Applying for aid before deadlines
Applying for institution specific scholarships
One-on-one transfer advising
Assistance with application process
Lower Columbia College 10
The Comparison of SSS Eligible Not Served Students to the LCC Student Body and SSS Participants.
When comparted to LCC’s general population, not served SSS eligible students have
lower rates of retention, graduation and transfer than SSS Project participants.
Retention and Graduation Rates
The SSS Project at LCC has a proven record of retaining and graduation participants. It is
an important fact that SSS served students tend to move toward graduation at a greater rate than
students who do not receive SSS supportive services. Retention rates of SSS participants have
consistently been higher than the retention rates for LCC’s student body and SSS not served
students.
As illustrated in Table 11, only ^47% of the SSS eligible but not served students and
^49% of the entire student body is retained from one year to the next. By contrast, those students
served by the SSS Project are retained at ^72%, which is a compelling statement about LCC, the
prior success of the SSS Project in this area, and the continued need for the program.
Table 11Retention and Graduation Rates of SSS Eligible Students Compared to Total Student
BodyPopulation Retention Rates Graduation Rates
SSS Eligible Not ServedLCC Total Student BodyCurrent SSS ParticipantsSource: Lower Columbia College Institutional Research Office, ^01/14/2015; SSS Project Database, ^01/15/2015
Table 11 also illustrates that the graduation rate of SSS eligible but not served students
and total LCC student body is ^less than 30%. SSS Participants have higher graduation rates than
students not served by the Project. The ^46% graduation rate of the participants served by SSS
Lower Columbia College 11
demonstrates that, with the academic support services provided through the Project, the
graduation rate of these disadvantaged students increases.
Grade Point Averages
SSS Participants have high grade point averages (GPA’s) when compared to SSS eligible
but not served students and as the total student body at LCC. This indicates that the interventions
of SSS staff have a positive effect on the GPA’s of Project participants.
Table 12GPA’s of SSS Eligible Students, LCC General Population, and SSS Participants
Population GPA 3.0 or Higher GPA above 2.0SSS Eligible Not ServedLCC Total Student BodyCurrent SSS ParticipantsSource: Lower Columbia College Institutional Research Office, ^01/14/2015; SSS Project Database, ^01/15/2015
Transfer Rates
SSS eligible but not served students have a very low transfer rate from LCC to four-year
College or universities. The transfer rate for the entire student body at LCC is ^11.2% higher
than the transfer rate of not served SSS eligible students. The positive effect on transfer services
provided by the LCC SSS Project is evident in the rate at which SSS Project Participants
transfer, which is ^almost two times higher than eligible but not served students.
Table 13Transfer Rates of SSS Eligible Students, LCC General Population, and SSS Participants
Population Transfer RatesSSS Eligible Not ServedLCC Total Student BodySSS ParticipantsSource: Lower Columbia College Institutional Research Office, ^01/14/2015; SSS Project Database, ^01/15/2015
With at least ^1443 students or over ^44.9% of LCC’s total student body eligible for SSS
Lower Columbia College 12
services, there is a strong need for the continuation of the SSS Project at LCC. By continuing to
provide quality services that meet the unique academic needs and other issues that eligible
students encounter, the LCC SSS Project will continue to have a significant impact on the
retention, graduation, and transfer rates of underrepresented students.
B. OBJECTIVES
Number of Proposed Student Participants to be served per Year: 220
The following objectives are based on the appropriate standardized objectives for a two-
year public Community College.
Retention in Postsecondary Education.
The Student Support Services Project at Lower Columbia College will ensure that ^60%
of all participants served will persist from one academic year to the beginning of the next
academic year.
Ambitious: ^60% of all SSS participants served by the SSS Project persisting from one
academic year to the beginning of the next academic year is an ambitious objective when this
percentage is compared to the general population and SSS eligible not served population.
Currently, only ^49% of the LCC general population persists from one academic year to the
beginning of the next academic year. Furthermore, only ^47% of the current LCC SSS eligible
not served population persists from one academic year to the beginning of the next academic
year.
Attainable: SSS has a comprehensive set of services it uses to administer, analyze, and evaluate
the students’ needs and educational plans; additionally, the Project has the institutional
commitment and staff expertise to assist in the accomplishment of this objective.
Lower Columbia College 13
Good Academic Standing
^85% of all enrolled participants served by the SSS Project will meet the
performance level required to stay in good academic standing at the grantee institution.
Ambitious: ^85% of all enrolled participants meeting a 2.0 grade point average required to
remain in good academic standing is an ambitious objective when this percentage is compared to
the general population and SSS eligible not served population. Currently, only ^75.1% of the
LCC general population maintains a 2.0 or better grade point average annually. Furthermore,
only ^77.1% of the current LCC SSS eligible not served population maintains a 2.0 of better
grade point average annually.
Attainable: This objective is attainable because the Registrar’s Office and the Academic
Standards Committee are devoted to assisting SSS with academic monitoring and, SSS has the
activities in place to assist those participants who are performing at less than a satisfactory level.
Certificate or Degree Completion.
^35% of new participants served each year will graduate with an Associate’s Degree
or certificate within four (4) years
Ambitious: ^35% of new participants served each year will graduate with an Associate’s Degree
or certificate within four (4) years is an ambitious objective when this percentage is compared to
the general population and SSS eligible not served population. Currently, only ^28.4% of the
LCC general population graduates with an Associate’s Degree or certificate within four (4)
years. Furthermore, only ^28.9% of LCC SSS eligible not served population graduates with an
Associate’s Degree or certificate within four (4) years.
Attainable: The SSS Project has the processes in place to assess participants’ needs, develop an
Annual Individual Academic & Service Plan (AIASP) with each participant, monitor progress at
Lower Columbia College 14
least three times throughout each grading period, provide financial aid information/counseling,
career planning and provide services to improve academic performance. Additionally, the
Registrar, Counseling and Advising Departments are committed to assisting SSS with retention
monitoring and service delivery.
Certificate or Degree Completion AND Transfer to a Four-year College or University
Ambitious: ^25% of new participants served each year will transfer with an Associate’s Degree
or certificate within four (4) years is an ambitious objective when this percentage is comparted to
the general population SSS eligible not served population. Currently, only ^16.6% of the LCC
SSS eligible not served population and ^27.8% of the LCC population transfers with an
Associate’s Degree or certificate within four (4) years.
Attainable: The SSS Project has the processes in place to assess participants’ needs, develop an
Annual Individual Academic & Service Plan (AIASP) with each participant, monitor progress at
least three times throughout each grading period, provide financial aid information/counseling,
career planning and provide services to improve academic performance. Additionally, the
Registrar, Counseling and Advising Departments are committed to assisting SSS with retention
monitoring and service delivery.
C. PLAN OF OPERATION
The plan to inform the institutional community (students, faculty, and staff) of the goals, objectives, and services of the Project and the eligibility requirements for participation in
the Project.
Lower Columbia College (LCC) has the following plan to inform the institutional
community (administration, staff, faculty, and students) of the goals, objectives, services, and
eligibility criteria of the SSS Project.
Table 1:
Lower Columbia College 15
Timeline to Inform The LCC Institutional Community(Administration, Staff & Faculty)
Group Informed Method Personnel Responsible
Timeline/ Deadline
College President and Board of Trustees
Electronic notification of grant award sent out to the institutional community.
Verbal notification at monthly Board of Trustee Meetings
Vice President of Student Success
(Principal Investigator)
Project Director
ImmediatelyUpon
Notification
Academic Division Heads, Faculty, and Administrative Council
Development and distribution of flyers and brochures outlining Project goals, objectives, services, and eligibility criteria for selection to all faculty and staff.
Vice President of Student Success
Project Director
Immediately Upon
President’s Approval
Student Services Division (Registrar, Financial Aid, Admissions, Disabilities Support Services, etc.) Administrative Council
Formal presentations regarding Project information conducted at Vice President, Department Chair, and Division meetings.
Vice President of Student Success
Project Director
Within 2 Weeks of
Notification
SSS Project Advisory Board
Representatives from various offices within the college to communicate information about the Project to the faculty within each board member’s departments and areas of responsibility.
Vice President of Student Success
Project Director
Within 3 Weeks of
Notification
Additional methods to inform the institutional community include:
Development of Project’s official webpage, Facebook page, Twitter feeds, and internal
emails.
Announcements via official college webpage and social media.
Publication of an official press release in the regional community newspapers.
Presentations conducted at campus-wide meetings and new employee orientations.
Lower Columbia College 16
The following methods will be utilized to inform LCC students of the goals and objectives of the
SSS Project:
Table 2:The Plan to Inform LCC Students of the SSS ProjectMethod Personnel Responsible Timeline
Conduct formal presentations regarding Project goals, objectives, and services at all new student orientation sessions
Project DirectorProject Advisors
Beginning of Each Semester
Conduct classroom presentations to all college success courses and freshmen seminars regarding Project goals, objectives, services, and eligibility requirements
Project DirectorProject Advisors
Project Participants
Beginning of Each Semester
Conduct classroom presentations at all developmental math and English courses regarding Project goals, objectives, services, and eligibility requirements
Project DirectorProject Advisors
Project Participants
Beginning of Each Semester
Conduct informal meetings with and presentations to student organizations on campus
Project DirectorProject Advisors
Project Participants
Beginning of Each Semester
Update the SSS project website, Facebook, and Twitter pages
Project DirectorProject Administrative
AssistantWeekly
Development and distribution of Project information packets to all new and transfer students identified as SSS eligible
Project DirectorProject Advisors Ongoing
Create Project displays in the Student Center and announcements to run on digital signage monitors throughout the campus
Project Advisors Ongoing
The Plan to Identify, Select & Retain Project Participants with Academic Need.
Identification & Recruitment of Project Participants
LCC will implement the following plan to ensure that the SSS Project identifies and
selects a sufficient number of SSS Eligible Students in order to select and serve 220 eligible New
and Continuing Participants each year. Project eligibility will be dependent on specific
regulatory criteria and will be determined through the demographic and academic information
Lower Columbia College 17
listed on SSS New Student Applications and supporting documentation obtained during the
following identification, recruitment, and selection process.
Table 3Plan to Identify & Recruit SSS Eligible Students at LCC
Step 1
SSS Project Director receives the following information at the beginning of each semester to identify potential SSS Eligible Students: List of incoming students from the Registrar and the Director of Admissions
that meet eligibility criteria and includes relevant student data such as current GPA, credit hours completed, education goals, and hours left to graduate.
Referral of students requesting academic and supportive services from Disability Support Services.
List of incoming and continuing students from the Directory of Financial Aid that qualify for financial aid (Pell Grant recipients) and are classified as first generation college students (neither parent has graduated from a four-year college or university).
Referral lists from LCC Advisors, Counselors and Faculty of students that demonstrate academic need.
Referral lists from local pre-college feeder TRiO programs and/or other educational opportunity programs of eligible incoming students.
Additional identification of potential SSS Eligible Students occurs through individual referrals from faculty, staff, and current SSS Participants
Step 2
Project staff will conduct informational presentations to all incoming new students at LCC’s New Student Orientation Sessions.
Project staff will conduct additional informational classroom presentations to students enrolled in developmental English and math courses and student organizations serving SSS Eligible Students throughout the year.
Students at all these recruitment sessions will receive Project flyers and brochures and are encouraged to provide contact information on Interested Student Sign-up Sheets.
Step 3
Project Director will review all lists of students obtained in Step 1 and 2 to determine individual eligibility for services as compared to SSS federal Project regulations.
Project Administrative Assistant will email/mail Project brochures, flyers, and New Student Application Packets to all students that have been identified as potentially SSS Eligible.
Selection of SSS Eligible Students
The Lower Columbia College SSS Project will implement the following plan to select
New Participants each year:
Lower Columbia College 18
Table 4: The Plan to Select New Project Participants
1.Each applicant will submit a completed application packet consisting of the following documents and information: New Student Application, Latest College Transcript or Placement Test Scores, and Income Tax Documents or Income Verification Forms.
2.Project Advisors will utilize the Project-developed Verification of Eligibility & Selection Form to screen and document the information obtained from each submitted application to ensure that each one satisfies the SSS eligibility criteria.
3. Project Administrative Assistant will contact screened and approved Applicants within ten (10) days to arrange an interview with a Project Advisor.
4.
Project Advisors will interview each eligible Applicant to discuss Project requirements and further assess and evaluate his/her level of interest, academic need, and potential for academic success with Project assistance as documented on the Verification of Eligibility & Selection Form in a quantitative manner.
5.Project Advisors will provide the Project Director with the application packets and Verification of Eligibility and Selection Forms of each Applicant they recommend for selection as New Project Participants.
6.Project Director will review all recommended Applicant’s documents and complete their Verification of Eligibility & Selection Forms by scoring the Participant Selection Matrix portion of the form.
7.Project Director will select the eligible Applicants with the highest number of points awarded on their Verification of Eligibility & Selection Form for any available New Participants slots.
8.Project Administrative Assistant will inform newly selected Project Participants and create hard copy files, entering their demographics into the Project Database, and schedule initial individual meetings with their assigned Project Advisors.
The following table details the academic need characteristics and corresponding point system
that comprises the Participant Selection Matrix utilized by the Project Director to select all
Project Participants via the assignment of “points:”
Table 5: Participant Selection MatrixI. Need for Academic Support
Possible PointsGPA Below 2.5 (10) PointsGPA Above 2.5 (5) PointsLow Placement Test Scores (6) PointsAcademic or Financial Aid Probation (10) PointsAcademic Need Based on Interview (1-10) PointsSelf-Motivation and Clarity of Education Goals Based on Interview (1-10) PointsEnrolled in Lowest Level of Developmental Math or English Courses (10) Points
II. Classification
Lower Columbia College 19
Possible PointsFull-time Student (20) PointsPart-time Student (15) Points1st Year Student (20) Points2nd Year Student (15) Points
III. Educational & Career PlansPoints Possible
Undecided Career Goals (15) PointsUndecided Educational Goals (15) PointsWants Associate’s Degree Only (10) PointsWants Associate’s Degree AND Transfer to four-year college or university (25) PointsApplicants With The Highest Total Score Will Be Considered For Selection.
The LCC SSS Project Director will encourage and ensure equitable access to all SSS Eligible
Participants, relating to the General Education Provisions Act (GEPA), Section 427. In
compliance with GEPA, students will not be discriminated against, or given preference for, in
regards to full participation in the Project based on gender, race, national origin, color, disability,
or age.
Retention of Eligible Participants
The Project design and framework of the SSS Project of LCC will focus on utilizing the
Project Advisors to provide effective individualized student “coaching” to promote the
retention of Project Participants. Project Advisors will be assigned specific caseload of
Participants to contact on a consistent and regular basis to develop a clear vision of Participants
goals, guide them in connecting daily activities to long-term goals, and support building skills for
success, including time management, self-advocacy, and study skills. According to, The Effects
of Student Coaching: An Evaluation of a Randomized Experiment in Student Advising,
Educational Evaluation and Policy Analysis (Bettinger and Beaker, 2011), students who were
randomly assigned to a “coach” were more likely to persist during the “treatment” (direct service
delivery) period and were more likely to be attending college for at least a year after the
coaching (advising) had ended. Coaching also proved a more cost-effective method of achieving
Lower Columbia College 20
retention and completion gains when compared with previously studied interventions such as
increased financial aid. Along with Coaching, the Project will implement the following activities
and services to retain Project Participants:
Detailed identification, recruitment, and selection process of SSS eligible participants with
academic need
Initial and annual assessment of participants’ level of academic need
Development of Annual Individual Academic & Service Plans containing specific activities
and services designed to promote the retention/persistence, good standing, an graduation of
Project Participants
Monitor Participants’ academic progress and delivery of services via case management
provided by Project Staff
Provide Participants with academic support such support such as tutorial services, study
groups, individual academic advising, and freshmen year seminars/workshops
The Plan for Assessing Need for Specific Services and Monitoring Academic Progress.
Plan to Assess Individual Participant Needs
The SSS Project will implement the following process to identify, document, and
evaluate the academic and supportive needs of each Participant.
TABLE 6: The Plan to Assess Individual Participants Needs
Instrument Activity/Method Participant Focus
Math, English, and Reading
Placement Test Scores
(Provided by Testing Center)
Project Advisors will review math and writing placement test scores to determine levels of academic need in these areas upon selection to the Project.
New Participants
Lower Columbia College 21
Transcripts (Access provided
by Registrar)
Project Director will obtain college transcripts to review students’ current course schedule and document past academic performance in college level course at the beginning of each semester.
All New & Continuing Participants
Financial Aid Status
(Provided by the Financial Aid
Office)
Project Director will obtain financial information in the form of Student Aid Reports (SAR) to determine level of financial need and potential for continued funding to remain enrolled in college.
All New & Continuing Participants
Career Interest Inventory
(Provided by the Office of Career
Services)
Project Advisors will obtain information related to the level of interest in certain areas, majors, and careers from an assessment conducted through the WOIS/The Career Information System.
All New Participants
Annual Individual Needs Assessment
(Project Developed)
Upon initial selection and then afterwards at the beginning of each academic year, Project Advisors complete a Project-developed Annual Needs Assessment to document and assess the level of academic and supportive need in the following areas: Academic, career, and financial aid advising Assistance with course selection Learning styles, tutorial assistance and study Financial aid information & assistance applying Financial and economic literacy Graduation and transfer advising to a four-year
college or university
All New & Continuing Participants
Annual Individual Academic & Service Plan
(Project Developed)
Information obtained from the Annual Individual Needs Assessment Forms will be utilized by the Project Advisors to develop an Annual Individual Academic & Service Plan (AIASP) which will serve as a checklist of the services and activities the student should receive throughout the Project year. Project Staff will review the AIASP upon initial selection and then at the beginning and middle of each semester to implement any changes.
All New & Continuing Participants
Plan for Monitoring the Academic Progress of Participants
The LCC SSS Project will review each assigned Participant’s Annual Individual
Academic & Service Plan (AIASP), schedule individual advising sessions, utilize LCC’s
Academic Early Warning process, and conduct a Midterm Progress Meeting to monitor and
document Participants’ academic progress throughout each Project year (see table 7).
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Table 7: Plan to Monitor Participants’ Academic Progress
Step 1 Project Advisors will schedule monthly meetings with assigned Participants
throughout the Project year to discuss and review all available academic progress data (fall/winter/spring transcripts) as documented on the AIASP.
Step 2 Project staff will initiate and maintain regular contact with LCC Instructors/
Professors to assess the accuracy of the Participants’ self-reported responses on their Annual Needs Assessment.
Step 3 Project Director will review LCC’s Academic Early Warning Database to
assess students’ progress in classes, which includes academic and behavioral feedback from instructors.
Step 4 Project Advisors will schedule and conduct a Midterm Progress Meetings
(MPM) with assigned Participants to discuss any academic progress information and/or feedback from LCC Instructors/Professors.
Step 5
Project Advisors will review Individual Contact Logs via the Project’s database (BLUMEN) and revise their assigned Participants’ AIASPs as needed in response to a review of their current academic progress and/or feedback from LCC Instructors/Professors.
Step 6
Project Director will assign Participants to receive mandatory tutoring sessions from LCC provided Tutors and/or refer to LCC’s Academic Success Center/Learning Commons if their grade point average falls below a “2.5” in any course during the fall, winter, and spring semesters.
The Plan to Provide Services That Address the Goals and Objectives of the Project.
The SSS Project at LCC will implement the following required and allowable services (as
stated in 34 CFR Sec. 646.4) based on the corresponding research and replication of effective
practices to meet all Participants’ academic and supportive needs from their initial selection
through graduation with an Associate’s Degree and transfer to a four-year college or university.
Table 8: Project Objectives & Research Based Services
Objective A Activities & Services That Address Objective Research/Effective Practices
Persistence Annual Individual Academic & Service Plans
First year Experience Program Individual Academic Advising
Sessions Small Learning Communities &
Study Groups Financial Aid Information &
Advising
Bettinger, E. P., & Baker, R. (2011). The effects of student coaching in college: An evaluation of a randomized experiment in student mentoring (Working Paper No. 16881). Retrieved from http://www.nber.org/papers/w16881.
Castleman, B. L. & Page, L. C. (2014). Freshman year financial aid
Lower Columbia College 23
nudges: An experiment to increase FAFSA renewal and college persistence (EdPolicyWorks Working Paper Series No. 29). Charlottesville, VA: EdPolicyWorks
Objective B Activities & Services that Address Objective Research/Effective Practice
Good Academic Standing
Tutorial Services (Project Sponsored & Referral to LCC’s Tutoring Center)
Academic Support Workshops & Supplemental Instruction
Individual Monitoring of Academic Progress
Stephens, N. M., Hamedani, M. G., & Destin, M. (2014). Closing the social-class achievement gap: A difference-education intervention improves first generation students’ academic performance and all students’ college transition. Psychological Science, 25(4). 943-953. doi:10.1177/0956797613518349
Objective C Activities & Services That Address Objective Research/Effective Practice
Graduation
Major and Degree/Certificate Planning
Career Interest Assessments & Career Exploration
Individual Graduation Advising & Graduation Workshops
Financial & Economic Literacy
Bettinger, E., Long, B., Oreopoulos, P., & Sanbonmatsu, L. (2012). The role of application assistance and information in college decisions: Results from the H&R Block FAFSA experiment. Quarterly Journal of Economics, 127(3), 1205-1242.
Objective D Activities & Services That Address Objective Research/Effective Practice
Transfer to Bachelor
Level Institutions
Transfer School Information & Assistance with Admissions
Transfer School and Career Site Visits
Financial Aid Application and Information Sessions
Bettinger, E., Long, B., Oreopoulos, P., & Sanbonmatsu, L. (2009). The role of simplification and information in college decisions: Results from the H&R Block FAFSA experiment (NBER Working Paper No. 15361). Cambridge, MA: National Bureau of Economic Research.
Project Design/Framework
The Project design and framework of the SSS Project of LCC will focus on utilizing the
Project Advisors to provide effective individualized student “coaching” to promote the retention
Lower Columbia College 24
of its Project Participants (The Effects of Student Coaching: An Evaluation of a Randomized
Experiment in Student Advising, Educational Evaluation and Policy Analysis by Eric
Bettinger and Rachel Baker, 2011) and Vincent Tinto’s research in Completing College:
Rethinking Institutional Action (2012). Tinto asserts that in order to increase college student
success, colleges must: 1) Set High Expectations of Success, 2) Provide Academic, Social, and
Personal Support, 3) Provide Clear and Ongoing Interaction and Feedback, 4) Involve Students
in the Institutional Community, and 5) Foster a Positive Learning Environment for Students.
The overall service delivery plan of the LCC SSS Project will be highly effective,
building upon the empirically supported “best practices” of existing SSS Projects to meet the
needs of its SSS eligible students as described in the updated national study of the Student
Support Services Project (“Best Practices” in Student Support Services, Mursakin, 2008) and
congruent with Tinto (2012) and Bettinger & Baker (2011). These best practices include:
Targeted participant identification, recruitment & selection
First Year Experience Program
Emphasis on academic support for developmental and common freshmen courses
Extensive and consistent participant service contacts via assigned caseloads
Dedicated full-time Project staff with strong institutional attachments
Strong and important presence on campus
The SSS Project will build upon this foundation and include the proven academic and
intervention strategies detailed in Tables 9, 10, 11, and 12, that directly impact progress towards
meeting the mandated standardized objectives of the SSS Project.
Table 9:Plan to Provide Services that Address Objective A: Persistence
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1. Development of Annual Individual Academic & Service Plans:
Information obtained from the Annual Individual Needs Assessment Forms will be utilized to develop an Annual Individual Academic & Service Plan (AIASP) for each Participant which will serve as a checklist of the services and activities ^he/she should receive throughout the Project year. Project Staff will review the AIASP at the beginning and middle of each semester with each assigned Participant to discuss any applicable/necessary changes, revisions, and/or additions.
Targeted Participants: All New and Continuing ParticipantsPersonnel Responsible: Project AdvisorsTimeline/Frequency: Initial Meeting with New Participants and then on an annual basis with all Continuing Participants at the beginning of each academic year and then updated throughout the academic year on an as-needed basis.Delivery Method: Individual Meetings with All Assigned Project Participants2. Summer Bridge
A two week-long program designed to provide intensive orientation and community building for incoming freshmen students. Topics covered include financial aid, campus services, information on counseling and career services, course selection and community resources. Students only receive a refresher course in math and English.
Targeted Participants: New ParticipantsPersonnel Responsible: Project AdvisorsTimeline/Frequency: Two-weeks before Fall SemesterDelivery Method: Structured Seminars, Small Group Discussions and Classes.3. First Year Experience (FYE) Program:
Incoming Freshmen Participants will receive a series of structure academic and supportive services designed to ensure community building and the successful completion of their first year of college-level work, and provide them with career information and opportunities for job skills attainment. The FYE is a free, four credit class that is offered each semester and focuses on strategies for academic success, participation in campus activities and events, college orientation workshops, academic advising, and tutoring sessions. TYE will assist Participants in identifying successful study strategies and effective time management techniques, as well as how to manage the various demands of college life. Some of the following topics will help Participants identify how college fits within their personal, familial and educational obligations; effectively utilize campus resources; learn about the requirements to complete an Associate’s Degree; and an overview of available financial aid and scholarship programs: Academic and Career Goal Setting Improving & Maintaining Focus Study Skills Success Strategies Conquering Exams & Finals Note Taking & Test Taking Skills Writing Seminars Stress Management & Test Anxiety Associate’s Degree Graduation and
Transfer Requirements
Targeted Participants: Incoming New Freshmen Participants
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Personnel Responsible: Project Director and Project AdvisorsTimeline/Frequency: Weekly throughout each Fall, Winter and Spring SemesterDelivery Method: Structured Class4. Individual Academic Advising Sessions:Participants will meet individually with their assigned Project Advisor a minimum of three times a semester to discuss and update their Annual Individual Academic & Service Plan (AIASP). The AIASP is a comprehensive statement of each Participant’s academic goals and a written assessment of the specific activities necessary to achieve those goals. Project Advisors will utilize the AIASP to monitor grades and courses completed during individual advising meetings scheduled throughout the semester. Project staff will address academic concerns detected during these sessions by linking and referring Participants to needed resources to promote their retention rate.
Targeted Participants: All New and Continuing ParticipantsPersonnel Responsible: Project AdvisorsTimeline/Frequency: Beginning and Middle of Each Fall, Winter, and Spring SemestersDelivery Method: Individual Meetings with all Assigned Project Participants5. Small Learning Communities & Study Groups:Project will coordinate study groups in the form of tutoring and individual peer groups to enhance leaning, Participants will have designated areas that provide a sense of community and will be given access to learning tools that are presented in multiple formats. All Participants will complete a learning styles assessment that identifies their learning style. Tutoring and study supplies will be tailored to meet those styles.
Targeted Participants: All New and Continuing ParticipantsPersonnel Responsible: Project AdvisorsTimeline/Frequency: WeeklyDelivery Method: Small Group Meeting6. Financial Aid Information and Advising:Participants will receive information regarding state and Federal student aid programs and deadlines in addition to assistance completing the Free Application for Federal Student Aid (FAFSA). Verification of FAFSA submission and financial aid awarded will be placed in each Participant’s files and recorded in Project’s database.
Targeted Participants: All New and Continuing ParticipantsPersonnel Responsible: Project AdvisorsTimeline/Frequency: Once Each Semester (Fall, Winter, Spring)Delivery Method: Individual Meetings and Small Group Presentations & Workshops
Table 10: Plan to Provide Services that Address Objective B: Good Standing1. Tutorial Services (Project Sponsored & Referral to LCC’s Tutoring CenterParticipants in developmental math and English courses will receive tutoring services (via individualized or group sessions) provided by Project Tutors. Participants requiring tutorial assistance in all other college credit courses and subjects will be referred to LCC’s own tutorial center (Tutoring Center) via Project-developed Tutoring Referral Forms stating their specific areas of academic need.
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Targeted Participants: New Participants enrolled in developmental math and English courses AND New & Continuing Participants enrolled in college credit courses that seek tutorial assistance.Personnel Responsible: Project Tutors and LCC’s Tutoring Center TutorsTimeline/Frequency: As Stated On Each Participant’s Annual Individual Academic & Service Plant (AIASP).Delivery Method: Individual, Small Group, and Online Sessions2. Academic Support Workshops:
Project will develop and present a series of Academic Support Workshops held each semester. All workshops will also be uploaded to the SSS Project’s website for access at any time by SSS participants. Topics will include:
Academic Success Skills Class Discussions Reading Effectively Time Management Preventing Procrastination Writing Seminars Success Skills for Finals Excel Basics Preparing for Exams Academic Decision Making
Targeted Participants: All New and Continuing ParticipantsPersonnel Responsible: Project Director, Project Advisors, and Project TutorsTimeline/Frequency: MonthlyDelivery Method: Small Group and Online Sessions3. Individual Monitoring of Academic Progress:
Project will review each assigned Participant’s Annual Individual Academic & Service Plan (AIASP); schedule individual advising sessions; implement an Early Academic Warning System; and conduct a Mid-Term Review process to monitor and document Participants’ academic progress throughout each Project year. Project staff will follow-up with Participants whose Instructors indicate a need or academic intervention on the Academic Early Warning Database. The Project will then provide these Participants with additional individual academic advising, supplemental support services, and/or immediate referral to other campus resources. Project staff will also review online midterm reports from the Instructors that will act as supplemental information to the Grade Assessment Form. Participants indicating a need for tutoring assistance will either be referred to the Project Tutors (Developmental math or English) or to LCC’s Tutoring Center (all other college credit courses).
Targeted Participants: All New and Continuing ParticipantsPersonnel Responsible: Project AdvisorsTimeline/Frequency: Beginning and Middle Of Each Semester (Fall, Winter, and Spring)Delivery Method: Individual Meetings with All Assigned Project Participants
Table 11: Plan to Provide Services that Address Objective C: Graduation1. Major and Degree/Certificate Planning:
Participants will meet with their assigned Project Advisor a minimum of three times a
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semester, except those Participants who earned below a 2.5 GPA; these Participants will be required to meet weekly. Project Advisors will monitor Participants’ degree completion and necessary steps to ensure on-time graduation and will provide Participants with copies of information discussed and actions for resolution of problem areas.
Targeted Participants: All New and Continuing ParticipantsPersonnel Responsible: Project AdvisorsTimeline/Frequency: Three times a semester and on an as-needed basis.Delivery Method: Individual Meetings2. Career Interest Assessments & Career Exploration:
Project will administer and explain the results of career interest surveys to their assigned Participants. Project Advisors will also develop an Occupational Profile for each Participants that is suited to their current abilities and interests. Additionally, the Project Director, in conjunction with LCC’s career center, will develop and coordinate the following career activities and workshops:
Major & Career Exploration Careers Month Conducting a Job Search Technical Resumes Employment Fair Interview Techniques Work-Based Learning Events Career Guest Speakers
Targeted Participants: All New & Continuing ParticipantsPersonnel Responsible: Project Director and Project AdvisorsTimeline/Frequency: MonthlyDelivery Method: Individual Meetings, Small Group Sessions and Workshops3. Individual Graduation Advising & Workshops:
Project Staff will provide comprehensive graduation advisement sessions to their assigned Participants to review and monitor all requirements to complete and Associate’s Degree. Additionally, the Project Director will review each Participant’s Degree Audit Forms once students reach 45 college level credits and assist with completion of the graduation application by the designated semester deadline. Project Advisors will also provide workshops that outline graduation options that include progress toward graduation.
Targeted Participants: New & Continuing Participants (with more than 45 college level credits)Personnel Responsible: Project Director and Project AdvisorsTimeline/Frequency: At least once per term after students reach 45 creditsDelivery Method: Individual Meetings and Small Group Workshops4. Cultural Activities
The SSS Project will facilitate cultural learning opportunities for Project Participants. These cultural activities are designed to expand the Participants worldview, understand their role within a global, educated community, and gain confidence in their ability to interact with people from diverse backgrounds. Project staff will select activities that encourage
Lower Columbia College 29
Participant’s growth and understanding of self, while remaining cost-effective for the Project.
Targeted Participants: New & Continuing ParticipantsPersonnel Responsible: Project Director and Project AdvisorsTimeline/Frequency: At least once per SemesterDelivery Method: Visits to Events that Promote Cultural Understanding and Development5. Financial & Economic Literacy:
Project will conduct some of the following Economic & Financial Literacy Information and Workshops each semester:
Budgeting and Financial Planning How to Avoid Overspending Banking Your Money Dealing with Debit & Credit Cards Mixing Money & Family Protecting Your Credit
Preventing Identity Theft Avoiding Quick Financial Fixes Setting Financial Goals Saving Money Understanding and Fixing Your
Credit Report
Targeted Participants: New & Continuing ParticipantsPersonnel Responsible: Project Director and Project Advisors Timeline/Frequency: Minimum of three (3) times each semester (Fall, Winter, and Spring)Delivery Method: Small Group Meetings and Online Sessions
Table 12: Plan to Provide Services that Address Objective D: Transfer1. Transfer School Information & Assistance with Admissions
Project staff will provide comprehensive transfer information accessing transfer schools that LCC students attend both in and out of state. Participants will be provided with deadlines for institutional applications and workshops to prepare for the transfer process. The Project will provide a transfer course exclusively for SSS Project Participants designed to guide them through the transfer process. Topics covered include:
Financial Aid Scholarships Admissions Process Support Services Housing Options Cost of Attendance Campus Involvement Selecting Major
Targeted Participants: New & Continuing Participants with 45 College Credits or MorePersonnel Responsible: Project Director and Transfer SpecialistTimeline/Frequency: As Determined by Transcripts and Participant FilesDelivery Method: Individual Meetings, Small Group Workshops and Structured Class2. Transfer Schools and Career Site Visits:
Project will coordinate and conduct field trips to Transfer Schools and career sites to help
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Participants make a more informed decision regarding baccalaureate programs and career paths.
Targeted Participants: New and Incoming ParticipantsPersonnel Responsible: Project Director and Project AdvisorsTimeline/Frequency: Twice a SemesterDelivery Method: Small Group Sessions
The Organizational Placement of the Project
The plan to ensure proper and efficient administration of the Project, including the organizational placement of the Project; the time commitment of key Project staff; the specific plans for financial management, student records management, and personnel
management; and, where appropriate, its plan for coordination with other programs for disadvantaged students.
The SSS Project will be fully integrated into the organizational structure of Lower
Columbia College (LCC) as part of the Student Services Division as displayed in Chart 1. The
Student Services Division at LCC includes the key academic offices of the Registrar,
Admissions, Financial Aid, Academic Advising and Testing, and Career and Counseling
Services. The placement of the SSS Project within the Student Services realm of LCC
contributes directly toward persistence, good standing, graduation and transfer and
transfer rates of SSS Participants due to the close collaboration and excellent
communication developed between staff members of this division. As displayed in Chart 1,
the SSS Project Director will be at the same organizational level as the other LCC Directors
(Financial Aid, Admissions, Career Services, Disability Support Services, etc.). Additionally, the
SSS Project Director will report to the Vice President for Student Success which reports to the
President. The SSS Project Direct will also serve on the staff of the Student Services Leadership
Team, Student Success Committee and Operations Council – a consortium of campus-wide
Directors, Deans and Vice Presidents across the campus. As evidenced by the letter of
commitment from the LCC President, the Project is assured of having an influence on decisions
Lower Columbia College 31
affecting SSS eligible Students, as well as autonomy and authority in decision-making. The
Project Director will meet by-monthly with the Vice President for Student Success to ensure
clear lines of communication. The SSS Director will participate in bi-monthly Director’s
meetings and retreats as well as other Directors’ training and information sessions.
Chart 1:Lower Columbia College Organizational Chart
Organizational Structure & Time Commitment of Project Staff
The organizational structure of the SSS LCC Project and time commitment of the Project
staff is provided in Chart 2. This Project staff structure will provide Participants with effective
individualized student “coaching” in order to promote their persistence, good standing, and
graduation rates (The Effects of Student Coaching: An Evaluation of a Randomized
Experiment in Student Advising, Educational Evaluation and Policy Analysis by Eric
Bettinger and Rachel Baker, 2011). Additionally, the proposed SSS Project staff structure will
result in a Participant to Project Advisor ratio of 55:1, which is lower than the average ratio of
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President Vice President
Athletics
Registration
Counseling Services
Financial Aid Services
Student Support Services
Program Assistant
SSS Project Advisors
Learning Specialist Tutors/Peer Mentors
International Programs
Student Activities
Advising and Testing
Disability Services
student to college counselor ratio of 300:1 (National Association of College Admissions
Counselors, 2013).
Chart 2:Organizational Structure & Time Commitment of Project Staff
The Specific Plans for Financial Management, Student Records Management, and
Personnel Management
The LCC SSS Project will implement the following plans to ensure proper and efficient
management:
TABLE 13: Project’s Financial, Student Records, and Personnel Management PlanFinancial
ManagementProject Director will work in conjunction with the LCC Business Office to ensure accurate and efficient recordkeeping procedures and employ effective practices in keeping with financial management system of LCC.LCC’s Business Office will provide the Project Administrative Assistant and the Project Director with a computerized budget statement at the end of each month listing all expenditures processed during the reporting month and a staff salary distribution report (all salaries and benefits posted during the month).Project Administrative Assistant will reconcile the monthly budget statement
Lower Columbia College 33
1 Project Director 65% Effort - 12 Months
Academic Advisor 100% Effort - 12
Months
Academic Advisor/Transfer
Specialist 100% Effort - 12 Months
Academic Advisor/Multicultural
Advisor 90% Effort - 12 Months
1 Project Assistant 100% Time Effort - 12
Months
Learning Specialist 25% Effort - 12 Months Tutors/Peer Mentors
with accounting records maintained on all expenditures and encumbrances and provide the Project Director with a detailed report.Any discrepancies between the Project’s internal budget spreadsheet and LCC’s accounting system will be brought to the immediate attention of the Project Director and LCC Accounting Director.
Student Records
Management
Project Director and Project Administrative Assistant will ensure that all individual Participant forms, eligibility documents, and academic records will be placed in official Participant files that will be stored in a secure and locked filing cabinet in the Project Director’s office in accordance with the Family Educational Rights and Privacy Act (FERPA).Project Administrative Assistant will create and maintain the Project database and official Participant files. Project Advisors will maintain a hard copy log of all Participants’ individual meetings and group workshops that will be entered into the Project database by the Project database by the Project Advisors and Project Administrative Assistant.According to federal program regulations, the Project Director will ensure that all Project and student records will be retained for a minimum of three (3) years after the conclusion of each five-year funding cycle.LCC and the SSS Project will adhere to the guidelines stated in the Family Educational Rights and Privacy Act (FERPA) to protect the privacy of Participants’ educational and financial records.
Personnel Management
Project Director will be responsible for the day-to-day supervision and evaluation of all Project staff.Project Director will ensure that all Project staff are recruited, hired, trained, and supervised in a manner consistent with LCC policies and procedures.Project staff will complete and sign monthly time and effort reports to document work schedules and their time and effort spent on the Project.Project Director will conduct weekly meetings with Project staff to discuss the administration and implementation of Project activities, new or revised policies and procedures, Participant issues and concerns, and monitor progress toward the achievement of all Project objectives.Project staff will receive ongoing training throughout each year in the areas of student retention, persistence, academic advising, Financial Aid Information, TRiO legislation and regulations, Project and Institutional student database procedures, FERPA, Safe Schools Against Violence in Education (SAVE); etc.Project Director will monitor the work performance of all Project staff on a regular basis to assess achievement of individual duties and responsibilities that will be documented on annual performance evaluations as required by LCC by September 1 of each year.
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Additionally, the SSS Project Director will use the following timeline of annual critical
Project components to manage the day-to-day administration of the Project:
Table 14: Timeline of Critical SSS LCC Project Components
Critical Project Components Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Jun e
July
Aug
Beginning of Year Procedures XPersonnel Responsible: Project Director & Project Advisors
Identification of New Participants X X X X X
Personnel Responsible: Project DirectorRecruitment of New Participants X X X X X X
Personnel Responsible: Project Director & Project AdvisorsSelection of New Participants X X X X X X
Personnel Responsible: Project DirectorNeeds Assessment &
Monitoring Academic Progress X X X X X X X X X X X X
Personnel Responsible: Project AdvisorsDelivery Services X X X X X X X X X X X X
Personnel Responsible: Project Director, Project Advisors, & Project TutorsDocumentation of Services
Provided X X X X X X X X X X X X
Personnel Responsible: Project Advisors, Project Tutors, & Project Administrative AssistantFormative Project Evaluation of
Internal Project Goals X X X X X X X X X X X X
Personnel Responsible: Project Director & Project Administrative AssistantStaff Training X X X X X X
Personnel Responsible: Project Director, Project Administrative Assistant, & Project Advisors
Summative Project Evaluation of External Objectives (APR &
PE Points)X X
Personnel Responsible: Project Director & Project Administrative AssistantPreparation for Next Project
Year X X
Personnel Responsible: Project Director, Project Advisors, & Project Administrative Assistant
The timeline above will allow the Project Director to assess the progress of each major
program component in clear and measurable terms. Project staff will also receive specific
Lower Columbia College 35
evaluation criterion based on this timeline which will state which component will need to be
implemented by a certain time throughout the year (formative) to successfully achieve all Project
goals and objectives by the end of each year (summative).
Plan to Coordinate the SSS Project with Other Programs for Disadvantaged Students
The LCC SSS Project will collaborate with the following programs and departments on
campus to create a strong network of supportive services to address Participants’ needs within
and beyond the scope of the Project:
TABLE 14: Coordination With Other Programs Serving Disadvantaged StudentsProgram Type of Collaboration
Disability Support Services
Provide the SSS Project with information on SSS Participants with disabilities who receive services through DSS.
Maintain documentation to verify eligibility (disability) for SSS Participants.
Refer students with disabilities to the SSS Project.
Veteran Affairs
Refer eligible veterans for possible selection to the SSS Project. Collaborates with the SSS Project to provide assistance to veterans
that are also Participants in filing for Veterans benefits, scholarship application assistance, and other supportive services.
WorkFirst
WorkFirst, a program that supports low-income, certificate seeking students, will provide referrals qualified students who wish to pursue a transfer degree to the SSS Project.
Collaborate in the development and implementation of Career Fair and workshops.
Meet quarterly with SSS Project Staff to coordinate activities, services to benefit disadvantaged students and discuss challenges and best practices in the success of disadvantaged students.
Opportunity Grant
Provide referrals of eligible students to the SSS Project. Meet quarterly with SSS Project Staff to coordinate activities,
services to benefit disadvantaged students and discuss challenges and best practices in the success of disadvantaged students.
Collaborate in the development and implementation of Career Fain and workshops designed to facilitate students’ career choices.
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D. INSTITUTIONAL COMMITMENT
The Extent to which the Applicant has Committed Facilities, Equipment, Supplies, Personnel, and Other Resources to Supplement the Grand and Enhance Project Services.
Lower Columbia College commits the institutional facilities and resources needed to
ensure the success of the Student Support Services Project. These commitments of office space,
access to campus facilities, equipment, supplies, classrooms, limited transportation, personnel,
and other in-kind and direct contributions are documented in letter from Christopher Bailey,
President of Lower Columbia College.
Space Committed to the Applicant ^^
Office Space: Lower Columbia College will provide the Student Support Services
Project with designated and secure office space located in the Admissions Building; a one-stop
center strategically designed to provide student services to all students in one conveniently
placed location. It is the information center on campus, housing the offices of Financial Aid,
Registration, Placement Testing, Cashiering, Career Services, Counseling, Veterans, TRiO
Projects, Transfer and Advising services, and the Vice-President for Student Success. The
Admissions Center is in compliance with all American with Disabilities Act requirements for the
benefit of individuals with disabilities. The Admissions Building is centrally located and
includes a total of ^1,030 square feet of designated office space to house the Student
Support Services staff and secure Participant and programming records . The SSS office
consists of a reception area comprised of ^250 square feet, and houses the Project Assistant.
Each staff member has a private office for confidential meetings with participants. The area
includes a private conference room of 244 square feet. The Transfer Specialist office is 117
square feet and the Academic Specialist I and II offices are 99 square feet each. Each office is
suitable for accommodating 2-3 additional individuals and has built-in cabinets and desks. The
Lower Columbia College 37
Director’s office is 122 square feet and is suitable for participant accommodation. A separate
office of 86 square feet is used for housing project filing cabinets and office supplies. The SSS
Project’s high visibility in its present location helps assure that students, faculty, and staff will
utilize the assistance provided by SSS. All offices are accessible and are labeled with Braille
nameplates.
Additional Facilities: College/University will provide the Student Support Services
Project with access to other campus facilities, including computer labs, library, classrooms,
cafeteria, and other meeting facilities as needed to provide Project activities and services to all
Participants. In compliance with both the Americans with Disabilities Act (ADA) and the
Department of Education’s General Education Provision (GEPA) – Section 427, Lower
Columbia College ensures that all its buildings, entrances, offices, classrooms, restrooms,
elevators, and facilities including the Student Support Services offices are accessible to
individuals with disabilities in order to ensure their equal access to the Student Support Services
Project.
Equipment and Furniture Committed by the Applicant
Using the OBM definition of equipment being any item with a life span over two years
and costing over $5,000, SSS owns or is supplied by the institution all essential equipment and
hence, no request for equipment is made in this grant. Lower Columbia College will provide the
Student Support Services Project with the following equipment and furniture as part of its
institutional commitment:
Equipment & Furniture Number of Units
Estimated in Kind
Value ($)Large Desks & Office Chairs (4) $5,000
Filing Cabinets (3) $1,250
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Large Storage Cabinets (1) $300Computers for Student Use (5) $5,500
Fax Machine (1) $700Copy Machine (1) $4,000
Phones and Local Phone Service (4) $600Mail Room Services (1) $1,00
Access to facilities for SSS events at no cost to the Project (20) $15,000Total Estimate In-Kind Value: $32,800 ^^^^
Resources and Supplies Committed by the Applicant
Lower Columbia College will provide the Student Support Services Project with an
adequate amount of the following general office supplies each year for estimated value or
^$17,500; Internet service, email access, website development/maintenance, office utilities,
janitorial services, security surveillance, and recreational facilities. Additionally, Lower
Columbia College will waive tuition for students enrolled in Project-sponsored courses, at an
estimated value of over ^$20,000.
Student Support Services supplies include instructional materials, and consumables.
Assessment materials, such as the On Course Personal Awareness Assessment are Project
purchased to assess student study skills, personal strengths, and motivation. Officer furnishings
are campus provided and include built-in desks, file cabinets, chairs, bookcases, and a
conference table. Mail service, a limited amount of consumable supplies, and janitorial services
are also provided by the institution. The SSS Project pays for instructional materials for its
Project-sponsored classes and most consumable supplies.
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Personnel Committed by the Applicant
The Lower Columbia College administrative staff and faculty are committed to
supporting the SSS Project and will provide the Student Support Services Project with assistance
from the following institutional personnel and/or departments each Project year:
Personnel/ Department Institutional Personnel Commitments
President
Provide designated university facilities, classrooms, computer laboratories, science labs, and other facilities as needed for both the academic and summer components
Provide office space to house the SSS staff on campus yea-round, including furniture.
Provide utilities, security, and janitorial services Provide open communication & support institution-wide Provide the SSS Project Director sufficient authority to conduct all
Project activities effectively and efficiently
Vice President of Student Success
Provide in-kind supervisory support and guidance to the Project Director
Serve as liaison between the Project Director and the President Ensure that the Project Director implements all activities if the
grant contract Review all formative reports and conducts bi-monthly meetings
with the Project Director Ensure timely submission of federal and institutional reports Provide administrative assistance with purchase orders, and budget
reports
Vice President of Instruction
Waive course credits for First Year Experience courses facilitated by TRiO Program
Provide referrals of qualified instructors to serve in Summer Bridge Program
Reserve sections of First Year Experience courses exclusively for TRiO Participants
Ensure full cooperation of Tutoring Center in providing adequate and sufficient tutoring for TRiO Participants
Vice President of Administration
Services
Assist in the fiscal management of the SSS Project Ensure compliance with federal procedures and regulations Ensure proper documentation of time and effort from the Project
Director Ensure administrative support and direct access to the President’s
Office Ensure that accounts are properly documented Provide services in the following areas: Human Resources, Grant
Accounting (including GAPS drawdown), Business Office, and
Lower Columbia College 40
Payroll
Executive Director for Institutional
Effectiveness and College Relations
Publicize the SSS Project through newspaper, radio, Internet, and other media
Write news releases about the program Prepare brochures and publications promoting the Project Edit and proof print materials Interview students to develop potential feature stories to pitch to
the media and secure media coverage from local print and broadcast media outlets
Provide website design and maintenance
Director of Financial Aid
Provide financial aid seminars, brochures & information about federal, state and private sources of financial aid to participants
Provide financial aid training to Student Support Services staff Provide financial aid counseling assistance for participants,
including assistance for parents of SSS participants Assist students with the completion of the Free Application for
Federal Student Aid and other financial aid applications
Director of Information
Technology (IT)
Provide technical support for all SSS computer operations, email accounts for all SSS personnel, website server space, and integration of the SSS Project into the IT’s department’s work routine
Grants Officer
Assist with Project implementation Seek supplemental funding sources for additional activities to
enhance the Project Assist with promotion of activities Approve all purchase orders, and oversee grant compliance with
respect to federal regulations
Career Services Manager
Provide use of facilities and resources for SSS staff and Participants
Provide SSS students with career assessment/interest tools, assistance in educational and occupational explorations
Prepare and present workshops of various informative topics of awareness to encourage students to be successful
Director of Advising and Testing
Provide training opportunities for SSS and Staff Keep SSS staff informed of changes to advising requirements Conduct quarterly trainings to inform SSS Staff of changes to
programs or curriculum Refer eligible students to SSS Project Collaborate with SSS Project Director to implement Summer
Bridge ProgramDirector for
Disability Support Services
Deliver referrals of qualified students to Student Support Services Assist SSS in the documenting of disability status for Project
ParticipantsTutoring
Coordinator Collaborate with SSS staff to provide free tutoring to Project
participants SSS Project participants will receive unlimited number of hours
Lower Columbia College 41
for tutoring Provide preferential hiring of TRiO Students to be employed as
tutors
Director for Student Activities
Funds 10% of the Multicultural Advisor position ^^ Co-funds transfer trips for TRiO students Provide in-kind supervision of Multicultural Advisor position Facilitated the operation of TRiO Club, providing appropriate
training and support.
Registrar
Delivers in-kind training for TRiO personnel to ensure successful advising and registration of TRiO students
Provides access to college’s data management system, including appropriate training and support
Facilitates the request of reports needed for Project evaluation and student monitoring
The Extent to which the Applicant has Established Administrative and Academic Policies that Enhance Participants’ Retention at the Institution and Improve their
Chances of Graduating from the Institution.
Lower Columbia College recognizes the broad diversity of the student population it
serves and has established administrative and academic policies that will enhance Project
Participants’ educational experiences, retain the greatest number of disadvantaged students
served by the SSS Project and facilitate their graduation from the college; these policies are
explained in detail on the following pages.
Administrative Policies to Enhance Participants’ Retention and Graduation Rates
New Student Orientation. Lower Columbia College has mandated New Student
Orientation sessions for all incoming freshman students and former students who have been
away from the educational pipeline for more than two years. Intensive orientation sessions
provide on-time information for incoming students to ensure their success in their educational
path and allow academic and support programs to identify students who will benefit from Project
services. An administrative policy requires staff in the Student Support Services Project to
Lower Columbia College 42
participate in New Student Orientations to identify qualified students and inform them of
Project services. The SSS Project staff will contact all interested eligible students to begin the
recruitment and selection process. This policy will allow for Participants to be recruited and
selected as soon as possible so that Project services and activities may begin before students find
themselves in academic “trouble”. Additionally, this administrative policy will allow for those
SSS Participants demonstrating identified academic need to receive Project services and have
their academic progress monitored as soon as possible to enhance their retention rate and
improve their chances of remaining at and graduating from Lower Columbia College.
Financial Aid Appeals. Lower Columbia College has an Administrative policy
designed to support students who, due to unexpected circumstances, lost access to financial
aid. Staff members from various support programs serve as student advocates to guide students
through the Financial Aid Appeals process and ensure future academic success. Student Support
Services Staff work together with Project participants to facilitate the understanding of the
appeals process and develop a plan for success for subsequent academic terms.
Early Registration for Students with Disabilities, Veterans and TRiO Students. The
Administration at Lower Columbia College understands that early registration and advising is
crucial for the success of non-traditional and disadvantaged students and has established an
administrative policy providing early registration for students with Disabilities, Veterans
and TRiO students. In order to take advantage of early registration, Student Support Services
Project Participants must meet with their assigned SSS advisor and receive academic advising in
course selection. Mandatory meetings with SSS Project Staff ensures that student will have a
course schedule that facilitates retention since required courses tend to fill quickly. Furthermore,
Lower Columbia College 43
this policy allows advisors to monitor students’ progress towards graduation and transfer to four-
year colleges and universities.
Academic Policies to Enhance Participants’ Retention and Graduation Rates
Academic Early Warning. Lower Columbia College has an Academic Early Warning
policy to identify students who are not progressing satisfactorily. Three times per academic term,
the Academic Early Warning system is opened for instructors to highlight students’ academic
progress and to address any concerns in students’ behavior, including but not limited to
excessive absences, lack of support, or other non-cognitive factors that may impact students’
success. The institution has established an administrative policy to grant access to instructors’
comments to all support programs such as Student Support Services Project Director and Project
Advisors have access to monitor students’ progress and provide on time support and referrals.
Project Participants who have been placed on Academic Early Warning are required to meet with
an assigned Project staff member for a minimum of once a month in order to monitor academic
progress throughout the semester in efforts to increase their chances of retention at the Lower
Columbia College.
Academic Standards Appeals. Students who were unsuccessful in their first term at
Lower Columbia College, or who feel they would benefit from an exception to an academic
requirement, can benefit from the College’s Academic Standards Policy. The Academic
Standards Policy dictates that students obtain the support of an advisor as they seek to be
reinstated academically or challenge course requirements. The purpose of this requirement is
twofold. First, it allows students to benefit from the guidance of professionals and connects them
to on campus resources. Second, it allows the Student Support Services Project Director and
Lower Columbia College 44
Advisors to 1) monitor Project Participants’ progress if one of the Project Participants were in
the pipeline for an appeal, and 2) inform qualified students of Project services.
Academic Standards for Project Participants. Additional Academic policies will
require the close supervision and academic progress of all Project Participants. Academic
standing in the SSS Project will be based upon the Participant’s cumulative grade-point average
on all course work attempted at LCC from the time of their initial enrollment into the Project. An
academic policy implemented for SSS Participants will require them to maintain a cumulative
grade point average of 2.5 or higher in order to be classified as being in Good Academic
Standing in the SSS Project at Lower Columbia College. Participants failing to meet this grade
point average will be required to attend mandatory individual or group tutoring sessions to
improve academic performance and grade point averages. The SSS Project’s definition of Good
Academic Standing will be higher (2.5 vs. 2.0) than the institution’s due to the Project’s goal of
closely monitoring academic progress so that academic assistance and supportive services are
provided as soon as a need is detected or requested and before the students find themselves in
academic “trouble” and facing academic warning/probation.
Demonstrated a commitment to minimize the dependence on student loans in developing financial aid packages for Project participants by committing institutional resources to
the extent possible.
The Financial Aid Office coordinates with the SSS Project to offer workshops and
updates on Financial Aid Information. This ensures that SSS staff and participants are informed
of all available financial resources to assist with the cost of attendance. Participants will first
apply for Title IV federal financial aid programs by completing the Free Application for Federal
Student Aid (FAFSA). Lower Columbia College has a March 15th Priority Deadline for financial
Lower Columbia College 45
aid. A well-established priority deadline ensures that students qualify for the most opportunities
to receive aid. Furthermore, it serves as a monitoring mechanism for the Student Support
Services Project staff. The Financial Aid Office sends a report to the SSS Director one-month,
two-weeks and one-week before the deadline and two weeks after the deadline detailing the
status of FAFSA applications for each student in the Project. From this report, SSS Project staff
outreach to students whose file is still incomplete and ensure completion. By completing the
FAFSA, SSS participants are evaluated by their state agencies for any available state grants.
Lower Columbia College has the following additional financial aid resources available through
federal, state, local, and private programs.
Grants and Scholarships Available to Project ParticipantsNeed and Merit Based Scholarships Need Based Grants
Over 100 Scholarships available to incoming and current students.
Awards range from $500 to $2000. An application is required. TRIO and
Institutional Foundation Office work together to present workshops and prepare students to ensure success.
Offered annually, many can be renewed without an additional application.
Washington State Need Grant. College Bound – Lower Columbia
College participates in this grant opportunity designed to reduce student loans for disadvantage students. Qualified students receive additional funds to cover tuition and books.
Tuition waivers – Lower Columbia College reserves funds to provide tuition fee waivers to student who may require additional tuition assistance. The Financial Aid Office reserves 10% of tuition waivers for SSS Project Participants.
Additionally, certified and/or eligible veterans, their widows and children, and
Reserve/National Guard members may qualify for funding through the Veteran Administration
(VA). Furthermore, individuals with disabilities may be eligible for financial assistance and
counseling through the Office of Vocational Rehabilitation.
Lower Columbia College 46
Assured the full cooperation and support of the Admissions, Student Aid, Registrar, and data collection and analysis components of the institution.
The admissions, Financial Aid, Registrar’s and Institutional Research Offices will work
cooperatively with the Student Support Services Project at Lower Columbia College to ensure
the success of Project Participants. Table 1 outlines the commitment by each Office to the
Project.
Table 1:Institutional Cooperation and Support
Admissions OfficeThe Admissions Office will support and assist the SSS Project by:
Identifying and referring potential SSS participants among newly accepted applicants. Granting SSS Project staff access to the Admissions database to gather academic
background information on applicants for the SSS Project. Working closely with SSS staff to ensure the smooth admission of potential SSS
participants. Providing information about the SSS Project to incoming students planning to enroll at
LCC. Informing the general public about the SSS Project during high school visits, and other
events that take place at LCC. Mailing information about the SSS Project to newly admitted students.
Financial Aid Office (Student Aid)The Financial Aid Office will support and assist the SSS Project by:
Assisting Project staff to identify the financial options available to cover the college cost of their assigned participants.
Referring Eligible Students to the SSS Project for possible selection. Sending reminders to all students about financial aid and University scholarship filing
deadlines. Providing financial aid update information and training to SSS Project staff. Providing financial aid seminars, brochures and information about federal, state and
private sources of financial aid to participants.Registrar’s Office
The Registrar’s Office will support and assist the SSS Project by: Granting SSS Project staff access to the student information system to review and
obtain participants’ course schedules, grades, and advising information. Granting SSS Project Advisors and Director the status of Co-Advisor. Reviewing special requests from SSS staff for specific courses and/or faculty for
Project Participants. Providing mid-term grade reports for all SSS participants at the freshman and
sophomore levels and end-of-term grades for all SSS participants.
Lower Columbia College 47
Alerts SSS staff if SSS participants are found to have had excessive absences during the first two weeks of classes.
Alerts SSS staff if faculty or staff send an Early Warning Alert referral for any SSS participants through the entire semester.
Institutional Research OfficeThe Office of Institutional Research will support and assist the SSS Project by:
Providing an External Process Evaluation on an annual basis to assess the Project’s strengths and make recommendations.
Providing data collection, analysis and evaluation in order to determine the extent to which Project goals and objectives are achieved.
Providing access to institutional data as needed for the planning and implementation of the Project.
E. QUALITY OF PERSONNEL
The qualifications required of the Project Director, including formal training or work experience in fields related to the objectives of the Project and experience in designing,
managing, or implementing Student Support Services or similar Projects.
Lower Columbia College (LCC) will ensure that the individual employed as the Director
of the Project will possess the following qualifications:
TABLE 1:Qualifications Required of the Project Director
Education Required
Master’s Degree required in education, counseling, public administration, or related field, from an accredited college or university.
Work Experience Required
Minimum of three (3) years of experience in the areas of staff supervision; budget management; Project development and evaluation; reporting and compliance with federal regulations.
Minimum of three (3) years of experience with federal TRIO programs, academic support programs, or similar programs for disadvantaged college students.
Professional or persona experience in overcoming barriers similar to those confronting Project Participants.
Formal Training or
Work Experience Related to
Project Objectives
Formal training and/or work experience in programming that promotes the annual persistence of Participants from one academic year to the next (Objective A);
Formal training and/or work experience in programming that improves the annual academic standing rates of Participants (Objective B);
Formal training and/or work experience in promoting college graduation rates (Objective C) for low-income and potential first generation college students.
Lower Columbia College 48
Formal training and/or work experience in Effective Student “Coaching,” specifically in the areas of guiding Participants with goal setting, time management, self-advocacy, and study skills.
Knowledge & Ability
Required
Ability to administer and manage educational opportunity related programs.
Knowledge of academic advising services, development of individualized service plans; and college, career, financial aid, and economic literacy services, and programming for low-income and disadvantaged college students.
Knowledge of principles and practices of administrative organization and management.
Ability to plan, supervise and evaluate the work of others. Ability to manage and expand Project partnerships. Knowledge of applicable federal, state, and local rules and regulations. Ability to develop budgets and monitor expenditures. Knowledge of basic computer skills including Word, Excel, and
PowerPoint. Ability to collect and analyze data and conduct internal Project
evaluations (formative and summative). Ability to effectively communicate orally and in writing. Ability to provide professional leadership and establish effective
working relationships. Knowledge of barriers to postsecondary education faced by low-
income and potential first generation college students. Professional or person experience in overcoming barriers similar
to those confronting Project Participants.
The qualification required of other personnel to be used in the Project, including formal education, training, and work experience in fields related to the objectives of the Project.
TABLE 2:Qualifications Required of the Project Advisors
Education Required
Bachelor’s Degree Required: Master’s Degree Preferred in higher education, social work, education or related fields from an accredited college and university.
Work Experience Required
Minimum of two (2) years of appropriate and relevant professional experience working in a TRIO federal Project of similar related program/project for disadvantaged and at-risk college students.
Experience coordinating and supervising Project programming and field experiences.
Experience advising and assisting Participants with the transfer school admissions and financial aid process.
Professional or personal experiences in overcoming barriers
Lower Columbia College 49
similar to those confronting Project Participants.
Formal Training or
Work Experience Related to
Project Objectives
Formal training and/or work experience in programming that promotes the annual persistence of Participants from one academic year to the next (Objective A);
Formal training and/or work experience in programming that improves the annual academic standing rates of Participants (Objective B);
Formal training and/or work experience in promoting college graduation rates (Objective C) for low-income and potential first generation college students.
Formal training and/or work experience in Effective Student “Coaching,” specifically in the areas of guiding Participants with goal setting, time management, self-advocacy, and study skills.
Knowledge & Ability
Required
Knowledge of academic advising and college, career, financial aid, and economic literacy activities and related services for low-income and potential first generation college students.
Knowledge of personal and career counseling. Ability to perform recruitment presentations. Ability to review, analyze and evaluate Project applications. Ability to effectively maintain a caseload of Project Participants and
provide them with services and activities as indicated on their Individual Service Plans.
Knowledge of basic computer skills including Microsoft Office software.
Ability to effectively communicate orally and in writing. Exceptional interpersonal, counseling, communication, organization
and facilitation skills. Knowledge or barriers to postsecondary education faced by low
income and potential first generation college students. Professional or personal experiences in overcoming barriers
similar to those confronting Project Participants.
TABLE 3: Responsibilities & Required Qualifications of theProject Administrative Assistant
Education Required
Associate’s Degree in Office Support Management or related field.
Work Experience Required
Three (3) years responsible experience in advanced administrative support functions.
Experience providing support to students and staff. Previous work experience in an educational setting serving
underrepresented students.Knowledge &
Ability Required
Knowledge of basic computer skills including Microsoft Office. Knowledge of database systems and ability to perform data entry. Strong English composition skills. Ability to effectively communicate orally and in writing. Knowledge of barriers to postsecondary education faced by low
Lower Columbia College 50
income and potential first generation college students. Professional or personal experiences in overcoming barriers
similar to those confronting Project Participants.
The quality of the applicant’s plan for employing personnel who have succeeded in overcoming barriers similar to those confronting the Project’s target population.
Lower Columbia College will implement the following plan to encourage applicants for
employment for vacant SSS Project staff positions from persons who have succeeded in
overcoming barriers like those faced by the target population:
Table 5: Plan to employ personnel who have succeeded in overcoming barriers like those of the target population
STEP 1:Identification
Vacant Project positions will be advertised in the following media markets and in the target area to ensure that persons from underrepresented groups in higher education apply:
National, Regional, and State TRIO List serves Local and Regional Newspapers and National Online Education
Publications Educational Based List Serves and Websites Job Search Websites and Career Centers at Local Universities Historically Minority Focused Publications
Advertised positions will state that LCC is an equal opportunity employer.
Project position vacancies and job announcements will state the following sentence: “Preference will be given to individuals that have succeeded in overcoming the disadvantages and circumstances like those of the targeted population.”
STEP 2:Recruitment
LCC will contact the following entities and organizations to inform them of Project vacancies and to recruit applicants that have succeeded in overcoming the disadvantages and circumstances like those of the targeted population:
Education Based Organization and Agencies Career Centers at Local Colleges and Universities Hispanic Chamber of Commerce Lower Columbia College Website
STEP 3:Selection of
Project
Human Resource (HR) Department implements Steps 1 and 2. HR Department receives and screens all applications to determine
eligibility for the Director vacancy based on a review of their
Lower Columbia College 51
Director
qualifications, education, work experience, training, and personal or professional experiences overcoming the disadvantages and circumstances like those of the targeted population.
College faculty and institutional staff will serve on the Hiring Committee to aid in the selection of the Project Director.
Hiring Committee interviews all qualified applicants and asks specific questions about each applicant’s extent of personal and/or professional experiences overcoming barriers similar to those confronting Project Participants.
Hiring Committee refers successful candidates for the position of Project Director for a second and final interview with the College President (Principal Investigator).
The President of the College makes the final selection of the Project Director with the approval of the HR Department.
STEP 4:Selection of
Project Advisors
Project Administrative
Assistant
Project Tutors
Project Director and HR Department implement Steps 1 and 2. HR Department receives and screens all applications to determine
eligibility for all other SSS Project vacancies based on a review of their qualifications, education, work experience, training, and personal or professional experiences overcoming the disadvantages and circumstances like those of the targeted population.
Project Director, college faculty, and institutional staff will serve on the Hiring Committee to aid in the selection of the Project Advisors.
Hiring Committee interviews all qualified applicants and asks specific questions about each applicant’s extent of personal and/or professional experiences overcoming barriers similar to those confronting Project Participants.
Hiring Committee refers successful candidates for the position of Project Advisor for a second and final interview with the President of the College.
The LCC’s President, in conjunction with the Project Director, makes a final selection of the Project Advisors.
F. BUDGET
The budget is reasonable, cost-effective, and adequate to support the Project.
The following detailed budget narrative of ^$357,514 ($1625.06 cost per Participant) to
two hundred and twenty (220) Participants in the SSS Project of Lower Columbia College (LCC)
includes costs that are related to the approved activities and services proposed in the Plan of
Operation section. All costs detailed in the budget will be necessary to accomplish the proposed
Project activities and will be reasonable and allowable as stated in the Student Support Services
Lower Columbia College 52
Program regulations. Items annotated with asterisks are costs incurred by implementing
Competitive Preference Priorities (CPP) #1a & #1b and #2a & #2b.
Personnel
PersonnelSalaries
Title Effort Salaries(1) Director 65% $ 36,400.00(1) Transfer/Academic Advisor 100% $ 40,000.00(1) Multicultural/Academic Advisor 90% $ 36,000.00(1) Academic Advisor/Student Leadership Coordinator 100% $ 40,000.00(1) Project Assistant 100% $ 29,500.00(1) Learning Specialist 25% $ 10,250.00(5) Tutors/Peer Mentors @ ^^10.25/hr. x 10hrs/2k. x 40 wks. Hourly $ 20,500.00
Total Salaries $ 212,650.00Fringe Benefits
Title Effort Benefits(1) Director 65% $ 12,012.00(1) Transfer Advisor 100% $ 13,200.00(1) Multicultural Advisor 90% $ 11,880.00(1) Academic Advisor/Student Leadership Coordinator 100% $ 13,200.00(1) Project Assistant 100% $ 9,735.00(1) Learning Specialist 25% $ 3,382.00(5) Tutors/Peer Mentors @ 10.25/hr. x 10hrs/wk. x 40 wks. Hourly $ 3,075.00
Total Fringe Benefits $ 66,484.50Total Salaries and Benefits $ 279,134.50
The Personnel budget request for salaries includes the cost of (1) Project Director at
65% effort, 12 months. The SSS Project Director also oversees a second TRiO grant,
Educational Talent Search with the approval of the Department of Education. The combined
leadership of both TRiO Projects allow for cooperation between the two TRiO Projects and
continuation of services to TRiO participants. The budget about covers the cost of (2) full-time,
12 month Advisors and (1) 90% Effort, 12-month Academic/Multicultural Advisor. Lower
Columbia College makes an in-kind donation of 10% salaries and benefits for this position. (1)
Full-time, 12-month Project Assistant is included in the Personnel Budget. (1) 25%, 12 month
Lower Columbia College 53
Learning Specialist and (5) Hourly Tutors/Peer Mentors are included in the budget. All of the
above personnel are required to implement specific activities to increase the retention &
graduation rates of disadvantaged students at the institution. The budget request for Fringe
Benefits include FICA, Worker’s Compensation and Federal Unemployment, which are
mandated by law. Additionally, full-time Project staff receive Health Insurance, Life Insurance,
Disability Insurance and Retirement resulting in a fringe benefit rate of 33%. The fringe benefits
rates are calculated in accordance with college policies and are necessary and justifiable to
employ Project staff to implement Project activities and services.
Staff Travel
^^Director to attend COE National ConferenceAirfare/Ground Transportation: $800.004 days of per diem @ 70.00 per day $280.00Lodging 4 days @ 200 per day $800.00Subtotal: Director Travel $1,880.00
4 SSS Staff to attend Regional ConferenceGround Transportation ($.75) x 800 miles) $600.004 days of per diem @ $50 per day x 4 SSS staff $800.00Lodging $120 x 2 days x 4 rooms $1,920.00Subtotal: Regional conference $3,320.00
4 SSS Staff to attend State MeetingGround Transportation $.75 x 400 miles $300.002 days of per diem @ $50 per day x 4 SSS staff $400.00Lodging $120 x 2 days x 4 rooms $960.00Subtotal: State Conference $1,660.00Total Staff Travel: $6,860.00
The budget request for Staff Travel is reasonable, cost effective and necessary to
improve the ability of Project staff in the delivery of Project services and activities. Attendance
at national, regional, and local conferences will enable the Project Director and other full-time
Project staff to attend workshops and trainings which address issues relevant to SSS eligible
Lower Columbia College 54
students (retention, graduation, improving the institutional climate supportive of disadvantaged
students, etc.). Please not that Staff Travel does not exceed 4% of total Personnel salaries.
Participants Travel
Transfer Trips to Four-year Colleges or UniversitiesUniversity of Washington 260 miles at $.75 per
mile $270.00
University of Washington – Meals 10 students, 1 Meal at $10 each $100.00
Washington State University – Vancouver (2 Trips) 85 miles at $.75 per mile $127.50
Western Washington University 450 miles at $.75 per mile $337.50
Western Washington University – Meals 10 students, 2 meals at $10 $200.00
Portland State University and University of Portland 122 miles at $.75 per mile $91.50
Evergreen State University 125 miles at $.75 per mile $93.75
University Tour: Washington State University, Eastern Washington University, Gonzaga University, Central Washington University and Whitworth University – Meals
12 students, 3 meals per day x 3 days at $10 per meal
$1,080.00
University Tour: Washington State University, Eastern Washington University, Gonzaga University, Central Washington University and Whitworth University – Housing
12 Students at $32 per student x 2 nights
$768.00
University Tour: Washington State University, Eastern Washington University, Gonzaga University, Central Washington University and Whitworth University – Mileage
950 miles at $.75 per mile $712.50
Subtotal: Transfer Trips $3,780.75
Student Leadership Conference
Registration for 12 participants $25.00 each participant $300.00
Mileage to Olympia, WA. 150 miles at $.75 per mile $112.50
Meals for 10 students 12.00 per meal $144.00Subtotal: Student Leadership $556.50
Cultural Activities4 events, 20 participants per event $10 each ticket $800.00
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4 meals, 20 participants per meal $10.00 per meal $800.00
Mileage to Seattle 250 miles at $.75 per mile x 2 vans $375.00
Mileage to Portland 125 miles at $.75 per mile x 2 vans $187.50
Subtotal Cultural Activities $2,162.50
Total Participant Travel: $6,499.75
The budget for Participant Travel provides opportunities not usually available to
disadvantaged students to attend college, career, and educational enrichment field trips each
Project year. Participant Travel costs are reasonable and justifiable. The budget requested for
Participant travel is necessary to accomplish the objectives related to the retention and
graduation of Project participants.
Equipment
Equipment $ -
There is no request for equipment.
Supplies
Supplies ^^Consumable Office SuppliesTechnologyCopier Machine Maintenance and CopiesGraduation Reception and TRIO DayConference Registration
Total Supplies $7,500.00
The budget request for Supplies includes consumable office supplies (pens, paper,
envelopes, file folders, paper clips, staples, etc.), online tutoring database, and tutoring supplies.
The Technology line item includes the purchase of one (1) computer and instructional software
Lower Columbia College 56
for use by Project participants. These supplies are essential to carry out Project services and
activities and are reasonable and cost effective.
Other
Other:College Readiness Workshops and Instruction $2,000.00Summer Bridge Program and Instruction $3,000.00External Auditor $2,000.00Financial Literacy $1,168.00Council for Opportunity in Education Institutional Membership $1,500.00Northwest Association of Educational Opportunity Programs $450.00Student Database Technical Assistance $400.00
Total Other: $10,518.63
The Other category includes the cost of a consultant includes the cost of a consultant to
conduct an evaluation of the Project, and institutional memberships to National and Regional
Professional Associations that specialize in providing timely and adequate resources to SSS
Project personnel to impact the graduation and retention of low income, first generation students
with disabilities. Furthermore, included are fees to maintain the Projects database software and to
generate the Annual Performance Report at the end of the Project year (summative evaluation).
These fees also apply to producing daily, weekly, and monthly performance reports (formative
evaluation) to track progress toward achieving Project goals throughout the Project year. Finally,
this category also includes expenses related to Workshop Instruction and Summer Bridge
Programs designed to impact the success of the target population.
Grant Aid
Grant AidGrant Aid $20,000.00
Grant Aid is used to supplement financial aid to SSS participants who may need to
otherwise utilize loans to cover additional expenses outside of tuition, fees and books. SSS
Lower Columbia College 57
participants use Grant Aid to supplement their income and reduce their work hours outside of
class. By working less, students are able to spend more time studying, thus improving their
academic performance. Lower Columbia College is a Title III institution, therefore is exempt
from matching student Grant Aid funds.
TOTAL DIRECT COSTS $ 330,513.00
INDIRECT COSTS (8%) $ 27, 001.12
GRAND TOTAL $ 357,514.00
COST PER PARTICIPANT (220) $ 1,625.06
In summary, the proposed budget demonstrates how the Project will fund the activities
described in the Plan of Operations and how priority is placed on meeting the academic,
personal, social, cultural, and developmental needs of low-income, first generation, and disabled
college students. The total requested amount equals the Grant Award for FY ^^2012 of the
current Lower Columbia College Project.
G. EVALUATION PLAN
The Secretary Evaluates the Quality of the Evaluation Plan for the Project on the Basis of the Extent to which the Applicant’s Methods for Evaluation are Appropriate to the
Project and Include Both Quantitative and Qualitative Measures.
In compliance with EDGAR 74.590, Lower Columbia College (LCC) will use both
formative and summative evaluation to assess:
1) The progress of the Project in achieving the funded objectives as outlined in the
application;
2) The effectiveness of the Project in meeting the purposes of the SSS Project; and
Lower Columbia College 58
3) The effect of the Project on persons served, including any persons who are members
of groups that have been traditionally underrepresented.
Each objective is evaluate by either a process or outcome measure for each activity that supports
the objective. The LCC SSS Project has written letters of support from the Institutional Research
Director, Advising and Testing Director, and the Registrar pledging to assist with data gathering
activities needed to properly evaluate the Project.
Formative evaluation for the SSS Project will include documenting, collecting data and
reporting activities on an ongoing bases. The formative evaluation will be completed monthly, at
the end of the each quarter and annually in order to make adjustments accordingly. Formative
evaluation will be both qualitative and quantitative and include participant and personnel data.
The summative evaluation will include data gathered relating to each outcome and performance
objective by looking at annual data in year-end reports. Summative evaluation also includes
qualitative and quantitative data.
Qualitative data includes reports generated when participants log into the SSS database
each time they enter the SSS office. When participants log in, they describe the activity they will
be doing and who they will be meeting with. Each quarter the SSS Project Director will study
statistical data and participant’s files in order to determine:
1. Is there a statistical difference between SSS participants and the general student body
with regard to retention, graduation, transfer and GPA?
2. Are the differences significant?
3. What are the main activities and services that assisted with increasing SSS participants’
success?
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The SSS Project staff will gather quantitative data. Some examples of quantitative data
include measuring the number of meetings attended by participants, changes in SSS participant
GPA’s as a result of tutoring and reporting the number of participants who transfer. Surveys
provide information about SSS workshops/classes, tutoring/mentoring services, events and SSS
staff. This information is used to fill out reports and make adjustments to the types of data
gathered as well as keep demographic information about participants for reporting purposes.
Quarterly, monthly, and annual versions of data gathered are available for SSS staff, college
personnel and the U.S. Department of Education.
All Project objectives listed in the Objective Section are measurable and time-oriented. An
evaluation plan has been developed for each of the seven objectives and the activities that are
guided by those objectives. The evaluation plan will include the following: (1) Progress of the
Project in achieving funded objectives, (2) Effectiveness in meeting the purpose of the SSS
Project, (3) Effect of the Project on SSS Participants, (4) Compliance with federal rules and
regulations, (5) Progress of services according to the Plan of Operation.
The following model will be used to evaluate:
SSS Project objectives have been designed to increase academic performance, retention
and graduation. The objectives guide the SSS Project and allow for careful selection of
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Step 1: Objectives
Step 2: Needs
Assessment
Step 3: Procedures
Step 4: Evaluation
participants. Each SSS Participant completes a needs assessment to determine baseline
academic levels and needs. Procedures include services and activities provided by SSS staff and
College personnel. Services and activities bring about changes in baseline data providing
participants with academic support and increased retention and graduation rates. Record keeping
will allow for continuous monitoring. Evaluation is the 4th component of the model and involves
continuous feedback and adjustment of activities and objectives in order to make the SSS Project
more effective.
Examine in Specific and Measurable Ways, Using Appropriate Baseline Data, the Success of the Project in Improving Academic Achievement, Retention, and Graduation
of Project Participants.
Baseline data will be obtained for the Project by a number of valid methods including:
1. Utilizing LCC database;
2. Utilizing the Institutional Research Office and Registrar to gather reliable data;
3. Maintaining an SSS database on each cohort of participants to track performance.
Table 1:Baseline Obtained by the LCC SSS Project
Academic Achievement
The Needs Section includes formative data that will serve as a baseline for assessing participants’ improvement in academic achievement. SSS staff maintain a comparison cohort study using SSS eligible non-participants.
Retention Rate
All SSS eligible freshmen students are entered into the Project database by December 1 of each fall quarter. Therefore, it is possible to gather baseline data on participants and SSS eligible students who were non-participants in order to do comparison studies on Retention Rates.
Graduation Rate Achievement
Graduation rates for participants and SSS eligible non-participants can be derived from the LCC database.
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Quantitative Data
The following provides quantitative information about each objective, how staff will
document the data:
Table 2: Measuring Progress Towards Achieving Objectives - Quantitative
Objective Criteria Documentation Timeline Persons Responsible
Selection1. 220 eligible
participants will be identified, selected and enrolled in SSS.
Was an eligible cohort of 220 students selected and enrolled in SSS by Dec. 1st of each Project year?
Does the proportion of students accepted into each category meet federal eligibility guidelines?
Are all participants properly documented?
Completed Project applications and personal interviews documented in each participants’ file.
Participant list and database will reflect eligibility codes in the proportions recommended by federal guidelines.
All files will be checked for proper documentation.
September 1 to December 1 of each Project year (progress monitored in staff meetings weekly).
Project Director, SSS staff prioritize and select.
Good Academic Standing2. 85% of all SSS
participants will be in good academic standing at the end of each academic year.
Did at least 80% of the 220 participants achieve a 2.0 GPA?
Transcript in each folder demonstrating that at least 80% of SSS participants maintained a 2.0 GPA.
Within 30 days of the end of each Project year (Sept. 30).
Project Director
SSS Staff
Retention3. 60% of each
cohort is retained from fall-to-fall.
Were at least 60% of each cohort retained to the next year?
Do individual annual transcripts and database show that 67% and 40% of each cohort meet
Within 30 days of the end of each year (Sept. 30).
Project Director
SSS Staff
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second and third year persistence objectives?
Do advisor logs reflect that each participant was seen at least three times a quarter?
Graduation4. 35% of each
entering cohort will graduate within 4 years.
Did 30% of each cohort graduate with an AA or Applied Science degree?
Registrars report showing SSS participants who have graduated.
Within 30 days of the end of each Project year (Sept. 30).
Participant progress monitored monthly at staff meetings.
Project Director
SS Staff
LCC Registrar
Transfer5. 25% of each
entering cohort will transfer within 4 years.
Did 25% of each cohort transfer to a four-year college or university?
Annual State Board Data Warehouse.
Documentation in each file under exit reason section.
Within 30 days of the end of each Project year (Sept. 30).
Participant progress monitored monthly at staff meetings
Institutional Research Director
Project Director
SSS Staff
Institutional Involvement6. 75% of the
SSS staff will serve on committees which have a positive impact on the institutional climate for SSS eligible
Do indicators clearly demonstrate that Project participants and staff as well as college faculty, staff and administration feel that there is a supportive campus
SSS participant surveys.
SSS Project surveys of faculty, staff and administration.
College student climate survey.
Annual surveys
Institutional Research Director
Project Director
SSS staff
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students. climate for at-risk SSS participants? College survey of
graduates.
Qualitative Data
Qualitative data is more subjective and allows for feedback and adjustment of objectives
needed for formative evaluation. The following indicates that activities used for qualitative
evaluation of the SSS Project.
Table 3:Measuring Progress Towards Achieving Objectives – Qualitative
Activity Evaluation
Retention/Graduation
Participants that withdraw from school are sent a survey asking their reasons for non-retention and what they think might have helped them remain in college. Graduates participate in an exit interview to provide feedback about Project services.
Tutoring
Both tutors and Participants are given a formative and summative evaluation of highlight strengths and challenges with tutoring services.
Personal Counseling A monthly sampling of participants using this service is taken.
Academic Advising
A sampling of advisees complete an annual survey to determine the quality of this activity. This activity is also monitored by the Project Director in weekly individual and staff meetings.
Career Exploration
Participants complete an evaluation form at the end of each quarter to determine the level of satisfaction with services and extent of its usefulness.
Transfer Assistance Participants complete an evaluation form which asks specific transfer related questions.
Mentoring A sampling of participants is surveyed quarterly.
Cultural Activities Participants complete evaluation forms are the end of each activity.
Supplemental Instruction Participants complete a survey at the end of each quarter.
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Financial Literacy
Participants will complete a pre and post-test as part of the Financial Literacy workshops (Quantitative) and also discuss the results with their assigned SSS Academic Advisors.
Institutional Climate
A sampling of participants will be surveyed requesting their opinion of the institutional climate and the level of support they received at the end of each quarter.
Workshops/SSS Classes Participants complete evaluation forms at the end of each workshop/SSS class.
Accommodations
Participants requesting accommodations are surveyed to determine if the accommodations they receive meet their needs after the first month of classes and again at the end of each quarter.
The Applicant Intends to Use the Results of an Evaluation to Make Programmatic Changes Based on the Results of Project Evaluation.
Formative Evaluation
The SSS Project will continue to use formative evaluation results as a basis for
considering programmatic changes in its services. During weekly staff meetings, SSS staff and
the SSS Project Director will analyze data for its programmatic implications. The SSS staff will
come together to discuss needed changes, if any, that should be made in the delivery of services.
Evaluation results will include assessing key measures described in objectives and provided in
SSS services when needed. Key LCC personnel will also be utilized when appropriate.
In addition, SSS participants will evaluate tutors, SSS staff, mentoring relationships,
cultural trips and services throughout the Project year. SSS personnel will also evaluate SSS
participants’ motivation, attendance, effort and progress and attitudes toward academic
improvement. Continual evaluation from both participants and SSS staff allow for necessary
adjustments and changes to be made timely and impact existing students in the Project.
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Summative Evaluation
The summative evaluation model used by LCC is similar to the formative evaluation
described previously. Annual summative evaluation reports will also be used to make
programmatic changes when needed. The ongoing changes that result from formative evaluation
provide the necessary basis for summative evaluation and evaluating the SSS Project at the end
of each Project year.
In summary, SSS personnel will use activity surveys, evaluation forms and reports to
evaluate progress towards meeting each objective and determining the need for programmatic
changes. The evaluation methodology is comprehensive and includes both formative and
summative analysis in an effort to ensure that the 220 low-income, first generation participants
and/or disabled participants who have academic need are retained and graduate or transfer to a
four-year college or university.
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