STUDENT SERVICES PROGRAM REVIEW PROJECT

Santa Ana, California
October 1986

The SSPRP had the board support of the colleges and districts involved, and of many statewide organizations and agencies. They were generous in the commitment of both personnel and resources. Over 1,000 persons were involved in the Project during the three years of the Project. Those participating colleges, organizations and contributors are acknowledged in the appendices in Volume 2.

The uniqueness of the Project was in its goals as well as in its broad-based foundation. As a result of the efforts of the participants, all community colleges now have evaluation designs – including goals, criteria, measures, and methods – which were field-based and field-produced, and with which the colleges will be able to evaluate their student services programs.

Since the purpose of the Project was the development and refinement of evaluation designs, colleges participating in the field tests of the evaluation models were not asked to share evaluation results, but only that information necessary to produce and refine the designs. Standards against which to measure program success were developed by the participating colleges for their own use.

The final products of the Project are contained in this Report and are intended for use by colleges. It is anticipated and hoped that the design will be constantly reviewed and improved by frequent use.

The Steering Committee and Staff

INTRODUCTION

BACKGROUND
Accountability and reform for the California Community Colleges represent current and urgent topics of discussion and items for action on the agendas of major public policy making bodies including the legislature.

The mission and funding of the California community colleges continue to undergo close scrutiny. All programs in community colleges are vulnerable in a period of financial crisis, but student services programs seemed particularly subject to reduction or elimination. One of the reasons for that vulnerability was the lack of reliable, verifiable information which described and evaluated student services programs. The information that did exist was anecdotal or difficult to aggregate, and therefore, often not usable as support for the continuation of programs.

It was apparent that if student services programs were to continue to be supported as an essential part of the mission and functions of California community colleges, an effort would have to be made to systematically assess the programs’ contributions to student outcomes. In response, the Commission on Student Services of the California Association of Community Colleges (CACC) and the Northern California Cooperative Institutional Research Group (NORCAL) agreed that the colleges must become active in evaluating student services and in using the results of these evaluations to underscore successes and to modify services as necessary for improvement.

PROJECT BACKGROUND

The Student Services Program Review Project (SSPRP) was developed, therefore, with the intention of developing and testing evaluation approaches and criteria for the various areas of student services. The original group of participants, headed by Dr. Robert Jensen, then President of NORCAL, and Peter Hirsch, then Associate Executive Director of CACC, included both student services professionals and persons skilled in research. A Steering Committee was formed and continues to direct the Project. To facilitate the implementation of Project activities, Project Directors (See Appendix B) and Research Coordinators were also named.

The Project goal was to develop and pilot test evaluation designs in order to assist colleges in the implementation of program evaluation of selected programs of student services on their campuses.

Several assumptions were made at the inception of the Project. These were: (1) the Project was to be a "grass roots" activity involving volunteer participation by colleges; (2) the Project was to be a coalition effort by and for the participating colleges; (3) all California Community Colleges were to be given the opportunity to participate; (4) financial assistance was to be requested from outside sources to support Project coordination and development; (5) ongoing operational support was to be generated through fees from participating colleges.

The Project objectives were to:

1. Develop evaluation models;
2. Develop data collection, data analysis and information-reporting procedures;
3. Pilot test evaluation models and procedures;
4. Widely disseminate models and procedures; and,
5. Develop support materials and services to assist community colleges in implementing program evaluations appropriate to their institutions.

A sequence of activities intended to achieve these objectives was established and revised periodically by the staff and steering committee (Appendix D).

ACTIVITIES OF THE PROJECT: PHASE I

It was agreed that the first phase of the Project would focus on those areas of student services selected by the participating colleges as having the highest priority for review and evaluation. To identify the programs to be evaluated during Phase I, several surveys of California’s community colleges were conducted. In addition, a number of statewide student services organizations provided guidance and information. Based on this review process, which occurred over a six-month period, the following areas were selected for evaluation by Northern and southern colleges for the first phase: (1) Admissions and Records; (2) Counseling; (3) Financial Aid; (4) Student Affairs. In addition, the participating northern colleges elected to review the area of Job Placement.

CHARRETTES

To develop concepts essential to the conduct of the Project and to begin the foundation work leading to development of evaluative criteria for each program, two charrettes were held, one in the north at De Anza College, and one in the south at Mt. San Antonio College. Over three hundred people participated in these two activities.

The term "charrette" is from the French Parisian architectural students, preparing for the final defense of their work and their rights to graduation, entered into intensive development of their last designs and drawings. When this occurred, colleague-students would pick up the student who was preparing for the examination in a cart known as a "charrette." They would load the students’ drawings and designs onto the cart, and as they traveled through the streets of Paris, the student would finish her/his work. Commonly, the student would call for her/his colleagues to review the final work. Critique and revision would follow; consequently, the final drawing or design would often be the best in the student’s portfolio.

The charrette concept as applied to issue resolution describes an intensive, group-oriented, planning and development process. People with different backgrounds, different orientations, and different perceptions, but all allied by a common interest in resolving the issues under consideration, meet together to analyze issue components and develop consensus resolutions. The SSPRP Charrettes resulted in the development of a mission statement for Student Services, goals for each program under study, and lists of suggested evaluative criteria and methods for their use in the development of evaluation designs.

Writing teams worked with the results of the charrettes to develop consensus statements. Drafts of these statements were first reviewed by all charrette participants and other student services personnel. Their reactions were then used by the writing team and the Project Steering Committee to prepare a final draft of evaluation models. The attempt during these workshops was to maintain the sense of the consensus of both charrettes in developing measurable goals, suggested criteria and evaluation methods. The Charrette Report was distributed in June 1984.

 CHARRETTE OUTCOMES
The mission statement for student services was jointly developed by the more than 300 charrette participants. It conveys the critical nature of student services programs in community colleges and specifies they key goals which these services are designed to accomplish.

Goals were also developed by the Charrette participants for each of the five program areas: Admissions and Records, Counseling, Financial Aid, Student Affairs and Student Employment Services.

The initial identification of evaluation criteria and methods for each goal was begun by the Charrette participants. These were not meant to be final products, but rather guides for further development of the actual criteria, methods, and measures for use by the pilot colleges.

In June 1984, an intensive writing workshop was held at Cabrillo College, Aptos, California. Participants included members of the Steering Committee, persons representing the professional organizations of the student services areas under study, researchers from Northern and Southern California, and key California community college leaders. For two-and-one-half days, writing groups developed criteria, measures and methods for every goal in the five areas of student services. The results of the writing workshop were then reviewed by the participants and field reviewers recommended as representative of the five program areas.

PILOT TEST AND RESULTS

Colleges participating in the Project began to pilot test the evaluation designs in the fall of 1984. Workshops provided assistance to the participating colleges, including an orientation to the procedures, evaluation instructions, and guidelines.

The pilot testing of the evaluation models was conducted by participating colleges from October 1984 through the spring semester 1985. The results of the pilot (critiques of the models) were reviewed by a team of practitioners and researchers, and the goals, criteria, measures, and methods were refined as recommended by the participating colleges. The final evaluation models are provided in this Report for use by colleges.

ACTIVITIES OF THE PROJECT: PHASE II

In fall 1985, following a process similar to that of Phase I, Phase II of the SSPRP began with the completion of a survey by all California community colleges. The colleges were asked to select other areas of student services having high priority for review and evaluation. Three additional areas were selected: Assessment Services, Career/Life Services, and Tutorial Services.

Twenty-three colleges and one hundred twenty-five student services practitioners and researchers participated in charrettes held at the College of San Mateo and at Rancho Santiago College in April 1985. The purpose of the charrettes was to produce goal statements and evaluative criteria for the three areas. The recommended goals and criteria were subsequently reviewed by a writing team resulting in the development of a charrette report. This report was disseminated to all community colleges for comments and suggestions.

In August 1985, a writing workshop was conducted during which Student Services Program Review staff, Steering Committee members, and practitioners from each of the program areas reviewed the charrette report and field responses. The writing workshop produced the goals, criteria, measures, and methods to be used in the pilot tests which began in fall 1985. Participating colleges conducted pilot testing of the evaluation models of one or more of these areas. Using critiques from the colleges’ pilot tests, a final review and writing workshop was held in June, 1986, resulting in the production of revised criteria, measures and methods for the three Phase II areas. These designs are also part of this Report and are now available for use by colleges.

IMPLICATIONS OF THE PROJECT
The Student Services Program Review Project has made significant progress toward the goal of enabling colleges to develop the information necessary for the support and improvement of their student services programs. With the information gathered as a result of systematic program review, Student Services can be shown to be an integral – not peripheral – part of the education process.

The Project has implications for many other efforts currently under way in the community colleges in California. Consider, for example, differential funding. In that funding proposal, Student Services has been identified as one possible "cost Center." Since both qualitative and quantitative measures will be required at the point of determining what will be funded and in what amounts, it is clear that having a systematic way of reviewing student services programs could be of great advantage to the colleges. Other examples include the fact that the Accrediting Commission for Community and Junior Colleges may us SSPRP results to review and revise its Student Services Standards. Many of the pilot colleges used the evaluation results as part of their self-studies. This liaison between the Project and the Accrediting Commission should serve to further encourage evaluation and coordinate efforts to improve student services.

The SSPRP, a joint effort on the part of California’s community colleges, statewide organizations, and student services personnel, has given the student services an advantage: a head start in determining their own fate. It is essential that California’s community colleges have the major responsibility for their own futures. If they do not, those futures are less likely to reflect the needs of millions of citizens seeking educational opportunities in the colleges, and are more likely to be the myopic vision of various distant policy making groups.

Clearly, the Student Services Program Review Project , with its board-based participatory and voluntary foundation, has involved colleges in the development of their own goals.

STUDENT SERVICES PROGRAM REVIEW PROJECT
CRITERIA, MEASURES, METHODS

Criteria	Measures	Methods	E/A*
a) Availability of information	1. Evidence of each Admissions & Records information item (written and non-written).	1.1 Provide example or documentation of each.	E
b) Accessibility of information	1. Evidence of distribution to service area and target groups.	1.1 List the distribution locations, description of distribution method, targeted group, and date of availability of each item listed above.	E
	2. Evidence of diverse distribution locations.	2.2 Indicate hours of operation of distribution centers.	E
	3. Ease of obtaining information.  Level of community aware-ness of information distributed.	3.3 Survey awareness and satisfaction & (students and non-students) 4.4 Survey could include written questionnaire or interview of sample or entire population.	E
c) Readability and accuracy of information.	1. Evidence of clear, concise, accurate, and complete information.	1.1 Measure reading grade level of all information provided.	A
	2. Evidence of appropriateness in reading special target group populations.	2.1 Third party (selected individuals from outside institutional A&R staff) examination and analysis of information to determine clarity, accuracy, conciseness, and completeness. 2.2 Indicate the appropriateness of language for targeted groups.	A    E
d) Timeliness of information distribution.	1. Evidence of appropriate re-lationship between timing of information distribution and educational and student services provided.	1.1 Demonstrate inter-relationship between information provided and services. (Indicate actual dates of information distribution) 1.2 Survey users of information to determine level of satisfaction with timing.	E

Criteria	Measures	Methods	E/A*
a) Admit and register students in a timely manner.	1. Amount of time required to be admitted and/or registered.	1.1 Conduct test sample during admissions and registration processes. 1.2 Survey students to determine whether they were admitted and registered in a timely manner.	E   E
	2. Hours and modes of Admissions & Records service.	2.1 Review and analyze hours of operation and hours of services available. 2.2 Provide evidence of alternative methods of admissions and registration.	E   E
b) Coordination, admiss-ions and registration of students with other campus service units.	1. Evidence of coordination efforts between campus service units.	1.1 Interview representatives from campus service units. 1.2 Provide and review formed plan for coordination efforts.	E
c) Ease of application and registration process	1. Evidence of simple and efficient forms and process	1.1 Third party review of forms and processes. 1.2 Staff/student survey to determine simplicity and efficiency	E   E
d) Accuracy of data collected	1. Level of accuracy of registration and enrollment data.	1.1 Internal audit 1.2 Third party review	E E
e) Accuracy of students’ schedules of classes	1. Consistency between students’ class schedule and roll sheet.	1.1 Test sample for consistency	A
	2. Existence of errors due to Admissions & Records processing	2.1 Monitor number and type of student/staff/faculty complaint 2.2 Identify and analyze errors to determine cause and remedy. 2.3 Survey staff/faculty and students to determine level of accuracy.	E A    E

Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 3: To Provide Information and Supportive Contacts with Students, Faculty, Administration, and the Community

THIS GOAL HAS BEEN ACCOMPLISHED IN GOALS 1 & 2 & 8.

Criteria	Measures	Methods	E/A*
a) Effective and efficient design of records collection instruments (Forms).	1. Evidence of: Completeness Ease of use Utility for efficient integration into the information system	1.1 Third party review by knowledgeable source. 1.2 Survey users.	E   A
b) Effective and efficient storage of A&R records	1. Evidence of adequate capacity for present and future records.	1.1 Provide or demonstrate a plan and procedures.	E
	2. Evidence of backup system for records.	2.1 Document back-up system.	E
	3. Evidence of security measures including other areas having access to computer data base.	3.1 Analysis of current and projected storage use in relationship to capacity. 3.2 Review and assess adequacy of records contingency plan. 3.3 Visual inspection of storage system. 3.4 Field test back-up system. 3.5 Review and assess policy and regulations to verify compliance requests. 3.6 Field test security. 3.7 Review and assess security protection of student confidentiality.	E  E   E E E   E E
c) Efficient and effective maintenance of A&R records.	1. Evidence of updating records in a timely and accurate manner.	1.1 Conduct test sample to test accuracy and timeliness of record updates. 1.2 Audit computerized record system for timely updating of records. 1.3 Survey of A&R staff by third party to determine whether records are updated in a timely and accurate fashion. 1.4 Analyze time taken for required record changes. 1.5 Review and analyze policy and regulations in regard to purging (retirement) of A&R records and compliance requirements.	E  A A     E   E

Criteria	Measures	Methods	E/A*
d) Effective and efficient retrieval of student and instructor records.	1. Evidence that records are secure in accordance with stated policy and regulations.	1.1 Review and analyze policies and regulations for compliance requests. 1.2 Field test security system. 1.3 Analyze time to retrieve student and instructor records.	E   E E
	2. Evidence of timely and easy access to and retrieval of student records.	2.1 Survey A&R staff and other users of system.Field test ease and timeliness of access.	E   E

Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

Criteria	Measures	Methods	E/A*
a) Efficient, accurate, and regular evaluation.	Evidence of efficient, accurate, and timely evaluation of: transcripts graduation residency certification degree or certificate requirements	Test sample of each to determine time taken and accuracy. Third party review. Survey students and staff users.	E E A
b) Efficient and timely distribution of student records.	1. The length of time taken for the recipient to receive document.	Conduct test sample of the time taken. Survey recipients to determine how long it took them to receive documents and how accurate the records were.	E E

•   Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

Criteria	Measures	Methods	E/A*
a) Submission of attendance data in an accurate and timely manner.	1. Extent of compliance with agency requirements.	1.1 Review and analyze agency audit.	E
	2. Extent of compliance with agency timeliness.	Review and analyze college audit. Comparison of each report deadline with each report submission data. Review and analyze any discrepancies and reasons.	E E

•   Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

Criteria	Measures	Methods	E/A*
a) Availability of adequate and efficient character-istics and enrollment data.	1. Evidence of the existence of student characteristics and enrollment information.	List data elements available. List all information reports. Survey data users to determine satisfaction and accuracy of information provided. Document ease of retrieval of data elements and information accessibility of users.	E E E
b) Coordination of collect-ion and dissemination of student characteristics and enrollment data with other campus units.	1. Evidence of the existence of a plan for coordination of collection and dissemination of information.	Provide a plan for defining responsi-bilities and outlining coordination for the collection and reporting of data. Survey of information producers and users to determine the efficiency and timeliness of the coordination.	E   E

•   Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

Criteria	Measures	Methods	E/A*
a) Existence of A&R systems (operations) Manual.	1. Examination of Manuals for Operations and Procedures.	1.1 Review of Systems (operation) Manual for: Recency; Completeness; Back-up System (contingency plan).	E
b) Cost effective.	1. Evidence of on-going analysis for cost effective-ness.	1.1 Determine cost per student and make comparisons internally and externally (other comparable colleges), (e.g., year to year, system to system, etc.).	E
c) Competent and trained staff.	1. Evidence of implementation of plan for inservice and staff development.	1.1 List of events and dates for each activity.	E
d) Effective coordination of A&R functions with other campus service units.	Evidence of a plan or formal procedure/activities for coordination between A&R and other service units.	1.1 Survey campus service units to determine extent and quality of coordination.	E

•   Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

Assessment Services

Criteria	Measures	Methods	E/A*
a) Are assessment services coordinated with appropriate instructional staff, departments, and programs?	1. Evidence of communication structure for the purpose of assessment and placement planning.	1.1 Review documentation regarding existence of communication structure (e.g., minutes, membership lists, meeting schedule).	E
	2. Satisfaction with above communication structure.	2.1 Survey appropriate staff and departments to assess satisfaction.	E
b) Are assessment services coordinated with appropriate student personnel services and special programs?	1. Evidence of communication structure for purpose of assessment and placement planning.	1.1 Review documentation regarding existence of communication structure.	E
	2. Satisfaction with above communication structure.	2.1 Survey appropriate staff and departments.	E
c) Are assessment services coordinated with appropriate administrative support services (e.g., data processing, scheduling)?	1. Evidence of a communi-cation structure for the purpose of assessment and placement planning?	1.1 Review documentation regarding existence of communication structure.	E
	2. Satisfaction with above communication structure.	2.1 Survey appropriate staff and departments.	E
d) Is there college-wide organizational structure (steering committee) and designated individual(s) responsible for the development of the assessment and placement program?	1. Evidence of an organi-zational structure and/or designated responsible individual(s).	1.1 Review documentation regarding existence of organizational structure (e.g., membership lists, minutes, etc.).	E
	2. Satisfaction with organizational structure.	2.1 Survey appropriate staff and departments.	E
e) Are assessment services coordinated with feeder high schools, four-year institutions, and other regional post-secondary institutions.	1. Evidence of communication structure for purpose of assessment & planning.	1.1 Review documentation regarding existence of communication structure.	E
	2. Satisfaction with above communication structure.	2.1 Survey appropriate staff of feeder high schools, four-year institutions, and other post-secondary institutions.	A

Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 2: To Provide a Comprehensive and Systematic Assessment Program Including Identification of Student Skills, Needs, Interests, Goals, and Abilities

Criteria	Measures	Methods	E/A*
a) Is there an institutional policy regarding assessment?	1. Evidence of institutional policy.	1.1 Review policy.	E
b) Is the policy consistently implemented?	1. Evidence of consistent implementation.	1.1 Comparison of actual number of students tested versus number of students in testing group (by policy).	E
c) Is there an adequate delivery system for administering assessment?	1. Evidence of availability of frequent testing.	1.1 Review testing schedules.	E
	2. Evidence of appropriate testing environment.	2.1 Observe testing environment.	E
	3. Evidence of adequate security and confidentiality.	3.1 Observe security and confidentiality safeguards.	E
	4. Evidence of qualified testing personnel.	Review qualifications of staff. Survey students to determine satisfaction of assessment delivery.	E A
d) Is individual assessment available for specific interests and needs of students?	1. Evidence of individualized assessment capabilities.	1.1 Examine testing inventory and availability of staff to administer and interpret tests.	E
	2. Evidence of adequate referral.	2.1 Review referral system.	E
e) Are the assessment instruments valid and reliable in deter-mining students’ skills, aptitudes, and goals?	1. Validity and reliability of assessment instruments.	1.1 Review norms of test used.	E
f) Does the assessment system provide compe-tency/proficiency testing (e.g. course	1. Evidence of competency testing.	1.1 Review competency/-proficiency testing.	E
	2. Satisfaction with competency/proficiency testing availability.	2.1 Survey staff/departments to determine level of satis-faction.	A
g) Is there adequate publicity to inform students about the assessment process?	1. Evidence of publicity materials.	1.1 Review inventory of materials.	E
	2. Dissemination of materials.	Review dissemination schedule. Survey students to determine adequacy of materials.	E A

* Ind Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 2: To Provide a Comprehensive and Systematic Assessment Program Including Identification of Student Skills, Needs, Interests, Goals, and Abilities

 

(continued)

Criteria	Measures	Methods	E/A*
Are adequate records maintained on assessment results?	Evidence of accurate and complete record keeping.	Review system for information storage.	E
	2. Evidence of easily retrievable evidence.	2.1 Conduct test sample of assessment records accessibility.	E

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 3: Using Assessment Information to Provide Interpretation and Advisement Regarding Assessment Results, Appropriate Course Selection, Education and/or Career Planning, and Referral Services to Students

Criteria	Measures	Methods	E/A*
a) Is assessment information dissemin-ated in a timely and efficient way to users?	1. Evidence of timely dissemin-ation of assessment information to users.	1.1 Survey counselors, instructors, and students to determine efficiency and timelines.	E
b) Are clear and concise assessment results provided to students?	1. Evidence of clear and concise assessment results.	Staff or third party review degree of clarity and conciseness. Survey students to determine satisfaction with clarity and conciseness.	E E
c) Are assessment results used to refer students to appropriate special student services (e.g. handicapped, EOPS)?	1. Evidence of referrals.	1.1 Review sources of student enrollment in special support services.	E
d) Are assessment results used for career planning advisement?	1. Evidence of results being used.	Staff or third party review. Review advisement procedures. Survey counseling/advisement staff.	E E E
e) Are student career, educational and personal goals considered in the assessment/advisement process?	1. Evidence of existence of goal information collected from students and used for advisement.	1.1 Review student goal information collection instruments and related advisement procedures.	E
f) Are enough qualified staff available for interpretation and advisement regarding course selection, educational and/or career planning and referral services?	1. Comparison of requirements and staff qualifications.	1.1 Review same.	E

•  
• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 4: To Place Students in Courses for Which They are Prepared

Criteria	Measures	Methods	E/A*
a) Are assessment results used to place students in appropriate classes?	1. Evidence of course placement advisement using assessment results.	1.1 Review procedures for course placement advisement.	E
	2. Comparison of students’ assessment results and course placement.	2.1 Random review of correlation between scores and placement.	E
b) Do course offerings, and curriculum match students’ needs identified in the assessment process?	1. Comparison of aggregated assessment scores with enrollments in courses.	1.1 Review statistics for congruence.	E
	2. Evidence of sequential courses to accommodate students’ basic skills needs.	2.1 Review same.	A
c) Are students’ test scores matched with course enrollment prerequisites?	1. Comparison of students’ course and program enrollments with their assessment score and advisement.	1.1 Review random sample of assessed students’ records.	E

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 5: To Provide Assessment Information to Staff and Administration for the Purpose of Planning, Research, and Evaluation

Criteria	Measures	Methods	E/A*
a) Do you monitor the progress of those students who were assessed (e.g., for retention rates, performance)?	1. Evidence of a system monitoring student progress and performance.	1.1 Review student follow-up system.	E
	2. Comparison of retention and completion rates of assessed and non-assessed students.	2.1 Review statistics.	A
b) Do you disseminate summarized assessment program results (e.g., skill levels, aggregate student performance)?	1. Evidence of dissemination to appropriate staff.	1.1 Review dissemination process.	E
	2. Satisfaction of accuracy and completeness of information.	2.1 Survey appropriate staff.	E
c) Is assessment information used for planning of student services programs and curriculum?	1. Evidence of interpretation of information for use in planning.	1.1 Review procedures and activities.	E
	2. Evidence of use of student services personnel and instructional staff in developing new programs and services.	2.1 Review procedures and activities.	E

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

Career/Life Services

GOAL 1: To Develop a District-Wide (College-Wide) Philosophy to Support and Implement a Career Life Program(s)

Criteria	Measures	Methods	E/A*
a) Is a Career/Life Program philosophy written and available to the public?	1. Evidence of philosophy written in college-wide literature.	1.1 Check college literature (e.g., catalog, brochures).	E
b) Was the philosophy developed and updated with wide participation?	1. Evidence of wide partici-pation and input into developing philosophy.	Review minutes and membership of related meetings. Interview staff to determine level of awareness of philosophy statement. Demonstrate evidence of wide participation and dissemination.	E   E   E
c) Do you have an annual operational plan which includes goals and objectives?	1. Evidence of operational plan.	List annual goals and objectives. Review year-end report.	E E

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 2: To Assist Students in Developing Career/Life Planning Skills Including Areas Such as Self Assessment, Occupational Search, Decision-Making, Goal Determination

Criteria	Measures	Methods	E/A*
a) Is a complete range of services available (e.g., career orientation, assessment, goal setting, skill development)?	1. Evidence of all services available.	1.1 Inventory of all services.	E
b) Do students avail themselves of Career/ Life Services?	1. Level of service utilization.	1.1 Count numbers of clients using each type of service.	E
c) Are adequate professional staff and budget available?	1. Evidence of professional staff available.	Record staff currently available. Compare adequacy of staffing to client demand.	E
	2. Evidence of adequate budget available.	Review budget allocation. Compare adequacy of budget to that required by client demand.	E E
d) Are Career/Life Services located in an easily accessible appropriate facility?	1. Accessibility of services to clients.	1.1 Review campus traffic flow to assess accessibility.	E
	2. Proximity to related services.	2.1 Review site facilities plans to determine proximity to related services.	E
	3. Adequacy and quality of space.	Determine if space is sufficient to meet client demand. Survey opinions of staff and clients to determine satisfaction with space allotment. Determine if relationship of materials to facilities is appropriate.	E   E   E

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 3: To Assist the Client in Developing a Process for Career/Life Decision-Making and Serve as a Clearing House for Information

Criteria	Measures	Methods	E/A*
a) Are skill develop-ment experiences provided?	1. Evidence of skill development experience.	1.1 Inventory skill development activities.	E
b) Do students partici-pate in skill develop-ment experiences?	1. Number of students utilizing service.	1.1 Count number of clients involved in skill development experiences.	E
c) Are skill develop-ment experiences delivered in a variety of formats?	1. Evidence of a variety of delivery modes.	1.1 Inventory formats for presentations (e.g., classes, seminars, individual contacts).	E
d) Do skill development experiences meet student need?	1. Evidence of adequacy of skill development experi-ences to meet student need.	1.1 Survey clients to determine relevancy of skill development experiences.	E
e) Are Career/Life materials available, relevant, compre-hensive, and current?	1. Evidence that Career/Life materials meet the educational career/ occupational and other personal needs of students.	Survey clients, staff, and advisory committees, and other experts in the field. Inventory client self-assessment instruments, (e.g., placement tests, interest inventories, value clarification). Evaluate materials in terms of: industry professional publications business and industry visitations copyright dates of materials gender equity labor market statistics other relevant measures	E     E   E
	2. Evidence that Career/Life materials are provided to other services.	2.1 Interview staff to determine whether appropriate materials provided.	E
	3. Evidence of state of the art hardware and software.	3.1 Inventory computerized equipment and software library.	E

GOAL 3: To Assist the Client in Developing a Process for Career/Life Decision-Making

and Serve as a Clearing House for Information

 

(continued)

Criteria	Measures	Methods	E/A*
f) Is the community aware of your Career/Life Services?	1. Evidence of developing awareness of Career/Life Services.	Inventory public information resources regarding Career/Life Services. List all activities relating to services (e.g., Career days, college days, guest speakers, seminars). Count number of non-students (community members) who use career assessment services.	E   A     E

GOAL 4: To Coordinate Career/Life Services with Other Student Services/Instructional Programs

Criteria	Measures	Methods	E/A*
a) Are there cooperative activities with other services and departments.	1. Evidence of cooperative activities.	Document organizational structure that facilitates coordination. Review master calendar of all coordinated activities and scheduled meetings. Review publicity regarding activities (e.g., classroom visits, joint projects, division meetings). Review coordination and referral efforts regarding job placement and work experience.	E   E   E   E
b) Are advisory committees broadly based?	1. Evidence of broadly based committee involvement.	List composition of occupational planning committees. Demonstrate representation from faculty, community practitioners, student services, and students.	E   E

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 5: To Provide Career/Life Services for Special Populations (i.e, Older Adults, EOPS, Disabled and Re-Entry)

Criteria	Measures	Methods	E/A*
a) Are information and materials for special populations available and accessible?	1. Evidence of availability and accessibility of information and materials.	Inventory material for special population. Survey special groups regarding availability and accessibility.	E   E
b) Are there Career/Life Services activities avail-able for special populations?	1. Evidence of special activities.	Review master calendar of planned activities for special populations. Record number of participants.	E

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 6: To Provide Staff In-Service and Educational Upgrading Opportunities for Skills and Knowledge in Career/Life Areas

Criteria	Measures	Methods	E/A*
a) Do in-service training activities meet staff needs?	1. Evidence of staff needs assessment.	Complete staff needs assessment. Review planned in-service activities and agendas. List participants in in-service activities. Identify changes which resulted as a result of the in-service.	E E   E E
b) Are educational upgrading opportunities provided?	1. Evidence of educational upgrading opportunities.	Identify programs available (e.g., conferences, seminars, workshops, on and off campus classes, skill training). Survey satisfaction with in-service activities.	E     E

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

STUDENT SERVICES PROGRAM REVIEW PROJECT

GOAL 1: To Conduct Student Orientation About College Curricula and Services

Criteria	Measures	Methods	E/A*
a) Orientation includes complete information on curricula and services.	1. Orientation script and materials	1.1 Read/observe script.	E
b) Availability of orientation.	1. Evidence of appropriate orientation for all students (printed schedules, etc.)	1.1 Interview services personnel.	E
	2. Frequency of orientation times (day/eve/other) & locations.	2.1 Read printed materials.	E
c) Student participation	1. Percent of students participating.	1.1 Count total number of student & compare to total enrollment	E
	2. Demographic information on participating.	2.1 Count students (or sample) by sex, age, ethnicity, status.	E
d) Effectiveness of student orientation program.	1. Use of student services.	1.1 Survey of participants.
	2. Retention of orientation information.	2.1 Survey students completing orientation (population or sample).	E
e) Degree of student satisfaction with orientation.	1. Evidence of student satisfaction.	1.1 Survey students at end of orientation and end of semester.	E

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 2: To Articulate with Schools, Business, Industry, and Appropriate Agencies for the Purpose of Identifying Potential Students and Assisting Them to Enter the College

Criteria	Measures	Methods	E/A*
a) Counselor visits to appropriate/locations (schools, businesses, etc.).	1. Number of visits.	1.1 Count number of visits.	E
b) Distribution and use of written material about college and programs.	1. Evidence of distribution of materials.	1.1 Determine number and location of distributed materials.	E
	2. Evidence of utilization of materials.	2.1 Survey population or sample of high schools, businesses, or industries to determine extent of use.	E
c) Awareness of college programs and services.	1. Percentage of population indicating awareness of programs.	1.1 Survey population or sample of high schools, businesses, industries, etc.	E
d) Reason for selecting college.	1. Percent of students for each reason.	1.1 Survey (sample) students enrolling.	A
e) Satisfaction with articulation activities.	1. Percentage of respondents indicating satisfaction with activities and agreements.	1.1 Survey personnel who are part of articulation process.	A
	2. Suggestions from respondents.	2.1 Survey personnel who are part of articulation process.
f) Similarity of demo-graphics of service area and student population.	1. Census data.	1.1 Examine latest census.	E
	2. Feeder high school demographics.	2.1 College/high school documents.	E
	3. Student data base (Chancellor’s Office).	3.1 Procure information.	A
	4. Chamber of Commerce data.	4.1 Procure information.	A
	5. College/district student demographics.	Use data base or survey sample of students. Compare student profile information to district service area demographics.	E E
g) College enrollment rates from feeder high schools.	1. Percentage of most recent college enrollees from high school graduating classes.	1.1 Count size of feeder high school graduating class. Count number of those who entered college directly.	E

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 2: To Articulate with Schools, Business, Industry, and Appropriate Agencies for the Purpose of Identifying Potential Students and Assisting Them to Enter the College

 

(continued)

Criteria	Measures	Methods	E/A*
h) Establish reasons for non-enrollment.	1. List of reasons for non-enrollment.	Sample a list of high school graduates who did not enroll. Have high schools conduct exit surveys of their students.	A
i) Enrollment rates from targeted businesses, industries, and social agencies.	1. Percentage of enrollees compared to potential enrollees.	Establish target populations. Determine potential enrollment. Determine percentage of enrollment.	E
j) Extent of difficulties in transferring coursework into this institution.	1. Evidence of difficulties.	1.1 Survey in-coming students after transcript/experience evaluations have been made.	E
	2. Evidence of procedures for evaluation of prior learning.	2.1 Check policy and procedure manuals and other documents.	A
	3. Evidence of procedure for alleviating problems/ grievances.	Check policy and procedure manuals and other documents. Survey students with problems/ grievances.	E

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 3: To Provide Academic, Career, and Personal Counseling to Assist Students with

Course and Program Selection, Career Selection, and the Identification of

Personal and Special Needs

Criteria	Measures	Methods	E/A*
a) Availability of counseling services.	1. Official list.	1.1 Review list of counseling services and validate by interviews.	E
b) Variety of service delivery methods.	1. List of methods available for each service.	1.1 Validate by interview/observation or survey.	E
c) Student utilization of counseling services.	1. Number of duplicated and unduplicated counseling contacts.	1.1 Count counseling contacts.	E
d) Student satisfaction with counseling services.	1. Degree of student satisfaction with counseling services.	1.1 Survey of participating and non-participating students.	E
e) Student course completion.	Student course pass rates. Percent of students with educational plan. General knowledge of requirements to meet educational goals. Number of program changes. Evidence of assisting in the resolution of personal problems. Use of referral services. Degree of student satisfaction with counseling.	1-7 Sample to obtain equivalent groups of students who took guidance course(s) and those who did not.	E
f) Availability of services for students with special needs.	1. Published listings of counseling services for students with special needs.	1.1 Review listings of counseling services and validate by interviews/ surveys.	E
g) Sufficient number of credentialed counselors.	1. Evidence of students to counselor appropriate ratios.	Calculate student to counselor ratio. Compare ratio to accepted standards (e.g., - APGA)	E A

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 4: To Provide Students with Information About Their Skills and Abilities and About Program and Course Expectations to Assist Them in Achieving Their Academic Goals

Criteria	Measures	Methods	E/A*
a) Relationship between course success rates and assessment scores.	1. Letter grades, assessment scores.	1.1 Determine rate of course success among qualified vs. under-qualified students.	E
b) Availability of assessment program.	Evidence of appropriate assessment program for all students (printed schedule, etc.)	1.1 Interview Student Services personnel and read printed material.	E
	Frequency of assessment program day/eve/other location.	2.1 Interview Student Services personnel and read printed material.	E
c) Student participation.	1. Percent of students participating in assessment.	1.1 Count number of participating students, compare total enrolled.	E
	2. Demographic information on participating and non-participating students.	2.1 Count students (or sample) by sex, age, ethnicity, status and compare to those enrolled.	E
d) Student satisfaction with assessment/placement procedure.	1. Degree of student satisfaction in assessment/ placement procedure.	1.1 Survey students at the end of session/year.	E
e) Instructor satisfaction with assessment/ placement procedure.	1. Degree of instructor satisfaction in assessment/ placement procedure.	1.1 Survey instructors at the end of session/year.	E
f) Demonstrate reliability and validity of assessment instrument.	1. Reliability and validity coefficients.	1.1 Compute reliability and validity coefficients.	E
g) Distribution of aggregated results from assessment.	1. Published aggregated results.	1.1 Review final product.	A
	2. Extent of distribution.	2.1 List of recipients of these results.	E

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 5: To Provide Students with Information Which Will Assist Them to Identify and Achieve Their Career Goals

Criteria	Measures	Methods	E/A*
a) Availability of career information program.	Evidence of descriptive written material. Availability of career inventories. Evidence of computerized information system.	1-3 Interview staff, examine literature and materials.	E
b) Utilization of career information.	1. Amount of use.	1.1 Examine records.	E
c) Degree to which students identify career goals.	1. Evidence of increase in clarity of career goals.	Post or pre/post survey of participants. Compare career assessed students with non-assessed students.	E A
d) Distribution of analysis of career results.	1. Evidence of analytical reports.	1.1 Examine records.	E
	2. Evidence of distribution.	2.1 Examine list of distribution locations. Note distribution methods and frequency.	E
e) Student satisfaction with career services.	1. Percent of respondents indicating satisfaction.	1.1 Survey students (population or sample).	E

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 6: To Articulate with Education Institutions, Business, Industry and Appropriate Agencies for the Purpose of Providing Necessary Planning Information to Students

Criteria	Measures	Methods	E/A*
a) Currency and accuracy of articulation agreements with education and industry.	1. Evidence of articulation agreements.	Examine documents; note dates. Verify with appropriate institutions/ organizations/etc.	E E
b) Accessibility of agreements.	1. Number and location of articulation agreements.	1.1 Determine number and location.	E
	2. Counselor and student knowledge of articulation documents.	2.2 Interview, survey counselors and students.	E
c) Degree of satisfaction with articulation agreements.	1. Percentage of respondents indicating satisfaction.	1.1 Interviews with appropriate personnel.	E
d) On and off campus contacts with business and industry.	1. Nature and number of contacts.	1.1 Interview college and business personnel.	A
e) College and business participation of vocational advisory committees.	1. Nature and number of meetings.	1.1 Review advisory committee minutes.	E
	2. Attendance reports.	2.1 Check attendance.	E
f) Evidence of joint college/community/ business activities (i.e., Career Day, Transfer Day)	1. Nature and number of joint functions.	1.1 Review published documents.	E
	2. Attendance at joint functions.	2.1 Count attendance.	E

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 7: To Provide Needed Instruction In Counseling-Related Courses

Criteria	Measures	Methods	E/A*
a) Provision of counseling related courses.	Report of student needs. Evidence of courses. List of unmet needs.	1&3 Students needs assessment; compare needs assessment to courses offered.	E
b) Student course success.	1. Achievement of student and course objectives.	1.1 Tests, interviews, surveys, and longitudinal information.	E
	2. Course completion rates.	2.1 Examine grade records.	E
c) Satisfaction with counseling-related courses.	Percentage of respondents indicating satisfaction.	1.1 Survey students and personnel who are part of counseling related courses.	E
	Suggestions from respondents.	2.1 Survey students and personnel.	E

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 8: To Coordinate Counseling Services with Other Student Services and Instructional Programs

Criteria	Measures	Methods	E/A*
Nature and frequency of cooperative activity between counseling and: Instructional areas, Counseling aspects of special programs, All other student services.	Records of meetings. Memos. Reports. Counselor agreement.	1-4 Examine records and interview personnel.	E
Satisfaction with and effectiveness of joint activities.	1. Nature and number of joint programs and activities.	1.1 Examine records.	E
	2. Expressed satisfaction.	2.1 Interview staff.	E
c) Student intra-institutional referrals.	1. Number of referrals.	1.1 Check referral records.	E
d) Counselor participants in instructional planning.	1. Records of counselor participation, e.g., membership on instructional committees.	Interview appropriate personnel. Review minutes and records.	E E

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 9: To Monitor Student Progress for the Purpose of Assisting Students to Achieve Their Goals

Criteria	Measures	Methods	E/A*
a) Plan for monitoring student progress.	1. Evidence of written document.	1.1 Examine document.	E
b) Utilization of monitoring process.	1. Number of student contacts attributable to monitoring process.	1.1 Examine records.	E
	2. Records of actions (interventions).	2.1 Examine records.	E
	3. Number of referrals to other agencies, services, etc.	3.1 Examine records.	E
c) Effectiveness of monitoring process.	1. G.P.A., retention, academic progress toward goal.	Analysis of student records. Comparison of students receiving intervention with those needing but not receiving intervention.	E E

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 10: To Prepare Students for a Successful Transition Beyond the Community College

Criteria	Measures	Methods	E/A*
Identification of: transfer students vocational students	1. Evidence of written operational definition of transfer student.	1.1 Examine written definition.	E
	2. Evidence of written operational definition of vocational student.	2.1 Examine written definition.	E
	3. Identify numbers of transfer and vocational students.	3.1 Count students so identified.	E
Transition activities for: transfer students vocational students	1. Evidence of transition activities (including on-campus visits, etc.).	Examine documents. Interview staff.	E E
Effectiveness of transition activities.	1. Transfer rate and student success at transfer institutions.	1.1 Examine transfer institutions’ records.	E
	2. Vocational placement and success.	2.1 Examine community college records.	E
	3. Evidence of student articulation problems.	Interviews Students Community College staff Transfer institutions staff Business – Industry supervisors, personnel, officers, etc.	A

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 11: To Provide In-Service Training and Other Opportunities for Staff Development

Criteria	Measures	Methods	E/A*
a) Determination of in-service training and professional growth needs.	1. List of such needs.	1.1 Survey staff, management, etc.	E
b) Provisions of in-service programs.	1. Funding.	1.1 Examine budget allocations.	E
	2. List of programs.	2.1 Examine program records. Note number, types, etc.	E
	3. Availability of resource personnel.	3.1 Examine program records. Note number, types, etc.	E
c) Effectiveness of in-service programs.	1. Attainment of objectives.	1.1 Survey of participants.	E
	2. Participant satisfaction.	2.1 Survey of participants.	E
	3. Evidence of institutional change as a function of in-service training.	3.1 Examine documents (e.g., staff evaluations, planning documents, etc.).	E

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 1: To Seek Financial Aid Funding From All Available Sources

Criteria	Measures	Methods	E/A*
a) Division of funding among grants, work and loan resources.	1. Institutional policy regarding financial aid.	1.1 Examine written institutional policy or interview panel.	E
	2. Evidence of applications for funding at federal, state, and local levels.	2.1 Check financial aid office for applications and program participation agreement.	E
b) Proportion of applications funded.	1. Established student financial need as documented in applications.	Examine reports. Track number of applications denied for lack of funding.	E
	2. Level of funding awarded from federal, state, local, and other sources.	2.1 Review allocation letters; compare awards to application requests.	E
c) Scholarship program development.	1. Number of scholarships available.	Count scholarships. Review the number and quality of contacts with donors (including follow-up reports).	E A
	2. Dollar amounts available.	2.1 Count dollars received.	E
	3. Number of students applying.	3.1 Count number of student applications.	E
	4. Number & type of students awarded scholarships.	Count the number & type of awards. Compare donor criteria to potential applicant pool.	E E
d) Extent of lobbying/ political efforts to obtain funding.	1. Evidence of contacts made and time spent at local, state, and federal levels.	1.1 Examine the nature and number of contacts made.	E
	2. Level of involvement.	2.1 Check records or interview staff for information. Review the types of contacts made.	E
e) Extent of work professional organizations.	1. Evidence of time spent working with organizations.	1.1 Interview staff to determine time spent.	E
	2. Level of involvement.	2.1 Review quality of involvement (e.g., office holder, active participant, etc.).	E
f) Level of participation.	1. Number and scope of programs.	Count number of programs. Review types of programs.	E E

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 2: To Award Funds in a Manner Appropriate to Student Needs and in Accordance with Institutional Policy

Criteria	Measures	Methods	E/A*
a) Written institutional awarding policies.	1. Evidence of written policies adopted by Board.	1.1 Examine college publications for statements of financial aid policies.	E
b) Advisory group participation.	1. Evidence of advisory committee meetings.	Count number of meetings. Review the minutes regarding the nature of issues addressed. Review minutes for decisions made, actions taken.	E A
	2. Number of participants.	Count number of participants. Review participants attendance at meetings.	E
	3. Breadth of advisory group.	3.1 Review list of members to ascertain representation.	E
	4. Evidence of formal charge to committee.	Examine FAO advisory group records. Survey staff and committee members.
c) Financial aid recipient demographics.	1. Degree to which recipient demographics conform to institutional policy or goals.	Examine formal and/or informal policies. Compare recipient demographics with policy statements. Review recipient demographics for income levels, etc.	E E
d) Nature of disburse-ments.	Number and frequency of disbursements.	1.1 Count number and frequency.	E
	Timeliness of disbursements.	Measure turnaround time. Random survey of students to determine timelines.	E
	Proportion of eligible students served.	Compare recipient numbers with eligible student numbers.	E

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 2: To Award Funds in a Manner Appropriate to Student Needs and in Accordance with Institutional Policy

 

(continued)

Criteria	Measures	Methods	E/A*
e) Effectiveness of awarding policies.	1. Percentage of recipients in the total enrollment.	1.1 Compare total enrollment to recipients records.	E
	2. Retention, GPA of recipients.	2.1 Compare retention rates and GPA of recipients to non-recipients.	A
	3. ADA generated by aid recipients.	3.1 Count ADA generated by aid recipients.	A
	4. Number of applicants compared to number of recipients.	Compare number of applicants to number of recipients. Identify reasons/categories of applicants not funded.	E A

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 3: To Develop and Disseminate Information to Targeted Segments of the Community About Financial Aid Programs and Services

Criteria	Measures	Methods	E/A*
a) Informing targeted segments of community.	1. Evidence of institutional policy.	1.1 Review policy statement or interview staff.	E
	2. Evidence of list of targeted segments.	2.1 Review FAO records.
	3. Evidence of awareness of financial aid services.	3.1 Survey community to determine awareness.	E
b) Provision of financial aid workshops.	1. Number of workshops.	1.1 Count workshops.	E
	2. Quality of workshops.	Review participants’ evaluations of workshops. Review content of workshops.	E E
	3. Location, time, and attendance.	3.1 Review records.	E
c) Extent of media coverage.	1. Number and scope of new items prepared for publication.	1.1 Evaluation of the quantity and quality of media coverage; develop survey.	E
d) Extent of student contacts.	1. Composition of student contracts (with whom, when, where, and how).	1.1 Review records and/or interview financial aid staff.	E
e) Applications distributed.	1. Number of applications (with whom, when, where, and how).	Review records and/or interview financial aid staff and students. Annual comparison of number of applicants.	E E
f) Nature of financial aids publications.	1. Quality of publication in terms of content and readability.	Review publications for compliance with local, state, and federal regulations. Review publications for readability/ assess reading level required.	E   E
	2. Availability of publications.	Check numbers and types of publications available. Check distribution locations.	E A
	3. Budget available to FAO to produce publications.	3.1 Review FAO publications budget.	E

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 4: To Provide Assistance in the Financial Aid Application and Awarding Process

Criteria	Measures	Methods	E/A*
a) Financial aid workshops.	1. Number of workshops.	1.1 Count workshops.	E
	2. Number attending workshops.	2.1 Review records.	E
	3. Timelines of workshops.	3.1 Review schedule.	E
	4. Availability of workshops.	4.1 Review geographic/demographic considerations.
b) Quality of appli-cation.	1. Completeness of applications.	1.1 Review student files.	E
	2. Types of assistance.	2.1 Interview students and staff.	E
	3. Quality of assistance.	3.1 Survey students.	E
	4. Number of students complaints.	4.1 Interview staff and students.	E
	5. Availability of financial aid counseling services.	5.1 Examine staffing (numbers, bilingual) and office hours.	E
	6. Evidence of cycles, deadlines, priorities for awarding grants.	6.1 Review published policies and procedures.	E

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 5: To Provide Counseling and Referrals in Matters related to Financial Aid

Criteria	Measures	Methods	E/A*
a) Extent of counseling service.	1. Availability.	1.1 Examine staffing and office hours.	E
	2. Number of contacts, establish referral tracking system.	2.1 Examine records for count, average length, content.	E
	3. Types of contacts (e.g., group, individuals).	3.1 Interview staff and students.	E
	4. Number of student referrals.	4.1 Interview staff and students.	E
	5. Number of staff.	5.1 Examine personnel records.	E
b) Effectiveness of counseling services.	1. Debt management instructional activities.	Interview staff and students. List types of activities. Examine exit/entry interview records.	E E E
	2. Retention rates.	2.1 Examine student records.	E
	3. Number and nature of award revisions.	3.1 Examine student records.	E
	4. Results of referrals.	4.1 Interview other services providers and students.	E
	5. Confidentiality.	Examine facilities. Interview staff and students.	E E

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 6: To Monitor the Academic Progress or Financial Aid Recipients to Comply with

Federal, State, and Institutional Guidelines

Criteria	Measures	Methods	E/A*
a) Academic progress policy.	1. Evidence of an academic progress policy and follow-up.	Review policy and procedures for adherence to federal and state guidelines. Compare procedures with established policy. Check records or interview financial aid personnel and students for information.	E   E   E
	2. Evidence that program participation agreement is enforced.	2.1 Check FAO records for follow-up contacts, student agreements, provision for follow-up, counseling, etc.	E
b) Recipients on probation or disqualified.	1. Number of recipients on probation who remain enrolled.	1.1 Examine student records.	E
c) Recipients on probation who remain enrolled.	1. Number of recipients on probation who remain enrolled.	1.1 Examine student records.	E
	2. Number of recipients who graduate, transfer, obtain honors, etc.	2.1 Examine student records.	E
d) GPA and units attempted/completed by recipients.	1. Number of units attempted/ completed, and GPA of recipients.	1.1 Examine student records.	E

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 7: To Certify and Report Financial Aid Date to Appropriate Agencies

Criteria	Measures	Methods	E/A*
a) Evidence of completion of required reports.	1. Accuracy	1.1 Audit and records review.	E
	2. Timelines.	2.1 Audit and records review.	E
	3. Audit trail.	3.1 Interview auditors.	E
	4. Evidence of conformity with Institutional Guide for Financial Aid Self-Evaluation.	4.1 Review reports according to Guide.	E
b) Audit exceptions.	1. Number of audit exceptions.	Review annual audit and response to resolution of audit citings. Exit interview with auditors.	E   A
c) Overawards.	1. Number of overawards.	Review student files.	E
d) Defaults.	1. Number of defaults.	1.1 Review student files.	E
e) Collections.	1. Number of collections.	1.1 Review student files.	E

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 8: To Report Student Data to the College Community and to Outside Organizations

Criteria	Measures	Methods	E/A*
a) Nature of publicity.	1. Number and content of newspaper articles and other media prepared for publication.	1.1 Check files and/or interview public information officer.	E
b) Informational reports generated.	1. Timeliness, number, and accuracy of reports.	1.1 Review reports and interview staff.	E
	2. Circulation (to whom, how, when, and where).	2.1 Interview staff and those receiving reports and check distribution list.	E
	3. Evidence of responses to inquiries.	3.1 Compare number of requests to number of responses.	E

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 9: To Work with Other College Officers to Ensure that All Financial Aid Functions are Performed in an Efficient and Effective Manner

Criteria	Measures	Methods	E/A*
a) Inter-related activi-ties with other college offices.	1. Evidence of inter-related activities.	1.1 Interview personnel and examine records.	E
	2. Number of meetings held between offices.	2.1 Count number of meetings.	E
	3. Number of informal contacts.	3.1 Interview personnel.	E
	4. Timeliness of inter-related activities.	4.1 Examine records of activities relative to college calendar.	E
	5. Nature and frequency of meetings and informal contacts (include in-service meetings).	5.1 Interview staff in financial aid and other offices.	E
	6. Degree of cooperation with other offices.	6.1 Interview staff in FAO and other offices.	E
b) Effectiveness of inter-related activities.	1. Appraisal of financial aid by other college staff.	1.1 Interview and survey staff in other college offices.	E
c) Inter-office functions and procedures.	1. Evidence of inter-office functions and procedures.	1.1 Review records and procedures.	E
d) Coordination of funding services.	1. Evidence of coordination.	1.1 Review records.

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 10: To Administer Programs in Compliance with Appropriate Program Regulations

Criteria	Measures	Methods	E/A*
a) Compliance with all regulations.	1. Evidence of compliance.	Review audit reports. Review program review results. Review data validations-EOPS. Review accreditation report.	E E E A
b) Loan billing and collection.	1. Evidence of procedures.	Review default rate. Review audit exception.	E E
c) Security.	1. Evidence of security and retention of files.	Inspection of facilities. Interview staff re: procedures	E E
	2. Evidence of policy of student rights and responsi-bilities.	Review written policy. Interview students.	E A

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 11: To Conduct On-Going Evaluation of Financial Aid Programs and Services

Criteria	Measures	Methods	E/A*
a) Extent of self-evaluation.	1. Use of self-evaluation guide.	Review files. Check records.	E E
	2. Number and scope of self-evaluation activities.	2.1 Review results of evaluation activities.	E
	3. Evidence of FAO goals and objectives for improvement of service.	Review FAO records. Interview FAO office and staff.	A
b) Effectiveness of self-evaluation.	1. Uses of evaluation.	Examine number of changes in policies and procedures as a result of evaluation. Interview staff re: evaluation results.	E   E

•  

   

• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 1: To Develop or Identify Employment Opportunities Which are Appropriate to Student Needs and to the College’s Programs

Criteria	Measures	Methods	E/A*
a) Availability of job listings.	1. Evidence of listings initiated by college staff.	1.1 Weekly review of job listings to determine number.	E
	2. How often listings are updated and currency of listings.	2.1 Check job listings for recency of dates.	E
	3. Accuracy of listings.	3.1 Check with employers (random).	E
	4. Types of job listings and sources of listings.	4.1 Check job listings for types of jobs and sources for each type.	A
b) Extent of employer participation.	1. Number of unduplicated employers represented on listings.	1.1 Unduplicated number of employers on listings.	E
	2. Number of employers brought on campus (job fairs, etc.).	2.1 Count number of employers brought on campus.	E
	3. Types of employers vs. community employment base.	3.1 Count number of employers in each category vs. number in employment base.	A
	4. Frequency and timing of employer participation.	4.1 Count how often and note when employers participate.	E
c) Extent of employer initiated contacts.	1. Number of contacts with Job Placement Office.	1.1 Count number of contacts within a specified time interval.	E
	2. Frequency and timing.	2.1 Count how often and note when contacts are made.	E
	3. Types of employers making contacts.	3.1 Count number in each occupational category vs. number in employment base.	E
d) Staff contacts with employers.	1. Number of staff contacts with employers.	1.1 Review records to count number of contacts.	E
	2. Types of contacts (e.g., phone, letter, involvement in professional organizations).	2.1 Review of records to count types of contacts within a specified interval.	E
	3. Frequency and timing of contacts.	3.1 Count how often and note when contacts are made.	E
	4. Types of employers (industry) contacted.	4.1 Define employment base to be used (i.e., corporate guide).	E

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• Indicates which methods are essential ("E") for program review and which provide additional ("A") information and/or insight.

GOAL 1: To Develop or Identify Employment Opportunities Which are Appropriate to Student Needs and to the College’s Programs

 

(continued)

Criteria	Measures	Methods	E/A*
e) Degree of employer satisfaction.	1. Level of satisfaction with program.	1.1 Employer survey.	E
	2. Level of satisfaction with contacts.	2.1 Employer survey.	E
	3. Continuing employer requests for student employees.	3.1 Count number of repeated employer requests.	E