Student Support Services
TRIO-Upward Bound
2013-2014
(Report Due: October 15, 2014)
Program/Service Description (source: Faculty/Dir/Coord/Dean)Include Description/Mission Statement/Number of Years at COD/Benefits/Contact)
Description: The Upward Bound program serves low-income, first generation college students each year, providing supplemental counseling, academic coursework, and leadership development opportunities to eligible participants.
Mission Statement: To prepare local high school students to enter and graduate from college with a Bachelor’s or Associate’s degree
Number of Years at COD: Since 1995
Participants in the program/service receive the following benefits:
- Individual and group counseling (UB ratio of approx. 1:40)
- Tutorial and counseling support
- Academic instruction in the areas of English, Math, Science, Foreign Language, and study skills; Art in Spring
- Application workshops on college admissions and financial aid
- Laptop and Scientific Calculator Loan Program
- Access to college/university tours and cultural activities
- SAT/ACT preparation
- Summer residential program at a four-year college/university
- Annual award recognition ceremony
- Monthly stipends ($30 month from September to May; $50 June and July)
Stephanie Paramore, M. A., Coordinator/Counselor (760) 773-2543
Scott Cooper, Director, Education Centers (760) 776-7453
Population Served (source: Faculty/Dir/Coord/Dean - from AUR) Include Number/Eligibility
Number of Students Served: 82; Upward Bound was required to serve a minimum of 81 students for the 2013-2014 Fiscal Year down from 85 due to sequestration budget cuts.
Student Eligibility: Low-income; first-generation college students; students from the following high schools: Coachella Valley, Desert Hot Springs, and Indio. Students from Cathedral City High School, Palm Springs High school are still being served as they were in the program prior to the new grant provisions of May 2012.
FTES Generated: N/A
Program Requirements from outside agencies (source Faculty/Dir/Coord- from AUR)
Upward Bound follows the regulations set forth by: (1) The U.S. Department of Education, specifically the Higher Education Act of 1965, as amended by the Higher Education Opportunity Act of 2008, Title IV, Subpart 2—Federal Early Outreach and Student Services Programs, Section 403C, 1070a--13 Upward Bound; (2) Education Department’s General Administrative Regulations (EDGAR), Parts 74 and 75; Office of Management and Budget (OMB) Circular A-21. Any revised regulations are published in the Federal Register. Key requirements are to:
- Submit an Annual Performance Report (known as the APR)
- Serve students from 3 high schools (see Student Eligibility above)
- Ensure that all participants meet income and other eligibility requirements
- Keep accurate and secure student records for at least one grant cycle (4-5 years)
Pogram/Service Outcomes (source: Faculty/Dir/Coord/Dean from AUR & Curric. Sp.)
OVERARCHING PROGRAM LEVEL OUTCOMES
STUDENT SUPPORT SERVICES
- Personal Development and Responsibility
1.1 Display habits of intellectual exploration, personal responsibility, and physical well being.
1.2Develop individual responsibility, personal integrity, and respect for diverse people and
cultures.
1.3 Value and accept people with different cultural and linguistic backgrounds and abilities.
1.4 Understand ethical issues to make sound judgments and decisions.
- Self-Awareness, Self-Understanding, and Self-Advocacy
2.1 Evaluate their own knowledge, skills, and abilities.
2.1.1 Display three components of an effective self-advocate:
- self knowledge.
- define their own needs.
- the ability to get what they need.
2.3 Appreciate the value of feedback.
2.4 Adapt to challenging situations.
2.5 Recognize that knowledge is the key to self-advocacy.
2.6 Teach the people around them.
- Self-Sufficiency and Independent Learning
3.1 Identify and utilize services, programs, and resources to become life-longlearners including, but not limited to:
3.1.1 Study/Learning Labs
3.1.2. Supplemental Instruction
3.1.3.Computer-aided tutorials/instruction
3.1.4 Learning Communities
3.1.5 Student Development Courses
3.1.6 Tutorial Assistance
3.1.7 Counseling Services
3.1.8 Special Programs for Student Success
3.1.9 Admissions and Records
3.1.10 Business Services
3.1.11 Financial Aid
3.1.12 Scholarship information
3.1.13 Career/Transfer Center Resources
PROGRAM/SERVICE SPECIFIC OUTCOMES
Upward Bound
(Name of Program/Service)
Upward Bound participants will:
- Demonstrate the ability to understand the A-G requirements for admission to a 4-year college/university
- Understand the difference between the A-G (college entrance) requirements and high school graduation requirements
- Understand the CAHSEE (California High School Exit Exam) structure and the know minimum proficiency scores (varies each year for both English Language Arts and Math, ususally around 381 or 382)
- Develop skills to research colleges/universities, majors, and extracurricular activities
- Along with their parents, develop financial literacy skills regarding loans, credit, and financial aid
- Complete the FAFSA with their parents each spring during their senior year
- Obtain basic knowledge about various career and college major options
Cycle I / Comments
Assessment / Report & Discuss / Implement Changes
Upward Bound / 08/SP / 08/FA / 09/SP / AR Completed
Cycle II / Comments
Assessment / Report & Discuss / Implement Changes
Upward Bound / 10/FA / 11/SP / 11/FA / AR Completed
Cycle III / Comments
Assessment / Report & Discuss / Implement Changes
Upward Bound / 11/FA / 12/SP / 12/FA / AR Completed
Cycle IV / Comments
Assessment / Report & Discuss / Implement Changes
Upward Bound / 14/FA / 15/SP / 15/FA / Need to postpone and revise the assessment tool
Results from Fall 2013 Assessment from schedule above– (state SLO assessed and results of assessment)
1) Student Service/ Learning Outcome(s)
SSOs/SLOs / Starting with the class of 2015, Upward Bound Graduating Classes will have working knowledge of the college application and admissions process by:
- Demonstrating the ability to know and understand the A-G requirements for admission to a 4-year college/university
- Understanding the difference between the A-G (college entrance) requirements and high school graduation requirements
- Understanding the CAHSEE (California High School Exit Exam) and the know minimum passing score (350 for both English Language Arts and Math)
- Having exposure to both college entrance exams (SAT and ACT)
- Developing skills to research colleges/universities and majors
- Having a basic knowledge of various career options
2) Identify Assessment Tool(s) to implement / A revised, printed questionnaire related to basic college-entrance statements will be administered in Fall 2014.
3a) Expected level of achievement
(Refer to rubric)
3b) Actual results / 3a) The class of 2015is expected to achieve an 60% correcty on the pre-test questionnaire. Scores are expected to improve on the post-test as they learn the application process.
3b) Summary: TBD
4) Explain how collected data was analyzed and evaluated. / 4) The revised assessment will be administered in Fall 2014 (pre-test). The post-test will be administered inMay 2015.
5) Identify gaps between expected and actual results. / 5) TBD
6) Document results and outline needed changes. / 6) Based on previous assessments, Upward Bound staff will continue regular and consistent review of college admissions and the application process with each senior class. However, significant changes as part of our Fall 2013 implementation, and in response to a more competitive college admissions environment, UB staff now disseminates important information (deadlines, personal statement feedback, financial aid and scholarship searches) during a 3-day intensive workshop prior to the start of senior year (Called “Boot Camp”). Rising seniors also receive resources (USB flash drive, accordion folder) to assist with organization and management of application and financial aid materials. Graduating seniors and their parents also participate in a “Destination:College” workshop in the spring to prepare themselves and their families for the transition to the first year of college. These activities may continue or be modified depending on the result from Fall 2014 assessments.
RESOURCES
Staffing for programs/service:Include Funding Budget Level/Current Staffing Level
2013-2014 Funding/Budget Level:
Salaries & Benefits / $260,000
Discretionary Costs / $17,818
Student Travel / $10,395
Student Aid / $26,500
Supplies, Meals, Other / $15,000
TOTAL Categorical/Restricted / $329,713
TOTAL General Fund / $0
Current Staffing Level:
Position/Title / Number / Full or Part Time / % Grant Funded / % College Funded
Coordinator/Counselor / 1 / Full / 100 / 0
Adjunct Counselors / 2 / Part-time, up to 27 hours/week / 100 / 0
Secretary / 1 / Part-time up to 29.5 hours per week / 100 / 0
Grant Support Assistant / 1 / Part-time, up to 29.5 hours/week / 100
Adjunct Instructors / 5 / Approx. 18 hrs/mo. / 100 / 0
Student Worker / 1 / Up to 15 hours/week / 0 / 100 (Work Study)
Facilities (source: Faculty/ Dir/Coord/Dean)
1) List of all facilities (Please indicate if any of these were added last year):
The Upward Bound office is located in the Donald and Peggy Cravens Student Services Center (CSSC), second floor, Suite 249. Two TRIO programs (Upward Bound and ACES) share the space and some of the office resources. The common office space consists of two customer service counters with roll-up doors, a workroom which contains storage space, an open office area with two secretary workstations, plus space for a student worker, if needed, an area for tutoring, and a computer lab with 6 terminals. There are five offices and one adjunct faculty (UB counselor) and 1 grant support assistant who share one office space on an as needed basis.
2) Assessment of adequacy of current facilities:
The current facility provides adequate space for staff. The location of the building provides convenient access to parking and office facilities on Saturdays. However, there is less and less classroom space available. Over the past few years, two Craven’s Center classrooms have been re-purposed, namely the Transfer/Career Center and the Veteran’s Center. As such, there is only one Cravens classroomavailable for use on Saturdays (Room 237). The program is able to continue using the Computer Lab (Room 269) and the Multipurpose Room for morning announcements. At this time, most of the Saturday Academy classes are held in the Communications Building allowing for easier transitions between classes and better cross-support/collaboration between instructors.
Equipment and Supplies (source: Faculty/ Dir/Coord/Dean)
Upward Bound has 6 desktops, 5 printers, 2 scanners, a supply of 12 laptops and 48 scientific calculators available for student loan, a leased copier, a fax machine, and one shredder. A complete and updated inventory roster is available upon request.
Summary- Narrative Interpretation (source: Faculty/Dir/Coord/Dean)
With a newer facility and optimal staffing levels, Upward Bound was able to conduct parent workshops and Saturday Academy sessions in a welcoming and professional environment. Upward Bound students also are exposed to a more “college-like” environment.
Funding/Budget
The Upward Bound Program Director is responsible for the overall management of the program under the direction of the Director of Education Centers. The Program Director also works in collaboration with the campus Business Office staff in all areas related to the funding from the U.S. Department of Education to operate the Upward Bound program. In addition, the Program Director and the Director, Education Centers are familiar with the distinctions between the Department of Education’s and the COD campus requirements to operate the Upward Bound program.
COURSE INFORMATION (Complete only if Applicable)
Course Level Assessment Completed (source: Faculty & OAC Coordinator)Complete if applicable
N/A
Program/Service Objectives/Goals for 2013-2014 (source: Faculty/Dir/Coord/Dean - from EOY)
- Beginning summer 2014, re-establish paid summer internship/work experience program for a minimum of 10 students, with support from community partners.
PROGRAM/SERVICE ACHIEVEMENTS
Program/Discipline/Service Accomplishments (source: Faculty/Dir/Coord - from AUR)- Retention:For 2013-2014, 95% (78/82) of participants continued or finished the program (3 students did not continue to participate in 2014-2015; 1 student did not graduate or finish the program )
- GPA: At the end of Spring 2014, the GPA across all continuing or finishing Upward Bound students was 3.34
- Graduation:20 out of 20 participating seniors (100.0%) graduated from high school as of October 2014; 1 student who was dropped from the program did not graduate
- College Plans:Of the 20 graduating seniors, 15 students planned to attend a 4-year college/university, 4 planned to attend a 2-year college in Fall 2014; and 1 student’s plans were unknown
- Summer Activities: 4 student participated in the Inland Enpire Future Leaders Program; 2 students participated in COSMOS a STEM-related summer program; Approximately 30 students completed AP or Honors coursework during the summer; 23 students regularly attended the UB Summer Academy held at COD.
- Summer Residential: 32 students participated in Orange County Area Summer Residential Program visiting 4colleges (UC Irvine, CSU Fullerton, University of Redlands, Chapmand University) from July 29-31, 2014.
Student Success Data -Program/Service (source: Upward Records and National Student Clearinghouse)
Student Succes Data:
Upward Bound at College of the Desert
Graduation and Fall Enrollment for Students Who Completed the Program
Class of 2006 to 2014
As of Oct. 2014
Graduating Class / Number / Graduated from HS / Percent Graduated / Fall Enrollment* / Percent Enrolled
Class of 2014 / 20 / TBD / TBD / TBD / TBD
Class of 2013 / 20 / 20 / 100 / 18 / 90
Class of 2012 / 20 / 19 / 95 / 14 / 70
Class of 2011 / 19 / 18 / 95 / 17 / 89
Class of 2010 / 17 / 17 / 100 / 14 / 82
Class of 2009 / 17 / 17 / 100 / 16 / 94
Class of 2008 / 20 / 19 / 95 / 19 / 95
Class of 2007 / 15 / 15 / 100 / 15 / 100
Class of 2006 / 13 / 13 / 100 / 13 / 100
Averages / 98% / 90%
*College enrollment in Fall semester immediately following high school graduation; TBD November 2014
Summary - Narrative Interpretation (source: Faculty/Dir./Coordinator/Dean)
The chart above shows that UB COD maintains overall very strong high school graduation and college enrollment rates. However, while high school graduation remains consistent, unfortunately, college enrollment percentates (defined as enrolled in the fall semester immediately following graduation) has been slipping. However, we achieved a 90% enrollment for the Class of 2013 amongst those students who completed the program.
In any event, further research/follow-up needs to be conducted to determine the possible causes. Anecdotally, some students have chosen to join the military, others are faced with family and personal challenges, while others have the “intention” of enrolling, but may decide not to attend at the last minute, possibly due to financial concerns or fear of leaving home. One student from the Class of 2013 did not enroll in fall, but subsequently began attending COD in Spring 2014.
CHALLENGES/OBJECTIVES/GOALS
Program/Service Challenges: (source: Faculty/Dir/Coord/Dean - from EOY)(1)As indicated above, the current challenge continues to be maintaining and, more importantly, improving college enrollment rates. UB recruits students in 8th grade who then start the program in fall of their 9th grade year. It’s possible that as Freshmen some students believe that going to college is “what the’re supposed to do” but later, as they mature, explore options and make decisions, their plans take them in a different direction. One way to possibly mitigate this sentiment is through more strategic recruiting.
(2)Budget inconsistencies continue to plaque Trio Programs in general and Upward Bound at COD in particular. For 2013-2014 there was a budget decrease from the allotted $356,350 down to $329,713. This results in fewer opportunities for students and unfortunately shorten summer residential trips which seem to to instrumental in sealing students’ determination to attend college. The budget for 2014-2015 is back to orginially funded levels at $356,350. However, with the elimination of access to indirect funds for special activities considered not allowable expenses, this could have a negative impact on student and staff development .
Program/Service Objectives/Goals for 2014-2015 (source: Faculty/Dir/Coord/Dean)
- TBD by new Coordinator/Counselor and the Upward Bound team
Program/Service Objectives/Goals for 2015-2016 (source: Faculty/Dir/Coord/Dean)
- TBD by the new coordinator/Counselor and the Upward Bound team.
Completed by
Stephanie M. Paramore, Upward Bound Coordinator
Date
October 6, 2014
PROGRAM REVIEW UPDATE ADDENDUM
Program Name: TRIO – Upward Bound
- Staff Needs
NEW OR REPLACEMENT STAFF (Administrator, Faculty or Classified)[1]
List Staff Positions Needed for the upcoming Academic Year.Please justify and explain each faculty request based on rubric criteria for your college. Place titles on list in order (rank) or importance. / Indicate
(N) = New or (R) = Replacement / Annual TCP*
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* TCP = “Total Cost of Position” for one year is the cost of an average salary plus benefits for an individual. New positions (not replacement positions) also require space and equipment. Please speak with your college Business Officer to obtain accurate cost estimates. Please be sure to add related office space, equipment and other needs for new positions to the appropriate form and mention the link to the position. Please complete this form for “New” Classified Staff only. All replacement staff must be filled per Article I, Section C of the California School Employees Association (CSEA) contract.
Program Name: TRIO – Upward Bound
- Equipment (excluding technology) Needs Not Covered by Current Budget[2]
List Equipment or Equipment Repair Needed for the upcoming academic year. Please list/summarize the needs of your unit on your college below. Please be as specific and as brief as possible. Place items on list in order (rank) or importance. / *Indicate whether Equipment is for (I) = Instructional or (N) = Non-Instructional purposes / Annual TCO**
Cost per item / Number Requested / Total Cost of Request
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* Instructional Equipment is defined as equipment purchased for instructional activities involving presentation and/or hands-on experience to enhance student learning and skills development (i.e. desk for student or faculty use).