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Compton College / Student Services / Service Area Outcomes

STUDENT SERVICES GOALS, LEARNING OUTCOMES AND ASSESSMENTS

The Student Services Area has begun the process of transforming their student-centered goals into student learning outcomes and assessment plans. We will continue to update this page as we make progress.

Service Area Outcomes (SAOs)

Admissions and Records

2019-2020

2017-2018

SAO 1: Students will be able to understand the graduation evaluation process and apply for certificates and/or degrees by the deadline.
SAO 1: Students will be able to understand the graduation evaluation process and apply for certificates and/or degrees by the deadline.
SAO 2: Students will be provided quality Customer Service

2016-2017

SAO 1; SAO 2

Assessment and Orientation

2019-2020

2017-2018

SAO 1:Students will study and be more prepared before taking the assessment test.
SAO 2: Students that take Math 12 and pass with an 'A' will retest into a higher level math.

2016-2017

SAO 1; SAO 2

Athletics

2019-2020

SAO 1: Monitor student-athlete's academic progress and eligibility for intercollegiate competition.
SAO 2: Work with all areas to track the matriculation rates of our student-athletes.

2017-2018

SAO 1: Provide a positive experience for all student-athletes during their participation, including competitions, within all areas of athletics.
SAO 2: Track the matriculation rates for all student-athletes who compete their CCCAA athletic eligibility at Compton College

2016-2017

SAO 1; SAO 2

CalWORKs

2020-2021

SAO 1: The CalWORKs staff will ensure that all CalWORKs students have an initial educational plan and a comprehensive educational plan after completing 15 units.
SAO 2: The CalWORKs staff will increase the number of Greater Avenues for Independence (GAIN) Monthly Attendance Reports submitted by students from August 2020 through June 2021. Student submissions will serve to increase student success habits such as attendance and meeting deadlines. This effort will also serve to provide students with interventions when appropriate and to maintain good standing with GAIN.    

2019-2020

SAO 1 (Educational Plans): The CalWORKs staff will ensure that all CalWORKs students have an initial educational plan and a comprehensive educational plan after completing 15 units.
SAO 2: The CalWORKs staff will increase the number of Greater Avenues for Independence (GAIN) Monthly Attendance Reports submitted by students from August 2019 through June 2020. Student submissions will serve to increase student success habits such as attendance and meeting deadlines. This effort will also serve to provide students with interventions when appropriate and to maintain good standing with GAIN.     

2017-2018

SAO 1: The CalWORKs staff will decrease the number of students that need to complete the core services (assessment, orientation, and educational plan) by referring students for orientations and assessment-and scheduling student appointments with CalWORKs counselors for educational plans.
SAO 2:CalWORKs staff will increase student attendance for the fall and spring Student Forums by increasing promotion of these workshops. Student Forums are beneficial to CalWORKs students and contribute to their academic success, life skills, and professional development.
SAO 3:CalWORKs staff will encourage CalWORKs students to complete and submit the CalWORKs Academic Intervention Internal Progress Report in the fall and spring semesters. The submission of internal progress reports will allow CalWORKs counselors to identify students that are academically at risk and refer students to tutoring services.

2016-2017

SAO 1; SAO 2; SAO 3

Career Center

2017-2018

SAO: Students who participate in Career Center workshops will have a better understanding of career development techniques.

2016-2017

SAO 1

Counseling

2019-2020

2017-2018

SAO 1:Students who meet with a counselor will have a better understanding of what is required in order to achieve their academic goals, leading to a successful academic semester and persist to the next semester (Successful is defined as earning a cumulative GPA of a 2.0 or higher and at least 50% completion of units attempted that semester).
SAO 2: At the end of their individual counseling session, students will have learned more about the steps, resources, and/or options they need to meet, advance, or complete their goals  

2016-2017

SAO 1

EOPS/CARE

2020-2021

SAO 1: New EOPS/CARE students will be able to understand what is expected of them in the EOPS/CARE Program after signing the Mutual Responsibility Contract in a new student EOPS/CARE orientation.
SAO 2: New and continuing CARE students will complete an online student questionnaire to identify student’s needs in the CARE program.

2019-2020

SAO 1: New EOPS/CARE students will be able to understand what is expected of them in the EOPS/CARE Program after signing the Mutual Responsibility Contract in a new student EOPS/CARE orientation.
SAO 2: New and continuing CARE students will complete an online student questionnaire to identify student’s needs in the CARE program. 

2017-2018

SAO 1: Continuing  EOPS/CARE students on EOPS/CARE program and academic/progress probation will be able to understand and articulate reasons for probation status and then identify at least one strategy that will help remove them from probation.
SAO 2: EOPS/CARE counselors will conduct EOPS/CARE program and academic/progress probation workshops and be able to have EOPS/CARE students identify at least one strategy that will help remove them from probation.
SAO 3: New EOPS/CARE students will be able to understand what is expected of them in the EOPS/CARE program after signing the Mutual Responsibility Contract in the new student EOPS/CARE orientation.
SAO 4: New EOPS/CARE students will take a survey after attending the new EOPS/CARE student orientation that will measure their understanding of the Mutual Responsibility Contract.
SAO 5: New and continuing CARE students will complete a student questionnaire in the EOPS/CARE office after receiving weekly school supplies to identify students' needs in the CARE program.

2016-2017

SAO 1;SAO 2; SAO 3; SAO 4;SAO 5

Financial Aid

2019-2020

2017-2018

SAO: Students using the Financial Aid e-Services Lab will accurately and successfully demonstrate the ability to use online financial aid services to successfully navigate through the financial aid application process.

2016-2017

SAO 1

Foster Care and Kinship Education

2019-2020

2017-2018

SAO: By participating in the FKCE Program, licensed foster parents and relative care providers will successfully renew their B,D,F, and W rate foster license and/or certification.

2016-2017

SAO

Foster Care and Kinship Education


2019-2020

SAO  1: Students who participate in the First Year Experience Program will be able to increase their knowledge and understanding of academic programs and resources available at Compton College by the end of their first semester.

SAO 2: Students who complete the First Year Experience Program will complete English 101 by the end of their first year.

SAO 3: Students who complete the First Year Experience Programs will have a deeper understanding of the steps needed to transfer to a four-year institution by having a comprehensive educational plan which list all the courses needed in order to complete their transfer program.

Outreach and School Relations

2019-2020

2017-2018

SAO: Increase the number of admissions applications submitted from feeder high schools by 5% from the previous year.

2016-2017

SAO

Special Resource Center (DSP&S)

2020-2021

SAO 1: The SRC will continue to promote EDEV 37 and EDEV 38 to support SRC students in completing English and Math courses. The goal is to have a 5% completion rate of English and Math courses for SRC students enrolled in EDEV 37 and EDEV 38 compared to SRC students not enrolled in these courses. Counselors and Advisors will strongly encourage students to enroll in Ed Dev to support their English and math courses. IA's and tutor will support Ed Dev classes. Each semester, course completion, grade, enrollment records will be reviewed and tracked.

SAO 2: SRC Students will use the Special Resource Center’s math tutoring service and SRC Ed Dev course as methods of effective academic support to increase course completion. SRC students in math 78 and above who need extra assistance will be referred to SRC counselor in the Special Resource Center. 1) Referrals to tutoring will be tracked in Outlook 365 2) Students will see the SRC math tutor at a scheduled time. Attendance at tutoring session will also be recorded in Outlook 365. 3) Enrollment records for Ed Dev 38 for SRC students using SRC Tutoring is cross referenced.

SRC adjunct counselor will provide a follow-up with the student to ensure they are implementing appropriate learning strategies in their approach to math classes. Survey students at the end of the semester to measure if Ed Dev provided supplemental support to succeed in their math or English.

SAO 3: Compton College Special Resource Center will partner with SRC Advisory Board organizations and local school districts to develop and implement a resource fair. This fair will serve two purposes; educate the campus and greater disabled community at large about Compton College and SRC services and promote a partnership with local feeder high schools and agencies with DSPS student populations.   The goal of this partnership is to promote SRC service awareness and recruit new students to Compton College. New students who are recruited will join the SRC and the program will support student’s educational and future vocational goals. Our goal was that 10% of the seniors who attended the Transition Fair would apply to Compton College and register for services in the SRC by 5-31-2021.

2019-2020

SAO 1: Compton College Special Resource Center staff will provide workshops designed to enhance basic computer skills for students with disabilities. Students will be trained on basic computer skills modules that will support their overall educational readiness in a self-paced format. Students will also be exposed to assistive technology for additional resources to best address their educational limitations.  Students will receive a pre/post assessment of skills gained and modules completed.

SAO 2: Using access to funding provided by the California Community College Chancellor’s Office, via the Distance Education Captioning and Transcription (DECT) Grant, we can utilize this resource to support campus faculty create a more inclusive and compliant environment.   The SRC department will serve as the liaison between the faculty member and the approved vendor who will create the accessible material. The SRC High Tech Center staff will keep track of the submissions and track their progress along with paper work requirements for the grant administrators,

SAO 3: Compton College Special Resource Center will partner with SRC Advisory Board organizations and local school districts to develop and implement a resource fair. This fair will serve two purposes; educate the campus and greater disabled community at large about Compton College and SRC services and promote a partnership with local feeder high schools and agencies with DSPS student populations.   The goal of this partnership is to promote SRC service awareness and recruit new students to Compton College. New students who are recruited will join the SRC and the program will support student’s educational and future vocational goals. Our goal was that 10% of the seniors who attended the Transition Fair would apply to Compton College and register for services in the SRC by 5-31-2020. 

2017-2018

SAO 1: Compton College SRC students, new to both Compton College and the SRC, will be seen by a counselor and be provided a comprehensive educational plan prior to the end of their first semester. This will support our students by providing an educational road map to aid in registering each semester. It will also support campus wide goals to ensure all students complete a comprehensive educational plan upon their arrival to Compton College.

SAO 2: Compton College SRC staff will provide workshop designed to enhance basic computer skills for students with disabilities. STudents will be trained on basic computer skills modules that will support their overall educational readiness in a self-paced format. Students will also be exposed to assistive technology for additional resources to best address their educational limitations.

SAO 3: Compton College SRC will partner with the local (Compton) Department of Rehabilitation (DOR) office to support and provide access to resources for SRC students who meet the criteria to be a DOR client. The goal of this partnership is to support students' educational future vocational goals by intrusive case management and linkage to additional community resources to improve student performance. Currently there are 33 active SRC students who are DOR clients and 57 new students who we will refer to determine eligibility.

2016-2017

SAO 1; SAO 2; SAO 3; SAO 4

Student Development

2019-2020

SAO 1: Student leaders will conduct meetings in line with the Associated Student Body Constitution
SAO 2: Student leaders to expand on opportunities and resources to learn to better service the student community.
SAO 3: (a) Educate Student Leaders on how to develop and articulate their personal philosophy and style.  (b) At end of term each student leader shall be able to explain and discuss their personal philosophy and style.

Student Equity

2019-2020

By participating in the Student Support Services Program, students will be able to develop and understand the importance of an educational plan.

Transfer Center

2019-2020

Utilizing Transfer Center services such as university tours; transfer workshops; transfer information presentations; meeting with a university representative, transfer counselor, or transfer advisor; students will: identify potential transfer institutions, understand transfer admissions eligibility requirements, and, increase their intent to transfer.

Upward Bound Math Science

2019-2020

SAO 1: During the Spring 2019-2020 semester, staff will evaluate the following to assess participants’ need for tutorial services:

  • Monitor student’s progress and quarter reports to track spring semester grades - Create excel spreadsheets to determine the number of classes each student is receiving a grade of “B-“  or below in progress and quarter reports. Students who are not passing one class are required to attend tutoring 2 times a week. Students who are not passing two classes are required to attend tutoring 3 times a week. Students who are not passing three or more classes are required to attend tutoring 4 times a week.
  • Tutoring Notification - Program Manager and Program Specialist develops tutoring contracts with students during weekly school visits. Parents receive a phone call and/or letter to inform them of at-risk status.
  • Participation Monitoring - Create excel spreadsheets to monitor attendance. Non-participating students receive a phone call to remind them of tutoring requirement.
  • Steps 1-3 are repeated to track fall semester grades - Repeat steps 1-3 during the next fall semester.
  • Document students’ cumulative grade point average at the end of the spring semester - 1.       Students with a cumulative GPA above a 2.5 will receive one point, while students with a cumulative GPA below a 2.5 will receive zero points. All points will be added and divided by the total number of students to calculate the percentage of students with a cumulative GPA above a 2.5.
  • Use data to create a new SAO for Fall 2020-2021 school year for “at risk” student(s) - Evaluate tutoring participation rates of students with a cumulative GPA below a 2.5. Calculate average participation to measure tutoring participation.

SAO 2: UBMS students that have a cumulative GPA below a 2.5 on a four-point scale at the end of the 2019-2020 school year will increase their participation during the 2020-2021 school year by attending an average of 15 tutoring sessions.

  •  Save data to compare to next 2020-2021 school year metrics.

Youth Empowerment Strategies for Success (YESS)

2019-2020

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