ABSTRACT. Texas A&M University-Corpus Christi (TAMUCC), a regional four-year and upper level University,

Texas A&M University-Corpus Christi 1 ABSTRACT Texas A&M University-Corpus Christi (TAMUCC), a regional four-year and upper level University, serves a total enrollment of 7,861 students from Corpus Christi and the greater Coastal Bend region of South Texas, 56% of its students are from this Coastal Bend area. (Office of Planning and Institutional Effectiveness, Fall 2003). TAMUCC proposes to conduct a Student Support Services (SSS) project serving 160 students. The Office of Planning and Institutional Effectiveness has determined that 3,330 or 53% of its undergraduates currently enrolled meet the eligibility criteria for the SSS Project. The Statement of the Need indicates that more than 40% of TAMUCC s student population is minority with 36.0% identified as Hispanic. This minority is mostly located in the poorest West Side of Corpus Christi and is hard hit by poverty and other social problems. Educational attainment in this area is extremely low. The University s baccalaureate rate currently stands at only 40.0% for non-eligible and 21.4% for SSS eligible students. University six-year graduation rates average from 33.0% to 40.0% even for the non-eligible population. To help alleviate this situation of poverty and lack of educational attainment, TAMUCC plans to implement a project with an overall goal to increase retention, graduation rates, and graduate school enrollments and thus create a climate of success. The SSS Project will be managed by nine ambitious but yet attainable and measurable objectives. These nine objectives address the following goals: (1) Identification and selection of participants, (2) Assessment of needs, (3) Financial Aid, (4) Increase in Retention, (5) Increase in Graduation Rates, (6) Increase in Grade Point Averages, (7) Increase in THEA (Texas Higher Education Assessment) Test Scores, (8) Participation in Cultural Enrichment. Success will be measured by a very comprehensive evaluation using both formative and summative measures. Key Personnel include staff that has already been working with the current SSS project and have been successful in meeting the criteria for all the current objectives. The proposed SSS Project is supported by a yearly budget of approximately $235,690 that is reasonable but sufficient.

Texas A&M University-Corpus Christi 2 NEED FOR THE PROJECT: THE APPLICANT Texas A&M University-Corpus Christi (TAMUCC) is a member University of The Texas A&M University System (TAMUS) and is a fully accredited baccalaureate and graduate degree awarding, public state university. It is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools, and currently has an enrollment of 7,861 undergraduate and graduate students according to Fall 2003 figures. It operates under the legal authority of a publicly elected Texas A&M University System Board of Regents and under the rules and regulations of the State of Texas Higher Education Coordinating Board. TAMUCC became part of the TAMUS system in 1989 and is part of a system of Texas Universities with Texas A&M University in College Station as the flagship university. Prior to 1989, TAMUCC was Corpus Christi State University, an upper level state institution. The University became Texas A&M University-Corpus Christi on Sept. 1, 1989 and in 1994, it began admitting lower division students when it was changed to a four-year baccalaureate and graduate regional university. MISSION TAMUCC was established as a four year and graduate regional university by the Texas Legislature in 1995 specifically to serve the needs of the local citizens, especially those who are predominantly underrepresented in higher education. This purpose drives the vision of the university and is at the heart of the mission statement. Table 1 Vision Statement Texas A&M University Corpus Christi is committed to becoming one of the leading centers of higher education in the Gulf of Mexico region while serving the intellectual, cultural, social, environmental and economic needs of South Texas. As a result, Texas A&M University-Corpus Christi will invigorate and strengthen the region and state through its educational programs, research initiatives, and outreach efforts.

Texas A&M University-Corpus Christi 3 Table 2 Mission Statement Texas A&M University-Corpus Christi is devoted to discovering, communicating and applying knowledge in a complex and changing world. The university identifies, attracts, and graduates students of high potential, especially those from groups who have been historically under-represented in Texas higher education. Through a commitment to excellence in teaching, research, and service, Texas A^M University-Corpus Christi prepares students for livelong learning and for responsible participation in the global community. AUDIENCE SERVED: PROFILE OF THE AREA TAMUCC is located on its own Island, Ward Island, off the Laguna Madre shore and is about seven minutes from downtown Corpus Christi. The university serves an MSA population of over 313,000 citizens (U.S. Bureau of the Census 2000) in the Coastal Bend area of South Texas that touches the Gulf of Mexico. This MSA geographical area is predominantly Hispanic, with a percentage of 59% Hispanic and a 72% Hispanic school age population of children ranging from kindergarten through twelfth grade located in three counties: Nueces, San Patricio and Kleberg. U.S. Census estimates indicate that the Coastal Bend is the second poorest geographical area in South Texas next to the counties in the Rio Grande Valley bordering Mexico. The household income of $25,773 in Corpus Christi is lower that the State of Texas, which is $27,873, and lower than the nation, which is $35,492, based on Census 2000 data. Even worse than that is the fact that the west and north sides of Corpus Christi, where most of the students reside, claims a household income of $15, 471. The individual poverty rate of 40.5% for the Corpus Christi West Side is significantly higher than the poverty rate of Corpus Christi s19. 9%. Contributing significantly to the poverty level is the level of educational attainment. The Census 2000 indicates that of the 191,848 Nueces County residents, 75.4% do not have a baccalaureate degree, 50.6% obtained only a high school diploma and 25.6% never graduated from high school. Truly, if there ever was a need to provide support for low income and first generation students it is demonstrated through the lack of economic resources and academic achievement which characterize Nueces County in general and Corpus Christi in particular.

Texas A&M University-Corpus Christi 4 STATEMENT OF THE NEED 1. A HIGH NUMBER OR PERCENTAGE OF ELIGIBLE STUDENTS ENROLLED OR ACCEPTED FOR ENROLLMENT AT THE APPLICANT INSTITUTION. About 36.03 of the university s 2003 semester students come from the low-income west and north sides of the city and approximately 87.6% of the 36.03% are SSS eligible students. They feed into TAMUCC from these areas by way of the four west side high schools and Del Mar College and many are transfers who can only afford part time student status. The following tables illustrate the percentages of TAMUCC s eligible student population, either enrolled or accepted for enrollment, who fit the criteria set forth by the Title IV guidelines for low income and first generation. When relevant, statistics from the service area where many of these potential students reside will be cited. ELIGIBLE STUDENT POPULATION The following tables provides an overview of the total SSS eligible population at TAMUCC according to the criteria of total low income and first generation categories Table 3 All Fall 2003 Undergraduate Students currently Enrollment (Duplicated Count) Population enrollment % of enrollment number eligible* Total Undergraduate Enrollment 6,330 Total First Generation * 3,043 49.3% 1,198 Total Low Income * 2,192 35.5% 1,896 Total Disabled* 155 2.4% 57 Total Eligible 4,502 % of total eligible. 26.6% 42.1% 36.7% Fall 2003 SSS Eligible Students currently Enrollment (Unduplicated Count) % of total Eligible % of total Enrollment Low Income/First Generation* First Generation Only * Low Income Only (150% < poverty level) Disabled/Low Income * Total Eligible (unduplicated) Total Enrollment (duplicated) 1,896 1,198 690 110 2,696 4,502 42.1% 26.6% 15.3% 2.4% 59.8% 30.7% 19.4% 11.2%.02% 43.7% 73.0% Source: Office of Research and Institutional Planning and Financial aid, 1998-1999 & Financial Aid

Texas A&M University-Corpus Christi 5 LOW INCOME STUDENTS A substantial number of TAMUCC students are classified as low income based on federal Title IV guidelines for work-study, SEOG, Perkins Grant and Texas Star Grant and Pell Grant criteria. The Financial Aid Office, and the Office of Admissions and Records estimate that 57.89% of students enrolled or accepted for enrollment are low income. The following table tabulates the total number of low-income students at TAMUCC based on Title IV criteria. Ethnicity TABLE 4 NUMBER AND PERCENTAGE OF LOWINCOME STUDENTS ENROLLED OR ACCEPTED FOR ENROLLMENT BY ETHNICITY: 1998-99 Hispanic Black White, Asian American Indian International Total Low Income Total Enrollment Total Enrollment By Ethnicity 2,326 151 3,643 127 35 48 2,586 6330 Total Ethnic eligible low income 962 62 830 30 11 1 1,896 1,896 % of Ethnicity that are eligible low income 41.3% 41.1% 22.7% 23.6% 31.4%.02% 73.3% 30.0% SOURCE: TAMUCC Office of Financial Aid 2003, Financial Aid and Admissions and Records Ethnic Proportion of all eligible low income 50.7% 3.2% 43.7% 1.6%.05%.0% 100% As a consequence, a sizable portion of TAMUCC low income students apply for financial aid, based on the criteria of 150 percent below the poverty level. The following figures report the family income for students who applied to receive Pell grants based on the 150 percent below the poverty level criteria. Table 5 FAMILY INCOME FOR ELIGIBLE TITLE IV APPLICANTS BY FISAP 2003-2004 Income Eligible Dependents in % of total Ave. # of % of Total Students family students Dependents Dependents $2,000-2,999 51 125 2.6 2.45 2.3 3,000 5,999 80 178 4.2 2.22 3.2 6,000 8,999 97 225 5.1 2.31 4.1 9,000 11,999 97 268 5.1 2.76 4.9 12,000 14,999 148 369 7.8 2.49 6.7 15,000-17,999 129 302 6.8 2.34 5.5 18,000 20,999 113 304 6.0 2.69 5.6

Texas A&M University-Corpus Christi 6 21,000 24,999 131 423 6.9 3.23 7.7 25,000 26,999 53 170 2.8 3.20 3.1 27,000 29,999 62 201 3.2 3.24 3.6 30,000 32,999 74 252 3.9 3.40 4.6 33,000 35,999 65 252 3.4 3.87 4.6 36,000 39,000 59 196 3.1 3.32 3.6 Subtotal 1,298 3,215 68.4 2.47 58.8 40,000 plus 598 2,252 31.6 3.76 41.2 Total Federal Aid 1,896 5,467 100.0 Extrapolated U.S. Department of the Census 2000, Select Corpus Christi Census tracts It is significant to note that the range between 12,000 and 24,000, which is highlighted, represents income levels with the largest proportion of students who have the largest number of dependents in their families. In proportion to their income, this bracket truly fits the profile for eligible SSS participants FIRST GENERATION STUDENTS As in the case of income levels, the parental educational level of TAMUCC s eligible student population is exceedingly low. The following table illustrates the number and percentage of students at TAMUCC who are considered first generation since neither of their parents completed a college education. TABLE 6 NUMBER AND PERCENTAGE OF FIRST GENERATION* STUDENTS ENROLLED AT OR ADMITTED FOR ENROLLMENT Population Total Enrolled Total First Generation Percentage Hispanic Black White Asian American Native American International Total 2,324 153 3,643 127 35 48 6330 1,297 100 1,545 45 31 25 3,043 55.8% 65.4% 42.4% 36.0% 90.0% 52.1% 48.1% *First Generation data was extrapolated from the following data: Total Ethnic Enrollment, Bureau of the Census 2000 for Corpus Christi by Ethnicity, Census Tracts data for the predominantly low income West Side of Corpus Christi. The number of first generation students at TAMUCC is not surprising when one takes into consideration the low educational levels of the population in Corpus Christi, especially in the targeted west and north side census tracts in Corpus Christi, where educational levels are drastically lower than those of the city, the state, and the nation as the following table illustrates.

Texas A&M University-Corpus Christi 7 Table 7 STUDENT AND PARENTAL LEVELS OF EDUCATIONAL ATAINMENT IN THE TARGET AREA Age Less than 9 th 9 tth 12 th HS/GED Some B.A. Totals grade College degree 25-34 6,495 9,599 4,454 2,738 496 23,782 35-65 5,468 3,181 3.739 2.291 411 15,090 Totals 11,963 12,780 8,193 5,029 907 38,872 Percentages 30.8% 32.9% 21.0% 12.9% 5.3% 99.9% Source: Census 2000 for Educational Levels in Corpus Christi DISABLED STUDENTS Compared to other institutions with similar enrollments, TAMUCC does have a substantial number of disabled students. 155 or 2.4% out of the total undergraduate population report some type of disability. The following table illustrates the number of disabled students by disability and low-income status. TABLE 8 NUMBER AND PERCENTAGE OF SSS-ELIGIBLE STUDENTS 2004 Type of Disability Number % Number Low % low income Income Visually Impaired 3 1.94 2 1.30 Hearing Impaired 8 5.16 5 3.2 Mobility Impaired 9 5.81 6 3.9 Neurologically impaired 4 2.58 2 1.3 Chronic Health Impaired 9 5.81 5 3.2 Learning Disabled 30 19.35 17 11.0 Psychologically Imp. Physically Impaired 12 5 7.74 3.23 7 3 4.5 1.9 ADD/ADHD 18 11.61 10 6.5 Estimated Temporary unavailable Estimated Parking only unavailable SUB TOTAL 98 63.23 57 36.8 TOTAL 155 Source: Data extrapolated from student information records in the TAMUCC Disabilities Office and from the Census 2000 2. THE ACADEMIC AND OTHER PROBLEMS AFFECTING ELIGIBLE STUDENTS AT THE APPLICANT INSTITUTION The problems encountered by SSS eligible students at TAMUCC are extensive and varied. They are demonstrated in a variety of ways as shown in the following table:

Texas A&M University-Corpus Christi 8 Table 9 EVIDENCE OF ACADEMIC PROBLEMS EXPERIENCED BY SSS-ELIGIBLE STUDENTS AT TAMUCC 1. Low Entering ACT Scores 2. Average GPA s of low achieving students in Tutoring 3. Percent of Students with average grades lower than C (2.00) 4. SSS eligible Retention as Compared to University Retention (by cohorts) 5. Increase in Tutoring sessions at the Tutoring and Learning Lab 6. Low Course GPA s and Retention Rates for Barrier and Gateway Classes (lack of advanced critical thinking skills) 7. Poor Study Habits/ Time management SOURCE: The Tutoring and Learning Center, 2004 INADEQUATE ACADEMIC PREPARATION 1. LOW ENTERING ACT OR SAT SCORES FOR FTIC FRESHMEN The Fall 1993 Average ACT score for entering freshmen is between 15.6 and 19.9. Considering that the acceptable ACT score for unconditional admission is 20, the range is very low and about one third of the students have to be admitted under alternative admission. The average SAT score for the eligible population is between 800 and 962. Considering that the acceptable SAT score for unconditional admission is 1000, again the scores fall short of acceptability. Table 10 Average ACT and SAT Scores for TAMUCC FTIC Freshmen for Fall 2003 FTIC Freshmen coming from Corpus SAT ACT Score Christi High Schools to TAMUCC Carroll 962 19.9 King 968 19.8 Miller 866 17.6 Moody 837 16.8 Ray 943 19.1 West Oso 800 15.6 Clearly, the academic preparation of students entering college is inadequate also as observed through the individual course scores on Grade Point Averages and persistence rates indicate. 2. LOW GPA AVERAGES FOR ELIGIBLE POPULATION BY ETHNICITY GPA and class persistence scores for the total university population indicate that these students are in need of assistance. The following tables illustrate various academic facets that fall short of expectation

Texas A&M University-Corpus Christi 9 Table 11 Average GPA s of low achieving students as compared to University population Ethnicity University Population Low Achieving Population Asian 3.05 2,84 Black 2.75 2.67 Hispanic 2.74 2.68 International 3.21 2.97 Native American 2.76 2.74 White, Non-Hispanic 84.9 81.8 That the targeted low achieving population trails behind the general university population is clearly indicated here and demonstrates that there is a need to assist those students. 3. PERCENT OF STUDENTS WITH AVERAGE GRADES LOWER THAN C (2.00) The proportion of students with grades lower than a C or 2.00 also indicates that the target population of low achieving students have a greater percentage of grades lower than a C or 2:00 than the entire university population. The following table compares these grades: Table 12 Comparison of eligible and non eligible populations with grades lower than C Ethnicity University Population Eligible Population Asian 12.3 17.8 Black 23.3 26.1 Hispanic 26.2 29.0 International 10.4 13.25 Native American 22.03 25.66 White, Non-Hispanic 15.1 18.92 The greater percentage of low achieving students who score lower than a C or 2.00 over the entire university population clearly demonstrates that expectations for these students fall short of acceptable levels in order to be able to succeed in college.

Texas A&M University-Corpus Christi 10 4. SSS MINORITY ELIGIBLE STUDENT RETENTION AS COMPARED TO UNIVERSITY POPULATION Another factor affecting academic success is the ethnicity of the student. Both national and local demographics have consistently shown that minorities, especially Hispanics and Blacks have a higher chance of being at risk since they lack both the financial and academic resources as well as educated parents to assist them. The following table indicating FTIC first year retention by Ethnic Categories indicates that minorities are most at risk of not continuing their education. Table 13 Retention Rate of Eligible and Non Eligible Students Ethnicity Total University Retention SSS ELIGIBLE PARTICIPANTS Asian 88.7% 85.7% Black 76.8% 62.1% Hispanic 77.3% 61.0% International 92.3% 100% Native American 84.08% 40.0% White 86.6% 66.8% All The lower retention percentages, especially for Blacks, Hispanics and Native Americans who are also income and first generation indicate that there is a correlation between income status and ability to persevere in school and indicates a need for assistance. 5. INCREASES IN TUTORING SESSIONS AND TUTORING HOURS BY SEMESTERS Another indication of academic deficiencies can be detected in the fact that between Academic Years 2002-2003 and 2003-2004, there was a markedly sharp increase in the number of tutoring sessions and tutoring hours at the Tutoring and Learning Center Lab. This increase indicates that more students are in need of tutoring because they are experiencing problems in their classes. The following table compares the two fall semesters (2002 and 2003) and the two spring semesters (2003 and 2004).

Texas A&M University-Corpus Christi 11 Table 14 Tutoring Sessions Tutoring Hours Fall 2002 2,527 2,280 Spring 2003 2,150 1,859 Fall 2003 5,002 5,140 Spring 2004 4,885 4,949 % increase between Fall 2002 - Fall 2003 50.5% 44.3% % increase between Spring 2003 Spring 2004 44.0% 37.5% University Enrollment increase between 7,605 2002-2003 and2003-2004 7,861 9.67% What appears significant in the aforementioned comparison is that whereas enrollment increased by only 9.6 percent between the two fall semesters, increases in tutoring sessions and hours increased from a range of 37.5% to 50.5%. Such a substantial increase definitely points to the existence of academic deficiencies and a need to remediate them. 6. LOW GPA AND COURSE PERSISTENCE RATES FOR BARRIER CLASSES In addition to the sizable increase in tutoring sessions and tutoring hours, an analysis of the withdrawals and the total numbers of grades per class from an A to an F illustrates that quite a number of students are experiencing difficulties as the following table indicates. Table 15 Average GPA and Grade Distribution for Barrier Classes Class Level Average GPA A s B s C s D s F s W s % W s English 2335 2.07 4 11 12 6 5 10 20.8 English 1301 2.13 30 33 24 4 31 41 25.2 Philosophy 4390 2.64 8 4 0 1 4 9 34.6 Math 1470 2.42 58 72 65 46 29 68 20.1 Math 3311 2.30 8 3 2 1 6 6 23.1 History 4336 2.22 4 7 1 1 5 10 37.0 Computer 1436 2.81 16 10 5 0 6 18 32.7 Science Chemistry 1311 1.97 18 30 24 21 24 19 17.1 Biology 3414 2.15 14 11 24 20 4 15 20.5 Environmental Science 1402 3.20 21 21 4 2 0 15 31.2

Texas A&M University-Corpus Christi 12 Especially noticeable are the high percentages of withdrawals in the aforementioned classes, the majority of which pose extreme challenges to students who are academically unprepared to participate in these courses. 5. POOR STUDY HABITS AND TIME MANAGEMENT SKILLS The majority of faculty, administrators, and advisors concur that a combination of poor study habits, time management skills, decision making skills, unfamiliarity with the campus and its policies and procedures result in the majority of withdrawals from specific courses as well as annual withdrawal from the university. The withdrawal numbers come specifically from first generation and transfer students, which report the highest number of SSS eligible students. Increasing participation in the TLC in workshops in time management, study skills, decision making skills, and in yearly freshmen orientation indicate that students come ill prepared to face the challenges of academic life on campus. 8. OTHER ACADEMICALLY RELATED PROBLEMS: (1) Cultural and Background Factors Most students enroll because they want a better job or preparation for a career, but low income, first generation SSS-eligible students at TAMUCC are generally not clear about their goals to plan adequately for the future. Both personal and career counselors as well as advisors at TAMUCC report that significant number of students have little or no understanding of how college and educational levels relate to employment. These students lack a significant college educated role model to guide and mentor them in order to make good choices because most are from the predominantly Hispanic low income west side of Corpus Christi whose parents, as indicated in Table 7 have very low educational attainment rates. Of the 411 residents of ages 35 to 65 who are old enough to be parents of college students, only 2.7 percent obtained a baccalaureate degree (Table 7). Of the total university enrollment, Hispanics, Blacks and American Indians are most likely to be at risk and show the highest number of low income and first generation status as demonstrated in the following table.

Texas A&M University-Corpus Christi 13 Table 16 Ethnicity enrollment low income (duplicated) Hispanic Black White, Asian American Indian International 2,326 151 3,643 127 35 48 1,113 69 958 35 16 1 first generation (duplicated) 1,297 100 1,545 45 31 25 % low income % first generation 47.8 55.7 41.7 66.2 26.2 24.6 27.5 35.4 45.7 88.5.02 52.1 Total Enrollment 6330 2,192 3,043 34.6 48.1 Since the majority of low income, students come from the predominantly Mexican American West Side of Corpus Christi, many have never traveled on an airplane, been to a ballet, play or concert or even been outside the state. Their limited experiences narrow their knowledge of the world and cause the vast number of these students to be unsure of choices or opportunities open to them. These students have very limited opportunities to find successful, professional role models in their experience either in their neighborhood or at TAMUCC. Table 17 3. THE DIFFERENCE BETWEEN SSS ELIGIBLE STUDENTS COMPARED TO NON SSS ELIGIBLE STUDENTS, BASED ON THE FOLLOWING INDICATORS: i. Grade Point Averages iii. Graduation Rates ii. Retention Rates iv. Graduate School Enrollment Rates The aforementioned academic and personal problems SSS eligible students encounter become more dramatically clear when one compares these students to the non-sss eligible population. The 2003 fall figures for overall GPA indicate that 33.3% of the population score below 2.49 and 64.1 score from 3.00 to 3.99. It is that 33.3% eligible population that is most at risk. As the following tables summarizes.

Texas A&M University-Corpus Christi 14 Table 18 RETENTION RATES, GRADUATION RATES AND GRADE POINT AVERAGE RATES FOR SSS ELIGIBLE AND NON SSS ELIGIBLE STUDENTS FOR 2003 Total Population SSS Eligible Population Non SSS Eligible (total FTIC Retention Rates Graduation Rates (6 Year) Grade Point Average Rates Graduate School Enrollment Rates By Ethnicity Whites Retention Rates Graduation rates (6 Year) Grade Point Average Rates Graduate School Rates Hispanics Retention Rates Graduation Rates (6 Year) Grade Point Average Rates Graduate School Rates Blacks Retention Rates Graduation Rates (6 Year) Grade Point Average Rates Graduate School Rates Asians Retention Rates Graduation Rates (6 Year) Grade Point Average Rates Graduate School Rates 58.0% 30.66% 2.45 16.3% undergraduate population) 65.8% 38% 3.35 21.0% SSS Eligible Population Non SSS Eligible (total undergraduate population) 51.0%.23.1% 2.98 18.6 56.0% 21..4% 2.17 12.2 60.0% 28.8% 2.16 12.4 81.0% 48.0% 3.12 22.3 66.8% 40.0% 3.46 25.0 61.0% 33.0% 2.87 22.7 73.1% 33% 2.56 19,4 85% 57% 3.45 45.0 Native Americans Retention Rates Graduation Rates (6 Year) Grade Point Average Rates Graduate School Rates Internationals Retention Rates Graduation Rates (6 Year) Grade Point Average Rates Graduate School Rates 32.0% (none have graduated yet) 2.23 11.05 No SSS Eligible students in this category 40.0% (None have graduated yet) 2.87 18.7 100% 100% 3.65 54.0 In summary, Texas A&M University-Corpus Christi has a sufficient number of low income and first generation students who are academically at risk to meet the eligibility criteria. With respect to Criteria one,

Texas A&M University-Corpus Christi 15 TAMUCC draws a sufficient pool of low-income students predominantly from the highly economically disadvantaged west side of Corpus Christi. With respect to Criteria two, the tables illustrating the educational level of the parental generation of our students from the west side of the city plus the number of students currently enrolled also shows that this eligibility criteria has been met. With respect to Criteria three, TAMUCC s total disabled population of 155 of which 36.7 are low income shows that there is more than a sufficient pool of eligible disabled to select from. Finally, the low entering ACT Scores, the poor performance on the barrier and gate-keeper classes, the increasing number of remedial SSS eligible students seeking tutorial assistance, the high number of eligible students who make less than a C, and the high number of other related problems indicate a real need to provide services for these students. OBJECTIVES RELATED TO THE PURPOSES OF THE STUDENT SUPPORT SERVICES PROJECT 1. The Process and Outcome Objectives Are Related to the Purposes of the SSS Project 2. The Objectives Address the Identified Needs of the Target Population 3. The Objectives are Clearly Described, Specific and Measurable for the Life of the Project 4. The Objectives are Ambitious but Attainable over the Life of the Project All the objectives (process, performance and outcome) have been developed with the express purpose of relating to and supporting the GRPA Federal TRiO Program s Performance Indicator for Student Support Services Programs This performance indicator represents Goal 3 of the GRPA Requirements: To ensure access to postsecondary education and lifelong learning. The following table lists the nine objectives and is followed by nine more tables that provide detail of the objective s attainability, measurability, and ambitiousness.

Texas A&M University-Corpus Christi 16 Table 19 THE NINE OUTCOME OBJECTIVES Objective 1: Process Objective 2: Process Objective 3: Process Objective 4: Outcome Objective 5: Outcome Objective 6: Performance Objective 7: Performance Objective 8: Outcome Objective 9: Process One Hundred sixty (160) eligible students will be identified and will enroll in the TAMUCC SSS project. Two thirds (2/3) or 106 will be both low income and first generation. One third (1/3) or 54 will be low income, first generation or lowincome disability. One hundred percent (100%) of the newly admitted participants will have their needs assessed and an Individual Educational Plan (IEP) on file within 30 days of being admitted to the project. 90% of the participants will be offered sufficient financial assistance to meet their basic academic financial needs by the end of each academic year. Seventy Five Percent (75%) of the participants will be retained after each academic year. (Cohort rate for the ineligible population is 65.8%. The graduation rate for each cohort of participants will increase as follows: First year graduation rate: 13% (2005-2006) Cohort. (2) Second year graduation rate: 16% (2006-2007) Cohort (3) Third year graduation rate: 19% (2007-2008) Cohort. (4) Fourth Year Graduation Rate: 22% (2008-2009) Cohort. (5) Fifth Year graduation rate: 25% (2009-2010) Cohort. 80% of those retained will earn a final cumulative grade point average of at least 2.0 on a 4.0 scale each year and be in good academic standing in the university. 70% of the SSS Participants who are THEA (Texas Higher Education Assessment) liable will pass the state mandated exam and will be able to transfer from lower division to higher division each year. 70% of SSS Participants with undeclared majors will declare a major by the end of each year. Each semester 85% of the SSS Participants will attend two SSS approved cocurricular functions that may include cultural, academic, social, educational events or workshops, field trips and career oriented venues

Texas A&M University-Corpus Christi 17 TABLE 20 PROCESS OBJECTIVE: IDENTIFICATION OBJECTIVE: 1: PROCESS One Hundred sixty (160) eligible students will be identified and will enroll in the TAMUCC SSS project. Two thirds (2/3) or 106 will be both low income and first generation. One third (1/3) or 54 will be low income, first generation or low-income disabled. ASSOCIATED ACTIVITIES 1. Relates to the SSS Purpose: Serves low income first generation and disabled students so that they may succeed academically, persist in higher education and graduate with a baccalaureate degree 1. Identification 2. Screening 3. Selection 4. Placement 2. Addresses the Needs: Currently, at this institution, 54.3% of the total SSS eligible students are not being retained and 67% are not graduating and hence not achieving academic success. 3. Measurable: The population to be selected is clearly described; the percentages for identification and selection have been set at 160. Specific percentages have been applied to each subpopulation group: 66%(106)) of low-income first generation and 34% (54) of either low income, first generation or low income disabled has been established. Internal and external sampling reliability will be guaranteed by using objective selection criteria. 4. Ambitious The funding levels established by the TRiO Department grant has been set at between $1,200 to $1,500 per student. Selecting to serve 160 students is ambitious since the ratio per student per each key personnel staff member is 40. 6. Attainable There will be no difficulty identifying and selecting a sizable pool of eligible students exists from which to select 160 students. The Director is committed at 100% and already has had four years experience as an SSS Director at A&M-CC

Texas A&M University-Corpus Christi 18 TABLE 21 PROCESS OBJECTIVE: ASSESSMENT OBJECTIVE 2: PROCESS One hundred percent (100%) of the newly admitted participants will have their needs assessed and an Individual Educational Plan (IEP) on file within 30 days of being admitted to the project. ASSOCIATED ACTIVITIES 1. Assessment 2. Basic Skills Diagnosis 3. Learning Style Diagnosis 4. Career Inventory 5. Financial Need Inventory 6. Personal Needs Assessment 7. Self Assessment 8. Development of the IEP 1. Relates to the SSS Purpose: 2. Addresses the Needs: This objective assesses the needs of participants and designs plans to meet their individual needs so that they can be academically successful and therefore relates specifically to the SSS purpose of retention of the project participants SSS Eligible Students have a lower retention rate (58.0) at TAMUCC than non-eligible students (65.8%). As outlined earlier, SSS eligible students have many barriers to success and do not know what skills they posses or lack in order to be successful 3. Measurable: This objective clearly states that 100% of the participants will be assessed. It is specific about the time frame within which the activity must be accomplished. It is measurable because it is possible to determine the date the student s eligibility is established and the date the needs assessment and plan are completed. Also the instruments and methods of assessment chosen as specified in the Plan of Operation are specific and measurable. 4. Ambitious To meet with each student and provide an entire battery of assessment scales within 30 days is ambitious. It is estimated that each needs assessment and IEP will take two hours to complete. 6. Attainable Because this objective is vital to the early success of eligible students two full time staff members (director, counselor/intervention specialist. and two half time Academic Specialists competent in academics and assessment will be hired. Each staff member will assess 45 students, which is much less than the average counselor to client ratio for these students in their previous schools.

Texas A&M University-Corpus Christi 19 TABLE 22 PROCESS OBJECTIVE: FINANCIAL AID OBJECTIVE 3: PROCESS 90% of the participants will be offered sufficient financial assistance to meet their basic academic financial needs by the end of each academic year. ASSOCIATED ACTIVITIES 1. Letter of Commitment from the Office of Financial Aid 2. Financial Aid Office cooperative efforts with SSS Project. 3. Efforts to secure additional scholarships besides Pell Grants or other grants 4. Institutional Work Study positions will be made available. See Appropriate Section of the Plan of Operation for more detailed description 1. Relates to the SSS Purpose: 2. Addresses the Needs: For the participants to stay in school, achieve success academically and personally and graduate with a baccalaureate degree as the purpose of the SSS project states, it is necessary for students to be fully funded. The SSS project must assure that offers of financial aid are made to meet the full financial needs of the participants. 1,896 students meet the Title V low-income criteria at TAMUCC according to the Financial Aid Office records. This represents almost a third (30%) of the entire university enrollment. There is definitely a need for financial Aid at TAMUCC. 4. Measurable: This objective clearly states the number (90%) of participants who will be offered financial aid to meet their full financial need. This need is determined by the Financial Aid Director as specified by SSS regulations. It is measurable because documentation is kept consistently accurate every year also in the SSS office and can be obtained. 4. Ambitious This objective is ambitious because of the amount of time spent by staff providing students with assistance in securing financial aid application and in providing at least basic financial aid. Students with unmet need are extremely numerous and the SSS project s goal of providing 90% financial aid to 160 students is very ambitious, considering that the general university population only receives about 60% financial aid. 6. Attainable The TAMUCC Financial Aid Office has signed a letter of commitment (letters kept in SSS office) earmarking funds for the SSS participants and giving them first priority if they submit applications in time. SSS Staff will ensure that all participants submit their applications in time. Also an institutional priority will be finding or creating other sources of funds if necessary. This makes this objective attainable.

Texas A&M University-Corpus Christi 20 TABLE 23 OUTCOME OBJECTIVE: RETENTION OBJECTIVE: 4: OUTCOME ASSOCIATED ACTIVITIES 1. Mandatory enrollment in the structured first year TRIAD Learning Communities experience 2. Participation in the on campus and on line web based Academic Learning Communities for academic and moral support from advisors, counselors, staff, and peer mentors. 3. Tutoring and Mentoring 4. Academic Advising 5. Personal and Career Counseling Seventy Five Percent (75%) of the participants will be retained after each academic year. (Cohort rate for the ineligible population is 65.8% 1. Relates to the SSS Purpose: 2. Addresses the Needs: This objective addresses one of the chief goals of the SSS project: to increase participant retention rates and class persistence until graduation with a baccalaureate degree Only 58% of SSS eligible students at TAMUCC are retained yearly. This objective addresses this rate and intends to in crease it to 75% yearly for the 160 students enrolled in the SSS program. 5. Measurable: This objective clearly states what is to be accomplished. SSS participants will be retained at 75%. It is measurable because project staff will analyze class and yearly enrollment rosters on a semester basis to determine the number and percent of participants retained. TAMUCC keeps retention and class persistence records for all students and records also will be kept SSS students. 4. Ambitious The SSS eligible students are highly at risk of dropping out due to their low income, first generation and academically at risk status. To increase the retention rate of these high risk students above that of the non-eligible not at risk population is ambitious 6. Attainable With effective needs assessment, IEP s the scheduled SSS services provided and a timely use of the University computerized student tracking, early warning and Alert, this objective is attainable. Two other similar projects for academically at risk students, Title V and Upward Bound have surpassed their 70% retention rates the first year

Texas A&M University-Corpus Christi 21 TABLE 24 OUTCOME OBJECTIVE: GRADUATION OBJECTIVE 5: OUTCOME The graduation rate for each cohort of participants will increase as follows: (1) First year graduation rate: 13% (2005-2006) Cohort (4) Fourth Year Graduation Rate: 22% (2008-2009) Cohort (2) Second year graduation rate: 16% (2006-2007) Cohort (5) Fifth Year graduation rate: 25% (2009-2010) Cohort (3) Third year graduation rate: 19% (2007-2008) Cohort ASSOCIATED ACTIVITIES 1. Assessment, 1. Financial Aid 2. Mandatory enrollment in the structured first year TRIAD Learning Communities experience 3. Participation in the on campus and on line web based Virtual Academic Learning Communities 4. Tutoring, Mentoring, Supplementary Instruction 5. Academic Advising 6. Personal and Career Counseling 1. Relates to the SSS Purpose: A major priority of the SSS purposes is to increase the graduation rate of participants. This objective specifically addresses this purpose 2. Addresses the Needs: Only 30.6% of the SSS eligible population graduate from TAMUCC with a Baccalaureate degree as compared to 38.0%% of the non-eligible population. The eligible students are predominantly minority and Hispanic, and are inadequately prepared to succeed in their academic courses prior to coming to TAMUCC. 6. Measurable: This objective clearly describes the population to be tracked and measured. It is specific about the graduation rates per cohort that need to be attained. The number of students graduating with a baccalaureate degree can be tallied, verified on the SIS tracking system and compared to the non-eligible population 4. Ambitious This objective is truly ambitious in that it intends to increase the graduation rate by 3% each year cumulatively. 6. Attainable With effective needs assessment, a graduation plan, a scheduled program of academic activities, an IEP, and a student monitoring, early warning and alert system, this objective becomes very attainable.

Texas A&M University-Corpus Christi 22 OBJECTIVE 6: PERFORMANCE TABLE 25 OUTCOME OBJECTIVE: ACADEMIC ACHIEVEMENT 80% of those retained will earn a final cumulative grade point average of at least 2.0 on a 4.00 scale. Each year and be in good academic standing in the university ASSOCIATED ACTIVITIES 1 Participation in the on campus and on line web based Virtual Academic Learning Communities for academic and moral support from advisors, counselors, staff, and peer mentors and peer participants 2 Tutoring and Mentoring 3 Academic Advising 4 Personal and Career Counseling 5 Supplementary Instruction See appropriate section of Plan of Operation for more detail description 1. Relates to the SSS Purpose: The SSS-project purposes of retention and graduation cannot be reached unless students remain in good academic standing. This objective guarantees that they will remain in good standing and obtain a baccalaureate degree. 2. Addresses the Needs: All SSS participants must have academic needs to be served by the SSS project. Having urgent academic need places these students at risk of poor academic performance. The fact that tutoring sessions at the Tutoring and Learning Center have increased by 44% to over 50% from 2002-2003 to 2003-2004 shows there is a need. 3. Measurable: This objective clearly states what the cumulative GPA score is to be improved so that all SSS participants are in good academic standing. It can be measured by tracking each student s GPA and thus determine if the desired number and percentage is reached each year and if remediation is needed. 4. Ambitious As noted in the needs section, the academic barriers posed in the barrier classes for these students academic success are sizable. For these students to attain an initial 2.0 GPA or higher is ambitious considering lack of prior academic preparation and family needs. 6. Attainable Compared to other institutions, a base GPA of 2.0 is not low since in Texas a GPA of over 2.0 is considered Good Academic Standing. Prior experience with our current SSS project indicates that this is attainable.

Texas A&M University-Corpus Christi 23 TABLE 26 OUTCOME OBJECTIVE TASP PASSING RATE AND TRANSFER TO UPPER DIVISION STATUS OBJECTIVE 7: PERFORMANCE 70% of the SSS Participants who are THEA (Texas Higher Education Assessment) liable will pass the state mandated exam and will be able to transfer from lower division to higher division each year. ASSOCIATED ACTIVITIES 1. Assistance with filling out the THEA test application 2. THEA Test Preparation Workshops 3. Advising and Counseling from the Intervention Specialist 4. Tutoring and Supplementary Instruction in Math, Writing and Reading 5. Enrollment in THEA Course Based Remediation 6. TLC Lab attendance at THEA P Non Course Based Remediation 1. Relates to the SSS Purpose: 2. Addresses the Needs: An objective of the SSS project is to increase transfer rates of the eligible population from twoyear status to four-year status. This objective specifically relates to that purpose Over 75% of all developmental students enrolled in THEA course based and non-course based remediation are THEA Liable and are in need of assistance. The 160 SSS students will be taken from this developmental population of 869 THEA liable students enrolled in developmental classes 7. Measurable: This objective clearly states the pass rate to be improved and the pass rate to be achieved in order to pass the THEA and to transfer from lower division to upper division. It is measurable because it specifically states the percentages of students who will meet that criteria and can be documented by tracking the participants test taking sessions and their accumulation of lower division hours attempted 4. Ambitious To increase the THEA TEST passing rate above the pass rate criteria yearly and transfer students to upper division in four to five years is very ambitious considering the underpreparedness, language barriers and learning disabilities of the SSS eligible population 6. Attainable By providing the academic services previously outlined in general and the specific THEA readiness associated activities and services outlined here in particular, this objective becomes very attainable.

Texas A&M University-Corpus Christi 24 TABLE 27 OUTCOME OBJECTIVE: ACADEMIC AND DEGREE PLAN COMPLETION OBJECTIVE 8: OUTCOME 70% of SSS Participants with undeclared majors will declare a major by the end of each year cycle. ASSOCIATED ACTIVITIES 1. Career Orientation Workshops and conferences with Career Counselor 2. Degree Plan Orientations and conferences with Degree Counselor and Faculty Academic Advisor 3. Monitoring and Tracking of Participants 4. Conferences with SSS intervention specialist and academic staff 5. Cultural events and visits to different business establishments and professions 6. Participation in on campus and on line web based Virtual Academic Learning Communities 1. Relates to the SSS Purpose: 2. Addresses the Needs: One of the priorities in the SSS project is to have low income and first generation and disabled students graduate successfully with a baccalaureate degree. Critical to obtaining this degree is the necessity to decide on a career, declare a major, design and sign a degree plan, and persist in following the degree plan until graduation 56% of the SSS eligible participants who are undeclared majors leave and never graduate or succeed in obtaining the required number of hours because they never choose a career, select a major, sign a degree plan and follow it until graduation. There is truly a need for degree plan advising and career planning for this population 8. Measurable: This objective specifically states that within a span of one year 70% of undeclared majors will decide on a career, declare a major, sign and sign a degree plan. Degree Audit reports from the offices of the degree counselor, the SIS Office and the Career Counselors will document how many students have completed a degree plan. 4. Ambitious To get 70% of the first year SSS Participants to decide on a career, declare a major, and commit to a degree plan is very ambitious considering that the eligible population because of their low economical environment already are burdened with too many family commitments which eat away at their academic career. 6. Attainable Close collaboration between SSS staff, the Career and Degree Plan Counselor, the entire menu of SSS services plus the quick intervention made available by the University Electronic Campus Pipeline and Early Warning and Alert in providing motivation and counseling for the participants can make this objective attainable.

Texas A&M University-Corpus Christi 25 TABLE 28 PROCESS OBJECTIVE 9: INSTITUTIONAL CLIMATE OBJECTIVE 9: PROCESS ASSOCIATED ACTIVITIES 1. Cultural Events on Campus and in the Community. 2. Visits to city business and professional establishments 3. On campus events with external professional speakers, role models and mentors. 4. Participation in on campus and on line web based Virtual Academic Learning Communities for academic and moral support from advisors, counselors, staff, and peer mentors and peer participants Travel to and attendance at Job fairs and self improvement workshops Each semester 85% of the participants will attend two SSS approved co-curricular functions that may include cultural, academic, social, educational events or workshops, field trips and career oriented venues. 1. Relates to the SSS Purpose: One of the purposes of the SSS project is to foster an institutional climate supportive of the success of low income, first generation and disabled students. This objective relates to that purpose. 2. Addresses the Needs: As stated in the needs section, SSS eligible students are first generation, have little or no family or economic support, are culturally isolated and lack the role models needed to feel comfortable in the academic atmosphere of a university. Field trips to the arts, businesses and professional establishments will give them the self confidence and help to participate in the university community life, select a career and choose a degree plan. 9. Measurable: This objective specifically states that 85% of the participants will engage in cultural activities and meet at least twice with a role model or mentor. The attendance sheets and logs indicate participation or contact. Numbers of participants can be tallied per event or contact and computations made. 4. Ambitious To get 85% of any group of students to commit to additional obligations on top of their already busy academic, family and work responsibilities is ambitious, but that of the SSS participants with their many demands is highly ambitious. 6. Attainable With consistent reinforcement and encouragement from a variety of sources such as faculty mentors, SSS staff, peer mentors, peers, community/professional role models and mentors, and the on line, web based Virtual Academic Learning Communities, a supportive and friendly community environment can be created that will motivate students to participate thereby making this objective achievable.

Texas A&M University-Corpus Christi 26 PLAN OF OPERATION 1. The Plan to inform the institutional community (students, faculty and staff) of the SSS project goals, and TAMUCC s Objectives and services of the project and the eligibility requirements for participation in the project The TAMUCC Student Support Services Project will be an integral part of the university s institutional community. Because the university mission to identify, recruit and retain a diversified student body who historically have been underrepresented in Texas higher education, closely dovetails with the mission of TRIO Programs, TAMUCC will make it its first priority to inform the institutional community in order to identify and serve this target population of diverse students. Plan to Inform the Administration and the Staff: Initial information and support for TAMUCC s SSS Project will be provided to and received from the Vice President of Academic Affairs. The President is committed to the SSS Project and has included a cover letter of commitment to support this document. The Provost/Vice President will be provided with scheduled, regular reports from the TRIO Director and the SSS Director. The Provost will also provide information to the President, the President s cabinet or other university staff relative to the goals, successes and problems of the Project. This report will occur during regular President s Cabinet and Provost Council meetings, which involve the four Vice Presidents and the Associate Vice President for Planning and Institutional Effectiveness. The SSS Project Director will report information directly to the TRiO Director and will work closely with the Counseling Office, the Career Placement and Planning Office, the Associate Vice President of Enrollment Management, the Admissions and Records Office, the Financial Aid Office, the Core Curriculum and Academic Advising Office in order to procure and provide information regarding academic performance and financial need. Additionally, the Director will meet with the Director of Admissions and Records to discuss and recommend procedures for admitting students. Plan to Inform Faculty and Academic Deans: The SSS Director will also maintain contact with TAMUCC s five Academic Colleges and Deans (College of Arts and Humanities, College of Business, College of Education, College of Nursing and Health Services, and College of Science and Technology). She will provide as well as procure needed

Texas A&M University-Corpus Christi 27 information and reports to ensure eligibility requirements as well as reports on students in the project and request information on participant performance. The SSS Director will provide information to faculty and administrative staff at the beginning of each fall and Spring Semester during regular faculty convocations will provide formal presentations regarding the project. The Project Director and the Assistant Director/Counselor will conduct a variety of faculty/staff workshops with various focuses, such as mentoring or academic advising for the SSS participants. Plan to Inform the Campus Community, the Parents, Families and the Media: Communications between the campus and the SSS project will be accomplished using a variety of means. Project Staff will serve on various campus committees including the Enrollment Management Services Committee, which includes admissions, registration, financial aid, The Core Curriculum Committee and the Academic Advising Council. Identification, screening and selection periods will occur at the beginning of each semester and will be advertised in both the student newspaper (Island Waves), the University Newspaper (University Current News) and the Title V Newsletter (The Title wave.) These news releases will include information on eligibility requirements for project participants, financial aid availability information and information on the services offered. Continuing press releases on events will follow systematically during the year. The Office of Public Relations will routinely submit press releases regarding SSS program accomplishments to city newspapers in Corpus Christi, The Director for Public Relations also will submit PSA s to the local radio stations, and TV stations especially KUNO and KORO-TV, the bilingual and Spanish speaking radio and TV stations in the West side of town where most of the target SSS eligible students and families reside. Plan to Inform the Students. The student handbook will include a section on the SSS Project and information brochures and will be developed and distributed to all appropriate departments (i.e., admissions, financial aid, academic divisions, career planning and placement, Office of Special Populations and the Disabled, the office of student affairs and the university student center. The SSS Project Secretary will mail informational brochures to all students on the roster of eligible students prior to the beginning of their first semester at TAMUCC for first time, first year freshmen and to all feeder community colleges that feed transfer eligible students to TAMUCC. Regular notices, updates, and deadlines will also be

Texas A&M University-Corpus Christi 28 posted on the Internet and Intranet via Falcon, Campus Announcements and/or Groupwise. The Assistant Director/Counselor will be responsible for designing a Student Support Services Web Page and updating it periodically. 2. The Plan to Identify, Select and Retain Participants TAMUCC will put in place a system of identification; screening and selection that will draw from the entire student population those students who can best be served by the SSS project. Every effort will be made to identify as large a pool of students with academic need as possible who also meet federal eligibility criteria. Assessment measures such as the ACT assessment, ACT COMPASS, and Study Skills and Interest Inventories will be used to identify these students. Documentation of need will be included in participant files as well as incorporated into their Individual Educational Plans. Evaluation of progress will proceed continuously through TAMUCC s student tracking system. To do this, the SSS Director will develop a computerized tracking system using the Blumen Software and collecting data from the Student Information System. A computer workstation will then be housed in the SSS Project office to assist in the identification of eligible students and the selection, monitoring, and tracking of participants. IDENTIFICATION During Freshmen and Transfer Orientation, all students new to TAMUCC will be required to complete the university Entering Student Survey which will contain information related to SSS eligibility criteria among other things. Using data from this survey and other financial information, the Financial Aid office will identify all students whose family incomes are below 150% of poverty level. Likewise, the Office of Planning and Institutional Effectiveness will identify all new enrollees who are first generation and the Office of Disabilities will identify those who have disabilities. The SSS Assistant Director/Counselor and the Director of Special Populations will verify students with disabilities. The Counselor will require letters from certifying agencies, referrals from professional counselors/psychologists or testing to designate a student as having a disability. The ACT Assessment or ACT COMPASS is required of all students entering the university, and the Registrar will review mathematics, science, English, reading and composite scores in order to identify all students with

Texas A&M University-Corpus Christi 29 scores below 19 or its equivalent. The SSS Secretary and Project Director will compile all of the information to create a roster of eligible students ranked by academic need and the category or categories of eligibility into which they fall. Recruitment of students will take place on several fronts because students in the eligible pool frequently do not know about existing services, especially new ones. The Admissions Office will actively recruit students for the project, referring them to the SSS office upon admission. SELECTION Once students have been identified, SSS staff will contact them. If the student is a walk in, then the staff will talk with them during the enrollment process and encourage application. If the student has already submitted an application prior to enrolling then the SSS staff will mail information on the project s benefits and encourage the student to make an application. The application filled out by students will ask for information regarding the student s background future plans, responsibilities and career choices. This application will be entered into the SSS database for use with the individual participant and for use as aggregate data. After an application is submitted, the SSS Project Director and Assistant Director/Counselor will review it. A scoring system as outlined on the following page will be utilized to select the eligible students with the most academic need from the pool of applicants. These students will be sent letters of acceptance via the postal service or electronic mail and scheduled for intake interviews as soon after selection is possible. The following table illustrates the criteria and the points to decide priority for selection. TABLE 29 POINT SYSTEM SELECTION CRITERIA CHECK LIST Participant Characteristics Point Value Low Income 10 First Generation 10 Disabled 10 Low Income/First Generation 10 Low Income/Disabled 10 Low Income/First Generation/Disabled 10 First Time First Year Freshmen 10 Transfer Freshmen Sophomore 10

Texas A&M University-Corpus Christi 30 Eligible for SSS Workshops Current Developmental Class Placement 1 class 2 classes 3 classes THEA Test Liable 2 Current THEA Course Based or Non-Course Based Remediation 2 Eligible for SSS Math Classes 2 Eligible for SSS English Classes 2 HS/College GPA below 2.0 2 Hs/College GPA below 2.5 2 Undeclared Major and/or undecided career plan 2 Needs a Degree Plan 2 Needs Upper Division transfer/graduation plan 2 Non Traditional Student, minority, single parent, etc. 2 Previous TRIO Participant 2 This selection criteria point system attempts to take into consideration the need for academic and support services as well as the apparent ability of each participant. Other factors considered will be the applicant s self-assessment of need as indicated on their application. Once selection has been made, selected applicants will be invited to be a part of the SSS project. Those applicants who do not meet eligibility criteria will be informed by the Director and referred to other services in the university. If the SSS Program is in full enrolment, students will be assessed and then placed on a waiting list. Students may be referred for services to a more appropriate or similar services at TAMUCC such as Title V, the Tutoring and Learning Center (TLC) or community based organizations. Each year, the SSS Director and Staff will determine a special target population who, after meeting federal criteria, will be given priority consideration in the selection process. After this initial group that meets federal criteria regarding low income, first generation and disabled is determined, selection will begin on criteria based on traditionally underrepresented groups so as to ensure compliance with GEPA federal categories for equitable access as the following table indicates. BARRIERS TABLE 30 GENERAL EDUCATION PROVISIONTS ACT (GEPA), SECTION 427 OBSTACLES CREATED BY SPECIFIC SOLUTIONS BARRIERS

Texas A&M University-Corpus Christi 31 Gender Physical Disability Learning Disability Age Geography Color and Diversity More Women than men tend to fall below the 150% poverty rate. The Majority of single parents are females for whom class attendance and performance are difficult Disabled individuals need physical accommodations, visually impaired individuals need readers or alternatives to visually presented material; hearing impaired individuals need sign language interpreters and audio and video tape resources Dyslexia and Dyscalculia and Attention Deficit Disorder are an impediment to listening activities during lectures, demonstrations, or giving directions Older Adults are more likely to work full time while attending college. Some unemployed adults are returning to school to retool North and West side Hispanic and black students are culturally isolated this side of Town is the farthest from the University. These students seldom have good transportation All racial and ethnic minority students at TAMUCC find little diversity in faculty and staff role models. Provide Financial Aid, car-pooling or transportation resources for women commuters; Maintain a day care referral reference list as well as other resources. Refer students to Office for Persons with disabilities, Texas Rehab Commission and provide learning aids skills make sure our staff understand and are skillful in tutoring and mentoring persons with disabilities. Provide support and encourage students to request accommodations from the Office for Students with disabilities we can help with the success in the academic area only. Provide counseling assistance for convenient class times and information on telecourses. Provide orientation, tutoring and SI Provide social, artistic and cultural events on campus; faculty mentor activities, tickets to cultural events, create a web-based carpooling bulletin board for commuters. Provide diversity through guest speakers, community professional role models, and hire more minority SSS staff RETENTION (1) Initial Contact: Enrollment, Intake, Assessment, Development of IEP: Initial contact with the participant is the most important step in ensuring retention. The SSS Director and/or the Assistant Director/Counselor will take care of enrollment intake and assessment. Interview will take place at the time the participant turn a complete application. An award letter identifying him/her as a participant will follow after initial interview. The Assistant Director/Counselor via a face-to-face office interview will provide immediate diagnosis, assessment and placing. Further efforts to strengthen the retention of the participants will be reinforced through the creation of Individual Educational Plans. The Plan will be reviewed at least twice per semester either on line or on campus by the student and the SSS Counselor, Math Specialist or English/Reading Specialist to whom they are assigned.

Texas A&M University-Corpus Christi 32 (2) Menu of Services: Participants will also be retained through their use of the services offered by the SSS Project Plan to provide services discussed in the next section. These services will be provided either on campus through the SSSAIL communities (Student Support Services Advising and Instructional Learning Communities) or through ED-SSAIL (Electronic/Distance Student Support Services Learning Communities) This will be described in fuller detail in The Plan to Provide Services. 3. THE PLAN TO ASSESS EACH INDIVIDUAL PARTICIPANT S NEEDS FOR SPECIFIC SERVICES AND TO MONITOR HIS/HER ACADEMIC PROGRESS AT THE INSTITUTIONTOENSURE SATISFACTORY PROGRESS ASSESSMENT Once students are selected, their individual needs must be assessed and appropriate support services identified that will enable them to remain in school and graduate. This process will occur upon their selection for the project, again at the beginning of each new semester and periodically as needed. SSS staff will work with information provided by the Director of Academic Testing on curricular deficiencies and developmental needs as indicated by the ACT Assessment or the ACT COMPASS scores; by the counseling center on results of the ACT Study Skills Inventory and later, by the THEA tests results and the Academic Skills Lab on participant progress. The ACT and COMPASS are tests of academic knowledge achievement. The ACT Study Skills Inventory evaluates participants attitudes towards study and will help SSS staff to determine the correct tutoring and workshops for the participants. Students who have not been administered the appropriate diagnostic instruments, such as those described above, will be referenced to the University Counseling Center Staff who will administer the appropriate instruments and report results to the SSS office. The SSS Asst. Director/Counselor and Program Assistant will enter student data into the degree audit program to determine advising needs and subsequently, to track student progress. The Counselor will meet with each participant at the beginning of each semester to discuss these and any additional reports, student goals, and to solicit information on other needs. After conferring with the SSS Director, Academic Specialist, and Assistant t. Director/Intervention Specialist, the Personal Success Plan will be drafted to incorporate

Texas A&M University-Corpus Christi 33 personal, academic, and career goals that will outline all indicated support services needed for the student. This plan will then become a contract between the student and the SSS Counselor. MONITORING To further reinforce retention efforts, enrollment in these learning communities both on line and on campus will be supplemented by individual student monitoring and tracking of student progress and instant early warning and alert both on campus and on line via the Campus Pipeline Colleges. Another strong arm of this proactive monitoring is on going mentoring and counseling appointments with the participants. In addition, monitoring will be enhanced, especially for first year participants who are the most vulnerable to attrition. 4. THE PLAN TO PROVIDE SERVICES THAT ADDRESS THE GOALS AND OBJECTIVES OF THE PROJECT The plan to provide services that address the project goals and objectives activities includes activities that have been designed to serve identified and anticipated needs, to produce maximum benefits, and to allow for accurate evaluation of the effects of the project. The tables that follow detail a comprehensive overview of such a plan and how each service to be provided relates to the objectives of Student Support Services. A narrative summarizing these services follows the tables.

Texas A&M University-Corpus Christi 34 TABLE 31 COMPREHENSIVE PLAN OF ACTIVITIES TO MEET THE STUDENT SUPPORT SERVICES OBJECTIVES Process Objective 1: Activities to meet the objectives 1. Identify Eligible students from enrolled academically at-risk groups who are low income, disabled, minority groups, nontraditional, first generation. 2. Screen students for admission through personal interviews. 3. Determine Academic need 4. Select 160 students to receive project services 5. Maintain waiting list of up to 25 eligible students One hundred sixty (160) eligible students will be identified and enrolled in the TAMUCC SSS Project. Two-thirds or (106) will be both low income and first generation. One-third or (54) will be low income or first generation or low income disabled Timeline Personnel Resources Prior to each semester and ongoing to replace graduating participants. Ongoing, start of each semester and after each graduation. Prior to each semester and ongoing Prior to each semester, ongoing Ongoing Project Director, Academic Specialist and SSS Staff. Project Director/Counselor, Asst. Director Project Director/ Counselor, Academic Specialists Project Director/Counselor, Intervention Specialist /Asst. Dir. SSS Staff Project Director/ Assistant Director Referrals from key offices. SSS waiting list, SSS Applications in key places, University (SIS) Student Information System. Application for admission to SSS program, eligibility criteria form. Test Scores on transcript as well as academic records. SSS Application, income verification, transcripts, disability office referrals Current and updated waiting list of 25 students on file Method of Evaluation Outcome Compare the percentage of eligible population within the total university population, and the percentage of SSS participants who identified and enrolled each year. This information measures the differences in students/participants eligible for the project each year, and provides a baseline evaluation of the impact of SSS services 160 eligible participants will be enrolled into the first year of the SSS Project as documented in hard copy as well as in database. Participant identified as: active enrolled participant, interviewed and selected placed on waiting list and those interviewed but did qualified (and referred to other resources).

Texas A&M University-Corpus Christi 35 TABLE 32 COMPREHENSIVE PLAN OF ACTIVITIES TO MEET THE STUDENT SUPPORT SERVICES OBJECTIVES Process Objective 2 Activities to meet objectives 1. Review transcript and class enrollment 2. Review application form to determine personal needs 3. Make tutoring and supplemental Instruction available to students in need 4. Develop IEP and execute contract between participant and SSS Project 5. Assess needs for students with disabilities and accommodations for tutoring 6. Offer opportunities for self assessment through career testing and personal inventories 100% of the newly admitted participants will have their needs assessed and an Individual Educational Plan (IEP) on file within 30 days of being admitted to the project. Timeline Personnel Resources Ongoing and Prior to each semester at early and regular registration At entrance to our program and ongoing with counselor checkins. Prior to each semester and ongoing Prior to entrance to SSS program and with follow up each semester, ongoing Prior to each Semester, Ongoing SSS Staff Acting as Learning communities caseworkers SSS staff acting as learning communities, check-ins with peer mentors/tutors and counselor SSS staff acting as learning communities Math/English Academic Specialists Director/Counselor, Math/English Specialists acting as learning communities coordinators Asst. Director/Counselor Tutor/Mentors Student records, test scores on file in SIS and SAIL Applications, student records mentoring sessions Test Scores, Applications Inventories and class schedules IEP, SSS contract, student records, application registration records Applications, Office of Persons with Disabilities records, referrals Ongoing Asst. Director/Counselor Student Interviews, Career center, and software: Discover. Strength Quest Inventories and workshops Method of Evaluation Outcome Review SSS participants IEPs (Individual Education Plan). Use Strengths Quest for self-evaluation. CAS Standards will be used in evaluating workshops. 160 eligible participants will have been assessed, diagnosed, placed and prescribed a plan of services. CAS evaluations will let us know how the student received the information and if it was helpful.

Texas A&M University-Corpus Christi 36 TABLE 33 COMPREHENSIVE PLAN OF ACTIVITIES TO MEET THE STUDENT SUPPORT SERVICES OBJECTIVES PROCESS OBJECTIVE: 3 90% of the participants will be offered sufficient financial assistance to meet their basic academic financial needs by the end of each academic year. Activities to meet Objectives 1. Provide financial aid coaching 2. Assist students in completing financial aid request forms, FAFSA, Scholarships, Special Circumstance Appeals etc. 3. Provide personal advising on budgeting funds 4. Assist students in locating funding sources 5. Assist students in handling business office paperwork associated with financial aid, scholarships, etc. Timeline Personnel Resources Before priority deadlines, Ongoing as needed and during intake process if needed. Before priority deadlines, ongoing as needed, during intake process if needed. Ongoing, as needed, during intake process if needed Before priority deadlines, ongoing as needed, during intake process. During FAFSA deadline, before university scholarship deadlines and ongoing as needed. Project Director, Asst. Director/Counselor, Intervention Specialist and skilled staff in the area of financial aid. Project Director, Asst. Director/Counselor, Intervention Specialist and skilled staff in the area of financial aid. Project Director, Asst. Director/Counselor, Financial Aid Director and Staff All SSS Staff Project Director, Asst. Director/Counselor, Financial Aid Director and Staff Student records, financial aid screens, award letters, and Financial Aid office. Student records, financial aid SIS, Financial Aid office. US Funds 5-Training modules, workshops provided by our staff and other university departments. Financial Aid Office, Web Searches, Private Scholarships Donors and TRiO Scholarship alerts. Financial Aid Office, Web Searches, Student records, and student assessment. Method of Evaluation Outcome Student intake, financial aid records, Students will be offered the option to do a student profile for scholarship matches if needed. A financial management workshop with software will be offered. CAS Standard will be used as a form of evaluation after the workshops. 160 participants will have financial aid awards offered as a result of assistance in filling out financial aid applications. Students will have a better understanding of how to finance their education.

Texas A&M University-Corpus Christi 37 TABLE 34 COMPREHENSIVE PLAN OF ACTIVITIES TO MEET THE STUDENT SUPPORT SERVICES OBJECTIVES OUTCOME OBJECTIVE: 4 75% of the participants will be retained after one academic (cohort rate for the non-eligible population is 64%) Activities Timeline Personnel Resources Each registration Project Director, period Intervention Specialist 1. Ensure that academic and financial aid requirements are met 2. Students are required to meet with their mentors on a regular base to get they help with semester and mid term challenges. 3. Meet with students on academic jeopardy to explain academic probation and suspension 4. Provide information of academic options and transferability credits in preparation to design degree plan 5. Provide opportunities for planning personal goals through career and major degree plan advising 6. Provide personal counseling and referral to community agencies 7. Provide opportunities to attend cultural events 8. Provide learning accommodation assistance to students with disabilities At mid term and finals Each semester, as needed, ongoing Each semester as needed Ongoing Ongoing Ongoing Ongoing Project Director, Asst. Director/Counselor and peer mentors Asst. Director/ Counselor, Math and English Specialists, Asst. Director/Counselor, Math and English/Reading Specialists, SSS Staff, University Career Counselor Asst. Director/Counselor, University Counseling Center Project Director, Asst. Director/Counselor, University Fine Arts Coordinator Project Director, Director of Office of Persons with Disabilities Student Records (admissions, registration, financial aid) SSS Participants, Syllabus and peer mentors. Transcripts, Academic Probation Reports, Advisor and Degree Plan Coordinator Reports Degree Plans, SSS Academic Specialists Reports, Admissions Policy and Procedures manual Self Reports, results of inventories, self improvement workshops, motivational speakers Self Reports, Counselor and Advisor Reports, test and inventory results Campus Activities Bard, Multicultural Programs, Fine Arts Coordinator, Self reports, Office of Persons with Disabilities Method of Evaluation Outcome Evaluation form for students to evaluate our services. CAS (Council for the Advancement of Standards in Higher Education) standards evaluation form. The names of 70 % of eligible students will continue to appear in the SIS university and classes enrollment rosters and in the SSS Director s office files each year.

Texas A&M University-Corpus Christi 38 TABLE 35 COMPREHENSIVE PLAN OF ACTIVITIES TO MEET THE STUDENT SUPPORT SERVICES OBJECTIVES OUTCOME OBJECTIVE 5 The graduation rate for each cohort of participants will increase as follows: (1)First year graduation rate: 13% (2005-2006) Cohort (2)Second year graduation rate: 16% (2006-2007) Cohort (3) Third year graduation rate: 19% (2007-2008) Cohort (4) Fourth Year Graduation Rate: 22% (2008-2009) Cohort (5) Fifth Year graduation rate: 25% (2009-2010) Cohort Activities to Accomplish Objectives 1. Conduct Diagnostic evaluation, update IEP 2. Prescribe plan of student skills improvement 3. Provide Supplemental Instruction 4. Provide Supplemental Instruction for THEA Liable Students. 5. Provide SI for students enrolled in barrier classes 6. Support Supplementary Instruction with Tutoring on campus or on line. 7. Facilitate Academic Advising Timeline Personnel Resources Ongoing, as needed Ongoing, as needed Ongoing, as needed Ongoing, as needed Ongoing, as needed Ongoing, as needed Ongoing, and Mentoring as needed 8. Provide Career Counseling Ongoing, as needed 9. Monitor student progress toward academic achievement Ongoing, as needed SSS Staff, Academic Intervention Specialist Academic Specialists Tutors Academic Specialists Tutors Academic Specialists Math, English /Reading Specialists SSS Staff SSS Counselor, Career Counselor SSS Staff Test Results, SSS Contract, IEP, Grade and attendance reports Student Records, Transcripts Student Records, Class Syllabi, Teaching Resources, Collaboration with TLC and Faculty Student Records, Class Syllabi, Teaching Resources, Collaboration with TLC. Student Records, Class Syllabi, Teaching Resources, Collaboration with TLC. Student Records, Class Syllabi, Teaching Resources, Collaboration with TLC Student Records, class schedules, IEP, Degree Plan Student Records, Degree Plans, Self Evaluation Records, Career Center Student tracking, early warning and alert, student interviews and counseling sessions. Method of Evaluation Outcome Degree plans will be reviewed to make sure students are meeting their educational requirements. Students will complete their degree plans and apply for graduation.

Texas A&M University-Corpus Christi 39 TABLE 36 COMPREHENSIVE PLAN OF ACTIVITIES TO MEET THE STUDENT SUPPORT SERVICES OBJECTIVES OUTCOME OBJECTIVE: 6 80% of those retained will be in good academic standing with the institution. Activities to Accomplish Objectives Timeline Personnel Resources 1. Conduct Diagnostic evaluation Ongoing, as SSS Staff, Student Test Results, SSS Contract, and update IEP needed Services IEP, Grade and attendance 2. Prescribe plan of student skills improvement for participants 3. Provide Developmental Math and Writing/Reading Supplementary Instruction on campus or on line 4. Provide SI course based or non course based remediation for THEA Liable Students on campus or on line 5. Provide Supplementary instruction for students enrolled in barrier classes on campus or on line 6. Support Supplementary Instruction with Tutoring on campus or on line 7. Facilitate Advising and Mentoring Ongoing, as needed Ongoing, as needed Ongoing, as needed Ongoing, as needed Ongoing, as needed Ongoing, as needed 8. Provide Career Counseling Ongoing, as needed 9. Monitor student progress toward academic achievement Ongoing, as needed Academic Spec. and Intervention Specialist Math, English/Reading Specialists, Tutors Math, English/Reading Specialists Tutors Math, English/Reading Specialists, Tutors Math, English/Reading Specialists, Tutors Project Director, Academic Specialists, Asst. Director /Counselor, Career Counselor SSS Staff reports Student Records, Transcripts and Grade Reports Student Records, Class Syllabi, Teaching Resources, Collaboration with University Faculty Student Records, Class Syllabi, Teaching Resources, Collaboration with TLC and University Faculty Student Records, Class Syllabi, Teaching Resources, Collaboration with University Faculty Student Records, Class Syllabi, Teaching Resources, Collaboration with University Faculty Student Records, class schedules, participant schedules, IEP Degree Plans, Career Center, self evaluation records Ongoing interviews and counseling sessions. Method of Evaluation Outcome Comparisons are made between the total TAMUCC non-eligible population's GPA levels by class and the SSS Project participants' GPA levels by class and cohort to measure the differences in levels of attainment, and provides a baseline evaluation of the impact of SSS services 80% of those retained will be in good academic standing with the institution.

Texas A&M University-Corpus Christi 40 TABLE 37 COMPREHENSIVE PLAN OF ACTIVITIES TO MEET THE STUDENT SUPPORT SERVICES OBJECTIVES OUTCOME OBJECTIVE: 7 70% of SSS THEA liable participants will pass the test and transfer from lower division to upper division classes each year. Activities to meet objectives Timeline Personnel Resources 1. Identify THEA liable participants Upon admission to SSS and each Intervention and Academic Specialist Student Records, Test Results semester 2. Administer a THEA Test to Ongoing, as Intervention, Student Records, Grade determine challenging areas 3. Prescribe plan of student skills improvement for participants 4. Provide Supplemental Instruction 5. Facilitate Faculty Advising and Mentoring 6. Facilitate student application for next THEA administration deadline 7. Monitor student progress toward THEA Test compliance, completion needed On going, as needed Ongoing, as needed Ongoing, as needed Ongoing, as needed On going as needed and before priority deadlines Academic Specialist Intervention, Academic Specialist Intervention, Academic Specialist /Tutors Project Director, Faculty Advisors, Academic Deans Academic Specialists, Project Counselor Reports/Transcripts Copies of THEA Booklets, TLC Pre THEA workshop Student Records, Class Syllabi, Teaching Resources, Student Records, class schedules, participant schedules, IEP THEA Test Schedules and Catalogues, Application brochures Student tracking, supplemental instruction and ongoing interviews Method of Evaluation Outcome THEA Liable students will take a diagnostic test; follow a prescribed test preparation program. SSS participants will pass the THEA and transfer to upper division classes, therefore, getting closer to attaining their graduation goal.

Texas A&M University-Corpus Christi 41 TABLE 38 COMPREHENSIVE PLAN OF ACTIVITIES TO MEET THE STUDENT SUPPORT SERVICES OBJECTIVES OUTCOME OBJECTIVE 8 Activities to meet objectives 1. Identify undeclared majors and meet with them to discuss the need to declare a major. 2. Conduct diagnostic evaluation and/or career inventories 3. Update IEP s, prescribe a plan for determining a major and career 4. Provide Career counseling 5. Investigate specific career opportunities 6. Monitor student progress toward final career decision 70% of SSS Participants with undeclared majors will declare a major by the end of each year cycle. Timeline Personnel Resources Beginning of each year cycle and semester Beginning of each year cycle and needed After diagnosis evaluation (item 2) On going, as needed Intervention and Academic Specialists Student interviews and records Career Center, Counseling Center, Online resources Student records, inventory reports, Career services resources and online resources Counselor Intervention and Academic Specialists Student records, inventory reports, Career services resources and online resources On going Career Center, Bell library, Job and Career fairs, internships, workshops Ongoing Academic advising Office, mentoring sessions, correspondence, exit interviews Method of Evaluation Outcome Compare the percentage of the SSS population who declared a major and signed a degree plan to the university s non-eligible population by cohorts each year. 70% will declare a major by the end of the first year of enrollment in the SSS program. This decision will create goals used to determine course selection and activities leading to graduation.

Texas A&M University-Corpus Christi 42 TABLE 39 COMPREHENSIVE PLAN OF ACTIVITIES TO MEET THE STUDENT SUPPORT SERVICES OBJECTIVES PROCESS OBJECTIVE: 9 Each semester 85% of the participants will attend two SSS approved functions that may include academic advising, cultural, social, educational events, workshops, field trips, and career oriented issues. Activities to Meet Objectives 1. Conduct workshops, seminars and field trips that SSS students would otherwise not have the opportunity to attend. 2. Inform student of SSS, faculty or business professional mentor 3. Sponsor off- campus cultural and/or career events 4. Announce regular campus and off- campus events to SSS Participants 5. Create an advisory committee for SSS composed of participants, faculty, staff, outside consultants to advise on issues fostering a good institutional climate Timeline Personnel Resources Each Semester and ongoing Beginning of each Semester Ongoing as resources allow Ongoing Meet at least once per semester SSS Staff, Project Director, Intervention and Academic Specialists SSS Staff Project Director and SSS Staff SSS Staff Campus Activities Board, Multicultural Programs, Career Center, Counseling Center, Disabilities Office, Performing Arts center, TAMUCC faculty/staff, Visiting Speakers, Career Center activities and career fairs Student Records, Registration, e-mail, welcome card, SSS Open house. Newspaper Weekly, external agencies, University Outreach SSS newsletter, mass e-mail, Mentor list, Island Waves. TAMUCC Faculty Participants Career Counselor Director for the fine Arts, Dean of University Outreach and Multicultural Programs Director Method of Evaluation Outcome CAS (Council for Advancement of Standards in Higher Education) standard evaluations will be administered in all of SSS conducted events. Attendance list will be provided to follow up students on the success of individual events sponsored by other groups. 85% of the yearly 160 participants will have participated in at least two cultural events and create a feeling of belonging to the institution to foster a good campus climate for retention.

Texas A&M University-Corpus Christi 43 INSTITUTIONAL COMMITMENT TAMUCC assures that Section 427 of GEPA, enacted, as part of the Improving America's Schools Act of 1994 will be followed fully with respect to resources. The university ensures equitable access to and participation in the SSS Project for all participants and staff members. 1. THE EXTENT TO WHICH THE INSTITUTION HAS COMMITTED FACILITIES, EQUIPMENT, SUPPLIES, PERSONNEL AND OTHER RESOURCES. The granting of federal funds for a SSS Project at TAMUCC brings with it a commensurate responsibility on the part of the institution. To demonstrate the extent of our commitment to the project, TAMUCC will commit numerous institutional resources, equipment, supplies and personnel to the project. The University Administration has endorsed the project, and pledged full support for a successful implementation. The Provost/Vice President for Academic Affairs is committed to making the objectives of the SSS Project known to all of the university's administration, faculty and staff to facilitate a successful implementation of the project. Their assurances of full support for SSS students and SSS staff is outlined in the Plan of Operation section of this proposal and is further substantiated by their letters of support. The SSS Project and its staff will be highly visible on campus, and all levels of the university administration will be fully accessible to them. FACILITIES The SSS Project will be housed within the University Center the heart of student activities on the third floor, where the staff currently occupies an open semi circular space. The program also has two tutoring/computer labs located in the second and third floor fully accessible to persons with disabilities. The building has state of the art disability accessible elevators, doors, restrooms, and ramps. Also located in this building is the Counseling Center, Student Activities, Student Government, the Island Waves student newspaper, Multicultural Programs, Campus Activities Board, NCBI Diversity Program, and Student Services. Down stairs are Wells Fargo Bank, the University bookstore, and food services.

Texas A&M University-Corpus Christi 44 Close to this building is the University Library, which houses the Tutoring and Learning Center Lab (TLC) and two additional computer labs for student use. Ample parking including Disability parking is available for participants at the West Entrance of the University Center with a canopy for students that utilize the B Bus. TAMUCC is proud of the fact that its buildings are in compliance with current ADA standards. The university relieves the apprehensions of individuals with disabilities by anticipating and accommodating as many of their needs as possible. Special restroom facilities and accessible doors are installed in all buildings. Ramped sidewalk and curbs and campus walkways are accessible to individuals who are movement or visually impaired. The University Counseling Center is located across the East Entrance within walking distance from the SSS Office and serves as an excellent resource for the SSS Project because of the availability of services that will coordinate with the SSS Project activities EQUIPMENT According to the new U.S. Department of Education regulations, equipment is now defined as having a life expectancy of longer than two years and a purchase cost of $5,000 or more. TAMUCC has adopted this definition for equipment to be purchased for or through the SSS Project. This definition will also be used in specifying equipment and supplies in this section. In recognition of the extensive data collection and record keeping inherent in this important program, and to facilitate access by SSS staff to appropriate student data, the university has committed to the SSS program the use of its mainframe system. Since the university has no piece of equipment valued at $5,000 or above committed to the SSS Project, all other equipment, which will be available to the SSS Project, is listed in the Supplies section which follows. TAMUCC's administrative computer system serves over 300 personal computers, including those used in the SSS office. These computers provide electronic mail, word processing, spreadsheet, and database functions to its users. Connections to the computer are made through the campus mainframe. TAMUCC developed its student data management software, Blumen in-house. Student applications, class rosters,

Texas A&M University-Corpus Christi 45 midterm tracking grades, student financial accounts, and transcripts are stored on the database, this information may be accessed by faculty and administrators served by the computer system throughout the campus as well as by the SSS Office and can be retrieved by logging into the system and requesting access. SUPPLIES The SSS Project will have the advantage of continuing to access existing equipment already housed in the current SSS office. Computers for SSS Study Labs are provided and furnished by the University Student Affairs Division. Internet access and computer maintenance and basic software is also provided by the institution. This will result in a significant reduction in the amount of new equipment needed as well as the efficient utilization of existing equipment. The university has committed the following equipment to the SSS Project: Assessment Equipment - 4 computerized assessment stations including computer and internet access in the second floor, University Center. 4computerized assessment stations including computer and internet access in the third floor, University center. The total value of Assessment equipment to be provided by the university is estimated at $ 6, 200. Located in the SSS Study Lab, university Center. Computer-Aided Learning Equipment - A lab of 25 IBM computers equipped with voice cards/ headphones located in the TLC 3 Hewlett Packard laser printers, 2 TV/VCR systems. Learning and Assessment Supplies housed in the TLC and the University THEA and Testing Center ASSET Academic Assessment Packages COMPASS Software for academic assessment ACT Study Skills Inventory. INVEST, Skills improvement computer-aided software SIGIPLUS, Computerized career exploration software (updated annually with current information Texas Career Search, state career exploration software Career Library with resources to assist students in job-search, interviewing and resume writing COPS COPES and CAPS Career Assessments. Myers-Briggs Personality Type indicators Instructional Videotapes General Office Supplies including papers, pens, pencils, notebooks, etc. Instructional Office Supplies including materials for workshops. The total value of Learning and Assessment supplies available for the SSS Project by the university is estimated to be $31,200.

Texas A&M University-Corpus Christi 46 Office Furniture/ SSS Lab Furniture Available supplies designated as office furniture include desks and chairs for staff and students, phones, lockable filing cabinets, computer work stations, meeting room tables and chairs, classroom desks and tables/chairs, bookcases and shelving. The total value of Office Furniture provided to the SSS Project by the University is estimated to be $12,100 and furniture for two study labs totaling at $10,000. The total value of these supplies to be provided by the university to the SSS Project is estimated to be $ 89,500. Supplies Requested for Purchase with Grant Funds TAMUCC is fortunate to have the previously listed materials and supplies available for the SSS Project. However, we will need to update software and a printer to assure that computers dedicated to record keeping, compliance of the grant funds and data is constantly available. PERSONNEL Specific current personnel at the institution will directly assist SSS staff and participants and the resources they will commit include the following: Resource Areas Vice President For Academic Affairs Director of Financial Aid Director of Counseling and Assessment Registrar/Director of Admissions Director of Planning and Research Director of Computer Services Table 40 Resources Committed Commitment Administrative support and direct access to the president Identify and refer prospective participants, Provide financial aid counseling, Conduct financial aid workshops, Assist with application completion, Process applications electronically, identify financial need, Develop aid packages, Monitor satisfactory progress, Assist student in applying for financial aid at transfer institutions, Provide opportunities for self-assessment, Provide career counseling, Provide career assessment, Interpret ACT Study Skills Inventory Promote SSS Project, Identify prospective participants, Ensure admissions requirements are met, Make grades available to staff, Monitor transfer students, Share transfer information, Assist with course selection, Assist with registration Collect and analyze data on participants, housing and interpretation of transfer data, from junior institutions, Collection of student demographic data, Collection of baseline data on retention, graduation and transfer rate Help identify prospective participant, Collect data on participants, Provide access to LAN, Provide staff and participants with computer use account numbers, provide access to

Texas A&M University-Corpus Christi 47 Director of Career Placement Director of Special Populations Director of Tutoring and Learning Director of Testing Academic Faculty Campus Pipeline and the monitoring system, Provide Access to SIS, Help with logistics of creating the on line learning communities (ED SS SAIL) Provide career counseling, Provide career assessment, Interpret career assessment, Help with goal identification, Assist in the development of IEPs Provide Access to CAI Career Software, Collaborate with staff in conducting workshops, bringing speakers and recruiters, assisting with interviewing and resume writing skills development, prepare resume folders. Identify physically and learning disabled students, Identify accommodation needs, Communicate need to faculty and staff. Provide Space, Tutoring and instruction, Provide Use of Computers, Provide Testing and Assessment CAI Facilities, Provide use of remedial materials to the project tutors and Supplementary Instructors, provide referrals of eligible participants for identification and selection process, facilitate enrollment in English 0999, Math 0999, and Reading 0999 developmental classes, collaborate with project Supplementary Instructors who will supplement skills taught in the developmental classes, facilitate enrollment and monitoring in THEA Course Based Remediation and Non Course Based Remediation. Provide ACT, TASP, GRE and MAT and other testing administration services, provide information on THEA Test takers and results to Staff, Provide space for test taking and for test taking workshops, Assist with Providing data for evaluation of objectives, Provide access to instruments for initial assessment Provide Academic Instruction, Provide Academic Advising, Collaborate with Project Supplementary Instructors and Tutors, Refer students in academic jeopardy to project staff, help monitor participants academic progress, Collaborate with staff in degree plan completion, volunteer to be Faculty Mentors OTHER SERVICES AND RESOURCES Library Services the campus library houses over 1.1 million volumes, subscribes to over 2,800 periodicals and newspapers and provides computer access to a number of others. On request, the library can locate and borrow books through interlibrary loan services. The library staff conducts orientation sessions to assist students in becoming familiar with the library and its services and strives to encourage students to make use of all materials available. 126 computers are available for student use in word processing, library searches, and other software programs provided through TAMUCC's network. The library staff will commit to provide students with a special orientation to the library services and will give additional personal services on an ongoing basis to assist the SSS participants in learning to use the library successfully. Counseling Center Services are available to all TAMUCC students. The university provides, free of charge, initial counseling services by a qualified and trained counselor. Any student needing more extensive counseling is referred to a

Texas A&M University-Corpus Christi 48 licensed psychologist with assistance from TAMUCC counseling staff. The TAMUCC Counseling Center will provide special workshops for SSS students to assist them with personal development issues such as stress and time management. Student Life Services: Provides SSS participants the opportunity to attend cultural, educational, social events on campus, and the opportunity to select from over 100 student organizations. Also provide students with a campus climate that is supportive, inclusive and accepting. The Business Office: The office has committed to provide to the SSS Project help with the SSS budget, billing, purchase orders, Grant aid allocation to students, expenditures of funds and record keeping. 2. THE DEGREE TO WHICH THE APPLICANT HAS ESTABLISHED ADMINSTRATIVE AND ACADEMIC POLICIES THAT ENHANCE PARTICIPANTS' RETENTION AND IMPROVE THEIR CHANCES OF GRADUATION FROM THE INSTITUTION. ADMINISTRATIVE POLICIES The administrative policies which enhance participants' retention and chances of graduation at TAMUCC include selective and alternative admissions, Class enrollment limits, Attendance, Books, Textbooks on reserve. Selective and Alternative Admissions TAMUCC is both an ACT based selective admissions post-secondary educational institution as well as alternative admissions for underrepresented groups. This combination of selective and open/ alternative admissions policy exists to provide for the greatest opportunity for less academically prepared students to attempt post-secondary education. High School GPA and ACT/SAT Scores as well as other previous personal leadership qualities are taken into consideration Class Enrollment Limits Class sizes are limited to numbers specially designed for the student to be successful. The Student/Faculty ratio averages no more than 25 to 35 students per instructor. In addition, for the development classes, class size does not exceed 25 students. This academic policy clearly demonstrates TAMUCC's commitment to providing education to students using a more individualized approach. It also offers clear evidence that developmental

Texas A&M University-Corpus Christi 49 classes are recognized as being extremely important to the retention and continued academic success of the under prepared, disadvantaged student. Attendance TAMUCC recognizes that classroom attendance is very important for the academically under prepared student. It also recognizes that disadvantaged students cannot financially afford to repeat courses just because they did not attend class the first time. Every effort is made by faculty to document attendance. Every effort is made by the TLC Lab to assist the instructors by checking up on students who fail to attend. Books If a student officially withdraws from a course during the first two weeks of the semester, the books may be returned to the Bookstore for a full refund if they are unmarked and in good condition. This administrative policy prevents a low-income student from being punished financially for withdrawing for a course in a timely manner. Textbooks on Reserve The University will place textbooks on reserve in the Library. Students who are unable to afford to buy textbooks, or who are waiting for their financial aid award will be able to use. This policy recognizes that the lowincome students should not be penalized for been unable to afford to textbooks. ACADEMIC POLICIES Incomplete Grades Students receive and a grade of IP (Incomplete Passing) with instructor approval on course work begun but not completed within the semester. Students have one year to complete the required work. Satisfactory Progress satisfactory progress toward graduation is required for a student to remain in school. Minimum progress standards are as follows: (1) 0-30 semester credits 2.00 cumulative GPA, (2) Greater than 30 semester credits - 2.25 cumulative GPA. 3. THE EXTENT TO WHICH THE APLICANT HAS DEMONSTRATED A COMMITMENT TO MINIMIZE THE DEPENDENCE ON STUDENT LOANS IN DEVELOPING FINANCIAL AID PACKAGES BY COMMITING INSTITUTIONAL RESOURCES The Financial Aid Office policy is not to volunteer offers student loans unless requested by the student. Award letters and initial financial aid packages include primarily grants and loans are made only if there is no other source of funds. Financial aid packages include only grants, scholarships and work-study. Loans must be requested. TAMUCC is one of few top

Texas A&M University-Corpus Christi 50 regional universities where the Financial Aid Office as low income validates 50% of student records. Most other selective admissions universities typically check only 33% of student records risking abuse of the Financial Aid System. For FY 2005, the University dedicated an additional $1,000,000 to scholarships for needy students. Retention and Enrollment Management Policies In 1997, TAMUCC's President created the office of Enrollment Management Services. The Dean of Enrollment Management services created and named the Enrollment Management and Retention Services Committee. The members have spent this past year studying the enrollment management and retention needs, and developing policies regarding the improved retention of students. Last year, the Foundation and the Development Office paid almost $454,284 in academic and athletic scholarships to students based on need. TAMUCC is committed to developing means to minimize student dependence on loans. Some specific efforts TAMUCC has made to reduce dependence on student loans are: (1) providing help for needy students with tuition and fees, (2) free tutoring, (3) federal and institutional work study, (4) the development of private scholarships provided through the university foundation, (5) commitment to give SSS low income students priority for financial aid (See commitment letter from the Financial Aid Officer under Appendix A: Letters of Commitment. (6) Waiving of Testing fees or orientation fees for needy students. 4. THE EXTENT TO WHICH THE APPLICANT HAS ASSURED THE FULL COOPERATION AND SUPPORT OF THE ADMISSIONS, STUDENT AID, REGISTRAR AND DATA COLLECTION AND ANALYSIS COMPONENETS OF THE INSTITUTION. FINANCIAL AID OFFICE The Financial Aid Office will make available substantial amounts of staff time and will open its student financial aid records fully to the project to the degree appropriate to student confidentiality. Financial Aid staff will also assist SSS staff and participants by providing information and technical assistance regarding the availability and application process for financial aid from all sources through the following avenues: (1) Financial aid workshops, (2) Individual financial aid counseling, (3) Provide help in completing financial aid forms, (4) Create financial aid packages that offer participants the maximum amount of aid necessary to meet their academic financial needs.

Texas A&M University-Corpus Christi 51 ADMISSIONS/REGISTRAR'S OFFICE/ASSESSMENT AND TESTING Admissions and Records Office personnel will provide significant assistance to the SSS Project by referring students to the project and making information regarding admission, test scores, and intended degree program of new students available for SSS staff. Similarly, the Registrar will assist SSS staff by making all student records accessible and supplying student data when requested. Transcripts and grade point average will be readily obtained from this office by the SSS staff. This office provides: (1) Identification of first generation students, (2) Collection and maintenance of SSS participants records (transcripts, test scores, high school records, (3) Registration of SSS participants (including early appointments for SSS participants), (4) Transmission of student records to senior institutions, (5) Assistance in getting up to date information on academic standing (printed information for SSS student individual files), (6) Listings of eligible students based on ASSET, COMPASS and ACT scores, (7) Recruitment of traditionally underrepresented groups, (8) Assistance in conducting academic alert/progress checks on students, (9) Referral of eligible students to the SSS offices. COMPUTER SERVICES TAMUCC is fortunate to have one of the most advanced computer services in the state. This expertise will be directly available to the SSS staff and participants. The university's computer services director will work closely with the Project staff, providing technical assistance with tracking and monitoring. He will help to establish the SSS database and connect the SSS computer equipment into the networked mainframe. He and his staff will be available to the SSS Project on a continuous basis through the grant period and will provide the following: (1) Perform basic system inquiries, (2) Assisting with getting requested data from mainframe, (3) Processing of basic student data, (4) Network equipment support and assistance, (5) assistance with tracking and monitoring. OFFICE OF PLANNING, RESEARCH AND INSTITUIONAL EFFECTIVENESS The Office of Planning and Institutional Effectiveness coordinates data collection and analyzes statistics appropriate to the continuation of the university. This office will aid the SSS Project in data gathering and interpreting data for reports. Office of Planning and Institutional Effectiveness staff will also supply institutional statistics needed for the accurate

Texas A&M University-Corpus Christi 52 completion of all necessary reports including: housing and interpretation of transfer data from senior institutions, collection of student demographic data, collection of baseline data on retention, graduation and transfer rates. QUALITY OF KEY PERSONNEL The staffing plan must provide maximum professional support to both participants and program. 1. QUALIFICATIONS REQUIRED OF THE PROGRAM DIRECTOR INCLUDING FORMAL EDUCATION AND TRAINING RELATED TO THE OBJECTIVES AND EXPERIENCE IN DESIGNING, MANAGING, AND IMPLEMENTING AN SSS PROGRAM. The Program Director (100%, 12 months) administers the SSS Program and is responsible for its ultimate success. This key position must be occupied by an efficient, self-motivated individual with excellent administrative, managerial, and communications skills. The SSS Director reports directly to the TRIO Director. The current Director, Ms. Lucy Torres, has an M.A. in Interdisciplinary Studies in Counseling and Mexican American Studies from TAMUCC. She has ten years of experience in student development, and her background reflects the population SSS serves. Responsibilities Qualifications Responsible for the overall SSS Program Hire, train, supervise, and evaluate SSS staff Identify eligible participants; develop methods to encourage applications from members of traditionally under-represented groups; oversee the student selection process Develop and coordinate participant needs assessments, evaluations, and follow-up system of orientations, workshops, and supplemental instruction Coordinate the tutoring and mentoring functions; develop orientation workshops and supplemental instruction for students. Develop methods to document participant success and attainment of program objectives Manage program budget, expenditures of federal funds, and reports to the US Department of Education Master's Degree (or above) in counseling, education, or administration; a minimum of two years administrative experience in an educational setting; strong organizational and supervisory skills Previous experience in selection, training, and management of staff Previous experience working with low-income/or academically disadvantaged or disabled populations Background similar to that of the participants preferred, free from racial/ethnic biases Previous experience in management of an education related federal program Previous experience in management of budgets and report procedures of federal programs

Texas A&M University-Corpus Christi 53 Establish and maintain liaison with the Offices of Student Affairs, Students with Disabilities, Academic Advising, Academic Testing, Career Services, Core Curriculum, Financial Assistance, Admissions and Records, Registrar, Planning and Institutional Effectiveness, University Counseling Center, etc.; disseminate information about the SSS Program to the university and community; represent the program at meetings Ability to communicate effectively with students, staff, faculty, administration, and community 2. QUALIFICATIONS REQUIRED OF OTHER PROGRAM PERSONNEL INCLUDING FORMAL EDUCATION, TRAINING, AND WORK EXPERIENCE IN FIELDS RELATED TO THE OBJECTIVES. ASSISTANT DIRECTOR / INTERVENTION SPECIALIST The Assistant Director/Intervention Specialist (100%, 12 months) assists the Director with administration, reports, and coordination of all activities related to SSS. The position requires a bachelor s degree, some graduate coursework, and experience or training with disabled populations and financial aid. This person Provides academic assessment, planning, monitoring and coordinating the identification, assessment, and academic planning and placement of eligible participants Responsibilities Assist the Director with administration of SSS Program Develop methods to manage participant intake documentation, participant success and attainment of program objectives; assist Director with supervision of staff; establish, evaluate, and revise information and reporting systems; establish/maintain liaison with collaborative university departments Develop and conduct orientations (in-services) for staff, students, and faculty Coordinate the counseling and tutorial functions of the program and actively assist in advising students; Coordinate and assist in providing workshops, training sessions, and supplemental instruction for student participants Qualifications Bachelor s Degree or above in psychology, human science or administration. Some graduate coursework, a minimum of two years administrative experience in an educational program Previous job experience working with lowincome/or academically disadvantaged or disabled populations and in an education related federal program Prior experience in supervision of a federal program preferred Ability to communicate effectively with students, staff, and community; strong organizational and supervisory skills; background similar to that of the participants and freedom from racial/ethnic biases The current Intervention Specialist, Ms. Carmen Ortiz, obtained a Bachelor s Degree in Human Science from Texas A&M University-Kingsville and is currently working on her Master s in Sociology. She

Texas A&M University-Corpus Christi 54 has nine years experience with TRiO programs at Texas A&M University-Kingsville and TAMUCC and is representative of the population served. Program Assistant (100%, 12 months) supports the Director and Assistant Director in all activities. This position requires some college, four years experience in office administration and customer service, strong organizational skills, bilingual English/Spanish, able to work with diverse populations, good communication and writing skills. Program Assistant is in charge of payroll, appointments, scheduling, travel arrangements/forms, reimbursements and mentoring and will also supervise student workers in basic office procedure related to phones, messages, appointments, and supplies. Academic Specialist: Math / Data Specialist (100%, 12 months) meets the daily demands of entering data into Blumen (data tracking program), maintaining the SSS web site, and tutoring Math as needed. A bachelor s degree in Math, Computer Science or Computer Information Systems and one year experience in data entry and tracking systems is required. Academic Specialist: English (45%, 12 months) is responsible for tutoring, workshops and supplemental instruction in English, composition, reading, and standardized test preparation (THEA, GRE, GMAT, MCAT, LSAT). Experience in tutoring, individualized and small group curriculum development, a master s degree or advanced coursework in composition / rhetoric / English are required. In addition, the two academic specialists will have experience working with low income populations and have some knowledge of pedagogy for disabled persons and also will be representative of the eligible population. Mentors / Tutors (4) will be hired depending on student tutoring needs in writing, reading, science and math. Mentors / Tutors must have an acceptable GPA and/or proof of expertise in the field of tutoring and three faculty recommendations. They must be able to tutor and mentor diverse populations and must have flexible and engaging personalities. All SSS Staff will document contact with and services provided to students for the Blumen Database and for the Director s Monthly Progress Report. They will also be expected to attend a university sponsored

Texas A&M University-Corpus Christi 55 National Coalition Building Institute (NCBI) Celebrating Diversity workshop, develop a knowledge of university and community resources and services, provide academic, career, social, personal, financial, transfer mentoring to participants as needed, provide periodic workshops on stress management, test taking, employment, personal skills, etc., and take training for handling disability cases as needed. 3. THE PLAN FOR EMPLOYING PERSONNEL WHO HAVE SUCCEEDED IN OVERCOMING BARRIERS CONFRONTING THE PROGRAM'S TARGET POPULATION. Texas A&M University-Corpus Christi is an equal opportunity employer and does not discriminate on the basis of race, creed, color, sex, age, national origin, sexual orientation, or disability in its admissions, access, treatment, or employment in programs and activities. Priority will be given to applicants who themselves come from a low income, first generation background and from the low-income area where the target SSS Eligible population resides. GEPA guidelines cited in the Statement of the Need as criteria for selecting participants will also be used in selecting employees. Position openings will be announced through standard media and will include a brief description of the responsibilities, skill and education requirements, salary, a closing date for applications, and a contact or website for applications and information. The announcements will also describe the target population of the program. The university uses selection committees for application screening and interviewing, and the Affirmative Action / Human Resource Director must approve all hiring processes. Salary for all positions is based on qualifications, experience and availability of funds. BUDGET THE SSS-BUDGET IS REASONABLE, COST EFFECTIVE, AND ADEQUATE The following is the detailed budget narrative for the first year of operation (2005-2006) as well as the proposed 5 years (2005 2010) with at least a 5% increase each year after that. The budget has been developed after careful planning, a review of resources available at the university, consideration of

Texas A&M University-Corpus Christi 56 institutional policies, and determining the needs of the SSS Project design. Benchmarking with other universities was also done in preparing the budget. PROJECT PERSONNEL The budget request of $200,583 for year one includes full time personnel/part time personnel and fringe benefits costs calculated at 30% for the 100% Director, the 100% Intervention Specialist, the 100% Program Assistant, 100% Data Specialist/Academic Specialist Math and one 45% Academic Specialists English /Reading. It also includes part-time personnel costs for the 4 Tutors/mentors at ten-to-eighteen hours per week with an hourly rate ranging from $6.50-$12.50 based on experience, education and ability to tutor multiple subjects. The personnel structure will provide a stable foundation for optimum attention to the needs, academic progress, retention and graduation of SSS participants. Each salary is increased by 3% per year (based on availability of funds). A total of $21,000 covers the time and effort for the 4 tutors who are wage earners and paid by the hour. Tutor positions are filled by university students in compliance with TAMUCC fiscal policy, which sets hourly workers at no more than 18 hours per week or 72 hours per month without fringe benefits. Personnel Time Span of time 2005/6 2006/7 2007/8 2008/9 2009/10 Project Director 100% 12 months 44,319 Intervention Specialist 100% 12 months 35,195 Data/Academic Specialist 100% 12 months 24,269 Math Academic Specialist Part time 10,800 Reading/Writing Secretary 100% 25,000 Tutors (4) Pay rate ($6-$12.50) 21,000 Total 160,583 FRINGE BENEFITS/ TOTAL PERSONNEL 2005/6 2006/7 2007/8 2008/9 2009/10 Fringe 38,635 Total Personnel and Fringe 199,218 TRAVEL

Texas A&M University-Corpus Christi 57 The budget stipulates $5,365 and includes both staff and participant travel. The Director request includes travel to the national TRiO conference to keep up with TRiO legislation, information, network and gain skills from experience TRiO professionals to improve local program. Project Director s travel includes airfare of $450; lodging and meals, $325; and registration of $500 for one national conference and mileage of $150 for a regional conference registration $300 and food and lodging of $275 for year one. A travel amount of $1,365 has been allocated for a regional and/or a state conference. Participant travel of $2,000 includes admissions and travel costs to attend cultural activities off campus, career sites and a trip to a leadership conference at other institution once a year to meet the cultural component objective. Staff Travel 2005/6 2006/7 2007/8 2008/9 2009/10 Project Director national meeting 3,365 Participant Travel 2,000 Cultural, career, edu. events Other Travel Total Travel 5,365 SUPPLIES AND EQUIPMENT The SSS Program request $5,500 for supplies and equipment. $2,500 is needed to upgrade existing computers and printer in the program. Also, $3,000 is needed for office supplies, including toner for network printer, general materials, tutoring supplies and materials for workshops, brochures, and leaflets, printing costs to disseminate information about the project to the university community. Supplies & Equipment 2005/6 2006/7 2007/8 2008/9 2009/10 Computer upgrades 1,500 Printers 1,000 Office Supplies 3,000 Total 5,500 CONTRACTUAL SERVICES: No funds are budgeted. The university will pick up all costs associated with contracting of consultants, technical assistance, computer hardware/software and telecommunication maintenance service costs.

Texas A&M University-Corpus Christi 58 OTHER COSTS: Grant Aid to Student: $8,800 will be allocated to the first/second year students with higher need. TOTAL PROJECT COST 2005/6 2006/7 2007/8 2008/9 2009/10 Total Direct Costs 210,083 Total Indirect Costs 16,807 Total Aid to Participants 8,800 Total Project Cost 235,690 The entire five-year budget is included as part of the required data needed alongside the assurances and can be found at the beginning, prior to the proposal narrative. EVALUATION METHODOLOGY THE METHODS OF EVALUATION ARE APPROPRIATE FOR THE PROJECT AND INCLUDE BOTH QUANTITATIVE AND QUALITATIVE METHODS The TAMUCC SSS Project Staff will evaluate the Project at several levels implementing methods, which provide a goodness of fit to the type and level of evaluation being made. The basis for its evaluation will be the implementation of the project on a management by objective supervision of the activities and processes. The record keeping systems of the project will provide for the collection of data for the evaluation measures. Strength of the SSS evaluation plan is the implementation of a computerized accountability system available on various software such as: FAMIS, CAS, SIS, COLLEGES, SAS, and SPSS. Computerized tracking will facilitate rapid and accurate compilation of project statistics that clearly track the progress in achieving objectives. The data is compiled monthly, by semester, and annually in a cumulative format. The SSS Project will use evaluation methods and techniques that vary in style depending on whether the objectives are process, performance, or outcome objectives, quantitative or qualitative or formative or summative. The evaluation plan provides for evaluation of very well identified objective and activity for the total project. The evaluation methodologies include: (1) Setting the performance or outcome criteria for each activity in measurable terms, (2) specifying the type of data to be collected, and if quantitative, also the scaling quality, (3) the time line and frequency for the collection of the data, and (4) indicating the source of documentation; all of which should lead to accurate, appropriate, objective, qualitative, and/or quantifiable outcomes for each objective and activity.

Texas A&M University-Corpus Christi 59 Instrumentation: The TAMUCC SSS Project has taken an approach that will encompass every aspect of the assessment in order to developing a model for evaluating each of the services provided, and the success of the project in making progress toward achieving its objectives. Questionnaires, Surveys, Assessment instruments, Intake Instruments and Academic evaluations will all be employed and tested for reliability and validity or instruments already deemed valid and reliable for the target population will be employed. Formative Evaluation: The evaluation requires formative evaluation methodologies to determine how well the objectives are being met. Formative evaluation provides for on going, continual feedback regularly scheduled at set intervals and, yields information that can be used to modify and improve existing services. It elicits data on as well as evaluations by SSS participants and staff. To help determine the needed changes and modifications in services to further improve academic progress. The evaluation model that the SSS Project will use provides a logical patter of action for providing effective services and evaluating those services as depicted in the figure below: Model of Recurring Formative Cycles for the Evaluation Methodology STEP 1 Project Objectives Selected STEP 4 Evaluation Data Analysis STEP 2 Pre-Assessment Diagnosis STEP 3 Procedures Implemented

Texas A&M University-Corpus Christi 60 As depicted by this figure, evaluation is a continuous process, involving various steps to determine the effectiveness of the project in meeting objectives. The following model details the action at each step. Model of Recurring Formative Cycles for the Evaluation Methodology Step 1 The objectives are an outgrowth of the purposes of the SSS Project, in addition to the needs of the participants. These objectives specify the types of accomplishments that participants will have to achieve to indicate the have acquired the knowledge, information, and/or skills. Step 2 is a pre-assessment evaluation of knowledge and/or skills the participants have upon entering SSS, or an assessment of the baseline services SSS provides. This step enables SSS staff to determine how many of the objectives have been met prior to the participant entering the project, and whether or not the participant possesses the required prerequisite information or skills needed to benefit from SSS services. The information that is derived from the pre-assessment is used to evaluate the appropriateness of the original objectives in terms of the participants; knowledge are/or skills. Step 3 is an outgrowth of the stated objectives and the learning needs of the participants. The services will be developed to maximize the attainment of the objectives, and will be modified as necessary. These procedures and activities have already been described in detail throughout this proposal, but particularly in the PLAN OF OPERATION. Step 4 evaluation, is a continuous process carried on throughout the entire project. Based on results of the evaluation information, feedback will be provided about the other components, which may influence additions, elimination, and modifications in all three of the other components. Evaluation will help determine if the procedures, services, and activities used have been successful in achieving the objectives. These evaluation methodologies will evaluate student achievement, diagnose learning and other problems, determine the effectiveness of particular procedures, activities and services, and act as guides to developing new services and activities, or modifying existing ones. The major purpose of these evaluation methodologies used by SSS is to provide information to improve project effectiveness. The project objectives indicate the opportunities and responsibilities that SSS provides to participants. If the formative evaluation has been carried out carefully, the summative evaluation that follows will be very easy to conduct and will simply document the degree to which they have been accomplished on an annual basis. In addition, these objectives and services will be evaluated from the perspective of the participants, SSS staff, TAMUCC counselors, administrators and other appropriate persons involved in the project. These

Texas A&M University-Corpus Christi 61 will determine the levels of satisfaction with services and effectiveness of the services and the impact of institution-wide involvement in the SSS Project. THE APPLICANT'S METHODS OF EVALUATION EXAMINE IN SPECIFIC AND MEASURABLE WAYS USING APPROPRIATE BASELINE DATA THE SUCCESS OF THE PROJECT IN IMPROVING ACADEMIC ACHIEVEMENT, RETENTION AND GRADUATION OF PARTICIPANTS. The SSS Project at TAMUCC will utilize evaluation methodologies that establish baseline data in the areas of academic achievement, retention, and graduation, then tracks the increases and/or decreases over time to establish if improvement has occurred as a result of SSS services. Some baseline data will be based on retention, GPA's and graduation rates of cohort groups such as the non-eligible students enrolled at TAMUCC. A four-step evaluation design applies to each project objective. The following worksheet table will be a sample of the evaluation methods: 1) Examine the data in specific and measurable ways since the objectives are already written in measurable terms. 2) Use appropriate baseline data; 3) Relates to student success i.e., academic performance, retention and graduation. Worksheet example is provided Evaluation Worksheet Process Objective 2 100% of newly admitted participants will have their needs assessed within 30 days of being admitted to the project. In addition, an Individual Development Plan (IEP) will be developed with the participants at the same time their needs are assessed. Data to be collected: Student records including transcripts, test scores, self reports, SSS application, and career analyses as well as the IEPs will be collected in order to determine the number of SSS participants having their needs assessed and IEPs developed. Step 1: Process Objective #2: Step 2: Pre-Assessment: Each semester, the number and percentage of SSS participants who have their needs assessed and who have IEPs developed will be determined. Step 3: Procedures: This data is accessed through the TAMUCC student information system and the SSS files. In addition, the services provided to participants in an effort to provide for participants need analysis and IDP development to the objectives stated levels are also evaluated to determine the level of effectiveness of each. Step 4: Evaluation: The percentage of SSS participants who have their needs assessed and who have IEPs developed will be evaluated. If certain services provided to SSS participants evidence less than satisfactory impact on meeting this objective, programmatic changes are made to the services that are offered to participants related to this objective.

Texas A&M University-Corpus Christi 62 Step 5: Objective: As a result of the pre-assessment step, the procedures step, and the evaluation step, changes can be made to the objective, a higher attainment level can be met. In the case of SSS not meeting its objective to assess all participants' needs and develop IEPs, steps 2, 3, and 4, are placed in motion again to determine if programmatic changes must be made to services provided to participants in order to meet the original objective. 2. THE APPLICANT INTENTS TO USE EVALUATION RESULTS TO MAKE PROGRAMMATIC CHANGES BASED ON THE RESULTS OF PROJECT EVALUATION. Blumen database will be utilized to collect a wide range of data on the demographic, educational, and current status of each participant. The information contained in the database will be extensive, and provide sufficient information for generating reports and measure the effectiveness of the project in meeting the purposes of SSS. Some of the specific items collected for formative evaluation are described in the following table: Formative Evaluation Required to Determine if Programmatic Changes are Necessary Activity Documentation Publicizing the project Selection Assessment Monitoring Academic Progress Academic Performance Service Log of presentations made Log of media releases Log of contacts established Log of referrals to the project, and by whom, dates Eligibility criteria Educational status of parents Low income status Ethnicity and gender status Academic achievement levels Results of standardized tests Results of inventoried in academic achievement, study skills, career interests, personality characteristics, etc. Individual Educational Plan complete with participant's goals, objectives, resources needed, and timelines Mid-term grades and transcripts Tutoring reports including grades prior and after tutoring Transcript of credit hours attempted /earned and cumulative GPAs Report of services provide: date, time, service by whom and how often Mentoring reports including: date, time, service by whom and how often

Texas A&M University-Corpus Christi 63 Accommodations reports including documentation of learning disability, accommodations required and received, satisfaction levels of accommodations assistants and of participants Referrals made to outside agencies, who/what, when, why Log of financial aid applications submitted by each participant, search for scholarships and support to apply for FAFSA Workshops presented, attendance rosters, satisfaction levels Attendance rosters, evaluation forms or cultural activities. In addition comprehensive sets of evaluations are made to the success of the project. Specifically they are: Participants Participants evaluate services provided by the Tutors Participants evaluate workshop presenters and presentations Participants evaluate the services provided by the Accommodation Assistants Participants evaluate the services provided by the Counselor/Advisor Participants indicate satisfaction levels with cultural trips Participants evaluate overall project services Participants evaluate their own progress SSS Staff Evaluate Participants: Tutors evaluate participants' motivation, attendance, effort, and progress in tutoring The Director and Advisor/Counselor evaluates participants' motivation, interest, effort levels, basic skills attainment levels, study skills and learning strategies abilities, and other factors necessary for satisfactory academic progress and performance SSS Staff Evaluate Each Other: The Counselor/Advisor and Director evaluate the performance of Tutors and learning styles Accommodations. The Tutors, Program Assistant, Counselor/Intervention Specialist, Data Specialist and Academic Specialists evaluate the supervisory performance of the Director. The Director evaluates the performance of the Assistant Director/Intervention Specialist Academic Specialists and the Program Assistant. All of these evaluations will be conducted on regular predetermined timelines. The results of these evaluations will be used in concert with all of the other formative evaluation results to make needed programmatic changes and improvements. Data for the formative evaluation will be gathered on a daily/weekly/event basis, submitted to the Data Specialist to input into the SSS participant database within one week of receipt, and reports will be

Texas A&M University-Corpus Christi 64 generated on monthly staff meetings. Note will be made of any objectives or activities that may need attention, or improvement. Appropriate staff assignments and steps will then be made to implement the programmatic changes deemed necessary. Summative Evaluation The TAMUCC SSS Project will use the same model of evaluation methodologies for its summative evaluation that it does for its formative evaluation. However, summative evaluation will also include a year-end external evaluation component to provide an objective analysis of data and to evaluate program compliance with EDGAR as well as completion of the Annual Performance Reports and the Close out Report at the end of the last year. The same evaluation methodologies; (developing and evaluating the objectives based on the pre-assessment activities; developing and evaluating the preassessment of activities) based on the objectives and procedures will be used on a comprehensive basis to determine whether SSS needs to make programmatic changes. Specific data that will be gathered for year end summative evaluation include: Objective #1: Objective #2: Objective #3: Objective #4: Objective #5: Objective #6: Objective #7: Objective #8: Objective #9: How many participants are selected? What is the total eligibility status of all participants? How many participants are assessed? Within how many days of admittance? How many participants develop IEPs? Within how many days of admittance? How often is each IDP monitored? When? What percentage of participants that are offered sufficient financial aid to meet their basic academic financial need? What percentage of participants were retained from fall to fall semester? What percentage of participants graduated each year? What percentage of participants retained attained at least a 2.0 GPA to be in good academic standing with the institution? What percentage of participants are THEA liable? Who many sections? What number of participant that declared major? What percentages are undecided? What percent of participants attended academic, cultural or career oriented events each semester? The data appropriate for the summative evaluation will be collected on a weekly/monthly/ or semester basis; entered into the SSS participant Blumen database within one week of receipt, generated in report form monthly, semester and annually; and then discussed at SSS staff meetings. Whenever reports

Texas A&M University-Corpus Christi 65 show evidence of problems with objectives or services offered, appropriate alternatives will be explored, and programmatic changes made accordingly.