Student Success and Support Program Plan (Credit Students) 2014-15

Student Success and Support Program Plan (Credit Students) 2014-15 District: _Citrus College College: _Citrus College Report Due Postmarked by Friday, October 17, 2014 Final Revision October 13, 2014 Email report to: cccsssp@cccco.edu and Mail report with original signatures to: Patty Falero, Student Services and Special Programs Division California Community Colleges Chancellor s Office 1102 Q Street, Suite 4554 Sacramento, CA 95811-6549

Instructions for Completion of the College Student Success and Support Program Plan INTRODUCTION The purpose of the Student Success and Support Program (SSSP) Plan (Credit Students) is for the college to plan and document how SSSP services will be provided to credit students 1. The goal of the Student Success and Support Program is to increase student access and success by providing students with core SSSP services, including (1) orientation, (2) assessment and placement, and (3) counseling, advising, and other education planning services, and the support services necessary to assist them in achieving their educational goal and declared course of study. More specifically, colleges are to: Provide at least an abbreviated SEP to all entering students with a priority focus on students who enroll to earn degrees, career technical certificates, transfer preparation, or career advancement. Provide orientation, assessment and placement, and counseling, advising, and other education planning services to all first-time students 2. Provide students with any assistance needed to define their course of study and develop a comprehensive SEP by the end of the third term but no later than completion of 15 units. Provide follow-up services, especially to students identified as at-risk (students enrolled in basic skills courses, students who have not identified an education goal and course of study, or students on academic or progress probation. INSTRUCTIONS AND GUIDELINES Please carefully review these instructions and resources, including relevant sections of the Education Code and title 5 regulations before completing the program plan for your college. The program plan is set up as a word document with sections to be completed. As you enter the narratives, the box will expand to accommodate the information provided. Please be sure to save the document as the program plan for the appropriate year before making revisions in following years. When complete, also save the document as a PDF file and email it as an attachment to cccsssp@cccco.edu with the name of the college and SSSP Credit Program Plan in the subject line. It is also necessary to mail the plan with the original signatures, along with the separate Budget Plan, by the due date. The program plan is to be submitted on an annual basis 3. When writing the program plan, assume that the reader knows nothing about your Student Success and Support Program and will have only your document to understand the manner in which the program will be implemented, and resources it will take (especially in terms of staffing). 1 Colleges operating SSSP programs for noncredit students must prepare a separate noncredit plan. The noncredit SSSP Plan will be developed in 2013-14. 2 A first-time student is defined as a student who enrolls at the college for the first time, excluding students who transferred from another institution of higher education, and concurrently enrolled high school students. 3 The program plan is now required on an annual basis due to new SSSP requirements focusing funding on core services, changes related to priority enrollment, mandatory core services, and the significant increases in funding in 2013-14 and additional increases expected in 2014-15. As implementation and funding stabilizes, this requirement may be revisited.

Be sure to include input from faculty, staff, administrators and students in the development of this plan (as per title 5, 55510[b]). Please provide sufficient detail to draw an explicit portrait of your college's SSSP activities and staffing. All state-funded SSSP services, procedures, and staff activities must be described in the program plan. Section 78211.5(b) of the Education Code permits districts and colleges to expend these categorical funds only on SSSP activities approved by the Chancellor. Activities and expenses described in the narrative section of the plan should also be detailed in the Budget Plan. The program plan explains those activities and presents the opportunity for colleges to fully describe implementation of the SSSP with respect to the regulations. The program plan should not be limited to state-funded activities. Describe all SSSP services, policies, activities and procedures in your college and/or district regardless of funding source. This provides a complete accounting of the planned costs and activities for the program each year. In districts with more than one college, the college program plans must also address the arrangements for coordination among the colleges. The program plan will be compared with the college's SSSP Year-End Expenditure Report to monitor for consistency. GENERAL INSTRUCTIONS The Student Success and Support Program Plan is divided into four sections. The Budget Plan is a separate document. I. Program Plan Signature Page II. SSSP Services a. Core Services i. Orientation ii. Assessment iii. Counseling, Advising, and Other Education Planning Services iv. Follow-up for At-Risk Students b. Related Direct Program Services i. Institutional Research ii. SSSP Technology c. Transitional Services Allowed for District Match III. Policies & Professional Development Exemption Policy Appeal Policies Prerequisite Procedures Professional Development Coordination with Student Equity and Other Planning Efforts Coordination in Multi-College Districts IV. Attachments Links to program resources are provided on the last page of this document to assist with the development of your SSSP Plan.

College: _Citrus College District: _Citrus College P a g e 1 SECTION II. STUDENT SUCCESS AND SUPPORT PROGRAM SERVICES Directions: For the following SSSP services: (a) orientation, (b) assessment and placement, (c) counseling, advising, and other education planning services, and (d) follow-up services for at-risk students, describe the approach your college is taking to meet its responsibilities under title 5 section 55531. Include the target student audiences, the types of activities, service delivery strategies, partnerships, staff, resources, technology and research support assigned to provide services. Report projected expenditures related to these items in the Budget Plan. IIa. Core Services i. Orientation 1. Describe the target student audience, including an estimate of the annual number of first-time students to be served. Describe the delivery methods (in groups, online, etc.) and activities that will be provided. Describe any partnerships among colleges or with high school districts, workforce agencies, or other community partners that assist with providing orientation. Describe at what point(s) in the student s academic pathway services are provided (before registration, at 15 units, etc.). During the 2012-13 academic year, Citrus served over 6000 students with assessment and orientation. Because of the offering of additional course sections, enrollment priorities, and new mandates for required orientation for the 2014-15 year, Citrus plans to serve 7,000 first time, non-exempt prospective students. Citrus College offers two orientation delivery methods as described below: In-Person Orientation The New Student Assessment/Orientation and Early Decision (high school students) Sessions are offered at Citrus College in a group setting. The orientation component is a part of a block format that includes all required core SSSP services (assessment, orientation, abbreviated SEP) designed for nonexempt first time students and includes the following information: College - A New Frontier (Supported by the Learning Center) o Importance of test preparation o Importance of placement results as it relates to course of study Assessment (Supported by the Learning Center) o English/ESL and math assessments College 101 Workshop (Supported by the Basic Skills Initiative Grant) o Citrus College Email o WingSpan Registration System o Support Services Orientation (Supported by SSSP) o English/ESL and Math Placement Levels o Certificate, Associate Degree and 4-Year University Transfer Pathways o Campus and Student Support Resources o Education Planning Services o Class Schedule, Class Registration, Waitlist o College Success Tips o Registration and College Fees o Academic Expectations (progress and probation standards) o Registration Priority o Prerequisite and Co-requisite Challenge Process o Maintaining Board of Governors Fee Waiver

College: _Citrus College District: _Citrus College P a g e 2 o Academic Calendar and Important Timelines Course Planning (Supported by SSSP) o Course of Study Pathways o Abbreviated SEP Online Orientation The existing online orientation is offered in three different formats including English, Spanish, and Accessible versions. It is rich with videos, graphics, access to Citrus College webpage links, tutorials (schedule of classes and WingSpan registration system), Interactive Tools (online learning, time management, GPA calculator), and 10 quizzes that a student must pass in order to successfully complete the orientation. The workshop also includes a built in pre and post survey assessing students confidence levels of information. Citrus College plans to extensively update the online orientation in the 2014-2015 year to include the new SSSP regulations. The current workshop includes the following components (not a complete outline of topics): Introduction/The Matriculation Process Degrees and Certificates o Program of Study o Transfer Information/Resources o Career/Transfer Center Taking Classes o Assessment/Placement o College Catalog/Class Schedule o Class Formats (Fast Track, Late Start, Learning Communities, Online) o Class FAQS What is a unit? Full-time status? Schedule balance How do I declare a major? Course repeat Dropping classes Student Services o Counseling and Advisement o Financial Aid o DSP&S o EOP&S/CARE o CalWORKs o Center for Teacher Excellence o Veterans Center o College Success Program o Noncredit Counseling and Matriculation o International Student Center o Athletics Guidelines for Success o Time Management o Grades and GPA o Probation, Dismissal, and Early Alert o Student Conduct Policy o Sexual Harassment and Sexual Violence Information Around Campus o ASCC/Clubs o Owl Bookshop o Library o Learning Center Tutorial Services

College: _Citrus College District: _Citrus College P a g e 3 o o o o ESL Conversation Groups and Writing Labs Language Lab The Testing Center The Success Center Student Health Center Student Employment Services Parking Campus Safety Citrus College has teamed up with several local high school districts in offering the Early Decision program to graduating seniors every spring. Although, the high schools do not assist with the facilitation of the orientation, the high school staff works with the Coordinator of School Relations in assisting with the coordination of the event, as well as, preparing students to attend Early Decision at the college. Orientation services are provided to students immediately after students submit their application and receive a Citrus College student identification number. 2. Identify the staff providing orientation, including the number of positions, job titles and a brief one-sentence statement of their role. Staff Providing Orientation Services Counselors - Provides core Student Success and Support Program services to general students as defined by student success guidelines. Educational Advisors - Provides educational advising and related services to support SSSP, enhance retention, and otherwise assist students with information and support to select courses and achieve educational goals. Professional Expert - Facilitates College 101 sessions (Supported by the Basic Skills Initiative Grant). Support to Orientation Services SSSP Specialist - Assists faculty and staff in all SSSP component areas. Records SARS data, checks accuracy of SARS reports, and removes SSSP-related registration holds (job description not approved). Secretary to Counseling - Assists with scheduling SSSP component activities. Administrative Clerk I - Records SSSP activities in SARS scheduling system. Research Analyst - Assists the Director of Institutional Research with research projects to evaluate the effectiveness of SSSP services. Programmer Analyst II - Downloads SARS data into Banner and compiles data for MIS Reporting. Note: See Budget Plan for details regarding number of positions. With the increased final allocation, the SSSP program is requesting additional hires. 3. If orientation is provided through the full or partial use of technology, identify any commercial products or describe in-house products in use or under development, including any annual subscription or staff support requirements. Cynosure New Media, Inc. created Citrus College s online orientation and provides non-extensive updates to the workshop as needed. There is no annual subscription fee, however, additional fees are charged for extensive updates. Citrus College plans to extensively update the online orientation in the 2014-2015 year to include the new SSSP regulations. As necessary, additional support is provided by the College s technology department to assist with the interface between the product and the College s operating system, downloading updates, and troubleshooting. A counselor also helps to coordinate content updates, extract completion and survey data, and troubleshooting for students as needed. 4. Describe the college s plans for developing and implementing orientation services. The following eight policies and procedures provided on the Orientation Checklist are identified in title 5 section 55521 as required information to include in an orientation. Orientation Checklist (Required Policy or Procedure)

College: _Citrus College District: _Citrus College P a g e 4 (1) Academic expectations and progress and probation standards pursuant to section 55031; (2) Maintaining registration priority pursuant to section 58108; (3) Prerequisite or co-requisite challenge process pursuant to section 55003; (4) Maintaining Board of Governors Fee Waiver eligibility pursuant to section 58621; (5) Description of available programs, support services, financial aid assistance, and campus facilities, and how they can be accessed; (6) Academic calendar and important timelines; (7) Registration and college fees; (8) Available education planning services. The Orientation Checklist, including additional information, is included in the in-person orientation. The existing online orientation is projected to be updated during the 2014-2015 year to include the Orientation Checklist information. Please refer to IIa, i. Orientation above for the content and delivery of the orientation component. 5. Please specify other issues, policies and procedures that the college or district determines necessary to provide a comprehensive orientation. Add additional lines as needed. None. 6. Include in the Budget Plan, all staff costs (salaries and benefits) for each position and the direct cost to purchase, develop or maintain technology tools specifically for orientation services. The following positions are included in the Budget Plan: Counselors Educational Advisors Professional Expert (Supported by the Basic Skills Initiative Grant) SSSP Specialist (job description not approved) Secretary to Counseling Administrative Clerk I Programmer Analyst II Research Analyst Online Orientation Update ii. Assessment and Placement 1. Describe the target student audience, including an estimate of the annual number of students to be assessed, and a description of who will be required to be assessed. Describe the methods by which assessment and placement services will be delivered. Describe any partnerships among colleges or with high school districts, workforce agencies, or other community partners that assist with providing assessment and placement. Describe at what point(s) in the student s academic pathway assessment and placement are provided (while still in high school, summer, during registration, etc.). During the 2012-13 academic year, Citrus served over 6000 students with assessment and orientation. Because of the offering of additional course sections, enrollment priorities, and new mandates for required assessment for the 2014-15 year, Citrus plans to serve 7,000 first time, non-exempt prospective students. Students complete the computerized Accuplacer English/ESL and math assessments during New Student Assessment/Orientation and Early Decision (high school students) Sessions offered at Citrus College in a group setting. The assessment component is a part of a block format that includes all required core SSSP services (assessment, orientation, abbreviated SEP) designed for non-exempt first time students. Before students begin the assessment, they are provided with a pre-orientation session, College A New Frontier, which informs them of the importance of the placement results and how it will be applied to their course of study. Next, students proceed with the assessments, followed by College 101, Orientation, and Course Planning Sessions (abbreviated SEP). Although the primary delivery format is in a group setting, the Testing Center accommodates students to complete the assessment on an individual drop-in basis.

College: _Citrus College District: _Citrus College P a g e 5 Citrus College has teamed up with several local high school districts in offering the Early Decision program to graduating seniors every spring. Districts include Glendora, Azusa, Charter Oak, Claremont, Duarte, and Monrovia. Although, the high schools do not assist with the facilitation of assessment and placement, the high school staff works with the Coordinator of School Relations in assisting with the coordination of the event, as well as, preparing students to attend Early Decision at the college. Services are provided to students immediately after students submit their application and receive a Citrus College student identification number. 2. Identify the staff providing assessment services, including the number of positions, job titles and a brief onesentence statement of their role. Include staff providing direct assessment related research services. Staff Providing Assessment Services Learning Center Supervisor - Oversees Assessment and Learning Center activities. Instructional Lab Assistant - Assists in proctoring assessments in a lab setting. Lab Supervisor - Reports to the Learning Center Supervisor and facilitates and proctors assessments. Student Aide - Reports to the Learning Center Supervisor and assists assessment coordinator and lab supervisor. Support to Assessment Services SSSP Specialist - Assists faculty and staff in all SSSP component areas. Records SARS data, checks accuracy of SARS reports, and removes SSSP-related registration holds (job description not approved). Secretary to Counseling - Assists with scheduling SSSP assessment/orientations, course planning activities. Research Analyst - Assists the Director of Institutional Research with research projects to evaluate the effectiveness of SSSP services. Programmer Analyst II - Downloads SARS data into Banner and compiles data for MIS Reporting. Note: See Budget Plan for details regarding number of positions. With the increased final allocation, the SSSP program is requesting additional hires. 3. Identify any assessment test(s) used for placement into English, mathematics, and ESL courses. For secondparty tests, be specific about the versions and forms used. Describe which tests and services are offered online, in person, individually or in groups, etc. Citrus College administers the Accuplacer Program for placement into English, math, and ESL courses. The Accuplacer Program is Internet-based and uses computer-adaptive testing technology to select specific test questions that are best suited for each particular test taker (College Board Accuplacer Program Manual, December 2012). The Placement Tests that are administered in group and individual drop-in sessions includes: Arithmetic Elementary Algebra College Level Math Reading Comprehension Sentence Skills ESL Reading Skills ESL Sentence Meaning ESL Language Usage If using a test, describe what other measures are used and how they are used to meet the multiple measures requirement. Before students begin the English/ESL and math portions of the Accuplacer test, they are asked 25 multiple measures background questions. The responses to the background questions are then included in the calculation of placement results. This could affect a student s test score by up to 9% or half a placement level. In addition, students have the option to meet with a counselor for a Review of Placement process if they are concerned that their placement(s) does not accurately reflect their abilities. During this meeting,

College: _Citrus College District: _Citrus College P a g e 6 additional multiple measures are included when determining if an adjustment to the student s placement level(s) is appropriate. Multiple measures could include, but is not limited to: High School Transcripts Other College Transcripts Placement Results from Other Colleges Student Interview If not using a test, describe what other measures are used to assess students and describe how students are placed into courses. In some cases, students are placed into courses without taking the placement test. Exceptions include courses completed at other regionally accredited colleges, external tests (i.e. - International Baccalaureate Exams, College Entrance Examination Board Advanced Placement Tests, CLEP Examinations), and placement results from other colleges. Students are required to submit official documentation to the Admissions and Records Office or a counselor for placement evaluation, as appropriate. Describe how these measures are integrated into the assessment system (as part of an algorithm included in the test scoring process, applied by counselors, used on their own without a test, etc.) External placement-related measures are applied by the Admissions and Records Office and counselors, as appropriate. 4. Describe the college s or district s policy on the acceptance of student assessment scores and placement results from colleges within a multi-college district, if applicable, and colleges outside of the district. Currently, the practice at Citrus College allows students to submit placement information from other colleges to the Admissions and Records Office or a counselor, as appropriate, to determine an equivalent placement at Citrus College. Raw assessment scores are not considered when determining an equivalent course placement as the cut score validation study from one college to the other may differ greatly. Also, when reviewing other official college transcripts, if a student has already successfully completed English, math and/or ESL courses at another college, they will be approved to continue in the next appropriate course at Citrus College. 5. Describe college or district policies and practices on: a. Pre-test practice - Describe what type of test preparation is available, how it is delivered, how students are informed of and access materials, including sample test questions, and how students are notified of their pre-test performance. Students have access to the Accuplacer website that gives students a description of the tests and sample questions that they can complete prior to the assessment session. Answers to the sample questions are also listed at the end of the practice tests. Students are informed and have access to the Accuplacer website via the Testing Center webpage, fliers, and welcome letters that are sent to all students that submit an application to the college. b. Re-take - How often may a student re-take a test after taking it the first time? What is the waiting period? Is the waiting period consistent with publisher guidelines or more restrictive? Are there conditions that must be met such as completing a subject-matter workshop before being allowed to take the test again? The following is the Re-test Practice: Students must wait a minimum of four weeks to retake the placement exam. Placement exams may only be retaken once for each subject. With the exception of expired placement results (older than 2 years), additional retestings will not be permitted. It is important that students take the placement exam seriously, prepare adequately, and do their very best. All placement results are valid for a period of 2 years. Students are strongly encouraged to enroll in math and English classes during their first term.

College: _Citrus College District: _Citrus College P a g e 7 The publisher s guidelines allows each institution to establish their own retest policies, therefore, Citrus College is operating within the guidelines. There are no existing conditions (such as subject matter review) that must be met prior to a re-test for students who have met the re-test policy guidelines. c. Recency - How long are test scores, high school grades, etc. accepted before the student is required to reassess? According to the Re-test Practice, All placement results are valid for a period of 2 years. High school grades are not solely used for placement purposes. High school grades are applied as a multiple measure that can be used when reviewing and determining a student s appropriate placement level. Common practice is to consider high school grades that are no more than three years old. 6. Describe what externally-administered third-party test results are accepted for placement. Does the college accept an Early Assessment Program (EAP) result of college ready to exempt students from the college placement test in English? In math? Currently, the practice allows students to submit placement information from another college to the Admissions and Records Office or a counselor, as appropriate, to determine an equivalent placement at Citrus College. Raw assessment scores are not utilized when determining an equivalent course placement as the cut score validation study from one college to the other may differ greatly. Also, when reviewing other official college transcripts, if a student has successfully completed English, math and/or ESL courses at another college, they will be approved to continue in the next appropriate course at Citrus College. In addition, external tests such as International Baccalaureate Exams, College Entrance Examination Board Advanced Placement Tests, and CLEP Examinations are accepted for placement. Citrus College does not currently accept EAP results. 7. Include in the Budget Plan all staff costs (salaries and benefits) for each position and the direct cost to purchase, develop or maintain assessment instruments or other technology tools specifically for assessment. The following positions are included in the Budget Plan: Learning Center Supervisor Instructional Lab Assistant Lab Supervisor Student Aide SSSP Specialist (job description not approved) Secretary to Counseling Research Analyst Programmer Analyst II Accuplacer Assessment iii. Counseling, Advising, and Other Education Planning Services 1. Describe the target student audience, including an estimate of the annual number of students to be provided (a) counseling, (b) advising, (c) and other education planning services. Describe what these services are, the service delivery methods (in person, in workshops, FTES funded classes, online, etc.) and models used. Describe any partnerships among colleges or with high school districts, workforce agencies, or other community partners that assist with providing these services. Describe at what point(s) in the student s academic pathway counseling, advising, and other education planning services are provided (before registration, at 15 units, etc.) The number of students eligible to receive counseling services for the 2012-13 year included 18,691 (headcount). Our target estimate for eligible students for 2014-15 is 19,000. Counseling, advising, and other education planning services will be provided to the following non-exempt students (pending funding and resources): The estimated annual number of non-exempt first time students requiring assessment, orientation and an abbreviated SEP is 7,000. This number is based on students who participated in

College: _Citrus College District: _Citrus College P a g e 8 assessment/orientation in 2012-13. The estimated annual number of non-exempt first time students who have identified a course of study, completed an assessment, completed an orientation, completed an abbreviated SEP, and have completed 15 semester units of degree applicable credit coursework or prior to the end of the 3 rd semester of enrollment requiring a comprehensive SEP is 5,500. This number is based on the number of unduplicated new students who enrolled in 2012-13. Non-exempt at-risk students include: o The estimated annual number of students who are on academic probation, progress probation and subject to dismissal is 3,000. This number is based on the number of students who were on academic or progress probation or subject to dismissal in 2012-13. o The estimated annual number of students who have not identified a course of study is 8,000. This number is based on the unduplicated number of students enrolled in 2012-13 who were undecided about their major. o The estimated annual number of students who are enrolled in non-degree applicable basic skills courses is 6,500. This number is based on the unduplicated number of students enrolled in basic skills courses for 2012-13. The total number of required counseling services needed to minimally meet the needs of this student population is 37,000 services. This number is derived by adding the number of students needing services in each required SSSP component (not including assessment). The number does not include additional counseling services such as SEP updates, prerequisite clearances, academic renewal, course repeats, retest clearances, 30 unit petitions, 100 unit petitions, review of placement, career assessments, personal counseling, etc. It is projected that additional counseling resources will be needed to provide the required SSSP services. The SSSP Committee discussed the importance of services provided by categorical and grant funded programs and also acknowledges that students in these programs seek assistance in general counseling for assessment, orientation, and follow-up services. The following describes the current format of services: Group Sessions College 101 The New Student Assessment/Orientation Session includes the College 101 workshop which is supported by the Basic Skills Initiative grant. The workshop includes tutorials regarding how to set-up a Citrus College email account, how to navigate the WingSpan registration system, as well as, available student success resources. This workshop is recommended for first time nonexempt students attending the New Student Assessment/Orientation Session and should be completed prior to registration. Course Planning Sessions The goal of this session is to help students learn how to select classes for a certificate, skill award, associate degree, and transfer to a 4-year university. Students will leave the session with an abbreviated Student Educational Plan (SEP). The sessions are recommended for new non-exempt students planning their first term of classes, who have processed a Citrus College application, attended the assessment, attended an orientation session, and completed 15 units or less. The sessions are offered as a part of the New Student Assessment/Orientation Session and in a standalone format for students who completed the online orientation and/or need additional assistance. Citrus College has teamed up with several local high school districts in offering the Early Decision program to graduating seniors every spring which includes the New Student Assessment/Orientation Session model. Districts include Glendora, Charter Oak, Azusa, Claremont, Duarte, and Monrovia. Although, the high schools do not assist with the facilitation of the orientation, the high school staff works with the Coordinator of School Relations in assisting with the coordination of the event, as well as, preparing students to attend Early Decision at the college. Orientation Workshops The in-person orientation is offered during the New Student Assessment/Orientation Session facilitated by the Counseling and Advisement Center and provides introductory information to the college, support services, English/ESL and math placement levels, educational pathways, priority enrollment, WingSpan registration system, and much more. In

College: _Citrus College District: _Citrus College P a g e 9 addition, the Veterans Office, Athletics Department, and International Student Center offers college orientation sessions which includes program specific information as it relates to their respective areas. Citrus College has also teamed up with several local high school districts in offering the Early Decision program to graduating seniors every spring which includes the New Student Assessment/Orientation Session model. Districts include Glendora, Charter Oak, Azusa, Claremont, Duarte, and Monrovia. Although, the high schools do not assist with the facilitation of the orientation, the high school staff works with the Coordinator of School Relations in assisting with the coordination of the event, as well as, preparing students to attend Early Decision at the college. Orientation is required of all first time students. Failure to complete an orientation session will result in a registration hold and lower registration priority. This workshop is recommended for first time non-exempt students prior to registration, has processed a Citrus College application, and attended the assessment. Registration Assistance Sessions This open session is located in a computer lab and teaches students how to register for classes on the WingSpan system. With the assistance of an advisor, students will also have the opportunity during the session to register for classes as it relates to course of study and pre/co-requisite requirements. This session is recommended for students who need assistance in registering for classes on the WingSpan system during high peak registration periods. College Success/Early Alert Workshops These workshops are designed to teach students effective tools to develop into successful college students. Workshop topics include time management, learning styles, study skills, stress management, memory techniques, goal setting, math anxiety, test taking, math study skills, and note taking. These workshops are recommended for all current students, new students prior to registration, students who are placed/enrolled in basic skills courses, and students referred by their instructors through the Early Alert Program. Partnered with the College Success Program, the Early Alert Math Study Skills workshops are offered in all of the Math 020/Arithmetic Fundamentals courses, and periodically in other academic disciplines upon request. Probation Workshops These in-person workshops are provided by the Extended Opportunity Program and Services (EOP&S) and International Student Center (ISC) designed specifically for their respective student populations. The workshop provides information regarding probation/dismissal, support services, success skills, and how to improve academic standing. Completion of this workshop is required of EOP&S and ISC students who are placed on academic and/or progress probation. Career Development Workshop Series Career counselors have developed career counseling interventions to help students declare an educational goal and course of study early in their educational endeavors to help get them on a path to completion. A student s enrollment priority and/or financial aid can be adversely affected if they are undecided on either their educational goal and/or course of study, which is why it is important to develop and enhance career counseling interventions. The Career Development Workshop Series will help students to: o Gain an in-depth understanding of the career overview process. o Work hands on with activities allowing them to self-explore and identify a career pathway. o o Develop internship, job searching, and networking skills. Participate in a Career Success Group for undecided students to explore, collaborate, and learn from each other. The seminars are appropriate for students who are undecided about their course of study. Participation is recommended upon entry to the college. Additionally, the career counselors created new curriculum with the Articulation Officer to help students with their career endeavors, Career Self- Assessment and Career Research. The new courses are projected to be offered spring 2015. Drop-In Services Counter Services Counter services are provided by counselors and advisors for students who have quick questions such as pre-requisite clearances, general class information, unit increase requests, assessments from other colleges, and probation status checks. This service is offered throughout the year and is recommended for all students with quick questions, including new students prior to registration. Students are seen in the order that they check-in for this drop-in service. Triage Services This service is provided by counselors for students who have quick requests such as to repeat a class for the third time, retake the assessment, pre-requisite clearance requiring additional research, emergency SEP updates for Veterans and Athletes, unit increase for probation students, basic

College: _Citrus College District: _Citrus College P a g e 10 skills 30-unit limit petition, dismissal status check, and review of placement levels. Students are seen in the order that they check-in. This drop-in service is offered year round and is appropriate for all students, including new students prior to registration. Express Counseling/Advising In an effort to serve more students, the Counseling and Advisement Center is currently developing additional drop-in services during high peak registration periods. The services will be provided by counselors and advisors during short individual sessions. The services and parameters of the offerings are in the planning stage. Online Services Online Orientation Workshops - The online orientation provides introductory information to the college, support services, English/ESL and math placement levels, educational pathways, WingSpan registration system, and much more. Orientation is required of all new students. Failure to complete the orientation will result in a registration hold and lower registration priority. This workshop is recommended for first time non-exempt students prior to registration and who have processed a Citrus College application, and attended the assessment. The workshop will be updated to include SSSP requirements in 2014-2015. Online Probation Workshops This workshop provides information regarding probation/dismissal, support services, success skills, and how to improve academic standing. Completion of this workshop is required of students who are placed on academic and/or progress probation. The workshop will be updated to include SSSP requirements in 2014-2015. Online Counseling Appointment Scheduler Students can schedule an appointment with a counselor in the Counseling and Advisement Center to update their SEPs via the online scheduling system. Recommended for current students who have already completed a SEP with a counselor and would like to update their plan on file. Online Counseling Services E-Advising is an online counseling program in which students can submit quick questions. This service is not appropriate in cases where a student has detailed questions which require a comprehensive evaluation of transcripts. This service is recommended for students who completed the assessment and orientation and are in good standing with current Citrus College ID numbers, including first time non-exempt students prior to registration. Electronic SEP Citrus College is currently creating an electronic SEP. The electronic SEP will list recommended courses as it relates to a student s course of study. Once the product is completed and tested, the counseling division will incorporate the online SEP during individual and/or group sessions. This will more than likely change the current format of services. A current recommendation for independent student use has not yet been established. Course of Study Workshop - This workshop will help students to explore career areas and to identify a Course of Study early in their academic journeys in an effort to complete their educational goals in a timely manner. This workshop is in the development stage and is projected to be completed by the end of Spring 2015. SEP Workshop This workshop will give students tools and access to create an abbreviated SEP (PDF or online). This workshop is in the development stage and is projected to be completed by the end of Spring 2015. In addition to creating the online workshop, the counseling team will design a process for students to have their SEPs reviewed by a counselor, after completion of the workshop. Individual Sessions Individual Appointment Sessions Appointments with a counselor include academic, career, personal and transfer counseling, reinstatement to Citrus after being dismissed from the fall semester, creating a SEP, and reviewing placement information. Services provided by career counselors include individual career counseling, personality assessments, major exploration, referral to the career resource library and career counseling courses, and résumé writing assistance. Educational advisors inform students of certificate, degree and transfer requirements, update existing SEPs, assist with registration procedures, and process graduation applications. These sessions are recommended for currently enrolled students who completed the assessment and orientation, declared a course of study on the Citrus College application or submitted the Course of Study form in the Admissions and Records Office, and official high school and college transcripts must be on file or brought to the appointment (if applicable).

College: _Citrus College District: _Citrus College P a g e 11 Counseling Courses The Counseling Program offers specifically designed curriculum to meet the broad psycho-social needs of our diverse student population. Counseling courses provide a gateway to understanding the programs and services offered at Citrus College. Course curriculum addresses the issues of transition to college, educational planning, college success, transfer, career exploration and decision making, student responsibility, and educational goal setting. Courses include: COUN 145 Career/Life Planning COUN 156 College Planning Today for Tomorrow COUN 158 Transfer Planning COUN 159 On Course to Success COUN 160 Strategies for College Success COUN 161 Higher Education Transitional Skills for Student Veterans/Families Additionally, the career counselors created new curriculum with the Articulation Officer to help students with their career endeavors, Career Self-Assessment and Career Research. The new courses are projected to be offered spring 2015. 2. Describe what services are offered online, in person, individually or in groups, etc. Indicate whether drop-in counseling is available or appointments are required. Describe the adequacy of student access to counseling and advising services, including the method and time needed for students to schedule a counseling appointment and the average wait time for drop-in counseling. Describe any use of academic or paraprofessional advising. Services and delivery formats are described in number one above. Students can call or stop by the Counseling and Advisement Center to schedule a counseling appointment with a generalist or specialty counselor (nursing, STEM, career, etc.) up to one week in advance. Students can also schedule an appointment with a specialty counselor in their respective areas. The wait time for students served in categorical and grant funded programs is usually a week or less. For students not served by one of these programs, the wait is considerably longer because appointments often fill quickly during the registration period. It is projected that additional counseling resources will be needed to adequately provide the required SSSP services. The average wait-time for drop-in counseling services in the Counseling and Advisement Center is 11-12 minutes. Drop in counseling is a first come first serve service available year round. Once drop in slots are assigned, students are asked to seek another available time. This is an excellent service for students who need an answer to quick questions such as completing a petition, clearance for prerequisites, general class information, assessment scores from other colleges, and unit increase information. The counseling team includes paraprofessionals who provide advisement services. Educational Advisors assist students with educational advising and related services to support SSSP, enhance retention, and otherwise assist students with information and support to select courses and achieve their educational goal. 3. Describe the type of assistance provided to help students develop an abbreviated student education plan and the scope and content of the plan. Beginning with fall 2015, all first time non-exempt students will be required to complete an abbreviated SEP. During 2014-2015, all first time non-exempt students will be encouraged to complete an abbreviated SEP to increase success for course of study attainment and earning priority registration. Abbreviated SEP services are offered in both categorical and grant funded programs, as well as, for the general population of students. With the exception of the electronic SEP description, the following describes available abbreviated SEP services for the general population of students: Students with 15 units or less Non-exempt first-time students with 15 college units or less will be able to complete an abbreviated SEP during the New Student Assessment/Orientation or Course Planning Sessions which are delivered in group formats. During the sessions, students will learn about educational pathways, available educational planning services, understanding associate degree and

College: _Citrus College District: _Citrus College P a g e 12 transfer general education patterns, assistance with identifying course of study, and will complete an abbreviated SEP. Students with 16 units or more Non-exempt first time students will be directed to meet with a counselor during an individual appointment to create a SEP. The counselor will determine if an abbreviated or comprehensive SEP is appropriate at that time. Individual sessions will be tailored to the needs of the student which could include information regarding educational pathways, available educational planning services, understanding associate degree and transfer general education patterns, assistance with identifying course of study, and evaluating prior college units. The goal of the appointment is to complete an abbreviated or comprehensive SEP. Electronic SEP Citrus College is currently creating an electronic SEP. The electronic SEP will list recommended courses as it relates to a student s course of study. Once the product is completed and tested, the counseling division will incorporate the electronic SEP into its menu of services. This will more than likely change the current format of services. A current recommendation for independent student use has not yet been established. 4. Describe the type of assistance provided to help students develop a comprehensive student education plan that identifies the student s education goal, course of study, and the courses, services, and programs to be used to achieve them. Comprehensive SEP For the general student population, first-time non-exempt students will be advised to complete a comprehensive SEP once they have identified a course of study, completed assessment, participated in an orientation activity, and completed 15 semester units of degree applicable credit course work or prior to the end of the 3 rd semester of enrollment. The comprehensive SEP will be created during individual counseling appointments. Categorical and grant funded programs also provide comprehensive SEPs during individual appointments, but may require a comprehensive SEP prior to the completion of 15 semester units of degree applicable credit course work or prior to the end of the 3 rd semester of enrollment. Electronic SEP Citrus College is currently creating an electronic SEP. Once the product is completed and tested, the counseling division will incorporate the electronic SEP into its menu of services. This will more than likely change the current format of services. A current recommendation for independent student use has not yet been established. 5. Identify the staff providing counseling, advising and other education planning services, including the number of positions, job titles and a one-sentence statement of their roles. Indicate the number of full-time counselors and their negotiated student contact hours. Indicate the number of part-time counselors and the number of full-time equivalent counselors (total full time and part time counseling hours divided by 2080). Staff Providing Counseling, Advising and Other Education Planning Services Counselors/Full-Time (6 full-time counselors currently hired, 6300 total hours of assigned time actual contract hours, according to the formula above 5.51 full-time equivalent) - The Citrus College Faculty Association Agreement does not solely include student contact hours. As stated in the Agreement, Assigned time may include, but is not limited to, student contact, student assessment, assigned projects, program coordination, group advising, on-line counseling, teaching, and other assigned activities. This also includes off campus functions on an assigned day. Counselors provide core Student Success and Support Program services to general students as defined by student success guidelines. Counselors/Adjunct (5 part-time counselors currently hired, 4288 total hours of assigned time, 2.06 full-time equivalent) Counselors provide core Student Success and Support Program services to general students as defined by student success guidelines. Counselors provide core Student Success and Support Program services to general students as defined by student success guidelines. Total Full-Time Equivalent Counselors (full-time + part-time) = 7.57 Educational Advisors - Provides educational advising and related services to support SSSP, enhance retention, and otherwise assist students with information and support to select courses and achieve educational goal.

College: _Citrus College District: _Citrus College P a g e 13 Professional Expert - Facilitates College 101 sessions (Supported by the Basic Skills Initiative Grant). Support to Counseling, Advising and Other Education Planning Services SSSP Specialist - Assists faculty and staff in all SSSP component areas. Records SARS data, checks accuracy of SARS reports, and removes SSSP-related registration holds (job description not approved). Secretary to Counseling - Assists with scheduling SSSP component activities. Administrative Clerk I - Records SSSP activities in SARS scheduling system. Research Analyst Assists the Director of Institutional Research with research projects to evaluate the effectiveness of SSSP services. Programmer Analyst II Downloads SARS data into Banner and compiles data for MIS Reporting. Note: See Budget Plan for details regarding number of positions. With the increased final allocation, the SSSP program is requesting additional hires. 6. Identify any technology tools used for education planning. For third-party tools, be specific about the product and how it is used. Identify any technology tools used for support of counseling, advising and other education planning services, such as scheduling or degree audit. For third-party tools, be specific about the product and how it is used. Online Appointment Scheduler (Counseling Department Use) SARS is a tool used by the counseling division to schedule student appointments and activities, track counseling services data, and store counselor notes. The vendor is SARS Software Products Inc. Online Appointment Scheduler (Student Use) Students can schedule an appointment with a counselor in the Counseling and Advisement Center to update their SEPs via the online scheduling system. Recommended for current students who have already completed a SEP with a counselor and would like to update their plan on file. The vendor is SARS Software Products Inc. Early Alert - Early Alert is an online referral system. Teaching faculty are able to retrieve their class rosters and identify students individually or as a group, informing them of academic difficulties that may be affecting their success, and making suggestions to the student to increase success. These letters are sent to the student s Citrus College email address. Faculty commonly recommend tutorial services such as the Writing Café, Math Success Lab, and STEM Lab for follow-up. The vendor is SARS Software Products Inc. Online Counseling E-Advising is an online counseling program in which students can submit quick questions. This service is not appropriate in cases where a student has detailed questions which require a comprehensive evaluation of transcripts. This service is recommended for students who completed the assessment and orientation and are in good standing with current Citrus College ID numbers, including first time non-exempt students prior to registration. The vendor is SARS Software Products Inc. Online Orientation The vendor that produced the online orientation is Cynosure New Media, Inc. All nonexempt first-time students are required to complete an orientation session in which the online orientation is an approved format to meet this requirement. Non-completion of an orientation will result in a registration hold. The existing online orientation is offered in three different formats including English, Spanish, and Accessible (screen reader) versions. It is rich with videos, graphics, access to Citrus College webpage links, tutorials (schedule of classes and WingSpan registration system), Interactive Tools (online learning, time management, GPA calculator), and 10 quizzes that a student must pass in order to successfully complete the orientation. Students learn about the matriculation process, math and English placement levels, educational pathways, student support services, campus facilities, success strategies, and informational resources. The workshop also includes a built in pre and post survey assessing students confidence levels of information. Orientation completion information is interfaced with the college s operating system, Banner. This allows for realtime registration holds to be removed and data recorded for MIS reporting purposes. Citrus College plans to extensively update the online orientation in the 2014-2015 year to include the new SSSP regulations. Online Probation Workshop - The vendor that produced the online probation workshop is Cynosure New Media, Inc. This workshop is required for students who are placed on academic and/or progress

College: _Citrus College District: _Citrus College P a g e 14 probation and subject to dismissal. Non-completion of the probation workshop will result in a registration hold. Topics include probation and dismissal, support services, success skills, and academic standing improvement information. The workshop format is delivered in English and Accessible versions and includes quizzes, a pre and post survey, videos, and interactive tools (time management and gpa calculator). Workshop completion information is interfaced with the college s operating system, Banner. This allows for real-time registration holds to be removed and data recorded for MIS reporting purposes. The workshop will be updated in 2014-2015 to include the new SSSP regulations. Electronic SEP Citrus College is currently creating an electronic SEP with the Degree Works vendor and is learning about the product s capabilities. The electronic SEP will list recommended courses as it relates to a student s course of study. Once the product is completed and tested, the counseling division will incorporate the electronic SEP during individual and/or group sessions. This will more than likely change the current format of services. A current recommendation for independent student use has not yet been established. Degree Audit Degree Audit is an academic guide that allows counselors to view a student s progress toward a degree or certificate by listing the requirements necessary for completion. Degree Audit is a product of Degree Works and interfaces with the college operating system, Banner. The Degree Audit system is currently a tool for counselors and might be available for independent student use in the future. Course of Study Workshop - The vendor that will produce the course of study workshop is Cynosure New Media, Inc. in collaboration with the career counselors. This workshop will help students to explore career areas and to identify a Course of Study early in their academic journeys in an effort to complete their educational goals in a timely manner. This workshop is in the development stage and is projected to be completed by the end of Spring 2015. 7. Include in the Budget Plan, all staff costs (salaries and benefits) for each position and the direct cost to purchase, develop or maintain technology tools specifically for counseling, advising and other education planning services. The following positions are included in the Budget Plan: Counselors Educational Advisors Professional Expert (Supported by the Basic Skills Initiative Grant) SSSP Specialist (job description not approved) Secretary to Counseling Administrative Clerk I Research Analyst Programmer Analyst II Online Orientation Update Online Probation Update Online Course of Study Workshop SARS MSGS Degree Works Maintenance iv. Follow-Up for At-Risk Students 1. Describe the target student audience according to title 5 section 55525, including an estimate of the annual number of students to be provided at- risk follow-up services, and the college s process to identify them. Basic Skills Students- The technology department identifies students enrolled in basic skills courses. The estimate of the annual number of students to be served will be 6,500. This number is based on the unduplicated number of students enrolled in basic skills courses for 2012-13 Undecided Students The technology department identifies students that are undecided about their course of study. The estimate of the annual number of students to be served will be 8,000. This number is based on the unduplicated number of students enrolled in 2012-13 who were undecided

College: _Citrus College District: _Citrus College P a g e 15 about their major. Probation/Dismissal Students - The technology department identifies students who are on academic or progress probation or facing dismissal. The estimate of the annual number of students to be served will be 3,000. This number is based on the number of students who were on academic or progress probation or subject to dismissal for 2012-13. Describe the strategies for addressing the needs of these students, including: a. Types of services are available to these students; how they are notified and when. Basic Skills Students- The Counseling and Advisement Center sends an email to all basic skills instructors who then share the resources on Blackboard with the students enrolled in basic skills courses at the beginning of every fall and spring semester. The email invites students to utilize counseling services, complete matriculation steps, and includes a resource packet. The resource packet includes: o Support Services Resource Handout The handout includes student services locations and phone numbers on campus. Students are also encouraged to attend a career workshop or meet with a career counselor if they are undecided about their course of study, meet with the College Success Counselor (funded by the BSI grant) to create a SEP, and to utilize tutoring services. o College Success/Early Alert Workshops Handout Students are encouraged to attend College Success/Early Alert workshops. Workshop topics include goal setting, memory techniques, note taking, study skills, learning styles, stress management, math anxiety, test taking, and time management. o Career Development Workshop Flier Students are encouraged to attend a career workshop if they are undecided about their course of study and/or need assistance in exploring career pathways. o Priority Registration Flier The flier informs students about priority registration guidelines and how they can earn their earliest registration date. o Indicators of Learning Disabilities Questionnaire All students who suspect that they have a learning disability can choose to complete the questionnaire on their own time. If the questionnaire indicates a possible learning disability, the questionnaire guides students to make an appointment to take the learning disability assessment in the Disabled Students Programs and Services Department. o Counseling and Advisement Services Flier The flier lists the many services that the Center offers to students in group, drop-in, online and individual appointment formats. Funded by the Basic Skills Initiative Grant, the College Success Program offers resources to students in credit basic skills courses: o College Success Center Services include: College A New Frontier Workshops to assist students in transitioning into college. College 101 Workshops to show students how to set-up their Citrus Email and navigate the registration system. College Success Center Workshops to include topics such as grammar, essay writing, and reading comprehension. Embedded tutors in English 098 and ESL labs. o College Success Counselors Counselors provide academic, career, personal, and transfer counseling. o College Success Early Alert Workshops (co-funded by SSSP) Workshops include topics that teach students tools to help them to be a more successful student. Topics include goal setting, memory techniques, note taking, study skills, learning styles, stress management, math anxiety, test taking, time management, and math study skills. o Learning Communities These classes are offered in linked pairs with instructors working together. The focus of this program is to form a single community made up of students, faculty, counselors and staff a network of relationships to help students achieve their full potential as learners.

College: _Citrus College District: _Citrus College P a g e 16 o Writing Café The services help with writing from any class including assignments for essays, research paper/projects, and marketing plans. The Writing Café can also assist with strategies for note taking, reading comprehension, writing lab reports, in-class essay writing, and resume refinement. Services provided: Consultation In-class workshop Standalone workshops Group study sessions Undecided Students The Counseling and Advisement Center sends an email to students at the beginning of every fall and spring semester who are either new students who are undecided about their course of study and to students who are undecided about their course of study and have completed 15 or more units. Students are advised to meet with a counselor, attend a career planning workshop, enroll in a career planning course, and submit a Course of Study Form to the Admissions and Records Office to declare their course of study. In addition, the career counselors are creating a Course of Study workshop that will help students to explore career areas and to identify a Course of Study early in their academic journeys in an effort to complete their educational goals in a timely manner. This workshop is in the development stage and is projected to be completed by the end of Spring 2015. Additionally, the career counselors created new curriculum with the Articulation Officer to help students with their career endeavors, Career Self-Assessment and Career Research. The courses are projected to be offered Spring 2015. Probation/Dismissal Students The Counseling and Advisement Center and the EOP&S Department sends an email to students who are on academic and/or progress probation and subject to dismissal after grades are posted at the end of every fall and spring semester. The Counseling and Advisement Center sends an email notification to students who are dismissed from the college after grades are posted at the end of every spring semester. Students on academic/progress probation and are facing dismissal are required to complete an online probation workshop. Unless approved through the appeal process, students who are dismissed from the college are required to sit out during the fall semester and instead meet with a counselor to discuss a plan of action for success for a subsequent term. During this appointment, student support services are commonly recommended such as tutoring, career exploration, and attendance of success workshops. The Extended Opportunity Programs and Services (EOPS&S) and International Student Center (ISC) require in-person probation workshops designed specifically for their respective student populations. The workshop provides information regarding probation/dismissal, support services, success skills, and how to improve academic standing. Completion of this workshop is required of EOP&S and ISC students who are placed on academic and/or progress probation. b. Strategies for providing counseling, advising, or other education planning services to assist them in selecting an education goal and course of study. When new students attend the orientation or course planning session, they are given an overview about educational pathways and resources to help them in making an informed decision about their course of study. Career services include individual career counseling, personality assessments, major exploration, career resource library, career counseling courses, and résumé writing assistance. Career counselors have also developed a Career Development Workshops Series to help students declare an educational goal and course of study early in their educational endeavors to help get them on a path to completion. The Career Development Workshop Series will help students to: Gain an in-depth understanding of the career overview process. Work hands on with activities allowing them to self-explore and identify a career pathway. Develop internship, job searching, and networking skills.

College: _Citrus College District: _Citrus College P a g e 17 Participate in a Career Success Group for undecided students to explore, collaborate, and learn from each other. Additionally, the career counselors created new curriculum with the Articulation Officer to help students with their career endeavors, Career Self-Assessment and Career Research. The new courses are projected to be offered spring 2015. Also, the career counselors are creating a Course of Study workshop that will help students to explore career areas and to identify a Course of Study early in their academic journeys in an effort to complete their educational goals in a timely manner. This workshop is in the development stage and is projected to be completed by the end of Spring 2015. c. How the services identified in a and b above are provided (online, in groups, etc.). The delivery formats for services are identified in both a and b above. d. How teaching faculty are involved or encouraged to monitor student progress and develop or participate in early alert systems. Citrus College has implemented and maintained an Early Alert follow-up system for approximately 16 years. Faculty first began participating in the program by submitting scantrons which generated letters that were sent to the student s home address. Students were offered tutoring, study skills workshops, and counseling appointments as a follow-up to the letter. When Banner was implemented college wide in 2011, Early Alert was redesigned as an online referral system. Teaching faculty are able to retrieve their class rosters and identify students individually or as a group, informing them of academic difficulties that may be affecting their success, and making suggestions to the student to increase success. These letters are sent to the student s Citrus College email address. Faculty commonly recommend tutorial services such as the Writing Café, Math Success Lab, and STEM Lab for follow-up. Study skills workshops are offered over the course of the semester, allowing students to voluntarily attend for personal improvement and for extra credit for many classes. The workshops are fifty minutes long and include: Note Taking, Testing, Time Management, Stress, Goal Setting, Memory Skills, Learning Styles, Study Skills, Math Study Skills, and Math Anxiety. Each workshop has an applied component or assessment, discussion areas, and suggestions for college success. The Math Study Skills workshop is facilitated in every Math 020/Arithmetic Fundamentals at the beginning of each semester. Instructors also request workshops to come to their classes. Besides the Early Alert coordinator and College Success counselor, workshops are given by EOP&S, the Health Center, Veterans, and DSP&S. The Early Alert coordinator makes every effort to inform the college community of the program. The coordinator makes announcements at Academic Senate and student government each year. She is also interviewed by the college newspaper each year, as well as, the workshop schedule is posted each semester in the newspaper. Faculty are notified during the first week of the semester of four specified Fridays when Early Alert letters are strongly suggested to be sent. Historically, the letter is sent out through the Vice President of Student Services office with a letter of support from the Vice President of Student Services and the Vice President of Instruction. The letter is sent out 4 times as a reminder of the up-and-coming Friday. Faculty can send an Early Alert letter out at any time, but it was requested at a Senate visit that specific dates be put into place so that faculty can follow a schedule. Faculty participation is slowly increasing with 23 faculty identifying 588 students during Spring 2013. A total of 952 students attended Early Alert workshops. In addition, a Flex Day activity was offered in Spring 2011, training faculty on how to access and use Early Alert online. The coordinator also attended department meetings to promote and model the Early Alert program. Personal office visits were arranged as well, to demonstrate/instruct how the Early Alert letters are sent. 2. Identify the staff providing follow-up services (including the numbers of positions, job titles and a one-sentence statement of their roles).

College: _Citrus College District: _Citrus College P a g e 18 Staff Providing Follow-up Services Counselors - Provides core Student Success and Support Program services to general students as defined by student success guidelines. Educational Advisors - Provides educational advising and related services to support SSSP, enhance retention, and otherwise assist students with information and support to select courses and achieve educational goal. Professional Expert - Facilitates College 101 sessions (Supported by the Basic Skills Initiative Grant). Support to Follow-up Services SSSP Specialist - Assists faculty and staff in all SSSP component areas. Records SARS data, checks accuracy of SARS reports, and removes SSSP-related registration holds (job description not approved). Secretary to Counseling - Assists with scheduling SSSP component activities. Administrative Clerk I - Records SSSP activities in SARS scheduling system. Research Analyst Assists the Director of Institutional Research with research projects to evaluate the effectiveness of SSSP services. Programmer Analyst II Downloads SARS data into Banner and compiles data for MIS Reporting. Note: See Budget Plan for details regarding number of positions. With the increased final allocation, the SSSP program is requesting additional hires. 3. Identify any technology tools used for follow-up services. For third-party tools, be specific about the product and how it is used. a. Online Probation Workshop - The company that produced the online probation workshop is Cynosure New Media, Inc. This workshop is required for students who are placed on academic and/or progress probation. Topics include probation/dismissal, support services, success skills, and how to improve academic standing. Completion of this workshop is required of students who are placed on academic and/or progress probation. The workshop will be updated in 2014-2015 to include the new SSSP regulations. b. Early Alert System - The Early Alert system is an online referral system created by SARS Software Products Inc. Teaching faculty are able to retrieve their class rosters and identify students individually or as a group, informing them of academic difficulties that may be affecting their success. Letters are sent to the student s Citrus College email address making suggestions to the student to increase success. c. Course of Study Workshop - The vendor that will produce the online orientation is Cynosure New Media, Inc. in collaboration with the career counselors. This workshop will help students who are undecided about their course of study to explore career areas and to identify a Course of Study early in their academic journeys in an effort to complete their educational goals in a timely manner. This workshop is in the development stage and is projected to be completed by the end of Spring 2015. 4. Include in the Budget Plan, all staff costs (salaries and benefits) for each position and the direct cost to purchase, develop or maintain technology tools specifically for follow-up services. The following positions are included in the Budget Plan: Counselors Educational Advisors Professional Expert (Supported by the Basic Skills Initiative Grant) SSSP Specialist (job description not approved) Secretary to Counseling Administrative Clerk I Research Analyst Programmer Analyst II Online Probation Update Online Course of Study Workshop

College: _Citrus College District: _Citrus College P a g e 19 IIb. Related Direct Program Services (District Match Funds only) i. Instructional Research 1. Describe the types of Institutional Research will be provided that directly relate to the provision or evaluation of SSSP Services. The Research Analyst will assist the Director of Institutional Research with research projects to evaluate the effectiveness of SSSP services in areas of assessment, orientation, counseling, advising and other education planning services, and follow-up services for at-risk students (student undecided about their course of study, students enrolled in basic skills courses, and students who are on academic or progress probation or facing dismissal). The research study results will be used as a basis to continuously improve services for students. ii. Technology 1. Describe the types of services provided through the use of technology that directly relate to the delivery of services, such as online orientation, advising and student educational planning. IIc. Online Orientation Workshops - The online orientation provides introductory information to the college, support services, English/ESL and math placement levels, educational pathways, WingSpan registration system, and much more. Citrus College plans to extensively update the online orientation in the 2014-2015 year to include the new SSSP regulations. Online Probation Workshops This workshop provides information regarding probation/dismissal, support services, success skills, and how to improve academic standing. The workshop will be updated in 2014-2015 to include the new SSSP regulations. Online Counseling Appointment Scheduler SARS is a tool used by the counseling division to schedule student appointments and activities, track counseling services data, and store counselor notes. Students can schedule an appointment with a counselor in the Counseling and Advisement Center to update their SEPs via the online scheduling system. Early Alert - Early Alert is an online referral system. Teaching faculty are able to retrieve their class rosters and identify students individually or as a group, informing them of academic difficulties that may be affecting their success, and making suggestions to the student to increase success. Online Counseling E-Advising is an online counseling program in which students can submit quick questions. Online Counseling Courses Various career and college success counseling courses are taught in the distance education format. Some courses include an orientation to the college, campus resources, SEP, and career exploration. Electronic SEP Citrus College is currently creating an electronic SEP. The electronic SEP will list recommended courses as it relates to a student s course of study. Once the product is completed and tested, the counseling division will incorporate the online SEP during individual and/or group sessions. Degree Audit Degree Audit is an academic guide that allows counselors to view a student s progress toward a degree or certificate by listing the requirements necessary for completion. The Degree Audit system is currently a tool for counselors and might be available for student use in the future. Course of Study Workshop - This workshop will help students to explore career areas and to identify a Course of Study early in their academic journeys in an effort to complete their educational goals in a timely manner. This workshop is in the development stage and is projected to be completed by the end of Spring 2015. Transitional Services Allowed for District Match 1. Recognizing the challenges some districts face in restoring services after the 2009-10 budget cuts, districts may also count expenditures for costs that were allowable as of 2008-09, even though they are no longer allowable under SB 1456 and current SSSP regulations. These include Admissions and Records, Transfer and Articulation Services, Career Services and other Institutional Research. Describe what types of services are provided during this transition period that is being used for district match.

College: _Citrus College District: _Citrus College P a g e 20 Admissions - Staff who process applications (allowed 2008-09), provide scribing services for our degree audit, and provide transcript evaluation. Articulation - The articulation officer (allowed 2008-09). Career Services - Three career counselors and clerical staff who process career assessments (allowed 2008-09). Outreach Staff - Provide pre-orientation services and assistance with the admissions application (allowed 2008-09). Research - Assists with research related to SSSP learning outcomes, assists with interpretation of assessment cut score studies. Learning Center Coordinator - Oversees testing and assessment for the college. SSSP Technology Staff - Assist with MIS reporting for each component of SSSP, assist with the development of degree audit and an electronic SEP, and maintenance of existing SSSP-related technology (i.e. online orientation). Transfer - The transfer center coordinator and educational advisor in transfer (allowed 2008-09). SECTION III. POLICIES & PROFESSIONAL DEVELOPMENT 1. Exemption Policy Provide a description of the college or district s adopted criteria for exempting students from participation in the required services listed in title 5 section 55520 consistent with the requirements of section 55532. A student may be exempted from SSSP activities including orientation, assessment, counseling or advisement based on one or more of the following: 1. Completed an associate degree or higher from a regionally accredited college. 2. Has enrolled at the college solely to take a course that is legally mandated for employment as defined in section 55000 or necessary in response to a significant change in industry or licensure standards. 3. Has enrolled at the college as a special admit student pursuant to Education Code section 76001. 2. Appeal Policies Describe the college s student appeal policies and procedures. SSSP Exemption Criteria Policy (Administrative Procedure 5050/Student Success and Support Program, Attachment D) A student may be exempted from SSSP activities including orientation, assessment, counseling or advisement based on one or more of the following: 1. Completed an associate degree or higher from a regionally accredited college. 2. Has enrolled at the college solely to take a course that is legally mandated for employment as defined in section 55000 or necessary in response to a significant change in industry or licensure standards. 3. Has enrolled at the college as a special admit student pursuant to Education Code section 76001. Students who meet an exemption criterion and elect to be exempt from SSSP activities, can complete the SSSP Exemption Criteria Waiver Form and meet with a counselor/advisor during a drop-in counter service located in the Counseling and Advisement Center. Appropriate documentation is required for processing. Enrollment Priorities Appeal Process (Administrative Procedure 5055/Enrollment Priorities, Attachment E) Students may be appeal their loss of priority registration for the following reasons: 1. Extenuating Circumstances Verified cases of accident, illness, or other circumstances beyond the student s control that prevented the student from completing orientation, completing assessment, developing an educational plan, completing an educational goal(s) before earning 100 degree applicable units, and/or remaining in good academic standing. 2. Lack of Timely Accommodation - Verified disability and applied for, but did not receive reasonable accommodation in a timely manner. 3. Completing Educational Goal (100 units only) - Close to completing an educational goal and have

College: _Citrus College District: _Citrus College P a g e 21 earned 100 degree applicable units at Citrus, and would like a one-time exemption from loss of enrollment priority. To appeal the loss of priority registration for Lack of Timely Accommodation, students are referred to the Disabled Students Programs and Services Office (DSPS). To appeal the loss of priority for Extenuating Circumstances and Completing Educational Goal (100 units only), students can make an appointment with a counselor in advance of completing 100 degree applicable units. For all appeals, documentation is required and petition deadline dates are observed for each term. Student Rights and Grievances (Administrative Procedure 5530/Student Rights and Grievances, Attachment F) Administrative Procedure 5530, Student Rights and Grievances, describes the procedure to provide a prompt and equitable means of resolving student grievances. The procedures are available to any student who reasonably believes a District decision or action has adversely affected his/her status, rights, or privileges as a student. The procedure includes: Informal Resolution A student who believes that he or she has been treated unfairly by an employee of the College must make a reasonable, good faith attempt to resolve the problem on an informal basis by first meeting individually with the employee. Formal Grievance After an attempt to resolve a grievance informally, the student can file a grievance within 20 school days of the alleged event with the Vice President of Student Services. All formal grievances must be submitted on a standard grievance form. Within ten days after the date on which a grievance is filed, or as soon as reasonably possible thereafter, the Vice President of Student Services shall convene the Grievance Review Board for the purpose of a closed hearing. The Grievance Review Board shall attempt to arrive at its decision within three days after the conclusion of the grievance hearing or as soon as is reasonably possible. Within five days after receipt of the Grievance Review Board s report, the College Superintendent/President shall advise the student and all others involved of his or her decision by certified mail. Appeal Either party may appeal the decision of the Superintendent/President by presenting a letter of appeal to the Superintendent/President s Office within five days of receiving notification of the Superintendent/President s decision. The Superintendent/President shall forward all information related to the case to the Board of Trustees for review and final resolution as soon as is reasonably possible. Dismissal Appeal (Administrative Procedure 4255/Dismissal and Readmission, Attachment G) A student who has been dismissed from Citrus College may only appeal the decision if he/she encountered extenuating circumstances and can prove that these circumstances affected his/her scholastic performance. Petitions are accepted in the Counseling & Advisement Center. Approved students may be limited to a number of units and/or required to enroll in specific classes. The completed petition will be forwarded to a committee consisting of at least one counselor, the Dean of Counseling and the Dean of Admissions and Records. In support of their petition, students must provide the following: A. Proof of extenuating circumstances that kept the student from succeeding. Some examples of extenuating circumstances (and appropriate proof thereof) include: illness (letter from a physician), death in the family (death certificate of the family member), car accident (appropriate paperwork), change of work hours (work documentation), etc. B. A personal statement describing the extenuating circumstance and how the student s school work was affected. 3. Prerequisite Procedures Provide a description of the college s procedures for establishing and periodically reviewing prerequisites in accordance with title 5 section 55003 and procedures for considering student challenges. The college s procedures for establishing and periodically reviewing prerequisites and procedures for considering student challenges is stated in Citrus College s corresponding sections of Administrative Procedure 4260, Prerequisites, Co-requisites and Advisories (Attachment H):

College: _Citrus College District: _Citrus College P a g e 22 2. Challenge Process A. Any student who does not meet a prerequisite or co-requisite or who is not permitted to enroll due to a limitation on enrollment but who provides satisfactory evidence may seek entry into the class as follows: 1. If space is available in a course when a student files a challenge to the prerequisite or co-requisite, the district shall reserve a seat for the student and resolve the challenge within five (5) working days. If the challenge is upheld or the district fails to resolve the challenge within the five (5) working day period, the student shall be allowed to enroll in the course. 2. If space is available in the waitlist for a course when a student files a challenge to the prerequisite or corequisite, the district shall reserve a spot on the waitlist for the student and resolve the challenge within five (5) working days. If the challenge is upheld or the district fails to resolve the challenge within the five (5) working day period, the student shall be allowed to remain on the waitlist and, if the student is given the opportunity to enroll from the waitlist in the normal operation of the waitlist process, enroll in the course. 3. If no space is available in the course or on the waitlist when a challenge is filed, the challenge shall be resolved prior to the beginning of registration for the next term and, if the challenge is upheld, the student shall be permitted to enroll if space is available when the student registers for that subsequent term. B. Grounds for challenge shall include the following: 1. Those grounds for challenge specified in Section 55201(f) of Title 5. 2. The student seeks to enroll and has not been allowed to enroll due to a limitation on enrollment established for a course that involves intercollegiate competition or public performance, or one or more of the courses for which enrollment has been limited to a cohort of students. The student shall be allowed to enroll in such a course if otherwise he or she would be delayed by a semester or more in attaining the degree or certificate specified in his or her Student Educational Plan. 3. The student seeks to enroll in a course which has a prerequisite established to protect health and safety, and the student demonstrates that he or she does not pose a threat to himself or herself or others. 4. The student has the obligation to provide satisfactory evidence that the challenge should be upheld. However, where facts essential to a determination of whether the student's challenge should be upheld are or ought to be in the college's own records, then the college has the obligation to produce that information. 3. Curriculum Review Process The curriculum review process at the college shall at a minimum be in accordance with all of the following: A. Establish a curriculum committee and its membership in a manner that is mutually agreeable to the college administration and the academic senate. B. Establish prerequisites, co-requisites, and advisories on recommended preparation (advisories) only upon recommendation of the academic senate except that the academic senate may delegate this task to the curriculum committee without forfeiting its rights or responsibilities under Title 5 Section 53200-53204 and within the limits set forth in Title 5 Section 5503. Certain limitations on enrollment must be established in the same manner. C. Establish prerequisites, co-requisites, advisories on recommended preparation, and limitations on enrollment only if: 1. The faculty in the discipline or, if the college has no faculty member in the discipline, the faculty in the department do all of the following: a. approve the course, and; b. as a separate action, approve any prerequisite or co-requisite, only if the prerequisite or co-requisite is an appropriate and rational measure of a student's readiness to enter the course or program as demonstrated by a content review including, at a minimum, all of the following: (1) involvement of faculty with appropriate expertise; (2) consideration of course objectives set by relevant department(s) (the curriculum review process should be done in a manner that is in accordance with accreditation standards); (3) be based on a detailed course syllabus and outline of record, tests, related instructional materials, course format, type and number of examinations, and grading criteria; (4) specification of the body of knowledge and/or skills which are deemed necessary at entry and/or concurrent with enrollment; (5) identification and review of the prerequisite or co-requisite which develops the body of

College: _Citrus College District: _Citrus College P a g e 23 knowledge and/or measures skills identified under (4). (6) matching of the knowledge and skills in the targeted course (identified under (4).) and those developed or measured by the prerequisite or co-requisite (i.e., the course or assessment identified under (5).) and (7) maintain documentation that the above steps were taken. c. Approve any limitation on enrollment that is being established for an honors course or section, for a course that includes intercollegiate competition or public performance, or so that a cohort of students will be enrolled in two or more courses, and, in a separate action, specify which. c. Approve any limitation on enrollment that is being established for an honors course or section, for a course that includes intercollegiate competition or public performance, or so that a cohort of students will be enrolled in two or more courses, and, in a separate action, specify which. d. Approve that the course meets the academic standards required for degree applicable courses, nondegree applicable courses, non-credit courses, or community service respectively. (1) Review the course outline to determine if a student would be highly unlikely to receive a satisfactory grade unless the student had knowledge or skills not taught in the course. If the student would need knowledge or skills not taught in the course then the course may be approved for degree applicable credit only if all requirements for establishing the appropriate prerequisite have been met excepting only approval by the curriculum committee. (2) Review the course outline to determine whether receiving a satisfactory grade is dependent on skills in communication or computation. If receiving a satisfactory grade is sufficiently dependent on such skills, then the course may be approved for degree applicable credit only if all requirements have been met for establishing a prerequisite or co-requisite of not less than eligibility for enrollment to a degree-applicable course in English or mathematics, respectively. (3) A course which should have a prerequisite or co-requisite as provided in (a) or (b) but for which one or more of the requirements for establishing a prerequisite have not been met may only: (a) Be reviewed and approved pursuant to the standards for non- degree applicable credit, noncredit, or community service; (Section 55002) or (b) Be revised and reviewed as required to meet the criteria for establishing the necessary prerequisites or co-requisites. 2. The curriculum committee also reviews the course and prerequisite in a manner that meets each of the requirements specified in 3.C.1.a-d. 3. If the District chooses to use content review as defined in Title 5 of the Code of California Regulations section 55000(c) to define prerequisites and corequisites in reading, written expression, or mathematics for courses that are degree applicable and are not in a sequence, it must adopt a plan consistent with Title 5 of the Code of California Regulations section 55003(c). 4. Program Review As a regular part of the Program Review process or at least every six years, except that the prerequisites and corequisites for vocational courses or programs shall be reviewed every two years, the college shall review each prerequisite, corequisite, or advisory to establish that each is still supported by the faculty in the discipline or department and by the curriculum committee and is still in compliance with all other provisions of this policy and with the law. Any prerequisite or co-requisite that is still supported shall be reviewed promptly thereafter to assure that it is in compliance with all other provisions of this policy and with the law. 4. Professional Development Describe plans for faculty and staff professional development related to implementation of the Student Success and Support Program. Professional development for the Student Success and Support Program will primarily be conducted by the dean of counseling, programs, and services and the SSSP coordinator. The dean and coordinator will attend SSSP trainings, conferences, webinars, and region meetings and provide updates to the faculty and staff during meetings and trainings: Counseling Program Team Meetings (monthly) SSSP Committee Meetings (monthly)

College: _Citrus College District: _Citrus College P a g e 24 Counseling Faculty Department Meetings (monthly) Counseling Faculty Work Group Meetings (monthly) Counseling Programs Training Sessions (monthly) Shared Governance Committees, as necessary Email Communication 5. Coordination with Student Equity Plan and Other Planning Efforts Describe how the SSSP Plan and services are coordinated with the college s development of its student equity plan and other district/campus plans and efforts, including Accreditation Self-Study, educational master plans, strategic plans, the Basic Skills Initiative, and departmental program review. The Student Equity Planning team is comprised of the SSSP Committee and the Institutional Effectiveness Committee. In addition, the college s educational master plan, strategic plan, Accreditation Self-Evaluation, Basic Skills Initiative and program review all share goals mentioned in the SSSP Plan. 6. Coordination in Multi-College Districts In districts with more than one college, describe how policies and Student Success and Support Program services are coordinated among the colleges. Not Applicable

College: _Citrus College District: _Citrus College P a g e 25 SECTION IV. ATTACHMENTS Please provide a list of attachments to the SSSP Plan and a one-sentence description of each attachment, if the title is not self-explanatory. The following attachments are required: Attachment A, Student Success and Support Program Plan Participants. Please attach a listing of all individuals with their job titles, who were involved with creating the SSSP Plan. Attachment B, Organizational Chart. Please attach a copy of your colleges organization chart and highlight the Student Success and Support Program Coordinator s position. Please include all positions that work directly in the program providing SSSP services. If your district has a district SSSP Coordinator in addition to the college SSSP Coordinator, please attach a copy of the district organization chart, and highlight the district SSSP Coordinator's position (if it is not identified as such on the chart). If a recent or accurate organization chart is not available at this time, please draw one that includes the minimum elements listed above. Attachment C, SSSP Advisory Committee. Attach a list of the members of the college's SSSP Advisory Committee. This can be a list of individuals and their positions or simply the positions. If the committee is chaired by someone other than the SSSP Coordinator, please highlight the chair on the list of members, and identify the correct name of the committee, (advisory committee, coordinating council, steering committee, etc.). If the committee has standing or formalized subcommittees (e.g., SEP, orientation, budget, training, etc.), please list those also. Other Attachments (optional) Additional attachments may include SSSP forms or templates that illustrate section responses. You may also submit any documents, handbooks, manuals or similar materials that your district/campus has developed as SSSP materials. ADDITIONAL INFORMATION Questions regarding the development of the college SSSP Plan may be directed to: Debra Sheldon California Community College Chancellor's Office 1102 Q Street, Suite 4554 Sacramento, CA 95811-6549 dsheldon@cccco.edu (916) 322-2818

College: _Citrus College District: _Citrus College P a g e 26 Attachment A Student Success and Support Program Plan Participants Admissions and Records Gerald Sequeira, Dean of Admissions and Records Assessment Gerald Helm, Learning Center Coordinator Basic Skills Suzanne Martinez, Coordinator of Basic Skills Counseling Claudia Castillo, Counseling and Advisement Center, Counselor Susan Gonzales, Counseling and Advisement Center, Secretary Alicia Longyear, Athletic Counseling, Counselor Robin McBurney, Counseling and Advisement Center, Counselor/Early Alert Coordinator Andrea Mullin, Counseling and Advisement Center, Administrative Clerk Lucinda Over, Dean of Counseling Kristie Shimokawa, Counseling and Advisement Center, Counselor/SSSP Coordinator Lisa Villa, Counseling and Advisement Center, Counselor, Senate President 2013-14 Laura Villegas, Counseling and Advisement Center and Veterans, Counselor Michelle Plug-Gordin, Articulation Officer Justina Rivadeneyra, Counseling and Advisement Center, Career Counselor Raul Sanchez, Transfer Center, Counselor/Coordinator Stephanie Yee, Counseling and Advisement Center, Career Counselor Rafael Herrera, Center for Teacher Excellence, Counselor Deanna Smedley, Center for Teacher Excellence, Project Director Michelle Hernandez, DSPS, Counselor Jennifer McLeod, Counselor/DSPS Coordinator Sara Gonzales-Tapia, Director of EOPS/CARE and CalWORKs Efren Rangel, CalWORKs, Counselor Natalie Paredes, EOPS, Counselor Coe Lamoureux, Supervisor of International Students Stephen Avalos, International Students and Health Center, Counselor Non credit Debbie Vanschoelandt, Supervisor Noncredit Programs Outreach Ivon McCraven, Coordinator of School Relations Technology Linda Welz, Chief Information Services Officer Joyce Miyabe, ERP Coordinator

College: _Citrus College District: _Citrus College P a g e 27 Attachment B Organizational Chart Patricia A. Rasmussen Joanne Montgomery Barbara Dickerson Board of Trustees Edward C. Ortell Susan M. Keith Farihah Chowdhury (Student Trustee) Geraldine M. Perri, Ph.D. Superintendent/President Arvid Spor, Ed.D. Interim Vice President Academic Affairs J. Wise Dean Kinesiology & Athletics E. Rabitoy Dean Natural & Physical Sciences & Library S. Lee Dean Language Arts & Enrollment Management D. Hester, Ed.D. Dean Social & Behavioral Sciences Linda Welz Chief Information Services Officer P. Green Director Of Communications G. Helm Learning Center Supervisor Claudette Dain Vice President Finance & Administrative Services R. Buchwald Director Fiscal Services F. Diamond Director Facilities & Const. R. Iverson Director Purchasing & Warehouse Arvid Spor, Ed.D. Vice President Student Services M. McDonald, Ed.D. Interim Executive Dean of Students L. Over, Ed.D. Dean Counseling Programs & Services G. Sequeria, J.D. Dean Admissions and Records Robert Sammis, J.D. Director Human Resources B. Fink Manager of Human Resources/Staff Diversity S. Gonzales-Tapia Director EOPS, CARE, CalWORKs C. Thomas Director Financial Aid Lan Hao, Ph.D. Director Institutional Research K. Shimokawa SSSP Coordinator/Counselor M. Latif Evaluator Christina Garcia Director Foundation (Professional Expert) (vacant) SSSP Specialist J. Lancaster Dean Curriculum, Career/Technical Continuing Education R. Slack Dean Fine & Performing Arts (vacant) Director Cosmetology and Workforce Development (vacant) Director Performing Arts Center *SSSP Coordinator *Provides SSSP Services J. McClain Dean Mathematics, Business & Health Sciences M. Renaghan, DNP Director Health Sciences M. Smith, Ph.D. Director Grant Project Race to STEM

College: _Citrus College District: _Citrus College P a g e 28 Attachment B Lucinda Over, Ed.D \ Dean Counseling Programs & Services Counselors SSSP Coordinator/Counselor Kristie Shimokawa Articulation Officer Michelle Plug-Gordin Adjunct Counselors CFTE Adjunct Counselor Joan Godinez Educational Advisors & Staff Educational Advisor Susan Hensley Athletic Counselor Alicia Longyear CFTE Adjunct Counselor Christine Waugh Educational Advisor Maria LeDuc Career Counselor Natalie Desimone Career Counselor Justina Rivadeneyra Bridges Adjunct Counselor Edith Azizian College Success Adjunct Counselor Dan Weber Educational Advisor Dominic Jacquet Educational Advisor Sylvia Pinedo Career Counselor Stephanie Yee STEM Adjunct Counselor Debbie Boudreau Administrative Secretary Susan Gonzales CFTE Counselor Rafael Herrera DSP&S Counselor Shellyn Aguirre DSP&S Counselor Michelle Hernandez DSP&S Counselor Jennifer McLeod International Counselor Stephen Avalos STEM Adjunct Counselor Leo Pastrana STEM Counselor Becky Iott STEM Adjunct Counselor Raul Rodriguez SSSP Adjunct Counselor Rocio Garcia SSSP Adjunct Counselor Lorig Gabrielian SSSP Adjunct Counselor Nick Ho Administrative Clerk Andrea Mullin Administrative Clerk Ruth Erbe Department Aide Avery Leale Transfer Coordinator Raul Sanchez Nursing Counselor Citlally Santana Counseling & Advisement Counselor Claudia Castillo *EOP&S Adjunct Counselor Jorge Acosta Counseling & Advisement Counselor/Early Alert Coordinator Robin McBurney *EOP&S Adjunct Counselor Miramontes, Nathalie Counseling & Advisement Counselor Lisa Villa Counseling & Advisement/Veterans Counselor Laura Villegas *EOP&S Counselor Dorothy Jean Hays *EOP&S Counselor Natalie Paredes *EOP&S Adjunct Counselor David Tieu *CalWORKs Adjunct Counselor Toni Billiet *CalWORKs Adjunct Counselor Nellie Hernandez-Garcia *CalWORKS Adjunct Counselor Ana Silvia Turcios *Reports to the Director of EOPS, CARE, and CalW ORKs

College: _Citrus College District: _Citrus College P a g e 29 Attachment C Student Success and Support Program Plan Participants Title 5 Section 55510 (11) (b) requires that the Student Success and Support Program Plan for each college "be developed in consultation with representatives of the academic senate, students, administrators, and staff with appropriate expertise." Please list the persons and their stakeholder group (e.g., Student Senate, Academic Senate, Curriculum Committee, etc.), of the individuals who participated in the development and writing of this Plan. Add more pages as needed. Name: Lucinda Over Title: Dean of Counseling Programs & Services Stakeholder Group: Counseling Name: Kristie Shimokawa Title: SSSP Coordinator/Faculty Stakeholder Group: Counseling Name: Rebecca Rudd Title: Faculty Stakeholder Group: Language Arts Name: Toby Guebert Title: Faculty Stakeholder Group: English as a Second Language Name: Paul Swatzel Title: Faculty Stakeholder Group: Mathematics Name: Lan Hao Title: Director of Institutional Research Stakeholder Group: Research Name: Gerald Sequeira Title: Dean of Admissions & Records Stakeholder Group: Admissions & Records Name: Joyce Miyabe Stakeholder Group: TeCS Title: Enterprise Resource Coordinator Name: Jim McClain Title: Dean of Mathematics, Business and Health Sciences Stakeholder Group: Mathematics Name: Sam Lee Title: Dean of Language Arts Stakeholder Group: Language Arts Name: Suzanne Martinez Title: Grant Project Coordinator Stakeholder Group: Basic Skills Name: Debra Vanschoelandt Title: Continuing Education Supervisor Stakeholder Group: Career, Technical, & Continuing Education Name: Gerald Helm Title: Learning Center Programs Supervisor Stakeholder Group: Learning Center

College: _Citrus College District: _Citrus College P a g e 30 Name: Ivon McCraven Title: Coordinator of School Relations Stakeholder Group: Academic Affairs Name: Michelle Plug-Gordin Title: Articulation Officer Stakeholder Group: Career/Transfer Center Name: Marianne Smith Title: Project Director for RACE to STEM Stakeholder Group: Mathematics Name: Jonathan Carmona Stakeholder Group: ASCC Title: ASCC Senator

College: _Citrus College District: _Citrus College P a g e 31 Attachment D CITRUS COMMUNITY COLLEGE DISTRICT STUDENT SERVICES AP 5050 STUDENT SUCCESS AND SUPPORT PROGRAM References: Education Code Sections 76001 and 78210 et seq.; Title 5 Sections 55000, 55500 and 55530 et seq. The Student Success and Support Program (SSSP) brings the student and the District into agreement regarding the student s educational goal through the District s established programs, policies, and requirements. The agreement is implemented by means of the student educational plan. All students shall be required to: (Title 5 Section 55530 et seq.) Identify an education and career goal; Identify a course of study; Be assessed to determine appropriate course placement; Complete orientation; Participate in the development of the student educational plan; Complete a student educational plan no later than the term after which the student completes 15 semester units of degree applicable credit coursework or prior to the end of the 3rd semester; Diligently attend class and maintain progress toward an educational goal. Student Success and Support Program (SSSP) services include, but are not limited to: Orientation on a timely basis, information concerning campus procedures, academic expectations, financial assistance, and any other appropriate matters; Assessment and counseling upon enrollment, which shall include, but not be limited to all of the following: o Administration of assessment instruments to determine student competency in computational and language skills in conjunction with multiple measures to determine appropriate course placement; o Assistance to students in the identification of aptitudes, interests and educational objectives, including, but not limited to, associate of arts degrees, transfer for baccalaureate degrees, and vocational certificates and licenses; o Referral to specialized support services as needed, including, but not limited to, federal, state, and local financial assistance; health services; mental health services; campus employment placement services; extended opportunity programs and services; programs that teach English as a Second Language; and disabled student services. Advisement concerning course selection; and Follow-up services, and required advisement or counseling for students who are enrolled in basic skills courses, who have not declared a course of study as required, or who are on academic or progress probation or facing dismissal.

College: _Citrus College District: _Citrus College P a g e 32 The District shall not use any assessment instrument except one specifically authorized by the Board of Governors of the California Community Colleges. Criteria for Exemption from Credit SSSP Activities A student may be exempted from SSSP activities including orientation, assessment, counseling or advisement based on one or more of the following: 1. Has completed an associate degree or higher from a regionally accredited college. 2. Has enrolled at the college solely to take a course that is legally mandated for employment as defined in Title 5 section 55000 or necessary in response to a significant change in industry or licensure standards. 3. Has enrolled at the college as a special admit student pursuant to Education Code section 76001. Criteria for Exemption from Non-Credit SSSP Activities 1. Has completed an associate degree or higher from a regionally accredited college. Board Approved 03/02/10 Revised 08/12/14

College: _Citrus College District: _Citrus College P a g e 33 Attachment E CITRUS COMMUNITY COLLEGE DISTRICT STUDENT SERVICES AP 5055 ENROLLMENT PRIORITIES References: Education Code Sections 66025.8, 66025.9, 66025.92 and 76001; Title 5 Sections 51006, 55000, 55530, 55531, 55532, 56232, 58106, and 58108; 42 U.S. Code Section 12101 Enrollment in courses and programs may be limited to students meeting established prerequisites and co-requisites. (See BP and AP 4260 Prerequisites and Co-requisites.) Enrollment may be limited due to the following: health and safety considerations; facility limitations; faculty workload; availability of qualified instructors; funding limitations; regional planning; legal requirements; and contractual requirements. The District has established priorities for student registration which enables students to complete their educational goals in a timely manner and allows for special assistance to those students identified in the Education Code and Title 5. When enrollment must be limited, the order of priority shall be: a. For students who have completed assessment, orientation and a student educational plan and who are in good standing (continuing or returning students not on academic or progress probation for two or more consecutive semesters): i. Verified veterans or members of the armed forces, CalWORKs students, and verified foster youth or former foster youth under the age of 24, Disabled Student Programs and Services (DSPS) students and Extended Opportunity Programs and Services (EOPS) students; ii. Students enrolled in the Honors Program and taking the approved number of Honors courses; iii. Student athletes; iv. Students in the Early Decision Program; v. Continuing students based on units completed and current enrollment. Continuing students that have been continuously enrolled prior to the fall 2014 semester are exempted from the educational plan requirement; and

College: _Citrus College District: _Citrus College P a g e 34 vi. New and returning students based on application date. b. For students who have not completed assessment, who have not completed an orientation, who have not developed a student educational plan, who are not in good academic standing, or who have exceeded the 100-unit limitation: i. Verified veterans or members of the armed forces, CalWORKs students, and verified foster youth or former foster youth under the age of 24, Disabled Student Programs and Services (DSPS) students and Extended Opportunity Programs and Services (EOPS) students; ii. Students enrolled in the Honors Program and taking the approved number of Honors courses; iii. Student athletes; iv. Continuing students, based on units completed and current enrollment; and v. New and returning students based on application date. A student may obtain an exemption for assessment, orientation, and/or student educational plan in accordance with AP 5050 Matriculation. To receive priority registration, a student must complete assessment, orientation, and a student educational plan or obtain an exemption before registration appointments are generated each term. Registration priority specified above shall be rescinded at the first registration opportunity after a student: a. Is placed on academic or progress probation or any combination thereof as defined in BP and AP 4250 Probation, Dismissal, and Reinstatement for two consecutive semesters; or b. Has earned one hundred (100) or more degree-applicable units at Citrus College. For purposes of this section a unit is earned when a student receives a grade of A, B, C, D or P as defined in BP and AP 4230 Grading and Academic Record Symbols. The following exemptions apply: a. Students may petition for a one time exemption from the 100 unit limit requirement through the Counseling Department. b. The following units do not count toward the 100-unit limit: i. Units for non-degree applicable English as a Second Language, basic skills courses as defined by the Vice President of Academic Affairs, and special classes as defined in Title 5 Section 55000(x), and ii. Units earned through credit by examination, advanced placement, International Baccalaureate, or other similar programs. The District shall notify students who are placed on academic or progress probation of the loss of enrollment priority after a second consecutive semester on academic or progress probation for as long as the student remains on probation. The District shall also notify students who have earned 75 or more units that enrollment priority will be lost when the student reaches the 100-unit limit. Students may appeal the loss of enrollment priority when the loss is due to extenuating circumstances. Extenuating circumstances are verified cases of accidents, illnesses or other circumstances beyond the control of the student, or when a student with a disability applied for, but did not receive a reasonable accommodation in a timely manner. The Dean of

College: _Citrus College District: _Citrus College P a g e 35 Admissions and Records or his/her designee will determine the appeal in his/her sole discretion. Students who have demonstrated significant academic improvement may also appeal the loss of priority enrollment status. Significant academic improvement is defined as achieving no less than the minimum grade point average and progress standard established in AP 4250 Probation. Concurrent enrollment students (K-12) will be assigned a registration appointment in accordance with Education Code Section 76001. Any student who is a member of an active or reserve military service and who receives orders compelling a withdrawal from courses will be reinstated to their previous priority status upon their return. Requirements of a student educational plan shall not become operative until the District develops a mechanism to provide electronic student educational plans but no later than registration for the fall 2014 semester. Board Approved 07/21/09 Revised 05/01/12 Revised 12/04/12 Revised 12/03/13

College: _Citrus College District: _Citrus College P a g e 36 Attachment F CITRUS COMMUNITY COLLEGE DISTRICT STUDENT SERVICES AP 5530 References: STUDENT RIGHTS AND GRIEVANCES Education Code Section 76224(a); Title IX, Education Amendments of 1972 The purpose of this procedure is to provide a prompt and equitable means of resolving student grievances. These procedures shall be available to any student who reasonably believes a District decision or action has adversely affected his/her status, rights or privileges as a student. The procedures shall include, but not be limited to, grievances regarding: Sex discrimination as prohibited by Title IX of the Higher Education Amendments of 1972 Sexual harassment Financial aid Illegal discrimination Course grades, to the extent permitted by Education Code Section 76224(a), which provides: "When grades are given for any course of instruction taught in a community college District, the grade given to each student shall be the grade determined by the instructor of the course and the determination of the student's grade by the instructor, in the absence of mistake, fraud, bad faith, or incompetency, shall be final. Mistake may include, but is not limited to errors made by an instructor in calculating a student s grade and clerical errors. The exercise of rights of free expression protected by state and federal constitutions and Education Code Section 76120. This procedure does not apply to: Student disciplinary actions, which are covered under separate Board policies and administrative procedures. Parking citations (i.e. "tickets"); complaints about citations must be directed to the County Courthouse in the same way as any traffic violation. Students who make false or malicious charges against an employee of the College are subject to disciplinary action as outlined in the document "Standards of Student Conduct." 1. Informal Resolution A student who believes that he or she has been treated unfairly by an employee of the College must make a reasonable, good faith attempt to resolve the problem on an informal basis by first meeting individually with the employee. In the event that the student first contacts the employee s supervisor (including the Department Chair* and Dean of a faculty member), the supervisor shall first direct the student to meet with the employee. If the issue is not resolved in that meeting (or reasonable attempts to arrange the meeting fail), then the employee s supervisor shall meet with both parties, in an earnest and good faith attempt to resolve the matter successfully. If, after this,

College: _Citrus College District: _Citrus College P a g e 37 the matter cannot be resolved informally, the student may file a formal grievance. If the employee or their supervisor has not responded in ten (10) school days, the Vice President of Student Services may help in contacting the appropriate persons, but no record will be kept of the informal process. 2. Formal Grievance A formal grievance is a written allegation by a student (or group of students) filed in the manner prescribed by Section II, C, alleging that he or she was directly wronged by an action of an employee of the College. Any action that violates an established rule or regulation of the College or any law that protects student rights can be grieved. a. Eligibility to File a Grievance Any person who at the time of the filing of the grievance is a student and any person who, although not a student at the time of filing, was a student within 20 days before the time of filing, is eligible to file a grievance under these procedures as long as the person has attempted to resolve his or her grievance informally. If the grievance is grade-related, a former student has 20 days after receiving notification of the grade within which to file a grievance. b. Time Limit on Filing a Grievance To be timely, a grievance must be filed with the Vice President of Student Services or his or her designee not more than 20 days after the student learned or could have reasonably learned of the most recent of those events. In any case, in order for a grievance to be timely, it must be filed within six (6) months of the occurrence of the event(s). Because of the difficulty in reaching adjunct faculty and the amount of time spent in the formal resolution process, the time limit will be considered as met if the student makes contact with the supervisor, department chair, dean or vice president within 20 days. c. Filing of Grievances All formal grievances must be submitted on a standard grievance form. The standard grievance form may be obtained from the Office of Student Affairs or the Office of the Vice President of Student Services. It must include specific details regarding the events involved and the rule, regulation, or law alleged to have been violated by an employee of the College. Full factual data (including names, dates, times, records, etc.) should be reported to support the allegation of the grievance and to make an impartial investigation and decision possible. The student may seek the assistance of an employee of the College or any official of the Associated Students' governing board to assist with his or her grievance. * As of June 2009, the college s organizational structure does not include the position of department chairperson. As such, please defer to the dean By providing assistance, the faculty, staff, or student leader is not necessarily taking a position on the merits of the grievance. All formal grievances must be filed with the Vice President of Student Services or his or her designee. Immediately upon filing a grievance with the Vice President of Student Services, the Vice President of Student Services shall forward a copy of the grievance to appropriate

College: _Citrus College District: _Citrus College P a g e 38 personnel involved, including the staff member or members most directly responsible for grieved action(s). d. Grievance Review Board Within ten (10) days after the date on which a grievance is filed, or as soon as is reasonably possible thereafter, the Vice President of Student Services shall convene the Grievance Review Board for the purpose of a closed hearing. The Vice President of Instruction or designee shall serve as Grievance Officer. The remainder of the committee shall be composed of one counselor and two teaching faculty selected by the Academic Senate President and one administrator selected by the Vice President of Student Services. The Grievance Officer shall be the Chairperson of the Grievance Review Board and shall be a voting member of the Board. All five members and recording secretary shall be present at all deliberations. In the case of a grievance involving a classified or confidential staff member, the composition of the committee may be changed by the Vice President of Student Services with the appropriate consultation. At the hearing the Grievance Review Board shall determine whether the grievance meets the following criteria: (1) Was timely filed, and (2) Contains allegations that appear to be substantially credible and can be grieved; and, (3) Is not frivolous; and (4) Indicates that a reasonable effort was made to resolve the grievance informally. The Grievance Review Board shall make these determinations on the basis of the written grievance and any additions or amendments thereto that it permits the student to make. The Grievance Review Board shall examine all of the relevant facts and hear any testimony that it deems necessary. Unless overruled by a majority of the Grievance Review Board, the Grievance Officer shall make all rulings on matters related to the conduct of the hearing, including the following: (1) Matters involving admission of evidence. (2) The calling and questioning of witnesses. The Grievance Officer shall maintain an orderly meeting and permit no person to be subject to abusive treatment. In this regard, the Grievance Officer may eject or exclude any person who refuses to be orderly. The hearing may be recorded by the Grievance Officer either by electronic recording or stenographic recording and shall be the only recording made. No witness who refuses to be recorded may be permitted to give testimony. In the event the recording is by electronic recording, the chair shall, at the beginning of the hearing ask each person present to identify themselves by name, and thereafter shall ask witnesses to identify themselves by name. The panel deliberations will not be recorded. The recording shall remain in the custody of the district at all times, unless released to a professional transcribing service. Any party may request a copy of the recording. At the hearing, the student and the grieved party may be accompanied by another person, provided that the other person is not an attorney nor acting as a spokesperson for the

College: _Citrus College District: _Citrus College P a g e 39 parties. The grieved party's supervisor will attend if possible. In the case of a faculty member, the supervisor will be the Department Chair or the Dean. Students with documented special communication needs may request assistance. No other persons shall be present at the hearing, except witnesses at the time of their individual testimony. In the case of a grievance involving several students, a representative may be selected as a spokesperson for the group. All grievants, however, are encouraged to attend. The questioning of witnesses at the hearing will usually be conducted by the Grievance Review Board. Where fairness compels it, however, the Grievance Officer may, at his or her discretion, recognize the student or any other party involved for the purpose of questioning witnesses. Written minutes of the proceedings shall be kept in a confidential file by the Grievance Officer. All documents shall be filed in the Office of the Vice President of Student Services separately from the personnel files of the participants. e. Grievance Review Board's Decision and Report The Grievance Review Board shall attempt to arrive at its decision within three (3) days after the conclusion of the grievance hearing or as soon as is reasonably possible. The decision of the Grievance Review Board shall consist of a determination as to whether a valid grievance has been established by the evidence before the Grievance Review Board and, if so, what remedy the Board believes should be granted, if any. The Grievance Review Board shall not recommend any remedy that violates any employee rights as guaranteed by law or collective bargaining agreement. If the Grievance Review Board determines that some remedy should be granted, it will include appropriate recommendations in its report which will be sent to the College Superintendent/President. f. Action by the College Superintendent/President The College Superintendent/President may accept or reject, in whole or in part, the recommendations contained in the Grievance Review Board's report. Within five (5) days after receipt of the Grievance Review Board's report, the College Superintendent/President shall advise the student and all others involved of his or her decision by certified mail. g. Appeal Either party may appeal the decision of the Superintendent/President by presenting a letter of appeal to the Superintendent/President's Office within five (5) days of receiving notification of the Superintendent/President's decision. The Superintendent/President shall forward all information related to the case to the Board of Trustees for review and final resolution as soon as is reasonably possible. General provisions 1. Education Code Section 76224(a): When grades are given for any course of instruction taught in a community college district, the grade given to each student shall be the grade determined by the instructor of the course and the determination of the student's grade by the instructor, in the absence of mistake, fraud, bad faith, or incompetency, shall be final.

College: _Citrus College District: _Citrus College P a g e 40 2. If the student is requesting a grade change, provisions shall be made for another faculty member to substitute for the instructor if the instructor is no longer employed by the college or is unable to meet with the student within one week of the student s request; if the student has filed a discrimination complaint or the district determines that it is possible there has been misconduct by the original instructor that may have affected the grading process. In the possibility of misconduct, two faculty appointed by the Academic Senate and the dean of the division shall make a recommendation about substituting for the original instructor. (Title 5: 55025) 3. The written grievance originally submitted shall be the grievance considered during the proceedings, and the student may not file any amendments against the employee during the proceedings. Additional charges constitute a separate grievance and must be filed accordingly. 4. An additional grievance may not be filed based solely on charges or evidence considered in a previous formal grievance. 5. The time limits specified herein shall be considered maximum and every effort shall be made to expedite the process. Time limits may be extended by the mutual consent of the student and the grieved person. 6. A grievance may be withdrawn by the student at any time. However, the same grievance shall not be filed again by the same student. 7. All references in this procedure to "days" shall refer to days when classes are in session, excluding weekends, winter session, and summer session. In cases where delay would cause hardship to a student, an attempt will be made to call a panel during winter and summer sessions. 8. The grievance review board will wait for 15 minutes past the appointed time for the student and employee to appear. If the student has not appeared by that time, the grievance hearing will be dismissed and will not be rescheduled, unless there is documented evidence of a situation beyond the control of the student. If the employee fails to appear, the hearing board will determine how to proceed. Board Approved 07/21/09

College: _Citrus College District: _Citrus College P a g e 41 Attachment G CITRUS COMMUNITY COLLEGE DISTRICT ACADEMIC AFFAIRS AP 4255 DISMISSAL AND READMISSION References: Title 5 Sections 55033 and 55034 I. Standards for Dismissal: A student who is on academic probation for two consecutive semesters and whose semester grade point average for both semesters is less than 2.0 shall be subject to dismissal. A student who is on progress probation shall be subject to dismissal if fifty percent or more of the cumulative units recorded in each of two consecutive semesters have an entry of W, I, NC or NP. Military withdrawals ( MW ) are not included in the progress probation calculation. II. Dismissal Notification: A notice will be sent to dismissed students via Citrus College email informing the student that he/she has been dismissed for the semester. The notice will make reference to this procedure, and explain the dismissal process, the procedure for readmission and the procedure to appeal the dismissal. III. Petition to Appeal Dismissal Because of Extenuating Circumstances A student who has been dismissed from Citrus College may only appeal the decision if he/she encountered extenuating circumstances and can prove that these circumstances affected his/her scholastic performance. Petitions will be accepted in the Counseling & Advisement Center. Approved students may be limited to a number of units and/or required to enroll in specific classes. The completed petition will be forwarded to a committee consisting of at least one counselor, the Dean of Counseling and the Dean of Admissions and Records. In support of their petition, students must provide the following: A. Proof of extenuating circumstances that kept the student from succeeding. Some examples of extenuating circumstances (and appropriate proof thereof) include: illness (letter from a physician), death in the family (death certificate of the family member), car accident (appropriate paperwork), change of work hours (work documentation), etc. B. A personal statement describing the extenuating circumstance and how the student s school work was affected. C. The decision of the committee will be communicated to the student within 10 working days of the deadline to appeal. The student may appeal the decision of the committee in writing to the Vice President of Student Services within 10

College: _Citrus College District: _Citrus College P a g e 42 working days of the date of notification of the decision by the committee. The decision of the Vice President of Student Services is final. D. If the student s dismissal appeal is granted, the student will be continued on probation for an additional semester. At the end of the additional semester, the student s academic record will again be evaluated to determine whether the student may be removed from probation, should be dismissed, or should continued on probation. IV. Petition for Readmission From Dismissal After One Semester A. A student who has been dismissed must sit out at least one semester. A dismissed student may file a petition with the Counseling & Advisement Center for readmission. The student will be required to make an appointment with a counselor to complete the petition process. A student may be limited to the number of units and/or required to enroll in specific classes. The petition will be reviewed by the Dean of Counseling and the Dean of Admissions. B. A petition for readmission must be supported with evidence of readiness to do successful college work. The student is encouraged to meet with a counselor prior to registration each semester until he/she is removed from probationary status. V. Readmission After Dismissal A dismissed student who does not enroll at Citrus College for at least one semester will be reinstated. After each semester, the student s academic record will again be evaluated to determine whether the student should be removed from probation and dismissal, should be on probation, or should once again be dismissed. Board Approved 10/20/09 Revised 05/17/11 Revised 05/17/14

College: _Citrus College District: _Citrus College P a g e 43 Attachment H CITRUS COMMUNITY COLLEGE DISTRICT ACADEMIC AFFAIRS AP 4260 Reference: PREREQUISITES, CO-REQUISITES, AND ADVISORIES Title 5 Sections 55000 et seq. Prerequisites, co-requisites, advisories, and limitations are necessary to ensure that students succeed in their coursework and have access to the courses they require. It is important to have prerequisites in place where they are a vital factor in maintaining academic standards. It is also necessary to ensure that prerequisites, co-requisites, advisories, and limitations do not constitute unjustifiable obstacles to student access and success. Therefore, to foster the appropriate balance between these two concerns, the Education Code provides that prerequisites, co-requisites, advisories, and limitations may be established based either on content review with statistical validation or on content review alone. College Policies and Procedures 1. Information in the Catalog and Schedule of Classes The college shall provide the following explanations both in the college catalog and in the schedule of classes: A. Definitions of prerequisites, co-requisites, and limitations on enrollment including the differences among them and the specific prerequisites, co- requisite and limitations on enrollment which have been established. B. Procedures for a student to challenge prerequisites, co-requisites, and l imitations on enrollment and circumstances under which a student is encouraged to make such a challenge. The information about challenges must include, at a minimum, the specific process including any deadlines, the various types of challenge that are established in law, and any additional types of challenge permitted by the college. C. Definitions of advisories on recommended preparation, the right of a student to choose to take a course without meeting the advisory, and circumstances under which a student is encouraged to exercise that right. D. Definitions of contract course, co-requisite, noncredit basic skills course, nondegree-applicable basic skills course, prerequisite and satisfactory grade. 2. Challenge Process A. Any student who does not meet a prerequisite or co-requisite or who is not permitted to enroll due to a limitation on enrollment but who provides satisfactory evidence may seek entry into the class as follows:

College: _Citrus College District: _Citrus College P a g e 44 1. If space is available in a course when a student files a challenge to the prerequisite or co-requisite, the district shall reserve a seat for the student and resolve the challenge within five (5) working days. If the challenge is upheld or the district fails to resolve the challenge within the five (5) working day period, the student shall be allowed to enroll in the course. 2. If space is available in the waitlist for a course when a student files a challenge to the prerequisite or co-requisite, the district shall reserve a spot on the waitlist for the student and resolve the challenge within five (5) working days. If the challenge is upheld or the district fails to resolve the challenge within the five (5) working day period, the student shall be allowed to remain on the waitlist and, if the student is given the opportunity to enroll from the waitlist in the normal operation of the waitlist process, enroll in the course. 3. If no space is available in the course or on the waitlist when a challenge is filed, the challenge shall be resolved prior to the beginning of registration for the next term and, if the challenge is upheld, the student shall be permitted to enroll if space is available when the student registers for that subsequent term. B. Grounds for challenge shall include the following: 1. Those grounds for challenge specified in Section 55201(f) of Title 5. 2. The student seeks to enroll and has not been allowed to enroll due to a limitation on enrollment established for a course that involves intercollegiate competition or public performance, or one or more of the courses for which enrollment has been limited to a cohort of students. The student shall be allowed to enroll in such a course if otherwise he or she would be delayed by a semester or more in attaining the degree or certificate specified in his or her Student Educational Plan. 3. The student seeks to enroll in a course which has a prerequisite established to protect health and safety, and the student demonstrates that he or she does not pose a threat to himself or herself or others. 4. The student has the obligation to provide satisfactory evidence that the challenge should be upheld. However, where facts essential to a determination of whether the student's challenge should be upheld are or ought to be in the college's own records, then the college has the obligation to produce that information. 3. Curriculum Review Process The curriculum review process at the college shall at a minimum be in accordance with all of the following: A. Establish a curriculum committee and its membership in a manner that is mutually agreeable to the college administration and the academic senate.

College: _Citrus College District: _Citrus College P a g e 45 B. Establish prerequisites, co-requisites, and advisories on recommended preparation (advisories) only upon recommendation of the academic senate except that the academic senate may delegate this task to the curriculum committee without forfeiting its rights or responsibilities under Title 5 Section 53200-53204 and within the limits set forth in Title 5 Section 5503. Certain limitations on enrollment must be established in the same manner. C. Establish prerequisites, co-requisites, advisories on recommended preparation, and limitations on enrollment only if: 1. The faculty in the discipline or, if the college has no faculty member in the discipline, the faculty in the department will do all of the following: a. approve the course, and; b. as a separate action, approve any prerequisite or co-requisite, only if the prerequisite or co-requisite is an appropriate and rational measure of a student's readiness to enter the course or program as demonstrated by a content review including, at a minimum, all of the following: (1) involvement of faculty with appropriate expertise; (2) consideration of course objectives set by relevant department(s) (the curriculum review process should be done in a manner that is in accordance with accreditation standards); (3) be based on a detailed course syllabus and outline of record, tests, related instructional materials, course format, type and number of examinations, and grading criteria; (4) specification of the body of knowledge and/or skills which are deemed necessary at entry and/or concurrent with enrollment; (5) identification and review of the prerequisite or co-requisite which develops the body of knowledge and/or measures skills identified under (4). (6) matching of the knowledge and skills in the targeted course (identified under (4).) and those developed or measured by the prerequisite or corequisite (i.e., the course or assessment identified under (5).) and (7) maintain documentation that the above steps were taken. c. Approve any limitation on enrollment that is being established for an honors course or section, for a course that includes intercollegiate competition or public performance, or so that a cohort of students will be enrolled in two or more courses, and, in a separate action, specify which. d. Approve that the course meets the academic standards required for degree applicable courses, non-degree applicable courses, non-credit courses, or community service respectively. (1) Review the course outline to determine if a student would be highly unlikely to receive a satisfactory grade unless the student had knowledge or skills not taught in the course. If the student would need knowledge or skills not taught in the course then the course

College: _Citrus College District: _Citrus College P a g e 46 may be approved for degree applicable credit only if all requirements for establishing the appropriate prerequisite have been met excepting only approval by the curriculum committee. (2) Review the course outline to determine whether receiving a satisfactory grade is dependent on skills in communication or computation. If receiving a satisfactory grade is sufficiently dependent on such skills, then the course may be approved for degree applicable credit only if all requirements have been met for establishing a prerequisite or co-requisite of not less than eligibility for enrollment to a degree-applicable course in English or mathematics, respectively. (3) A course which should have a prerequisite or co-requisite as provided in (a) or (b) but for which one or more of the requirements for establishing a prerequisite have not been met may only: (a) Be reviewed and approved pursuant to the standards for non- degree applicable credit, non-credit, or community service; (Section 55002) or (b) Be revised and reviewed as required to meet the criteria for establishing the necessary prerequisites or co-requisites. 2. The curriculum committee also reviews the course and prerequisite in a manner that meets each of the requirements specified in 3.C.1.a-d. 3. If the District chooses to use content review as defined in Title 5 of the Code of California Regulations section 55000(c) to define prerequisites and co-requisites in reading, written expression, or mathematics for courses that are degree applicable and are not in a sequence, it must adopt a plan consistent with Title 5 of the Code of California Regulations section 55003(c). 4. Program Review As a regular part of the Program Review process or at least every six years, except that the prerequisites and co-requisites for vocational courses or programs shall be reviewed every two years, the college shall review each prerequisite, co-requisite, or advisory to establish that each is still supported by the faculty in the discipline or department and by the curriculum committee and is still in compliance with all other provisions of this policy and with the law. Any prerequisite or co-requisite that is still supported shall be reviewed promptly thereafter to assure that it is in compliance with all other provisions of this policy and with the law. 5. Implementing Prerequisites, Co-requisites, and Limitations on Enrollment Implementation of prerequisites, co-requisites, and limitations on enrollment must be done in some consistent manner and not left exclusively to the classroom instructor. Every attempt shall be made to enforce all conditions a student must meet to be enrolled in the class through the registration process so that a student is not permitted to enroll unless he or she has met all the conditions or has met all except those for which he or she has a pending challenge or for which further information is needed before final determination is possible of whether the student has met the condition. 6. Instructor's Formal Agreement to Teach the Course as Described The college shall establish a procedure so that courses for which prerequisites or co-

College: _Citrus College District: _Citrus College P a g e 47 requisites are established will be taught in accordance with the course outline, particularly those aspects of the course outline that are the basis for justifying the establishment of the prerequisite or co-requisite. The process shall be established by consulting collegially with the local academic senate and, if appropriate, the local bargaining unit. Review of Individual Courses If the student's enrollment in a course or program is to be contingent on his or her having met the proposed prerequisite(s) or co-requisite(s), then such a prerequisite or corequisite must be established as follows. If enrollment is not blocked, then what is being established is not a prerequisite or co-requisite but rather an advisory on recommended preparation and must be identified as such in the Schedule and Catalog. Establishing advisories does not require all the following steps. 1. Advisories on Recommended Preparation The college may recommend that a student meet a standard of readiness at entry only if recommended by the faculty in the discipline or department and by the curriculum committee as provided in I.C. above. This process is required whether the college used to describe such recommendations in its catalog or schedule as "prerequisites," or "recommended," or by any other term. 2. Limitations on Enrollment The types of limitation on enrollment specified below may only be established through the curriculum review process by the discipline or department faculty and the curriculum committee specified above including the requirement to review them again at least every six years, for example, as part of program review. The following requirements must also be met in order to establish these particular limitations on enrollment. A. Performance Courses The college may establish audition or try-out as a limitation on enrollment for courses that include public performance or intercollegiate competition such as but not limited to band, orchestra, theater, competitive speech, chorus, journalism, dance, and intercollegiate athletics provided that: 1. For any certificate or associate degree requirement which can be met by taking this course, there is another course or courses which satisfy the same requirement; and 2. The college includes in the course outline of record a list of each certificate or associate degree requirement that the course meets and of the other course or courses which meet the same requirement. 3. Limitations on enrollment established as provided for performance courses shall be reviewed during program review or at least every six years to determine whether the audition or try-out process is having a disproportionate impact on any historically underrepresented group and, if so, a plan shall be adopted to seek to remedy the disproportionate impact.

College: _Citrus College District: _Citrus College P a g e 48 If disproportionate impact has been found, the limitation on enrollment may not be printed in subsequent catalogs or schedules nor enforced in any subsequent term until such a plan has been endorsed by the department and the college administration and put into effect. (See also Sections 55502(e) and 55512.) B. Honors Courses A limitation on enrollment for an honors course or an honors section of a course may be established if, in addition to the review by the faculty in the discipline or department and by the curriculum committee as provided above, there is another section or another course or courses at the college which satisfy the same requirements. If the limitation is for an honors course and not only for an honors section, the college must also include in the course outline of record a list of each certificate or associate degree requirement that the course meets and of the other course or courses which meet the same associate degree or certificate requirement. C. Blocks of Courses or Sections Blocks of courses or blocks of sections of courses are two or more courses or sections for which enrollment is limited in order to create a cohort of students. Such a limitation on enrollment may be established if, in addition to review by the faculty in the discipline or department and by the curriculum committee as provided above, there is another section or another course or courses which satisfy the same requirement. If the cohort is created through limitations on enrollment in the courses rather than limitations on specific sections of courses, then the college must include in the course outline of record a list of each certificate or associate degree requirement that the course meets and of the other course or courses which satisfy the same associate degree or certificate requirement. Board Approved 02/02/10 Revised 05/01/12 Desk Review 09/17/12 Revised 06/18/13

College: _Citrus College District: _Citrus College P a g e 49 RESOURCES Senate Bill 1456 California Code of Regulations, Online Student Success and Support Program Student Equity Plan Accrediting Commission for Community and Junior Colleges Chancellor's Office Basic Skills web site