institutional effectiveness plan · institutional effectiveness essentially involves four major...

1 - I.E. Overview

2 - Mission

3 - Planning Process

4 - Planning Assumptions

5 - NCCCS Strategic Plan

6 - Performance Measures

7 - College Goals and Priorities

8 - Categorical Funding

9 - Technology Plan

10 - Diversity Plan

11 - Small Business Center

12 - Customized Training

13 - Basic Skills

14 - Completion by Design Action Plan

I.E. Overview

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INTRODUCTION

What is Institutional Effectiveness? Coastal Carolina Community College’s institutional effectiveness process is an ongoing, College-wide process of planning and outcomes assessment for the purpose of documenting that the College is achieving its mission and goals. Institutional effectiveness essentially involves four major questions. The first question focuses on the College’s mission: “What is our purpose?” The second is stated in the President’s Vision: “What do we want to become?” The four themes of the College’s Strategic Plan provide the answer to the third question: “How will we get there?” The fourth question, is a result of assessment as documented in the Desktop Audit; “How well is Coastal doing its job in order to fulfill its mission?” Institutional effectiveness involves a minimum of four steps: 1. Establishing a clearly defined mission or purpose; 2. Formulating educational goals consistent with the mission and strategic plan; 3. Developing and implementing procedures to evaluate the extent to which goals have been

achieved; and 4. Using the results of evaluations to improve programs and services. Coastal’s model for institutional effectiveness and student outcomes assessment is based on the research of Dr. James O. Nichols. Dr. Nichols visited Coastal in 1995 to assist the College in the development of meaningful student learning outcomes and the College has refined this process on a continuous basis. The Institutional Effectiveness Model depicts the essential components of the College’s planning and assessment process. Coastal’s Institutional Effectiveness process is participatory, based on analysis of trends, strategic planning, identification of outcomes to increase effectiveness, assessment of progress towards the accomplishment of outcomes, and incorporation of strategies for improvement.

Use of Results “Closing the Loop”

College Mission and Strategic Goals

Development of Unit Assessment Plans, Student

Outcomes, Administrative and Educational Support Service

Objectives

Assessment Activities

Program and Educational

Support Service Improvements

Resource Availability Budgeting Process

Implementation of Unit Activities/Strategies

Feedback of Assessment Results

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Why is Institutional Effectiveness Important?

Over the past decade, colleges have come under increasing scrutiny by legislative bodies, accrediting agencies, and the public in general. All of these groups are demanding more accountability on the part of individual colleges. The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) has played a critical role in adopting requirements for all institutions that it accredits to engage in systematic, inclusive planning. Core Requirement 2.5 of the Principles of Accreditation: Foundations for Quality Enhancement states:

The institution engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes that (1) incorporate a systematic review of institutional mission, goals, and outcomes; (2) result in continuing improvement in institutional quality; and (3) demonstrate the institution is effectively accomplishing its mission. (Institutional Effectiveness)

Comprehensive Standards – Institutional Effectiveness 3.3.1 states:

The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: (Institutional Effectiveness) a. Educational programs, to include student learning outcomes b. Administrative support services c. Academic and student support services d. Research within its mission, if appropriate e. Community/public service within its educational mission, if appropriate

As a result, institutional effectiveness is now a primary consideration at colleges throughout the southern states. The concept of accountability and performance-based funding for colleges is gaining momentum and has been implemented to varying degrees in a number of states. The North Carolina Community College System made a step in this direction with the implementation of the Performance Measures and Standards. While meeting the requirements of external bodies underscores the importance of institutional effectiveness, the internal applications are even more important. Institutional effectiveness provides a mechanism whereby the College can assess and continuously improve its programs and administrative and educational support services. This enables the College to better serve and meet the needs of its students and other stakeholders. The degree to which institutions harness their resources to achieve their objectives will depend on the clarity of these objectives and the institution’s willingness to set priorities and commit to continuous improvement. Coastal Carolina Community College has implemented a comprehensive institutional effectiveness assessment model. The Desktop Audit is the major component of Coastal’s institutional effectiveness model. The model is comprised of a number of components and

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assesses the effectiveness of all aspects of College programs and services including curriculum and continuing education instruction and administrative and academic support services. Demonstrating institutional effectiveness takes on special significance for community colleges. Community colleges typically have a broader mission than four-year colleges and universities. In addition to traditional freshman/sophomore level coursework, community colleges provide two-year career training, occupational retraining, developmental coursework, continuing education, courses for special populations, and business and industry training. Community college students also differ from traditional college students. They are more diverse in terms of their age, backgrounds, preparation, and educational objectives than their four-year college/university counterparts. Therefore, the measures of institutional effectiveness must be applicable to community college student outcomes.

Who is Responsible for Institutional Effectiveness?

Without question, institutional effectiveness is the responsibility of all faculty and staff of the College. At Coastal Carolina Community College, the Institutional Effectiveness, Research, and Innovation Office coordinates the planning, goal setting, and assessment activities of the College. Planning, budgeting, assessment, and continuous improvement activities occur within the various planning units of the institution, and the results are captured and summarized in the annual Desktop Audit program and service review sessions.

The Institutional Effectiveness Office The Institutional Effectiveness Office has responsibilities for providing leadership and direction for the College-wide institutional effectiveness process including:

• Assisting faculty and staff in collecting and analyzing data for assessment • Conducting all program review meetings • Preparing the Desktop Audit • Monitoring the College’s planning schedule • Providing assistance to the College’s divisions for planning and assessment • Planning and scheduling meetings of the President’s Planning Council and the College

Planning Council • Conducting planning activities and focus group sessions • Serving as the SACSCOC accreditation liaison, IPEDS keyholder, and College data

coordinator • Designing and administering student faculty and staff surveys for evaluation of programs

and services • Providing leadership and direction for the QEP • Identifying and providing leadership for initiatives in support for the student success

agenda • Providing leadership, planning, and delivering on-site professional development

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Institutional Effectiveness Process at Coastal The institutional effectiveness process at Coastal has evolved and significant activities have been shaped by requirements of the North Carolina Community College System. The overall commitment of Coastal to institutional effectiveness has remained firm, and Coastal has served as a leader among the 58 colleges in the North Carolina Community College System, with the designation of the Desktop Audit as the model of annual program review for the system. The institutional effectiveness process at Coastal begins with the College mission, vision, strategic themes, and goals. Each of these elements is reviewed periodically and, if necessary, modified. The mission, vision, goals and strategic themes were approved by the Board of Trustees in April, 2016. As part of institutional effectiveness, there must be an understanding of why our College and its programs have succeeded in the past, what conditions will be required for future success, and how the College must change to acquire the necessary capabilities to succeed in the future. The College has many strategies for collecting data for evaluation and assessment, including the level of assessment of student learning and the assessment of progress toward goal accomplishment. The result of these data collection, evaluation and assessment efforts are fed into the planning process. The most systematic and formal of these evaluation processes is completion of the Desktop Audit, during which time planning and review meetings are held with the planning units of the College.

Mission

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Mission

As a member of the North Carolina Community College System, Coastal Carolina Community College provides opportunities for quality post-secondary education, college transfer, workforce training and lifelong learning for the civilian and military population of Onslow County, within the limits of available resources. Coastal values academic excellence, focuses on learning outcomes and student success, provides leadership for community cooperation, and actively contributes to the economic development of Onslow County.

Coastal Carolina Community College provides:

• Associate Degrees, Diplomas and Certificates

• Lifelong Learning

• Workforce Development

• Personal and Cultural Enrichment

• Customized Training

• Comprehensive Student Support

• Developmental Education and Adult Basic Skills

• Aggressive Economic Development

• Accessible Education Including Distance Learning

Planning Process

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Planning Process

The planning process for Coastal Carolina Community College is broad-based and integrated throughout the institution. The overall planning process follows Core Requirement 2.5 of The Principles of Accreditation: Foundations for Quality Enhancement.

The institution engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes that (1) incorporate a systematic review of institutional mission, goals, and outcomes; (2) result in continuing improvement in institutional quality; and (3) demonstrate the institution is effectively accomplishing its mission. (Institutional Effectiveness)

Key Planning Units

President’s Planning Council

The President’s Planning Council is the primary decision-making body of the College. The President’s Planning Council is comprised of the President, the Vice President for Instruction, the Vice President for Institutional Effectiveness, Research, and Innovation, and the Vice President for Administrative Support Services. The President chairs the council.

College Planning Council

The College Planning Council is designed to provide broad-based participation in the College planning process. The membership includes the President; the Vice President for Instruction; the Vice President for Institutional Effectiveness, Research, and Innovation; two Board of Trustees members; the Vice President for Administrative Support Services; the Division Chair for Student Services; the Division Chair for Off-Campus Programs; the Division Chair for Industrial and Applied Technology; the Faculty Assembly Chair; the Division Chair for Business Technology and Legal Services; the Director of Economic Development; the Public Information Officer/Executive Director of the College Foundation, Inc.; the Division Chair for Continuing Education; the Basic Skills Director; the Comptroller; the Student Government President; and the Assistant to the Vice President for Institutional Effectiveness and Continuing Education. The group primarily serves in an advisory capacity. The council provides feedback in the following areas.

• Review and modification of the College mission, vision, values and themes • Establishment of the College goals and priorities • Analysis of annual planning assumptions • Organization and monitoring of progression in the reaccreditation process • Analysis of issues with institution-wide significance as needed • Representation of the various planning units and stakeholders of the College in the

planning process

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Other Planning Units Division Chairs Continuing Education Directors Leadership Team Student Services Leadership Team Technology Committee County Budget Planning Council Budget Oversight Committee

Coastal Carolina Community College Planning Model In 2005, the College Planning Council adopted a planning model for Coastal that is based on three essential components: strategic planning, assessment planning, and operational planning. The Planning Council reaffirmed the viability of the Planning Model in 2016. Strategic planning allows Coastal to remain true to and accomplish its stated mission by anticipating and analyzing the impact of internal and external environmental trends and then-in the context of the stated mission-by setting a strategic direction and developing plans that focus Coastal’s resources on effectively and efficiently addressing those trends. Strategic planning identifies a long-range strategic path, which provides the foundation for assessment and operational planning. Assessment planning describes-in the context of the stated mission-what educational and administrative and educational support service outcomes (the ends) will be achieved. The goals and strategies for accomplishing the outcomes are documented within the Desktop Audit and serve as a framework for the units’ activities for the next one to two years. This is the planning identified within the Desktop Audit. Operational planning describes what resources (the means)-human and fiscal-are necessary in order to achieve strategic goals and expected outcomes. This involves annual budget planning, facilities planning, and human resource planning. This planning is also documented within the Desktop Audit. The budget planning of the College links all pieces of Coastal’s planning together. The planning units submit budget requests and document rationale for requests on the basis of sustaining a program or service, support of a strategic theme or goal, or a specific budget need identified through program and educational support service assessment in the Desktop Audit.

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Planning Documents As the name implies, institutional effectiveness is an issue with College-wide significance. However, much of the activity occurs at the department or program level. The Desktop Audit is the major assessment/planning document for Coastal Carolina Community College. The Desktop Audit is a two-step process that begins in July (for educational support units) and August (for academic programs) each year. This involves a three-step process as follows.

1. Assessing the extent to which departmental goals/student learning outcomes from the prior year were achieved (closing the loop)

2. Developing the departmental goals/learning outcomes for the upcoming year 3. Documenting program improvements based on assessment and education

Institutional Effectiveness Activities

Program Review – Desktop Audit Program review has been an integral component of the institutional effectiveness effort at North Carolina community colleges since the late 1980s. In addition to its obvious appeal as a tool for internal assessment efforts, program review was also viewed as a key instrument for meeting the requirements of program accrediting bodies, SACS, and the System Office. Until 1989, there were no official System Office mandates concerning program review; however, in February of that year, a task force recommended to the State Board of Community Colleges the following policy for adoption.

Each college shall monitor the quality and viability of each of its curriculum programs. Each program shall be reviewed at least once every five years with regard to the achievement of its stated purpose, quality of instruction, curriculum design, cost, student outcomes, and contributions to the overall mission of the college. Summary reports of these reviews shall be transmitted to the System President.

The State Board adopted this policy on October 12, 1989. This initial policy was intentionally broad and did not require a precise approach to program review. In 1994, the North Carolina General Assembly adopted provisions (Senate Bill 109, Sections 109 and 119) which necessitated significant changes in the program review process. The State Board charged the Program Review and Accountability Task Force with devising a new review process and to set standards programs must meet. The changes recommended by the task force were adopted by the State Board in September 1994. This new process was highly prescribed and became known as the Annual Program Review (APR). It was based upon Coastal Carolina Community College’s Desktop Audit. The program review process was changed again in 2000 when the State Board of Community Colleges and the North Carolina General Assembly approved the new Performance Measures and Standards for the North Carolina Community College System. Colleges are no longer

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required to submit program review reports on its curriculum programs to the System Office. The nature of the program review process is now up to each individual college. At Coastal, the annual program review, the Desktop Audit, remains a significant tool in evaluating student learning outcomes and in documenting institutional effectiveness. The Desktop Audit is the centerpiece of institutional effectiveness which includes the reviews of curriculum and continuing education instructional programs and administrative and educational support services annually.

Institutional Effectiveness Plan

Both the North Carolina General Assembly and the State Board of Community Colleges took action in 1989 to require that North Carolina community colleges submit an annual institutional effectiveness plan (Chapter 752, Senate Bill 44, Section 80 and the State Board minutes of the July, 1989 meeting). These plans were to be tailored to the specific mission of the College and would address the critical success factors and the goals of the community college system. Guidelines stipulated that each plan should address educational programs, faculty, administrative services, student services, learning resources, marketing, literacy, diversity, small business, and focused industry training. Plans were to be submitted on a biennial basis, with full plans submitted in September of even numbered years and updates submitted in September of odd numbered years. In September 1998, the North Carolina State Board of Community Colleges took action to change the reporting requirements for the institutional effectiveness plans. While maintaining the requirement that each college develop an annual institutional effectiveness plan, the State Board took the position that the plan should be designed to meet the needs of the college and should not be a state compliance document. Effective July 1, 1999, community colleges are no longer required to submit an institutional effectiveness plan to the System Office. However, the System Office does require that the State Education Program Auditors monitor compliance with the legislative mandate that colleges do prepare an annual institutional effectiveness plan and that the plan be indicative of a sound planning process. The auditors also monitor the plans to ensure that the plans specifically address the issues of diversity and technology. To comply with the mandate, Coastal provides an Institutional Effectiveness Plan which is updated biannually and blends the internal planning components of Coastal’s institutional effectiveness model with the additional planning documents required by the North Carolina Community College System. The Institutional Effectiveness Plan is reviewed by the President’s Planning Council and may be evaluated by the annual North Carolina Community College System program audit staff.

Advisory Committee Meetings All technical/vocational programs at the College have advisory committees whose members are carefully selected and approved by the Board of Trustees. Advisory committees are recognized as a significant means for obtaining information on what is occurring in the field and can provide input on how to best prepare graduates to have the requisite skills and training needed by their

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employers. Advisory committees meet at least once annually and minutes are kept on file in the Division Office. In 2005, as a further expansion of the Desktop Audit, discussions were held concerning recommendations provided by the Advisory committees. Recommendations which resulted in curriculum modifications or program improvements are now documented in the Desktop Audit.

The Coastal Fact Book

While not generally regarded as an institutional effectiveness activity, the Coastal Fact Book may serve as a valuable resource for such efforts. The Fact Book is updated annually and includes a variety of information on the College, its academic programs, and student enrollment data. The Fact Book is prepared by the Institutional Effectiveness, Research, and Innovation Office in October of each year.

Performance Measures

The other significant component of institutional effectiveness at Coastal is the use of the performance measures of the North Carolina Community College System. At Coastal, the performance measures are carefully analyzed and the outcomes are used in determining the overall effectiveness of instructional programs. The performance measures serve as Coastal’s core indicators of effectiveness. A description of each measure and the data collection is included (Appendix I). In the 2016 Session, the North Carolina General Assembly approved modifications to the performance measures. As a result, the System now has seven performance standards. As previous performance measures were being finalized in 2012, a Performance Funding Committee was appointed to develop a performance funding model incorporated in colleges’ regular formula budget allocations. One of the outcomes of this committee was the establishment of system-wide baseline and excellence levels for each measure. The committee recommended using consistent, statistically-defined levels to promote transparency, simplicity, and objectivity. This utilization of the levels is a departure from the System’s historical use of “standards.” Based on three years of data (if available) for each measure, baseline levels are set two standard deviations below the system mean, and excellence levels are set one standard deviation above the system mean. These levels remain static for three years and are reset every three years.

Closing the Loop Throughout the years, Coastal has demonstrated a commitment to institutional effectiveness. Coastal Carolina Community College’s approach is unique in that it combines program and service reviews with the planning and budgeting documents. This integration makes the continuous and dependent relationship between planning, evaluation, assessment, budgeting, and implementation obvious. Coastal’s institutional effectiveness model, anchored by the Desktop Audit, has served as a framework for the systematic review of programs and administrative and educational services that result in continuous improvement and mission accomplishment.

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Coastal’s Desktop Audit has been identified as a model for the 58 community colleges in the North Carolina Community College System (NCCCS) and has been studied by community colleges throughout the nation. In addition, Coastal is the only community college in the system that has met or exceeded all performance standards as required by the North Carolina Community College System more than any other college in the system. The performance measures were modified and new standards were adopted in the 2016 Session of the North Carolina General Assembly. The colleges now have seven performance measures. The Performance Funding Model for the Community College System is based on two components: quality and impact. Quality is evaluated by determining a college’s rate of student success in each measure as compared to a system wide performance baseline and goal. Impact on student outcomes is evaluated by the number of students succeeding on each measure. Student learning outcomes such as those documented through Coastal’s Desktop Audit and Coastal’s superior performance in the North Carolina performance standards are evidence of institutional effectiveness based on sound planning, budgeting, and assessment. This overall commitment to institutional effectiveness has resulted in a working example of continuous quality improvement that has resulted in profound differences in the lives of our students and the community we serve.

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Planning Calendar

Budget Planning Program Review Performance Measures

Other Activities

January

-Mid-year review -County budget developed

-Finish CE program review -Follow up phone calls to employers and graduates

-Review and revise data from NCCCS

-Catalog and website revisions due -Policy revisions presented to Board of Trustees

February -Division Chairs, Directors, Supervisors submit additional requests

-Tabulate final results and finalize all reports

-Check data from NCCCS

March

-Year-end purchases -Proposed county budget approved by Board of Trustees

-Provide completed DTA to planning units

-Performance reviews conducted -Job descriptions reviewed/analyzed

April

-Unit planners prepare upcoming budgets -County budget proposal due

-Collect survey data from alumni and graduates

-Performance Measures for Student Success Report received from NCCCS

-President’s Planning Council meets -Begin preparation of IE Plan

May

-Preliminary budget meeting/VPs -New proposals/ unit area budgets due to appropriate VP

June -Close out of budget *VP budget meetings -County budget notification

-Collect graduation survey data -Communicate results from performance measures

-President’s performance review -Review and report on Technology Plan

July

*Budget Oversight Committee meets for budget allocations -County budget established

-Begin educational support reviews

-Review and report on Diversity Plan

August

-Budgets finalized and distributed

-Conduct educational support reviews

September

-Budgets monitored -Forward info to appropriate Division Chairs -Finalize service area reviews

-Work on catalog for upcoming year; webpages reviewed for update -Security report prepared

October

-Conduct academic review meetings; finalize reports, “close loop” on previous year

-President’s Planning Council meets -Fact Book prepared -Security report posted

November

-Budget Review Oversight Committee


-President’s Planning Council reviews policies

December

-Suggestions solicited for county budget


*Dates are contingent upon legislative action and are modified depending on receipt of budget.

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Strategic Planning Process Coastal Carolina Community College has developed a clear sense of its direction for the future. The strategic planning process aims to preserve the best of what we do, while developing new strategies that will link the emerging aspirations of students, faculty, and staff with the needs of the future. The strategic planning process includes the following: • Review of the relevance of the mission

• Analysis of internal and external forces affecting the College

• Development of a Vision of the desired future state

• Development of a set of values fundamental to Coastal Carolina Community College

• Assessment of strengths, weaknesses, opportunities, and threats

• Establishment of four major themes to set direction for the future

• Establishment of thematic-related College goals

• Establishment of priority initiatives to achieve goals

• Implementation of strategies for the sustainability of the plan

• Identification of outcomes

• Use of data to recognize excellence and support a model for continuous improvement

Planning Assumptions

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Planning Assumptions DEMOGRAPHIC ASSUMPTIONS

POPULATION GROWTH

• Rapid world population growth will continue unabated, exacerbating shortages of fuel, potable water, and health care resources.

• North Carolina population will continue to grow at a rate greater than most other states. • A few metropolitan areas (Raleigh, Charlotte, Greensboro, Wilmington, etc.), host

military communities (Onslow County, Craven County, Cumberland County, Wayne County), and resort communities will continue to provide most of the population growth.

• Onslow County’s population growth pattern, combined with its recent emergence as a regional shopping center, will continue to present employment outcome challenges for the College’s highly skilled allied health and technology programs.

o The College will have to find more effective ways of demonstrating and documenting its employment outcomes, particularly for graduates from military families, most of whom find rewarding jobs in other states.

AGING OF THE POPULATION

• North Carolina population will continue to age, due to the population of Baby Boomers

and the continued influx of retirees from less temperate states.

o Onslow County’s steadily increasing attractiveness as a relatively low cost, beautiful area with easy access to a large tidal river and the Atlantic Ocean beaches, will continue to create a growing market for adult continuing education courses, workshops, and seminars.

• Communities with younger average population will continue to be those in metropolitan

areas, college towns, and host military communities, such as Jacksonville and Onslow County.

ECONOMIC/FISCAL TRENDS

• The National economy will continue to struggle, as American owned industries and

large businesses establish and expand their facilities in China, India, Europe, etc., in order to take advantage of highly educated, relatively low wage workforces.

• National recovery from the crash of the housing market, crisis in the banking and

finance sectors, and economic recession will continue to be slow and painful for the next few years.

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• The National unemployment rate will continue to be high, until the productivity and

wage rates of the domestic workforce become competitive in the global market. • Several states are faced with devastating cuts in annual budgets that will require

massive cutbacks in government jobs.

North Carolina’s dramatic recovery, from a budget deficit of more than 3.2 billion dollars to a balanced budget in less than four years, has stimulated the State’s economy and created many new private sector jobs.

• North Carolina will continue to restructure its economy by focusing on recruitment

of high tech manufacturing jobs and promoting small business development.

Onslow County will also continue to refine its strategy and tactics for attracting and creating new jobs.

The JacksonvilleOnslow Economic Development team is actively promoting and marketing the high tech training, unique skill sets, supervisory experience, and adaptability of the exiting military population.

The State of North Carolina is working hard to overcome the historical resistance of manufacturing firms to locating plants in military communities.

The North Carolina Community College System is nationally recognized for the success of its Small Business Center Network.

• North Carolina’s strategic military bases will continue to be the major engines of economic stability for Onslow, Craven, Cumberland, Carteret, and Wayne Counties.

The focus of the current Governor, as well as the leadership of both the North Carolina Senate and House of Representatives, on making the State’s support for its strategic military bases one of its highest priorities, has brought substantial infrastructure investment to the Eastern Region of the State.

Coastal’s reputation for educational quality, and unmatched record of student success, has been formally recognized by the last six (6) Commandants of the Marine Corps.

SOCIO-CULTURAL TRENDS

• Continued growth of the world population will exacerbate already existing shortages of potable water.

Supplies of potable water are already being diminished and are expected to be a

major source of conflict in the desert regions of the globe.

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Migration from water deprived areas to countries perceived to have plentiful

supplies of potable water and thriving agriculture will continue, creating cultural clashes between native populations and unwelcome immigrants.

• Elderly populations will continue to grow, due to breakthroughs in medical treatment and

nutritional research.

Demand for products, services, and facilities for the elderly will continue to grow, particularly in the United States.

Critical shortages of trained nurses and physicians will continue to cause problems, particularly in rural, sparsely populated areas.

Health care costs will continue to outpace the growth of wages and benefits.

The ratio of workers contributing to retirement systems, to retirees using

those benefits, will force unpopular changes to Social Security, Medicare, and Medicaid Programs.

• The demand for knowledge and “high tech” skills, combined with increased competition

for local, state, and federal funding, will continue to change the expectations of employers, regarding the priority goals of public education.

The cost to the taxpayers, of providing for the welfare of high school

dropouts, will continue to place extreme political pressure on the public schools.

Community colleges will also feel increasing pressures to produce higher percentages of program completers and graduates, which will increasingly call into question the affordability of “open door” admissions policies.

Public and private universities will struggle with pressures to be more accountable for the “value added” to students, their families, and state and federal governments, as compared to the “costs” of higher education.

• Differential birth rates and population growth trends will continue to create

pressures for increased awareness of, and responsiveness to, racial, ethnic, and cultural diversity issues.

North Carolina is experiencing political pressures to limit funding of higher

education opportunities for undocumented immigrants. Several states are expected to have Hispanic majorities of registered voters in the

next few years.

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• Societal values, both within the nation and North Carolina, will continue to evolve, creating political, economic, and social tensions.

The collapse of the housing market, and the horror stories associated with

the unconscionable risks that members of the banking, investment, and financial sectors of the national economy are taking with investors’ money, have caused millions of Americans to question the wisdom of relying on governmental oversight and leadership of the national economy.

Individual states, most of which are obligated to balance their annual

budgets by their state constitutions, will be laying off large numbers of government employees, reducing programs and services, and shifting budget responsibilities to local governments. If this trend continues, pressure will mount on the federal government to curtail deficit spending and begin the painful process of paying down the national debt.

Most states, faced with these harsh realities, will be trying to reduce

governmental reporting requirements, as well as bureaucratic roadblocks to small business creation and expansion. North Carolina has been a national leader in the effort to unleash the creativity of the small business and industry sectors for more than four years, and the State’s community colleges have led the way.

• Concerns about extensive time delays and the threat of terrorist attacks have dramatically

changed the focus of most Americans, from leisure travel to exotic vacation destinations, to a greater appreciation of nearby attractions.

North Carolina’s strategic location, inviting climate, and natural beauty are

making travel and tourism an “industry” that continues to grow and develop.

• Vigorous exercise, healthy eating practices, and rapidly growing interest in the value and cost effectiveness of preventive medicine, will continue to be “growth industries” for the nation and particularly the State of North Carolina, as more and more senior citizens assert the political and economic force of their numbers.

Again, North Carolina…and particularly Coastal North Carolina… are blessed to

be able to respond to this trend. POLITICAL/LEGISLATIVE TRENDS

• President Donald Trump’s unexpected election, combined with his political party’s continued majority in both the houses of Congress, will create uncertainty about federal funding for higher education in the early years of his presidency.

The North Carolina Community College System’s reputation, for responding

to emerging workforce needs, and for its leadership role in economic

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development, will continue to assure both political and funding support at the State level.

• The recent election of a Democrat Governor, who must work effectively with the

Republican majority of both the North Carolina House of Representatives and Senate, will also create new challenges for the public universities and community colleges.

Coastal Carolina Community College’s State Senator is the Senate Majority

Leader, and he is a powerful advocate for the North Carolina Community College System.

The new President of the North Carolina Community College System, the leadership of the State Board of Community Colleges, the North Carolina Association of Community College Trustees, and the Presidents Association are working together very effectively, which should assure that the community colleges will continue to get their fair share of the State appropriations.

• Three of the five Onslow County Commissioners that will take office for the first time in

2017, will have no experience in County Government, which by statute is responsible for funding all of the facilities, maintenance, and support costs of the College. The newly elected Chair of the Onslow County Board of Commissioners has been

a supporter of the College for more than 20 years.

The other incumbent Commissioner is a retired College instructor and has been a strong supporter of the institution for more than 20 years.

TECHNOLOGY TRENDS

• Technology will continue to dominate the US and North Carolina economies.

Technology, in all of its rapidly emerging forms, provides unprecedented access to information, which appears to be the primary commodity of a knowledge-based economy.

The pace of technological change is increasing both worker productivity and

product obsolescence. Research and development will play a dominant role in both the US and North Carolina economies.

Breakthrough advances in medical, transportation, and communication

technology will continue to occur, creating opportunities and challenges for governments, businesses, industries, and, in particular, community colleges and universities.

• Demand for information technology in higher education will continue to increase,

even in the face of budget cutbacks.

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Student expectations for technology will continue to grow. Faculty and administrators of community colleges and universities will have to be

“learners” as well as “teachers.” TRENDS IN HIGHER EDUCATION

• Increasingly, the public schools, community colleges, and universities will have to become much more adept at teaching students how to learn than teaching them what to learn.

Employees who desire to stay employed in virtually any job will be expected

to learn new skills, necessitated by technological advances.

Adult and continuing education programs that retrain workers for new and emerging jobs will continue to grow in importance.

• Low average educational attainment will become a major obstacle for states competing

for emerging jobs.

Many emerging jobs already require training and certification beyond the high school diploma.

High school graduates who come to the community college and have to take

remedial courses in English, Science, and Mathematics will continue to be a major challenge for the North Carolina Community College System, in its efforts to train and retrain the workforce.

• Demand for higher education, nationally and in North Carolina, will continue to

increase, even as budget cutbacks place limitations on the ability of community colleges and universities to respond.

Community colleges will eventually have to become more selective in admitting

students whose English, Science, and Mathematics skills are too weak to overcome in a reasonable amount of time.

Private and for profit higher education institutions, that promise students a

credential leading to a full-time job, will continue to thrive as long as government financial aid and guaranteed student loan programs continue to shield them from financial risk.

NCCCS Strategic Plan

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NCCCS Strategic Plan The State Board of Community Colleges endorsed Align4NCWorks as the major planning initiative of the North Carolina Community College System for Fall 2015-Fall 2018. Coastal will be participating as one of the member colleges of the NCCCS.

Section 5, Page 2

Align4NCWorks promotes a more responsive and aligned workforce development system by strengthening partnerships among community colleges, business/industry, workforce development boards, public schools and economic development. The Ultimate Aspiration: Ensuring that NC is #1 in Workforce The NC Chamber (NCC) may have said it best in its strategic plan: North Carolina will be a global leader in the number of students leaving its community college system with a job-ready credential that can lead to becoming a successful employee or employer in a global economy and provide for better skills, better jobs, better pay and continued educational attainment. Overarching Aims:

• Alignment • Responsiveness • Engagement • Accountability

Align4NCWorks Strategic Plan Goals:

• Goal 1: Increase and sustain employer engagement as part of an integrated, customer-centered workforce system.

• Goal 2: Connect students to quality careers and employers to quality employees. • Goal 3: Ensure education and training address and validate skill and competency needs

and attainment. • Goal 4: Expand work-based learning opportunities. • Goal 5: Improve career awareness and mapping. • Goal 6: Increase opportunities for college access while keeping education and training

affordable. • Goal 7: Promote demand-driven and data-informed decision making and evaluation to

more effectively meet workforce customer needs and enhance system accountability. • Goal 8: Strengthen the foundations of success for workforce development.

Performance Measures

Section 6, Page 1

Performance Measures In addition to the Desktop Audit, Coastal uses the North Carolina Performance Measures and Standards as a direct assessment of mission accomplishment. In the 2016 Session, the North Carolina General Assembly approved modifications to the performance measures. The seven measures are as follows:

1. Basic Skills Student Progress 2. Student Success Rate in College-Level English Courses 3. Student Success Rate in College-Level Math Courses 4. First Year Progression 5. Curriculum Student Completion 6. Licensure and Certification Pass Rate 7. College Transfer Performance

Section 6, Page 2

NORTH CAROLINA COMMUNITY COLLEGE SYSTEM 2016 PERFORMANCE MEASURES FOR STUDENT SUCCESS

The Performance Measures for Student Success Report is the North Carolina Community College System’s major accountability document. This annual report is based on data compiled from the previous year and serves to inform colleges and the public on the performances of the 58 community colleges. In 2010, President Scott Rawls established a Performance Measures Committee to develop new performance-based student success measures to go into effect in 2013. In November 2011, the State Board formally approved the eight Performance Measures. These measures were then submitted to the General Assembly by March 2012 and later adopted in June 2012 through Section 8.5 of S.L. 2012-142. The results for 2014-2015, as shown in the North Carolina Community College System’s 2016 Performance Measures for Student Success, are as follows.

CRITERIA AND OUTCOMES FOR 2016 PERFORMANCE REPORT PERFORMANCE FUNDING AND ACCOUNTABILITY MEASURES

A. Basic Skills Student Progress The percentage of students who progress as defined by an educational functioning level. Data Source: Literacy Education Information System annual data file Goal: 56.1% Baseline: 34.5% Coastal’s 2014-2015 performance level: 82.3%

B. Developmental Student Success Rate in College-Level English Courses

The percentage of first-time Associate Degree seeking and transfer pathway students passing a credit-bearing English course with a “C” or better within their first two academic years. Data Source: Curriculum Registration, Progress, Financial Aid Report (CRPFAR) data file; National Student Clearinghouse Goal: 46.9% Baseline: 23.8% Coastal’s 2014-2015 performance level: 63.8%

C. Developmental Student Success Rate in College-Level Math Courses

The percentage of first-time Associate Degree seeking and transfer pathway students passing a credit-bearing Math course with a “C” or better within their first two academic years. Data Source: Curriculum Registration, Progress, Financial Aid Report (CRPFAR) data file; National Student Clearinghouse Goal: 26.9% Baseline: 10.1% Coastal’s 2014-2015 performance level: 35.1%

D. First Year Progression

The percentage of first-time fall curriculum students attempting at least twelve hours within their first academic year who successfully complete at least twelve of those hours. Data Source: Curriculum Registration, Progress, Financial Aid Report (CRPFAR) data file; National Student Clearinghouse Goal: 68.4% Baseline: 54.1% Coastal’s 2014-2015 performance level: 74.2%

Section 6, Page 3

E. Curriculum Student Completion The percentage of first-time fall credential-seeking students who graduate, transfer, or are still enrolled with 36 non-developmental hours after six years. Data Source: Curriculum Registration, Progress, Financial Aid Report (CRPFAR) data file; National Student Clearinghouse Goal: 44.1% Baseline: 35.9% Coastal’s 2014-2015 performance level: 51.6%

F. Licensure and Certification Passing Rate

The aggregate institutional passing rate of first-time test-takers on licensure and certification exams. Exams included in this measure are state mandated exams which candidates must pass before becoming active practitioners. Data Source: Licensing agencies Goal: 82.3% Baseline: 69.9% Coastal’s 2014-2015 performance level: 94.7%

G. College Transfer Performance

Among community college Associate Degree completers and those who have completed 30 or more credit hours who transfer to a four-year university or college, the percentage who earn a GPA of 2.25 or better after two consecutive semesters within the academic year at the transfer institution. Data Source: Curriculum Registration, Progress, Financial Aid Report (CRPFAR) data file; National Student Clearinghouse; UNC-General Administration; Participating NC independent colleges and universities Goal: 82.7% Baseline: 65.1% Coastal’s 2014-2015 performance level: 88.1%

In the 2014-2015 academic year, Coastal Carolina Community College met and/or exceeded all state mandated performance measures.

Section 6, Page 4





B. GED Diploma Passing Rate

The percentage of students taking at least one GED test during a program year who receive a GED diploma during the program year. Data Source: Literacy Education Information System annual data file; Oklahoma Scoring GED test files Goal: 82.0% Baseline: 49.3% Coastal’s 2013-2014 performance level: 83.3%

C. Developmental Student Success Rate in College-Level English Courses

The percentage of previous developmental English and/or reading students who successfully complete a credit English course with a grade of “C” or better upon the first attempt. Data Source: Curriculum Registration, Progress, Financial Aid Report (CRPFAR) data file Goal: 74.9% Baseline: 45.2% Coastal’s 2013-2014 performance level: 73.6%

D. Developmental Student Success Rate in College-Level Math Courses

The percentage of previous developmental math students who successfully complete a credit math course with a “C” or better upon the first attempt. Data Source: Curriculum Registration, Progress, Financial Aid Report (CRPFAR) data file Goal: 75.4% Baseline: 47.5% Coastal’s 2013-2014 performance level: 67.8%

Section 6, Page 5

E. First Year Progression The percentage of first-time fall credential-seeking students attempting at least twelve hours within their first academic year who successfully complete (“P”, “C”, or better) at least twelve of those hours. Data Source: Curriculum Registration, Progress, Financial Aid Report (CRPFAR) data file; National Student Clearinghouse Goal: 74.6% Baseline: 53.2% Coastal’s 2013-2014 performance level: 78.0%

F. Curriculum Student Completion

The percentage of first-time fall credential-seeking students who graduate, transfer, or are still enrolled with 36 hours after six years. Data Source: Curriculum Registration, Progress, Financial Aid Report (CRPFAR) data file; National Student Clearinghouse Goal: 45.6% Baseline: 28.6% Coastal’s 2013-2014 performance level: 51.7%

G. Licensure and Certification Passing Rate


H. College Transfer Performance

Among community college associate degree completers and those who have completed 30 or more credit hours who transfer to a four-year university or college, the percentage who earn a GPA of 2.00 or better after two consecutive semesters within the academic year at the transfer institution. Data Source: Curriculum Registration, Progress, Financial Aid Report (CRPFAR) data file; National Student Clearinghouse; UNC-General Administration; Participating NC independent colleges and universities including Barton College, Belmont Abbey College, Brevard College, Campbell University, Catawba College, Chowan University, Elon University, Gardner-Webb University, Greensboro College, Guilford College, Mars Hill College, Meredith College, Methodist University, Montreat College, NC Wesleyan College, Pfeiffer University, Queens University of Charlotte, Salem College, and Shaw University Goal: 93.8% Baseline: 71.2% Coastal’s 2013-2014 performance level: 95.1%


Section 6, Page 6




A. Basic Skills Student Progress

The percentage of students who progress as defined by an educational functioning level. Data Source: Literacy Education Information System annual data file Goal: 51.2% Baseline: 20.6% Coastal’s 2012-2013 performance level: 48.6%




The percentage of previous developmental English and/or reading students who successfully complete a credit English course with a grade of “P”, “C”, or better upon the first attempt. Data Source: Curriculum Registration, Progress, Financial Aid Report (CRPFAR) data file Goal: 74.9% Baseline: 45.2% Coastal’s 2012-2013 performance level: 66.1%



Section 6, Page 7







Among community college associate degree completers and those who have completed 30 or more credit hours who transfer to a four-year university or college, the percentage who earn a GPA of 2.00 or better after two consecutive semesters within the academic year at the transfer institution. Data Source: Curriculum Registration, Progress, Financial Aid Report (CRPFAR) data file; National Student Clearinghouse; UNC-General Administration; Participating NC Independent Colleges and Universities including Barton College, Campbell University, Catawba College, Chowan University, Gardner-Webb University, Mars Hill College, Meredith College, Methodist University, and Mount Olive College. Goal: 93.8% Baseline: 71.2% Coastal’s 2012-2013 performance level: 92.2%


Section 6, Page 8








The percentage of previous developmental English and/or reading students who successfully complete a credit English course with a grade of “P”, “C”, or better upon the first attempt. Data Source: Curriculum Registration, Progress, Financial Aid Report (CRPFAR) data file Goal: 74.9% Baseline: 45.2% Coastal’s 2011-2012 performance level: 70.0%



Section 6, Page 9







Among community college associate degree completers and those who have completed 30 or more credit hours who transfer to a four-year university or college, the percentage who earn a GPA of 2.00 or better after two consecutive semesters within the academic year at the transfer institution. Data Source: Curriculum Registration, Progress, Financial Aid Report (CRPFAR) data file; National Student Clearinghouse; UNC-General Administration; Participating NC Independent Colleges and Universities including Barton College, Campbell University, Catawba College, Chowan University, Gardner-Webb University, Mars Hill College, Meredith College, Methodist University, and Mount Olive College. Goal: 93.8% Baseline: 71.2% Coastal’s 2011-2012 performance level: 90.1%

In the 2011-2012 academic year, Coastal Carolina Community College met and/or

exceeded all state mandated performance measures.

Section 6, Page 10

NORTH CAROLINA COMMUNITY COLLEGE SYSTEM 2012 CRITICAL SUCCESS FACTORS (CSF)

Factor I: Core Indicators of Student Success

(PERFORMANCE MEASURES AND STANDARDS) In response to a special provision of the NC General Assembly, the State Board of Community Colleges approved, in 1999, twelve (12) performance measures and standards to enhance accountability in North Carolina community colleges. Each college is required to annually publish its performance ratings on these twelve measures. In the 2007 session, the General Assembly approved modifications of the North Carolina Performance Measures as adopted by the State Board of Community Colleges on March 16, 2007. There are now eight (8) performance measures. The results for 2010-11, as shown in the NC Community College System’s 2012 Critical Success Factors, are as follows:

CRITERIA AND OUTCOMES FOR 2010 CSF REPORT PERFORMANCE FUNDING AND ACCOUNTABILITY MEASURES

A. Progress of Basic Skills Students

A composite measure that includes the percent of students progressing within level of literacy, the percent of students completing a level entered or a predetermined goal, and the percent of students completing the level entered and advancing to a higher level. Data Source: Literacy Education Information System Standard: 75% Coastal’s 2010-11 performance level: Measure A has been removed this year due to reporting inaccuracies.

B. Passing Rates on Licensure and Certification Exams

The percentage of first-time test takers from community colleges passing an examination required for North Carolina licensure or certification prior to practicing the profession. Data Source: Licensing Agencies Standard: 80% aggregate *To qualify for Exceptional Institutional Performance, no exam for which the college has control over who sits for the exam can have a passing rate of less than 70%. Coastal’s 2010-11 performance level: 95% aggregate (Exceptional Institutional Performance)

C. Performance of College Transfer Students

The percentage of students who transfer to a 4-year institution who have a GPA of 2.0 or higher after two semesters. Data Source: UNC-GA Transfer Student Performance Report Standard: 83% *To qualify for Exceptional Institutional Performance, the performance of the community college transfer students must equal or exceed the performance of the native UNC System sophomores and juniors for that time period. Coastal’s 2010-11 performance level: 88% (Exceptional Institutional Performance)

Section 6, Page 11

D. Passing Rates of Students in Developmental Courses The percent of students who complete developmental English, mathematics, or reading courses with a grade of "C" or better. Data Source: CRPFA (Curriculum Registration, Progress, Financial Aid) Report Standard: 75% Coastal’s 2010-11 performance level: 84%

E. Success Rate of Developmental Students in Subsequent College-Level Courses

Percentage of students who take developmental courses who pass the college-level English and/or mathematics course for which the developmental course serves as a prerequisite. Data Source: CRPFA (Curriculum Registration, Progress, Financial Aid) Report Standard: 80% Coastal’s 2010-11 performance level: 92%

F. Satisfaction of Program Completers and Non-Completers This indicator reports the proportion of graduates and early-leavers who indicate that the quality of the college programs and services met or exceeded their expectations. Data Source: College Survey Standard: 90% Coastal’s 2010-11 performance level: 98%

G. Curriculum Student Retention, Graduation and Transfer

This composite indicator consists of: 1. Number of individuals completing a curriculum program with a certificate, diploma, or degree; and 2. Number of individuals who have not completed a program but who are continuing enrollments in either curriculum or occupational extension programs. 3. Number of individuals who transferred to a university or another community college. Data Source: The National Student Clearinghouse database and CRPFA (Curriculum Registration, Progress, Financial Aid) Report Standard: 65% Coastal’s 2010-11 performance level: 70%

H. Client Satisfaction with Customized Training

The percentage of businesses/industries who have received services from a community college indicating their expectations have been met. Data Source: College Survey Standard: 90% Coastal’s 2010-11 performance level: 96%

College Goals and Priorities

Section 7, Page 1

COLLEGE GOALS

Educational Quality

1. The College embraces a continuously improving learning environment defined by excellence in teaching and student success.

2. The College optimizes the teaching and learning process by providing appropriate technology, equipment, and learning resources.

3. The College monitors and promotes institutional effectiveness and maintains accountability through assessment, performance standards, and continuous improvement projects.

Student Success

4. The College seeks to maximize student engagement and ensures that students establish a solid foundation for successful learning.

5. The College implements a sustainable and comprehensive student success model.

6. The College designs clear pathways to degrees and credentials that are aligned with expectations of employment and/or transfer to a baccalaureate program after degree completion.

Teamwork and Partnerships

7. The College enhances partnerships with public schools and universities to create gateways of opportunity and an integrated educational system.

8.

The College promotes and facilitates teamwork and partnerships with Onslow County Schools, UNC Wilmington, local military bases, city and county governments, local Chambers of Commerce, the Jacksonville•Onslow Economic Development Office, and local industries.

Economic and Workforce Development

9. The College serves as a catalyst in economic development through education, entrepreneurship, small business development, and customized training that responds to the demands of business, industry, and the military.

10. The College is committed to delivering quality programs that prepare students for an increasingly complex and technological workplace.

Section 7, Page 2

IMPLEMENTATION PLAN

A dynamic commitment to the future has been established for Coastal Carolina Community College with a renewed mission, vision, values, strategic themes, and goals for the institution.

Research has shown that organizations perform reasonably well in the actual formulation of a strategic plan; however, little time and almost no attention is spent in the development of strategies for the successful execution and sustainability of the plan. Coastal’s plan is built upon key components for success including a commitment from top leadership, participation by those who will carry out the plan, establishment of an active review process, commitment of adequate financial resources, and identification of desired outcomes.

Coastal’s Strategic Plan has been intentionally designed to provide opportunities for continuous improvement throughout the institution. The goals, priority initiatives, and outcomes provide the framework to move the initiative from discussion to action. The assessment of the strategic plan outcomes and the evaluation of progress in achieving College goals will serve as indicators of success.

Section 7, Page 3

COLLEGE GOALS, PRIORITY INITIATIVES, AND OUTCOMES

Educational Quality Goals and Priority Initiatives Goal 1 The College embraces a continuously improving learning environment defined by excellence in teaching and student success.

Priority Initiatives

1. Provide faculty and staff access to professional development opportunities.

2. Support faculty innovation in designing student success models.

3. Provide a system for the recruitment, hiring, orientation, and support of faculty that embraces Coastal’s themes of educational quality and student success.

4. Support faculty engagement of students by maintaining a high ratio of full-time faculty to adjunct faculty.

5. Strengthen the effectiveness of adjunct faculty through enhanced professional development and a faculty mentoring program.

6. Evaluate and communicate learning results.

7. Identify and reward outstanding faculty and staff.

Goal 2 The College enhances the teaching and learning process by providing appropriate technology, equipment, and learning resources.


1. Set priorities for acquisition of new technologies.

2. Encourage and support faculty and staff to obtain training necessary to make effective use of information technology.

3. Expand the use of instructional technology to enhance student learning regardless of mode of delivery or location.

4. Provide students appropriate access to resources and information through an engaging technology interface.

5. Create a learning commons to enhance student engagement with academic support resources.

Section 7, Page 4

Goal 3 The College monitors and promotes institutional effectiveness and maintains accountability through assessment, performance standards, and continuous improvement projects.


1. Provide a system of comprehensive program and service review.

2. Monitor student outcomes as documented through performance standards and identify strategies for improvement as indicated.

3. Link strategic, assessment, and operational planning in support of quality initiatives and success goals.

4. Use assessment results to identify continuous improvement projects.

5. Refine tools, methods, and processes in support of integrated assessment of student learning outcomes at the course, program, and institutional level.

Educational Quality Outcomes 1. Coastal is a dynamic learning environment, defined by educational quality and student

success.

2. Coastal’s faculty and staff are committed to professional development and excellence in teaching.

3. Coastal’s learning resources, equipment, and technology are available, accessible, and contribute to student success regardless of mode of delivery or location.

4. Coastal builds a “culture of evidence” in which both qualitative and quantitative information routinely reflects student success and continuous improvement.

5. Coastal’s resources, plans, and energy are clearly focused on educational quality.

Student Success Goals and Priority Initiatives Goal 4 The College seeks to maximize student engagement and ensures that students establish a solid foundation for successful learning.


1. Establish assessment, placement, prerequisite, and progression policies to ensure students’ readiness to learn.

2. Integrate college success skills with instruction in gateway courses.

3. Provide faculty with access to professional development focused on learner-centered instruction

4. Intensify focus on student completion and success.

5. Configure and equip learning spaces to encourage best teaching and learning practices.

Section 7, Page 5

Goal 5 The College implements a sustainable and comprehensive student success model.


1. Prepare students for success through participation in a first year experience.

2. Analyze and continuously improve online instruction as an alternate delivery model.

3. Provide learning experiences using a variety of methods, approaches, scheduling options, and technologies that enable students with different learning styles to be successful.

4. Implement well-designed supports and monitor the success of diverse populations.

5. Implement a coordinated program of learning support to ensure student access to learning resources, learning labs, computing resources, student services, and distance education.

6. Develop and implement early intervention to support students’ opportunities for success.

7. Expand Career Services in order to facilitate career pathways and student goal identification.

8. Provide success coaches to enhance the success of select cohorts of students. Goal 6 The College designs clear pathways to degrees and credentials that are aligned with expectations of employment and/or transfer to a baccalaureate program after degree completion.


1. Design structured pathways aligned to learning outcomes.

2. Provide student support in choosing an appropriate pathway and in tracking their progress in a program of study.

3. Monitor student progress and intervene to ensure students remain on track to completion.

Student Success Outcomes 1. Coastal’s students are responsible partners, empowered with lifelong learning strategies and

engaged in successful learning experiences.

2. Coastal’s faculty and staff ensure that cohorts of students achieve comparably high success rates throughout the College.

3. Coastal’s learning support systems are coordinated and contribute to successful student learning outcomes.

4. Coastal’s resources, plans, and energy are clearly focused on student success.

5. Coastal champions student success that reflects the highest academic standards.

6. Coastal’s students demonstrate decreased time to completion.

7. Coastal’s students are retained at higher levels.

Section 7, Page 6

Teamwork and Partnerships Goals and Priority Initiatives Goal 7 The College enhances partnerships with public schools and universities to create gateways of opportunity and an integrated educational system.


1. Provide gateway opportunities through Trades Day and Career Expo.

2. Provide Career and College Promise opportunities for dual enrollment.

3. Partner with public schools to provide counseling and career pathways for students.

4. Partner with universities to offer 2+2 programs, implement revised articulation agreement, monitor transfer of credits, and implement reverse transfer initiatives.

5. Provide counseling assistance in local high schools.

6. Maintain open communication with high schools and universities.

7. Monitor graduates’ success in four-year institutions. Goal 8 The College promotes and facilitates teamwork and partnerships with Onslow County Schools, UNC Wilmington, local military bases, city and county governments, the local Chambers of Commerce, the Jacksonville•Onslow Economic Development Office, and local industries.


1. Provide leadership and staff support to the Chamber’s Workforce Advisory Committee.

2. Provide facilities and leadership support for the 2+2 partnership with UNC Wilmington.

3. Enhance community support for military bases through the Chamber’s Governmental Affairs and the Military Affairs committees.

4. Monitor and respond to local government needs through the Chamber’s Governmental Affairs Committee.

5. Provide College staff leadership and support to small business development through the Chamber’s Small Business Council.

6. Provide leadership and financial support to local economic development efforts through the Committee of 100.

Teamwork and Partnerships Outcomes 1. Coastal provides seamless opportunities from secondary to postsecondary educational

institutions for the civilian and military communities.

2. Coastal’s faculty and staff assume leadership positions within the community.

3. Coastal is engaged in successful partnerships in the community.

Section 7, Page 7

4. Coastal’s resources, plans, and energy are clearly focused on teamwork and partnerships.

Economic and Workforce Development Goals and Priority Initiatives Goal 9 The College serves as a catalyst in economic development through education, entrepreneurship, small business development, and customized training that responds to the demands of business, industry, and the military.


1. Provide high skill/high wage education and training with learning guarantee.

2. Provide entrepreneurship training.

3. Use labor market data to develop and refine academic programs to contribute to regional economic development.

4. Engage local, small, and minority-owned businesses in vendor and partner relationships.

5. Identify business and industry needs and deliver customized training.

6. Review feedback and satisfaction data concerning customized training.

7. Implement a comprehensive needs assessment program for business and industry.

8. Establish additional partnerships in support of customized training.

9. Develop new education and training programs to prepare students for existing and emerging careers.

Goal 10 The College is committed to delivering quality programs that prepare students for an increasingly complex and technological workplace.


1. Use technology effectively to ensure access to current knowledge and enhance teaching and learning.

2. Analyze and respond to employer feedback concerning graduates and program quality.

3. Provide comprehensive career services.

4. Review student performance on licensing and certification.

5. Involve employers in an active role in program and curriculum review.

6. Monitor students’ post-graduation success in employment/earnings and use information to modify course offerings as indicated.

Section 7, Page 8

Economic and Workforce Development Outcomes 1. Coastal makes significant contributions to the economic and workforce development of the

community.

2. Coastal provides unsurpassed customized training, assessment, counseling, and support services for business and industry.

3. Coastal provides premier specialized training, assistance, counseling, and services for small business development and entrepreneurship.

4. Coastal’s graduates are prepared for successful employment in an increasingly complex and technological workplace.

5. Coastal’s resources, plans, and energy are clearly focused on economic and workforce development.

6. Coastal establishes strategic partnerships that facilitate student success through new program development and employment of graduates.

Categorical Funding

Section 8, Page 1

Categorical Funding • All categorical funding regulations were followed 2008-2010. • Additional funding was allocated to supplement the Small Business Center

Categorical Funds and the Customized Training Categorical Funds. In 2009-2010, FIT was replaced by Customized Training and funding was cut. For 2011-2013, additional cuts in customized training funds are anticipated.

• Funds available for HRD were eliminated. HRD operates in Occupational Extension;

however, students must be enrolled in HRD to have fee exemption. • Community Service funds were eliminated as a block grant in 2009-2010. The following funding allotments are considered categorical funding: • Career and Technical Education • Childcare • Small Business Center • Customized Training for Business and Industrial Support • Equipment • Instructional Resources

Section 8, Page 2

Technology Plan

COASTAL CAROLINA COMMUNITY COLLEGE

INFORMATION TECHNOLOGY PLAN

2016 - 2018

Information Technology Plan 2 January 12, 2017

Table of Contents

Change Log .................................................................................................................................................... 3

Purpose of Technology Plan .......................................................................................................................... 4

Coastal Carolina Community College Mission Statement ............................................................................ 5

Information Technology Plan Mission .......................................................................................................... 5

Trends and Assumptions ............................................................................................................................... 6

Technology Plan Components ...................................................................................................................... 6

Technology Planning Process ........................................................................................................................ 6

Instructional and Administrative Technology Planning ............................................................................ 6

Planning Objectives for Technology.......................................................................................................... 7

Replacement and Maintenance Plan ........................................................................................................ 7

Status of Technology on Campus .............................................................................................................. 8

Goals for Technology .................................................................................................................................... 9


Change Log

CHANGE REVIEWED BY: DATE: COMMENTS

Document rewritten to reflect current plans

Greg Becker, Annette Harpine, Sharon McGinnis, Ginger Tuton, David Heatherly

January 12, 2017


Purpose of Technology Plan

Coastal Carolina Community College’s Information Technology Plan serves as a resource for technology with the college’s Institutional Effectiveness Plan. This plan encompasses the computer-related technology including PCs, printers, administrative systems, networking, computerized equipment, Video and Audio systems, desktop phones, cell phones, security equipment such as emergency towers, and camera systems for security and monitoring. For the purposes of this plan, the definition of information technology is as follows:

Information Technology is the combination of equipment, software, training, services, support staff and related resources that are used to store, retrieve, process, display and communicate information in support of learning and teaching and the operation, administration and management of the College.

This Information Technology Plan (ITP) describes the philosophy and sets the direction for the use of information technology at Coastal Carolina Community College, provides clarity and guidance for the use of technology in both instructional and administrative practices. The plan should assist administrators and educators in making the right purchasing decisions while improving the use of technology, promoting efficient use of resources, and of most importance, improving learning for all students.

Major technology issues and elements the College should continually address are:

• A student centered technology rich environment • Systems to assist in the physical safety and security of students, faculty and staff. • Appropriate and secure systems to ensure optimum institutional performance and data integrity • Flexible infrastructure to support innovative teaching and learning with administrative efficiency • Enhanced communication and collaboration • Comprehensive support and training opportunities

Coastal Carolina Community College’s information Technology Plan will be overseen by the Director of Information Systems Support Services in conjunction with the Vice President for Administrative Support Services; the Vice President for Instruction; and the Vice President for Institutional Effectiveness, Research, and Innovation with support of the College President. It is the duty of the Director of Information Systems Support Services to gather technology requirements from faculty and staff by individual requests and/or cross-functional committees to assist in innovative ideas, as well as to monitor future trends in technology and how they will affect the learning effectiveness of the future.

Because technology can be complex, diverse, and continually evolving, this plan will be reviewed and updated every two years by the Director of Information Systems Support Services. Desk Top Audits will be utilized to keep track of technology goals.


Coastal Carolina Community College Mission Statement

As a member of the North Carolina Community College System, Coastal Carolina Community College provides opportunities for quality post-secondary education, college transfer, workforce training and lifelong learning for the civilian and military population of Onslow County, within the limits of available resources. Coastal values academic excellence, focuses on learning outcomes and student success, provides leadership for community cooperation, and actively contributes to the economic development of Onslow County.

Coastal Carolina Community College provides:

• Associate Degrees, Diplomas and

Certificates

• Workforce Development

• Customized Training

• Developmental Education and Adult Basic Skills

• Accessible Education Including Distance Learning

• Lifelong Learning

• Personal and Cultural Enrichment

• Comprehensive Student Support

• Aggressive Economic Development

Information Technology Plan Mission

The Information Technology Plan (ITP) is to provide the framework from a technology-based perspective for meeting the college mission by acquiring, monitoring, accessing and improving information technology. The primary focus of technology is to first support and promote the education success of all students as well as provide technology to monitor and support campus safety.

Information Systems Support Services, acting on behalf of the College, will provide appropriate access to communication technologies to faculty, staff and students to reduce barriers to student’s achievement of their goals, improve efficiency of operations, and serve as a catalyst to encourage investment in those technologies.


Trends and Assumptions

• Information technology will remain a vital component of every program at Coastal. • Distance Learning systems and computer-assisted instruction are expected and demanded by

our learners and those demands will continue to increase. • Technology will be an integral role in the strategic initiatives of the college: educational quality,

student success, teamwork and partnerships, and economic and workforce development • Students expect higher standards of technology since K-12 systems are now promoting

education via technology. • Students are expecting technology to deliver content such as electronic textbooks, assignments,

announcements, etc. • Faculty, staff, and students are demanding technology be readily available and accessible on and

off campus. • With the increased technology in classrooms, labs, learning resource center, as well as within

administration, strains on budgets will increase as we attempt to keep the technology current. • Virtual Desktops are trending upwards as a method to reduce costs, keep resources current, and

provide more versatility. • Cloud computing is becoming increasingly more affordable as alternatives to some in-house

data center functions. • North Carolina Governor’s office is pushing to consolidate systems and utilize more Software as

a Services(SaaS) solutions which could replace our Enterprise Resource System (ERP). • More focus will be required on system security as global attacks continue to rise and more

restrictions are required to comply with State and IIPS security recommendations as well as being PCI compliant for accepting payments via credit cards.

Technology Plan Components

The technology plan components include the instructional and administrative planning process; planning objectives for technology; the replacement and maintenance plan; and the status of technology throughout the campus.

Technology Planning Process

Instructional and Administrative Technology Planning

The Desktop Audit meetings conducted as part of the comprehensive review of instructional programs and services reflect the current and future needs for technology in each division. In addition, the administrative technology needs are reviewed through the service review of Information Systems Support Services. The information obtained during program and service review is evaluated and updated annually by the Director of Information Systems Support Services, seeking input from faculty and staff.


Each fiscal year, the Vice Presidents will initiate the budget planning process for the upcoming year with supervisors preparing budget requests for each division/department throughout the college. At this time, supervisors are encouraged to meet with their staff and personnel from Information Systems Support Services to discuss immediate and future technology, training and equipment needs. The appropriate Vice President meets with the supervisor to review requests and plans for the future. The prioritization and approval of technology related purchases are part of the college’s annual budgeting process. Once the college has received a final state budget, resources are allocated to purchase approved technology and allocations are designated for professional development.

Planning Objectives for Technology

Coastal Carolina Community College is committed to employing modern technology in all facets of its operation. The technology plan supports and enhances the following: 1. Classroom instruction for curriculum and continuing education class 2. Academic support for the learning labs, computer labs and tutoring 3. Personal safety and security equipment 4. Faculty, staff and administrative technology needs 5. Campus-wide access to technology and Internet resources 6. Ongoing technology and computer security training

Information technology needs for each department/division are documented in the annual program review (Desktop Audit).

Detailed technology goals for the campus are documented in the annual Desktop Audit of Information Systems Support Services.

Replacement and Maintenance Plan

As technology continuously changes with improvements, it is our goal to make sure the education process stays as current as financially possible. Coastal Carolina Community College is committed to providing more resources to the students while finding a balance with financial budgets. Using Virtual Desktop Infrastructure (VDI) is one method to keep classroom, Learning labs, and the Learning Commons up to date while keeping hardware costs down. With this method, more financial resources are put toward the backend (servers and network infrastructure) where they can be shared with Virtualization vs. individual computers where much of the resource sits idle. VDI lowers the cost of hardware that is required on desktops in classrooms without compromising quality. Using Virtual Desktops also allows the flexibility of having the same equipment meet the different needs of a variety of subjects taught in the same location without having to reconfigure the systems. Other benefits include lower maintenance costs, less energy consumption and more standardization across campus.

Replacements of hardware will be reviewed at least once per year by the Director of Information Systems Support Services as well as by each Division Chair and department head. The Information Systems Support Services will provide an inventory list of equipment to each division/department to assist them in reviewing what technology they have and the age of each piece of technology. Normal life expectancy of most modern technology is 3 to 5 years, depending on how it is used. Replacements will be planned during the annual budget development.


Coastal Carolina Community College will be a repair vendor for Lenovo and for HP. Our full-time Data Service Technicians will be certified for each of the vendors to perform in-house repairs on desktops, laptops, and many of the printers. This provides our technicians with the knowledge to perform quicker repairs. For warranty items, each of the above vendors will cover the costs of parts as well as reimburse the college for labor.

Status of Technology on Campus

The Information Systems Support Services is responsible for maintaining an inventory database of desktops, laptops, tablets, desktop type printers, as well as backend equipment such as servers and storage devices and the infrastructure. Status will be reviewed by the Director of Information Systems Support Services at least once per year, and recommendations will be provided to the College Vice Presidents.

All campus buildings are connected with fiber optic cable to the BT building Production Server room as well as the LRC Backup Server room. In addition to all campus buildings being connected, our Culinary Arts building located approximately 1 mile from the main campus is also connected to the main campus via fiber optic cable, giving them the same access and speeds as a local building. The campus is connected to the internet via a fiber connection provided by MCNC with NCREN as the provider of service. This connection provides our campus with a 1 Gig connection to the internet and will be expanded automatically if it becomes necessary.

Our Camp Lejeune site is connected with a VPN through the base network and provides a maximum connection of 100 MB download and 7MB upload. Our facilities on New River Air Station are connected also by a VPN connection through Charter communications cable with a maximum connection 100MB download and 7MB upload at building 213, and 60MB download and 5MB upload at building 212. Our Country Club Annex building is connected to the Internet only, not back to campus, using a commercial connection of 10MB down and 2MB up via Time Warner Cable company. With the exception of the annex, Coastal Carolina uses all CISCO switching and routing as well as CISCO firewalls throughout the campus.


Goals for Technology

Our highest priority in technology is to meet the educational needs for our students as well as the safety and security of the campus. In order to ensure we are focused on those needs and keeping our technology moving with future trends, Coastal will employee a technology committee to review and assist with goals. This committee will have members appointed by the Vice President for Administrative Services, the Vice President for Institutional Effectiveness, Research, and Innovation, and the Vice President for Instruction to include a diverse cross-functional committee and will be chaired by the Director of Information Systems Support Services.

Recommendations from the Technology committee will be considered as part of the goal setting strategies for the Desk Top Audit goals for the upcoming academic year. This will ensure the goals are properly set, prioritized and followed.

Diversity Plan

Coastal Carolina Community College

Diversity Plan

2016-2018

Section 10, Page 1

ETHNIC AND GENDER DIVERSITY ENHANCEMENT PLAN

LEADERSHIP STATEMENT

Coastal Carolina Community College operates in compliance with Title VI and Title VII of the Civil Rights Act of 1964, as amended by the Equal Employment Opportunity Act of 1972; Title VII and Title VIII of the Public Health Act, as amended by the Comprehensive Health Manpower Act of 1971; Title IX of the Education Amendments of 1972, Section 504 of Rehabilitation Act of 1973, and Executive Order 11246, and thus recognizes its responsibility for the development and practice of equal employment on the basis of race, color, religion, sex, age, handicap or national origin. Trustees and College Administrators have supported attempts to increase the participation of diverse groups in campus activities and employment practices and continue to support efforts by the North Carolina Community College System to better meet the needs of various diverse groups. This “Ethnic and Gender Diversity Enhancement Plan” is not intended to “set quotas” for employment and enrollment or to recruit one group of employees or students at the exclusion of another. The long term goal of this plan is to continue the current employment and student recruitment practices of selecting candidates based upon qualifications not their race, ethnic background, or gender. This plan is intended to supplement these current practices by developing strategies for increasing opportunities for inclusion of more individuals from diverse groups within the College’s service area. A statement appears within our admission policy that supports our commitment to diversity as follows:

Admission Policy: “Coastal Carolina Community College maintains an open door admissions policy for all applicants. The college serves students regardless of race, creed, sex, national origin, age or physical handicap. Selective placement of individual students in the different programs of study within the college is determined by the admissions office, within the guidelines established by the State Board of Community Colleges and the North Carolina Community College System for each program of study and course offered.” Source: Coastal Carolina Community College Catalog, 2016-2016, page 15.

In addition, an equal opportunity statement appears on the employment application directions as follows:

“It is the policy of Coastal Carolina Community College to provide equal employment opportunity for all persons and not to discriminate against any employee or applicant for employment because of age, race, creed, color, sex, religion, disability or any other legally protected status.”

Section 10, Page 2

Coastal is committed to equality of educational opportunity and does not discriminate against applicants, students or employees on the basis of disabling conditions. Opportunities exist for special accommodations for Americans with Disabilities. The following statement appears in several documents to include the course schedules and catalog:

“In order to receive a reasonable accommodation regarding any disability, a student should contact the Admissions Office and complete the request for accommodation form. This form should be completed prior to placement testing. If accommodation is not requested in advance, in order to provide the College sufficient and adequate time to meet the student’s needs, the College cannot guarantee the availability of a reasonable accommodation when the student needs it.” Source: Coastal Carolina Community College, 2016-2017, page 3.

SERVICE TO DIVERSE POPULATIONS Coastal Carolina Community College is uniquely positioned to enhance diversity. In the past, Onslow County has been designated by a national publication as the most culturally and ethnically diverse community in the nation. Coastal’s service area includes two major military bases which attract a diverse population of potential applicants, students, and employees to our community. At the core of the Community College System’s Mission is the commitment to serve those who did not have the opportunity to learn or who missed out on those opportunities, and to serve people who have special problems to overcome. There is special emphasis to reach out to the underserved: non high school graduates, handicapped, economically or educationally disadvantaged, and other groups who are not traditionally included in higher education. Measures identified as indicators of Coastal’s success in reaching diverse student populations are:

a. Number and percent of drop-outs annually served by Basic Skills programs. b. Number of GEDs and AHS Diplomas awarded. c. Unduplicated headcount in English as a Second Language. d. Unduplicated headcount in Human Resource Development indicating unemployed and

underemployed. e. Number of students receiving accommodations. f. Number of full-time students receiving Pell grants. g. Number of successful students in diverse populations as evidenced by student outcomes

data. Significance of Diversity Diversity provides a rich resource for learning. The literature on higher education clearly documents significant value to learning where the power of diversity is engaged in the curriculum, classroom, and larger campus community. All of our students will graduate into and

Section 10, Page 3

work in a world of extraordinary diversity of cultures, nationalities, languages, and heritages. Cultural competence, to think, value, communicate, and act in a diverse world, is an essential learning outcome. MAJOR GOALS

1. Coastal Carolina Community College engages the power of diversity to enhance learning and the College’s impact on the community.

2. The Diversity Support Team identifies and provides opportunities to celebrate and embrace diversity.

INITIATIVES Awareness • Provide faculty training concerning serving diverse populations. • Conduct training for faculty teaching students enrolled in English as a Second Language. • Establish partnerships with Base to recruit ESL, HRD, and Basic Skills populations. • Provide professional development focused on awareness of diverse populations. Support Services/Opportunities • Evaluate the staffing needs for continued support in student services for assisting applicants,

students and employees requesting accommodations for disabling conditions. • Provide reasonable accommodations as requested by applicants, students, and employees

with disabling conditions. • Develop a labor pool of qualified interpreters available to assist hearing impaired. • Enhance educational opportunities available for students for whom English is a second

language. • Provide counseling to Basic Skills and High School students to encourage enrollment in

Curriculum programs. • Provide support services to WIOA recipients to assist in retention in academic programs. • Identify support services to assist diverse populations of students. Hiring • Increase the number of racial and ethnic minorities employed. • Maintain advertising and recruitment among identified diverse populations. • Offer competitive salaries and benefits that will attract eligible minorities for faculty, staff,

and/or administrative positions.

Section 10, Page 4

Coastal Carolina Community College Diversity Statement

Coastal Carolina Community College is committed to equality

of educational opportunity and does not discriminate against

applicants, students or employees on the basis of race, color,

national origin, sex, age, religion, or disabling condition.

Moreover, Coastal actively seeks to recruit and enroll a

diverse population of applicants and employees.

Values

Coastal Carolina Community College’s values are reflected in

its commitments. These commitments define us…

to those we serve, to those who make us what we are,

and to those who support us.

Commitment to Diversity

We are committed to embracing diversity as a true picture of

an ever-changing demographic landscape. Furthermore,

we commit to creating an inclusive learning environment that

recognizes a diverse student body. We support and celebrate

the rich dimensions of our faculty, staff, and students.

Small Business Center

Coastal Carolina Community College Anne Shaw

SBCN S1: Annual Report; Revised April 29, 2016 Page 1 of 30

ANNUAL REPORT 2015 - 2016

Creating Success in Business!

COLLEGE: Coastal Carolina Community College DIRECTOR: Anne Shaw



Executive Summary

The following is a summary of the efforts of the Small Business Center (SBC) over the past year with comparisons to previous years in fulfilling the SBC’s mission of increasing the success rate and number of viable small businesses through the provision of education and training, counseling, information and referral within the college’s service area.

ECONOMIC IMPACT Business Startups

0

20

40

FY11-12 FY12-13 FY13-14 FY14-15 FY15-16 0

50

100

150

200

FY11-12 FY12-13 FY13-14 FY14-15 FY15-16

Jobs Created and Retained

Created Retained

The ultimate goal of an SBC is to create and retain jobs through business startup and expansion.

Number of Businesses Started FY15-16 24 Number of Jobs Created FY 15-16 134 Number of Jobs Retained FY 15-16 43.5

ENTREPRENEURSHIP EVENTS (SBC Seminars/Workshops and FTE Entrepreneurship Courses)

SBC Seminar/FTE Event Comparison

050

100150200

FY11-12 FY12-13 FY13-14 FY14-15 FY15-16

Fiscal Years

Even

ts

Seminar FTE

SBC Seminar/FTE Attendee Comparison

0100020003000

FY11-12 FY12-13 FY13-14 FY14-15 FY15-16

Fiscal Years

Atte

ndee

s

Seminar FTE

The primary educational purpose of an SBC is to provide entrepreneurship training for current and prospective business owners.

Total Entrepreneurship Events FY15-16 167 Total Entrepreneurship Attendees FY15-16 2,123

SBC COUNSELING

SBC Clients and Counseling Hours

0100200300400

FY11-12 FY12-13 FY13-14 FY14-15 FY15-16

Fiscal Years

Num

ber

Clie

nts/

Hou

rs

Distinct Clients

Total Hours

The primary counseling purpose of an SBC is to provide sufficient counseling to assist entrepreneurs in starting and managing successful businesses.

Total Distinct Clients FY 15-16 193 Total Counseling Hours FY15-16 305.08 Average Counseling Time per Client 1.58



Executive Summary Continued

Fiscal Affairs

Colleges are allocated funds by the NCCCS for the SBC program. Please provide the following information:

Total funds allocated to the SBC by the NCCCS $ 115,593.00

Total additional funding provided by the College $ 43,860.00

Total funds available for expenditure on SBC activities $ 159,453.00 Total actual year end expenditures on SBC activities $ 159,137.65 Total Funds Reverted or Transferred out of the SBC $ 0 Total SBC funds expended on entrepreneurship training $ 28,430.00

Overall Satisfaction Results

1. Summary of seminar evaluation ratings

0 Unspecified 843 Excellent 233 Very Good 24 Good 0 Fair 0 Poor

2. Summary of counseling evaluation ratings

0 Unspecified 90 Excellent 20 Very Good 4 Good 0 Fair 0 Poor



NORTH CAROLINA COMMUNITY COLLEGE SYSTEM SMALL BUSINESS CENTER NETWORK

2015-2016 ANNUAL REPORT

SECTION A: EDUCATIONAL OFFERINGS

SECTION A – PART I: SUMMARY OF EDUCATIONAL OFFERINGS

Entrepreneurship Efforts 165 A. Total Number of Non-FTE Small Business Center Offerings

2,111 B. Total Number of Non-FTE Small Business Center Participants

2 C. Total Number of FTE Entrepreneurship Offerings (Part II below)

12 D. Total Number of FTE Entrepreneurship Participants (Part II below)

Other Activities

1 E. Total Number of Management Related FTE Offerings (Non-Entrepreneurship) (Part III below)

20 F. Total Number of Management Related FTE Participants (Non-Entrepreneurship) (Part III below)

N/A G. Total Number of Other FTE Offerings (Part IV below)

N/A H. Total Number of Other FTE Participants (Part IV below)

NOTE: SBCs and/or SBC Directors who were involved in FTE or self-supporting classes must attach Colleague or other locally produced listings of classes. Colleges operating on an Exception to the Standard Model need only attach supporting documentation for Entrepreneurship Offerings. Coastal Carolina’s SBC has an Exception to the Standard Model on file, but the XCES Colleague report is attached as page 6 showing the two (2) REAL Entrepreneurship FTE generating classes and one (1) Management Related FTE Offering, which was offered as a Self-Supporting class.



SECTION A – PART II: (DETAIL) – FTE ENTREPRENEURSHIP OFFERINGS If applicable, attach a Colleague report or provide a listing of all FTE Entrepreneurship offerings including title, number of attendees and length of training in hours. If none, state so.

TITLE NUMBER OF STUDENTS

NUMBER OF HOURS

REAL Entrepreneurship 6 24.00 REAL Entrepreneurship 6 24.00 TOTALS 12 48.00 SECTION A – PART III: (DETAIL) – MANAGEMENT RELATED FTE OFFERINGS (NON-ENTREPRENEURSHIP) If applicable, attach a Colleague report or provide a listing of all Management Related FTE offerings including title, number of attendees and length of training in hours. If none, state so.


NUMBER OF HOURS

Market Your Funeral Service Business by Networking

20 5.00 This is a Self Support Class offered for a fee. It does not generate budget FTE, but this is the only place to list it.

TOTALS 20 5.00 SECTION A – PART IV: (DETAIL) – OTHER FTE OFFERINGS THAT DO NOT QUALIFY FOR PART II OR III If applicable, attach a Colleague report or provide a listing of all other FTE offerings that do not qualify to be placed in Part II or III including title, number of attendees and length of training in hours. If none, state so.


NUMBER OF HOURS

NONE



This Colleague report, XCES, provides supporting documentation of the Management Related Self-Supporting Class, “Market Your Funeral Service Business by Networking” offered by Director Anne Shaw. An Exception to Standard Model is on file with the State SBCN office. ------------------------------------------------------------------------------------------------------------------------------------ DATE July 23 2016 CONTINUING EDUCATION -- CLASS STATISTICAL PAGE 1 PERIOD ENDING DATES: 07/01/15 TO 06/30/16 ADDITIONAL SELECTION CRITERIA: DIRECTOR ------------------------------------------------------------------------------------------------------------------------------------ SECTION PREFIX -----STUDENTS------ CONT INSTRUCTOR MBRSHP ANNUAL BEGIN END CENSUS NO SECTION TITLE NO REG MEMB COMP % HRS NAME HRS FTE DATE DATE DATE -------- ------------------------ -------- ---- ---- ---- ---- ------- ------------ -------- -------- -------- -------- -------- DIRECTOR: Shaw, Anne 48196 Market Your Funeral Busi SEF-3001 20 20 20 100 5.00 100 0.15 12/02/15 12/02/15 12/02/15 44861 REAL Entrepreneurship MLS-3871 6 6 6 100 24.00 P. Ellis 144 0.21 09/28/15 11/16/15 09/28/15 46703 REAL Entrepreneurship MLS-3871 6 6 6 100 24.00 P. Ellis 144 0.21 02/01/16 04/04/16 02/01/16 SUBTOTALS - 3 CLASSES 32 32 32 100 53.00 388 0.56



SECTION B: SBCN CMS Reports 1. Attach the following Small Business Center Network Client Management System (SBCN CMS)

Reports. a. FY15-16 Annual Report – Counseling Summary b. FY15-16 Annual Report – Aged Clients – over 90 days c. FY15-16 Annual Report – Economic Impact d. FY15-16 Annual Report – Verified Seminar Report



*FY15-16 Annual Report - Counseling Summary Customers/Sessions/Summary Created Wednesday, July 27, 2016 11:47:55 AM by A Shaw Reportable Centers --

Grouped By -- Customer Center, Customers -- Center: Is COASTALCAROLINA (140), Customer Status: All, Sessions -- Date: Between 7/1/2015 > 6/30/2016, Program: Is SBC, Session Type: Is (Initial and Follow-on),

Distinct Customers Sessions Contact Prep Total Travel Miles

140 COASTALCAROLINA 193 249 255.07 50.01 305.08 44.33 97.00

Grand Total Distinct Customers Sessions Contact Prep Total (C+P) Travel Miles 193 249 255.07 50.01 305.08 44.33 97.00 Page1 Center IC © 2001-2016 v2.11.14.5.23.7



The AGED CLIENTS OVER 90 DAYS REPORT STATUS is “No Records Returned” as shown by this screen shot of the report



*FY15-16 Annual Report - Economic Impact Customers/Impact/General Created Friday, July 29, 2016 5:51:12 PM by A Shaw Reportable Centers --

Grouped By -- Customer Center, Customers -- Center: Is COASTALCAROLINA (140), Customer Status: All, Sessions -- Date: Between 7/1/2015 > 6/30/2016, Program: All, Session Type: All,

140 COASTALCAROLINA

Distinct Customers 93 Total Records 104

Jobs Created 134.0 Loans Count Amount Contracts Count Amount

Jobs Retained 43.5 App. Submitted 11 $236,000 Commercial/Private 37 $125,500

Started Business 24 Loan Obtained 9 $147,876 DOD Prime 0 $0 Bus Plan Created 50 SBA Loans Obtained 3 DOD Sub 0 $0 8(a) Certified 4 Approved, not Obtained 0 Federal Prime 0 $0 MBE Certified 3 Financial Count Amount Federal Sub 1 $3,500

CCR Registration 15 Owner Investment 17 $573,900 State Prime 0 $0 Success Story on File 3 Other Capital 4 $92,200 State Sub 0 $0 SBC Supporter 0 Sales Increase $ 15 $683,532 Export Related Impact 3 Sales Increase % (avg) 7 14691 Local Prime 0 $0 Local Sub 0 $0 Total Capital Formation (Loan Obt. + Owner + Other) $813,976 Miscellaneous 0 0

Grand Total

Distinct Customers 93 Total Records 104

Jobs Created 134.0 Loans Count Amount Contracts Count Amount

Jobs Retained 43.5 App. Submitted 11 $236,000 Commercial/Private 37 $125,500

Started Business 24 Loan Obtained 9 $147,876 DOD Prime 0 $0 Bus Plan Created 50 SBA Loans Obtained 3 DOD Sub 0 $0 8(a) Certified 4 Approved, not Obtained 0 Federal Prime 0 $0 MBE Certified 3 Financial Count Amount Federal Sub 1 $3,500

CCR Registration 15 Owner Investment 17 $573,900 State Prime 0 $0 Success Story on File 3 Other Capital 4 $92,200 State Sub 0 $0 SBC Supporter 0 Sales Increase $ 15 $683,532 Export Related Impact 3 Sales Increase % (avg) 7 14691 Local Prime 0 $0 Local Sub 0 $0 Total Capital Formation (Loan Obt. + Owner + Other) $813,976 Miscellaneous 0 0 Page1 Center IC © 2001-2016 v2.11.14.5.23.7



*FY15-16 Annual Report-Verified Seminar Report Events/General/Summary Created Wednesday, July 27, 2016 6:29:40 PM by A Shaw Reportable Centers --

Grouped By -- Event Center, Training Events -- Center: Is COASTALCAROLINA (140), Start Date: Between 7/1/2015 > 6/30/2016, Status (Verified/Canceled): Is Verified, Complete: Yes , Event Attendances -- No Show: No ,

140 Southeast COASTALCAROLINA

Page1 Center IC © 2001-2016 v2.11.14.5.23.7



Event Training Total Total Event Number Start Date Title of Event Program Hours Attendees Hours In Business Minorities Women Veterans Disabled Income Distribution 75140 -2015-139 7/1/2015 HP LIFE Online Entrepreneurship Training SBC 5.00 41 205.00 1 24 27 13 6 $0.00 $0.00

75140 -2015-140 7/1/2015 IRS Small Business Workshop SBC 3.00 58 174.00 16 30 46 8 9 $0.00 $0.00

75140 -2015-179 7/7/2015 How to Start a Small Business, MCB Camp SBC 6.50 3 19.50 0 0 0 3 0 $0.00 $0.00 Lejeune 75140 -2015-118 7/10/2015 Small Business Roundtable SBC 1.50 8 12.00 5 6 5 2 2 $0.00 $0.00

75140 -2015-116 7/15/2015 Boots to Business SBC 16.00 17 272.00 1 4 3 15 1 $0.00 $0.00

75140 -2015-180 7/21/2015 How to Start a Small Business, MCB Camp SBC 6.50 5 32.50 0 2 0 5 0 $0.00 $0.00 Lejeune 75140 -2015-119 7/22/2015 Small Business Roundtable SBC 2.00 7 14.00 0 3 2 1 0 $0.00 $0.00

75140 -2015-113 7/28/2015 Business Networking for Artists & Crafters, SBC 2.00 15 30.00 4 4 14 2 2 $0.00 $0.00 Session 1 75140 -2015-181 7/29/2015 How to Start a Small Business, MCAS New SBC 6.50 4 26.00 0 2 0 4 0 $0.00 $0.00 River 75140 -2015-182 8/4/2015 How to Start a Small Business, MCB Camp SBC 6.50 10 65.00 0 1 0 10 0 $0.00 $0.00 Lejeune 75140 -2015-183 8/5/2015 How to Start a Small Business, MCAS New SBC 6.50 3 19.50 0 0 0 3 0 $0.00 $0.00 River 75140 -2015-120 8/7/2015 Small Business Roundtable SBC 1.50 6 9.00 1 2 2 2 2 $0.00 $0.00

75140 -2015-92 8/19/2015 Nonprofit Executives Roundtable SBC 3.00 28 84.00 3 7 20 5 1 $0.00 $0.00

75140 -2015-121 8/19/2015 Small Business Roundtable SBC 2.00 3 6.00 2 2 2 1 0 $0.00 $0.00

75140 -2015-114 8/25/2015 Business Networking for Artists & Crafters, SBC 2.00 18 36.00 2 4 13 3 2 $0.00 $0.00 Session 2 75140 -2015-125 9/1/2015 Best Businesses to Start This Weekend SBC 3.00 5 15.00 1 3 1 3 0 $0.00 $0.00

75140 -2015-126 9/2/2015 Business Basics SBC 2.00 7 14.00 1 2 4 3 0 $0.00 $0.00

75140 -2015-127 9/3/2015 Essentials for Starting a Nonprofit Business SBC 3.00 10 30.00 1 4 7 3 0 $0.00 $0.00


75140 -2015-128 9/10/2015 Small Business Human Resource ManagementSBC 3.00 7 21.00 0 1 5 3 0 $0.00 $0.00 & Payroll 75140 -2015-129 9/15/2015 Grant Writing for Small Businesses & SBC 4.00 27 108.00 4 10 22 7 2 $0.00 $0.00 Nonprofits 75140 -2015-123 9/16/2015 Small Business Roundtable SBC 2.00 5 10.00 2 4 3 2 1 $0.00 $0.00

75140 -2015-130 9/17/2015 How to Increase Your Credit Score to Over SBC 3.00 6 18.00 0 1 3 2 0 $0.00 $0.00 740 Points; Prepare for a Bank Business Loan 75140 -2015-185 9/22/2015 How to Start a Small Business, MCB Camp SBC 6.50 6 39.00 0 0 1 6 0 $0.00 $0.00 Lejeune 75140 -2015-117 9/23/2015 Boots to Business SBC 16.00 13 208.00 0 4 3 12 4 $0.00 $0.00

75140 -2015-137 9/24/2015 50 Home-Based Businesses for Start-Up SBC 3.00 8 24.00 1 5 5 3 2 $0.00 $0.00 Entrepreneurs 75140 -2015-115 9/29/2015 Business Networking for Artists & Crafters, SBC 2.00 20 40.00 2 4 14 3 3 $0.00 $0.00 Session 3 75140 -2015-186 9/30/2015 How to Start a Small Business, MCAS New SBC 6.50 8 52.00 0 3 1 7 0 $0.00 $0.00 River



Event Training Total Total Event Number Start Date Title of Event Program Hours Attendees Hours In Business Minorities Women Veterans Disabled Income Distribution 75140 -2015-133 9/30/2015 Using LinkedIn to Drive Revenue SBC 3.00 10 30.00 3 4 5 3 2 $0.00 $0.00 75140 -2015-146 10/1/2015 10 Essential Skills of a Successful Small SBC 3.00 8 24.00 1 2 5 6 1 $0.00 $0.00 Business Owner 75140 -2015-147 10/2/2015 Small Business Roundtable SBC 1.50 5 7.50 2 0 3 2 1 $0.00 $0.00

75140 -2015-148 10/3/2015 Weekend Business Boot Camp SBC 3.00 7 21.00 0 5 4 4 1 $0.00 $0.00

75140 -2015-149 10/6/2015 A Day in the Life - Advanced Strategies to SBC 8.00 7 56.00 4 2 5 3 1 $0.00 $0.00 Expand Your Business Success 75140 -2015-150 10/6/2015 Business Planning for Business Success SBC 3.00 8 24.00 2 1 3 4 0 $0.00 $0.00

75140 -2015-187 10/6/2015 How to Start a Small Business, MCB Camp SBC 6.50 1 6.50 0 1 0 0 0 $0.00 $0.00 Lejeune 75140 -2015-141 10/7/2015 Master Business Academy: Session SBC 3.00 12 36.00 2 4 8 3 1 $0.00 $0.00 1-Marketing & Social Media 75140 -2015-15110/13/2015 The ABC's of Business Basics 101 SBC 2.00 9 18.00 0 4 5 6 0 $0.00 $0.00

75140 -2015-14210/14/2015 Master Business Academy: Session 2-Legal, SBC 3.00 10 30.00 2 4 7 2 0 $0.00 $0.00 Ins/Bonding, Business Classifications for Gov. Contracting 75140 -2015-15210/14/2015 Small Business Roundtable SBC 2.00 4 8.00 2 1 3 2 2 $0.00 $0.00

75140 -2015-15310/15/2015 Introduction to QuickBooks Pro for Small SBC 3.00 9 27.00 1 3 5 4 1 $0.00 $0.00 Businesses 75140 -2015-15410/15/2015 Join the IN Crowd - LinkedIn Strategies for SBC 2.00 7 14.00 4 5 6 2 1 $0.00 $0.00 Business Leaders 75140 -2015-15510/20/2015 How to Start a Successful Business SBC 3.00 12 36.00 1 8 7 5 1 $0.00 $0.00

75140 -2015-13110/20/2015 Marketing & Promotion for Small Businesses SBC 3.00 16 48.00 5 4 14 4 0 $0.00 $0.00

75140 -2015-14310/21/2015 Master Business Academy: Session SBC 3.00 10 30.00 3 4 8 3 1 $0.00 $0.00 3-Financials/Cash Flow 75140 -2015-15710/22/2015 How to Do Business with the Government SBC 2.00 12 24.00 0 8 9 4 0 $0.00 $0.00

75140 -2015-15610/22/2015 Why Successful Businesses ARE Successful SBC 3.00 8 24.00 2 0 4 4 1 $0.00 $0.00

75140 -2015-13410/27/2015 Business Networking for Artists & Crafters, SBC 2.00 15 30.00 1 1 9 4 1 $0.00 $0.00 Session 4 75140 -2015-18910/28/2015 How to Start a Small Business, MCAS New SBC 6.50 5 32.50 0 2 2 5 1 $0.00 $0.00 River 75140 -2015-14410/28/2015 Master Business Academy: Session 4-Small SBC 3.00 12 36.00 3 3 8 3 0 $0.00 $0.00 Business Management, Part 1 75140 -2015-15810/29/2015 Staying Ahead of Your Tax Liability for Small SBC 3.00 6 18.00 2 0 3 5 1 $0.00 $0.00 Businesses 75140 -2015-159 11/3/2015 Developing Personal & Commercial Credit for SBC 2.00 3 6.00 0 2 2 1 0 $0.00 $0.00 Your Business Success 75140 -2015-190 11/3/2015 How to Start a Small Business, MCB Camp SBC 6.50 6 39.00 0 2 1 6 0 $0.00 $0.00 Lejeune 75140 -2015-196 11/4/2015 How to Start a Successful Business SBC 6.00 3 18.00 0 1 0 3 0 $0.00 $0.00

75140 -2015-145 11/4/2015 Master Business Academy: Session 5-Small SBC 3.00 9 27.00 3 2 5 3 0 $0.00 $0.00 Business Management, Part 2



Event Training Total Total Event Number Start Date Title of Event Program Hours Attendees Hours In Business Minorities Women Veterans Disabled Income Distribution 75140 -2015-161 11/6/2015 Small Business Roundtable SBC 1.50 5 7.50 5 0 2 2 0 $0.00 $0.00

75140 -2015-16411/10/2015 Business Basics SBC 2.00 18 36.00 1 16 7 8 1 $0.00 $0.00

75140 -2015-19811/16/2015 Boots to Business SBC 16.00 30 480.00 2 8 3 29 3 $0.00 $0.00 75140 -2015-19511/17/2015 A Day in the Life - Advanced Strategies to SBC 4.00 3 12.00 2 0 1 1 1 $0.00 $0.00 Expand Your Business Success 75140 -2015-13511/17/2015 Business Networking for Artists & Crafters, SBC 2.00 14 28.00 3 2 8 6 2 $0.00 $0.00 Session 5 75140 -2015-16611/17/2015 Veteran Entrepreneurship Programs by the SBC 3.00 6 18.00 2 4 2 3 2 $0.00 $0.00 SBA 75140 -2015-93 11/18/2015 Nonprofit Executives Roundtable: What Does SBC 2.00 13 26.00 3 3 9 2 0 $0.00 $0.00 Your Form 990 Say About You? 75140 -2015-16711/18/2015 Small Business Roundtable SBC 2.00 8 16.00 4 4 3 4 1 $0.00 $0.00

75140 -2015-16811/19/2015 How to Get Money for Your Small Business SBC 3.00 3 9.00 0 3 2 1 1 $0.00 $0.00

75140 -2015-19911/19/2015 Women-Owned Small Business - SBA WOSB SBC 2.00 12 24.00 0 2 11 2 0 $0.00 $0.00 Program Changes 75140 -2015-16211/23/2015 Small Business Licensing & Zoning SBC 3.00 11 33.00 3 7 8 5 3 $0.00 $0.00

75140 -2015-19211/24/2015 How to Start a Small Business, MCAS New SBC 6.50 16 104.00 1 9 2 16 0 $0.00 $0.00 River 75140 -2015-17111/24/2015 Make a Splash without Much Cash SBC 3.00 7 21.00 4 0 4 4 2 $0.00 $0.00

75140 -2015-16511/30/2015 Small Business Legal Issues SBC 3.00 2 6.00 1 1 0 1 0 $0.00 $0.00

75140 -2015-172 12/1/2015 Inexpensive & Creative Ways to Market Your SBC 3.00 4 12.00 1 1 0 4 3 $0.00 $0.00 Small Business 75140 -2015-175 12/4/2015 Small Business Roundtable SBC 1.50 6 9.00 4 1 3 1 0 $0.00 $0.00

75140 -2015-170 12/7/2015 Small Business Loans 101 SBC 3.00 4 12.00 1 1 1 2 0 $0.00 $0.00

75140 -2015-176 12/8/2015 Fifteen Common Mistakes That Will SBC 3.00 4 12.00 2 1 1 2 2 $0.00 $0.00 Undermine Any Business 75140 -2015-193 12/8/2015 How to Start a Small Business, MCB Camp SBC 6.50 7 45.50 0 2 0 7 0 $0.00 $0.00 Lejeune 75140 -2015-177 12/9/2015 Introduction to the SBA & Its Small Business SBC 2.00 5 10.00 0 4 3 0 0 $0.00 $0.00 Resource Programs 75140 -2015-13612/15/2015 Business Networking for Artists & Crafters, SBC 2.00 26 52.00 2 4 18 9 5 $0.00 $0.00 Session 6 75140 -2015-17812/16/2015 Small Business Roundtable SBC 2.00 5 10.00 2 0 2 2 0 $0.00 $0.00

75140 -2016-1 1/1/2016 HP LIFE Online Entrepreneurship Training SBC 5.00 81 405.00 19 38 42 35 14 $0.00 $0.00

75140 -2016-2 1/1/2016 IRS Small Business Workshop SBC 3.00 71 213.00 27 44 56 10 2 $0.00 $0.00


75140 -2016-4 1/12/2016 Grant Writing for Small Businesses & SBC 4.00 27 108.00 1 18 17 9 5 $0.00 $0.00 Nonprofits 75140 -2016-73 1/12/2016 How to Start a Small Business, MCB Camp SBC 6.50 7 45.50 0 4 1 7 0 $0.00 $0.00 Lejeune



Event Training Total Total Event Number Start Date Title of Event Program Hours Attendees Hours In Business Minorities Women Veterans Disabled Income Distribution 75140 -2016-6 1/13/2016 Growing Your Small Business with Social SBC 3.00 16 48.00 7 5 11 5 0 $0.00 $0.00 Media 75140 -2016-7 1/14/2016 Marketing & Promotion for Small Businesses SBC 3.00 16 48.00 8 6 8 6 2 $0.00 $0.00


75140 -2016-74 1/19/2016 How to Start a Small Business, MCAS New SBC 6.50 7 45.50 0 3 1 7 0 $0.00 $0.00 River 75140 -2016-9 1/20/2016 Boots to Business SBC 16.00 22 352.00 2 6 4 18 1 $0.00 $0.00 75140 -2016-11 1/20/2016 Small Business Roundtable SBC 2.00 3 6.00 2 0 0 3 0 $0.00 $0.00

75140 -2016-100 1/21/2016 Board Revitalization SBC 1.25 46 57.50 4 6 27 3 1 $0.00 $0.00

75140 -2016-98 1/21/2016 Board Roles and Responsibilities SBC 1.25 51 63.75 3 6 30 2 1 $0.00 $0.00

75140 -2016-101 1/21/2016 Diversified Fundraising Strategies for SBC 1.25 55 68.75 6 11 40 7 2 $0.00 $0.00 Successful Nonprofits 75140 -2016-99 1/21/2016 Intentional Practices SBC 1.25 46 57.50 3 4 26 2 1 $0.00 $0.00

75140 -2016-103 1/21/2016 Media Relations SBC 1.25 40 50.00 4 5 30 5 2 $0.00 $0.00

75140 -2016-102 1/21/2016 Strategic Leadership SBC 1.25 51 63.75 6 9 37 7 2 $0.00 $0.00

75140 -2016-12 1/21/2016 Why Successful Businesses ARE Successful SBC 3.00 6 18.00 1 4 2 2 0 $0.00 $0.00

75140 -2016-104 1/22/2016 Strategic Planning SBC 3.00 42 126.00 5 9 22 6 2 $0.00 $0.00

75140 -2016-16 1/26/2016 Business Networking for Artists & Crafters, SBC 2.00 10 20.00 2 1 8 2 1 $0.00 $0.00 Session 7 75140 -2016-15 1/26/2016 Introduction to QuickBooks Pro for Small SBC 3.00 7 21.00 2 2 3 2 0 $0.00 $0.00 Businesses 75140 -2016-14 1/26/2016 Veteran Entrepreneurship Programs by the SBC 2.00 8 16.00 1 3 2 6 0 $0.00 $0.00 SBA 75140 -2016-17 1/27/2016 DOL Requirements for Davis Bacon Act SBC 2.00 8 16.00 0 0 7 0 0 $0.00 $0.00 Reporting (Certified Payroll - Davis Bacon) 75140 -2016-21 2/5/2016 Small Business Roundtable SBC 1.50 5 7.50 4 2 2 1 1 $0.00 $0.00

75140 -2016-75 2/9/2016 How to Start a Small Business, MCB Camp SBC 6.50 7 45.50 0 1 2 2 0 $0.00 $0.00 Lejeune 75140 -2016-23 2/9/2016 Small Business Taxes SBC 3.00 17 51.00 5 7 6 6 2 $0.00 $0.00

75140 -2016-19 2/10/2016 Small Business Social Media Marketing for SBC 2.00 10 20.00 5 4 6 4 1 $0.00 $0.00 Expos 75140 -2016-24 2/10/2016 Wide Area Workflow Basics SBC 3.00 3 9.00 0 0 2 0 0 $0.00 $0.00

75140 -2016-26 2/11/2016 How to Get Money for Your Small Business SBC 3.00 10 30.00 0 5 7 3 0 $0.00 $0.00

75140 -2016-25 2/11/2016 Perfecting Your Pitch SBC 3.00 12 36.00 7 6 7 1 1 $0.00 $0.00

75140 -2016-27 2/17/2016 Nonprofit Executives Roundtable SBC 2.00 34 68.00 3 3 18 3 0 $0.00 $0.00

75140 -2016-10 2/17/2016 Small Business Guerrilla Marketing for Expos, SBC 3.00 10 30.00 3 3 5 4 3 $0.00 $0.00 Trade Shows & Networking Events 75140 -2016-28 2/17/2016 Small Business Roundtable SBC 2.00 5 10.00 2 2 2 2 0 $0.00 $0.00

75140 -2016-29 2/18/2016 Business Planning for Business Success SBC 3.00 12 36.00 1 4 3 7 5 $0.00 $0.00

75140 -2016-72 2/22/2016 Boots to Business SBC 16.00 12 192.00 1 5 3 10 2 $0.00 $0.00 Event Training Total Total



Event Number Start Date Title of Event Program Hours Attendees Hours In Business Minorities Women Veterans Disabled Income Distribution

75140 -2016-31 2/23/2016 Business Networking for Artists & Crafters, SBC 2.00 8 16.00 1 0 4 4 1 $0.00 $0.00 Session 8 75140 -2016-33 3/1/2016 Business Basics SBC 2.00 3 6.00 1 2 3 0 0 $0.00 $0.00

75140 -2016-35 3/3/2016 Be Free from Debt's Hold & Start a Small SBC 3.00 3 9.00 0 1 1 2 0 $0.00 $0.00 Business 75140 -2016-36 3/4/2016 Small Business Roundtable SBC 1.50 8 12.00 6 3 2 4 1 $0.00 $0.00

75140 -2016-37 3/8/2016 Alternative Financing for Your Small Business SBC 3.00 7 21.00 3 5 4 1 0 $0.00 $0.00

75140 -2016-77 3/8/2016 How to Start a Small Business, MCB Camp SBC 6.50 7 45.50 0 1 2 6 0 $0.00 $0.00 Lejeune 75140 -2016-38 3/9/2016 Marketing with Pinterest for Small Business SBC 3.00 3 9.00 1 1 3 0 0 $0.00 $0.00 Owners 75140 -2016-32 3/9/2016 Master Business Academy, Session 1: SBC 3.00 9 27.00 4 0 3 6 2 $0.00 $0.00 Marketing & Social Media 75140 -2016-40 3/10/2016 Essentials for Starting a Nonprofit Business SBC 3.00 5 15.00 0 0 3 1 0 $0.00 $0.00

75140 -2016-41 3/15/2016 10 Essential Skills of a Successful Small SBC 3.00 9 27.00 0 3 4 5 0 $0.00 $0.00 Business Owner 75140 -2016-42 3/16/2016 Boots to Business SBC 16.00 6 96.00 1 3 2 4 0 $0.00 $0.00

75140 -2016-34 3/16/2016 Master Business Academy, Session 2: SBC 3.00 8 24.00 3 0 2 6 2 $0.00 $0.00 Financials/Cash Flow 75140 -2016-47 3/22/2016 Business Networking for Artists & Crafters, SBC 2.00 12 24.00 1 1 7 4 1 $0.00 $0.00 Session 9 75140 -2016-78 3/22/2016 How to Start a Small Business, MCAS New SBC 6.50 10 65.00 0 3 1 9 0 $0.00 $0.00 River 75140 -2016-46 3/22/2016 Surviving Your First Year in Business SBC 3.00 9 27.00 0 2 5 4 0 $0.00 $0.00

75140 -2016-39 3/23/2016 Master Business Academy, Session 3: Legal, SBC 3.00 5 15.00 2 0 2 3 0 $0.00 $0.00 Ins/Bonding, Bus. Classifications for Gov. Contracting 75140 -2016-43 3/23/2016 Small Business Roundtable SBC 2.00 9 18.00 5 2 3 4 0 $0.00 $0.00

75140 -2016-50 3/24/2016 Understanding & Controlling Cash Flow SBC 3.00 3 9.00 0 0 0 2 0 $0.00 $0.00

75140 -2016-49 3/24/2016 Women-Owned Small Business Class SBC 3.00 5 15.00 1 2 5 1 0 $0.00 $0.00

75140 -2016-44 4/6/2016 Master Business Academy, Session 4: Small SBC 3.00 4 12.00 0 0 1 3 0 $0.00 $0.00 Business Management, Part 1 75140 -2016-51 4/7/2016 Small Business Human Resource ManagementSBC 3.00 10 30.00 0 3 6 3 1 $0.00 $0.00 & Payroll 75140 -2016-52 4/8/2016 Small Business Roundtable SBC 1.50 8 12.00 3 1 5 3 1 $0.00 $0.00


75140 -2016-57 4/11/2016 Small Business Legal Issues SBC 3.00 4 12.00 1 2 1 3 1 $0.00 $0.00

75140 -2016-79 4/12/2016 How to Start a Small Business, MCB Camp SBC 6.50 12 78.00 0 6 3 10 1 $0.00 $0.00 Lejeune 75140 -2016-48 4/13/2016 Master Business Academy, Session 5: Small SBC 3.00 4 12.00 0 0 1 3 0 $0.00 $0.00 Business Management, Part 2 75140 -2016-56 4/18/2016 Boots to Business SBC 16.00 9 144.00 0 4 1 6 1 $0.00 $0.00

75140 -2016-54 4/18/2016 Small Business Licensing & Zoning SBC 3.00 3 9.00 0 1 2 1 1 $0.00 $0.00



Event Training Total Total Event Number Start Date Title of Event Program Hours Attendees Hours In Business Minorities Women Veterans Disabled Income Distribution

75140 -2016-58 4/19/2016 50 Home-Based Businesses for Start-Up SBC 2.00 6 12.00 1 1 4 2 0 $0.00 $0.00 Entrepreneurs 75140 -2016-59 4/20/2016 Small Business Roundtable SBC 2.00 2 4.00 0 1 0 1 0 $0.00 $0.00

75140 -2016-60 4/21/2016 Secrets of Great Customer Service for Small SBC 3.00 18 54.00 1 10 12 5 1 $0.00 $0.00 Businesses 75140 -2016-61 4/25/2016 Small Business Loans 101 SBC 3.00 9 27.00 1 6 4 4 0 $0.00 $0.00

75140 -2016-62 4/26/2016 Business Networking for Artists & Crafters, SBC 2.00 13 26.00 2 3 10 2 2 $0.00 $0.00 Session 10 75140 -2016-80 4/26/2016 How to Start a Small Business, MCAS New SBC 6.50 8 52.00 0 4 1 7 1 $0.00 $0.00 River 75140 -2016-108 5/4/2016 A Day in the Life - Advanced Strategies to SBC 6.00 9 54.00 2 1 4 4 0 $0.00 $0.00 Expand Your Business Success 75140 -2016-65 5/6/2016 Small Business Roundtable SBC 1.50 8 12.00 4 3 2 3 0 $0.00 $0.00

75140 -2016-81 5/10/2016 How to Start a Small Business, MCB Camp SBC 6.50 7 45.50 1 2 0 7 0 $0.00 $0.00 Lejeune 75140 -2016-18 5/10/2016 Relationships to Results: Growing Small SBC 4.00 11 44.00 7 2 5 2 0 $0.00 $0.00 Businesses through Powerful Relationships 75140 -2016-67 5/17/2016 How to Increase Your Credit Score to Over SBC 3.00 10 30.00 1 7 3 4 1 $0.00 $0.00 740 Points; Prepare for a Bank Business Loan 75140 -2016-121 5/17/2016 Relationships to Results: Developing An ActionSBC 4.00 10 40.00 6 2 5 2 0 $0.00 $0.00 Plan for Your Small Business 75140 -2016-68 5/18/2016 Boots to Business SBC 16.00 13 208.00 0 5 4 10 3 $0.00 $0.00

75140 -2016-69 5/18/2016 Nonprofit Executives Roundtable: Strategies SBC 2.00 12 24.00 3 4 8 4 2 $0.00 $0.00 for Effective Board Meetings 75140 -2016-70 5/18/2016 Small Business Roundtable SBC 2.00 6 12.00 2 3 1 3 0 $0.00 $0.00

75140 -2016-63 5/24/2016 Business Basics SBC 2.00 14 28.00 0 8 10 2 1 $0.00 $0.00

75140 -2016-82 5/24/2016 How to Start a Small Business, MCAS New SBC 6.50 5 32.50 0 3 0 4 1 $0.00 $0.00 River 75140 -2016-71 5/31/2016 Business Networking for Artists & Crafters, SBC 2.00 13 26.00 3 3 11 3 4 $0.00 $0.00 Session 11 75140 -2016-105 6/3/2016 Small Business Roundtable SBC 1.50 9 13.50 3 4 5 4 0 $0.00 $0.00

75140 -2016-83 6/7/2016 How to Start a Small Business, MCB Camp SBC 6.50 6 39.00 0 3 0 5 0 $0.00 $0.00 Lejeune 75140 -2016-84 6/14/2016 How to Start a Small Business, MCAS New SBC 6.50 7 45.50 0 3 1 6 0 $0.00 $0.00 River 75140 -2016-97 6/15/2016 Boots to Business SBC 16.00 8 128.00 0 4 1 6 4 $0.00 $0.00


75140 -2016-135 6/22/2016 Federal Construction Teaming Forum SBC 1.00 37 37.00 1 4 9 3 0 $0.00 $0.00

75140 -2016-134 6/22/2016 Navy-Marine Corps Small Business Town Hall SBC 3.00 116 348.00 2 7 28 8 0 $0.00 $0.00

75140 -2016-107 6/28/2016 Business Networking for Artists & Crafters, SBC 2.00 16 32.00 5 4 12 6 2 $0.00 $0.00 Session 12



140 Southeast COASTALCAROLINA Event Training Total Total Events Hours Attendees Hours In Business Minorities Women Veterans Disabled Income Distribution

165 641.00 2,111 7,844.75 353 654 1084 741 173 $0.00 $0.00

Asian Black Pacific Native Am. White Hispanic Military

37 463 19 33 1,147 140 8

Grand Total Event Training Total Total Events Hours Attendees Hours In Business Minorities Women Veterans Disabled Income Distribution

165 641.00 2,111 7,844.75 353 654 1,084 741 173 $0.00 $0.00

Asian Black Pacific Native Am. White Hispanic Military

37 463 19 33 1,147 140 8

Page8 Center IC © 2001-2016 v2.11.14.5.23.7



SECTION C: SMALL BUSINESS CENTER GOALS – 2016-2017

IMPORTANT: If SBC goals are not equal to or greater than current year actual accomplishments, a statement of why performance is expected to decline must be included in this section.

Counseling Goals (SBCN CMS Based)

Actual number of clients – fiscal year 2015-2016 ___193____ GOAL number of clients – fiscal year 2016-2017 ___195____ Actual number of counseling hours – fiscal year 2015-2016 __305.08 GOAL number of counseling hours – fiscal year 2016-2017 __310.00 SBC Directors shall populate the goals section of the SBCN CMS with these figures prior to submitting the Annual Report.

Seminar Goals (SBCN CMS Based)

Actual number of SBC seminars – fiscal year 2015-2016 __165______ GOAL number of SBC seminars – fiscal year 2016-2017 __167______ Actual number of SBC seminar attendees – fiscal year 2015-2016 _ 2,111_____ GOAL number of SBC seminar attendees – fiscal year 2016-2017 _ 2,125_____

IMPORTANT: If SBC goals are not equal to or greater than current year actual accomplishments, a statement of why performance is expected to decline must be included in this section. Insert Statement Regarding Decreased Goals (if applicable): ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

SECTION D: OTHER REQUIRED REPORTS/DOCUMENTS

SECTION D: SMALL BUSINESS CENTER BUDGET INFORMATION Attach the following reports/documents: 1. End of year budget report for the Small Business Center (purpose code 363, WebAdvisor, or similar official local report). 2. Proposed SBC budget for Fiscal Year 2016-2017. If FY 2016-2017 allocations are not available, FY 2015-2016 state allocation amounts will be used.



Coastal Carolina Community College July 23 2016 Page 1 12:08 Departmental Budget Report June 2016 UNIT 34001 Small Business Center Expended Expended Unexpended Outstd Unencumb Acct Code Account Name Budget This Month This Year Balance Encum Balance ------------------------------------------------ ------------- ------------- ------------- ------------- ------------- ------------- 11-363-83-511300 Small Business FT Professional 69420.00 2688.80 32565.59 36854.41 0.00 36854.41 11-363-83-512010 Small Business PT Support 0.00 304.50 7859.01 7859.01- 0.00 7859.01- 11-363-83-513010 Small Business PT Faculty 0.00 1868.75 24343.75 24343.75- 0.00 24343.75- 11-363-83-515000 Small Business FT Technical/Pa 35562.00 2901.00 36758.36 1196.36- 0.00 1196.36- 11-363-83-518100 Small Business Social Security 5383.00 578.88 7829.10 2446.10- 0.00 2446.10- 11-363-83-518200 Small Business Retirement 10619.00 856.38 10782.54 163.54- 0.00 163.54- 11-363-83-518300 Small Business Medical Insuran 7790.00 576.73 7035.35 754.65 0.00 754.65 11-363-83-518700 Small Business Longevity Payme 2236.00 0.00 2235.22 0.78 0.00 0.78 11-363-83-519400 Small Business Contracted Inst 21430.00 0.00 22630.00 1200.00- 0.00 1200.00- 11-363-83-526000 Small Business Office Supplies 0.00 0.00 250.56 250.56- 0.00 250.56- 11-363-83-526010 Small Business Data Proc Offic 0.00 0.00 285.30 285.30- 0.00 285.30- 11-363-83-527000 Small Business Other Supplies 0.00 0.00 3983.42 3983.42- 0.00 3983.42- 11-363-83-528000 Small Business Audio-Visual Su 0.00 0.00 88.57 88.57- 0.00 88.57- 11-363-83-531110 Small Business In-State Ground 3470.00 41.06 56.41 3413.59 0.00 3413.59 11-363-83-531140 Small Business In-State Lodgin 0.00 0.00 314.14 314.14- 0.00 314.14- 11-363-83-531150 Small Business In-State Meals 0.00 0.00 10.90 10.90- 0.00 10.90- 11-363-83-531500 Small Business Registration Fe 0.00 0.00 925.00 925.00- 0.00 925.00- 11-363-83-532100 Small Business Postage 0.00 0.00 7.72 7.72- 0.00 7.72- 11-363-83-537000 Small Business Advertising 0.00 49.23 97.38 97.38- 0.00 97.38- 11-363-83-539400 Small Business Mag/News Subscr 0.00 0.00 211.76 211.76- 0.00 211.76- 11-363-83-539500 Small Business Other Current E 3543.00 0.00 0.00 3543.00 0.00 3543.00 11-363-83-544020 Small Business Pers Comp Softw 0.00 0.00 867.57 867.57- 0.00 867.57- State Current Unrestricted TOTALS 159453.00 9865.33 159137.65 315.35 0.00 315.35 UNIT TOTALS 159453.00 9865.33 159137.65 315.35 0.00 315.35

Total funds spent on Entrepreneurship Training = Contracted Instruction + instructional salary portion of Part-time Faculty: = $22,630 +$5,800 = $28,430.



Small Business Center COASTAL CAROLINA COMMUNITY COLLEGE

Proposed Budget

7/1/2016 - 6/30/2017 Budget Period

Cost Items Proposed Expenditures

A. Salaries, Professional

$40,000.00

B. Salaries, Supportive

47,000.00

C. Salaries, PT Faculty

25,000.00

D. Social Security

8,568.00

C. Retirement

5,220.00

E. Hospitalization

8,000.00

F. Contracted Services

25,000.00

G. Equipment

0.00

H. All other expenses

15,000.00

TOTAL $173,788.00

Submitted by: Anne Shaw

Date: July 25, 2016



SECTION E: SUCCESS STORIES AND SBCN CENTERS OF EXCELLENCE AWARDS

Section E:

1. All SBCs are to submit a success story. The success story can be for “most impact” or overcoming challenges or both.

2. This section of the report, Section E, Success Stories and SBCN Centers of Excellence

Awards, will provide the information and data used to select the Small Business Center/Director winner of the six awards outlined below. Eligibility and submission requirements include: 1) SBC must meet all basic performance criteria as evidenced by the annual report. 2) The SBC Director must be on schedule with credentialing requirements. 3) SBC Director must participate on at least one SBCN committee as a working member. 4) The SBC must not be on probation. 5) The narrative should include the SBC’s progress and accomplishments for the reporting

year(s) 2014 – 2016 for Rookie of the Year, and 2015-2016 for all other awards. 6) An SBC/Director may apply for more than one award category. 7) Please label all as Section E with the name of the award category, college, and SBC

Director at the top as follows:

SECTION E: SBCN CENTERS OF EXCELLENCE AWARDS AWARD CATEGORY: _________________________________________________ COLLEGE: ______________________________ DIRECTOR: ________________ THE APPLICATION FOR EACH AWARD IS LIMITED TO ONE PAGE OF NARRATIVE AND TWO PAGES OF ATTACHMENTS. THE ENTIRE SECTION SHOULD NOT EXCEED FIVE PAGES TOTAL.

1. Business Success Story – Most Impact a. Intent – To recognize the SBC Director whose direct involvement with a client resulted in

a significant economic impact b. Criteria –

i. Clear description of measurable economic impact such as net new revenue generated, new jobs created, new business/location(s) opened, new tax base, leveraged grant programs, etc.

ii. Clear documentation of the contribution made by the SBC Director as the “deal maker”

iii. Documentation of the impact and Director’s involvement should include testimonial by the client and can be in the form of an email, letter, picture, media articles, etc.

c. Process – Applicant must complete “Business Success Story – Most Impact” application sent as part of the annual report documentation and submit with annual report by the deadline. Selection of this recipient is made by an independent committee.



2. Business Success Story – Overcoming Challenges a. Intent – To recognize an SBC Director who overcame difficult challenges while working

with a client with special needs that resulted in a success story b. Criteria –

i. Clear description of challenges that had to be overcome such as political, intellectual, economic, personal hardships (poverty, disability, catastrophe, etc.)

ii. Clear demonstration of SBC Director’s involvement to overcome obstacles involving unique business issues such as political, intellectual, economic, personal hardships (poverty, disability, catastrophe, etc.), or other situations

iii. Documentation of the contribution made by the SBC Director should include testimonial by client and can be in the form of an email, letter, picture, media articles, etc.

c. Process – Applicant must complete “Business Success Story – Overcoming Challenges” application sent as part of the annual report documentation and submit with annual report by the deadline. Selection of this recipient is made by an independent committee.

3. Rookie of the Year (new directors – 2 years or less)

a. Intent – To recognize a new SBC Director who has been with the SBCN for two years or less for outstanding performance in the job

b. Criteria – i. An SBC Director will be considered a rookie if they have been a full-time SBC

Director for not more than two years - For example, for the year 2015-2016 SBCN Annual Report, an SBC Director shall be considered a rookie if they were in place no earlier than July 1, 2014 (date of hire) and no later than June 30, 2016

ii. Growth in their SBC – can be, but is not limited to, YTY growth in SBCN performance funding factors

iii. Demonstrate success in a “turn-around” situation, i.e. took a low performing SBC and made significant improvements

c. Process – Applicant must complete “Rookie of the Year” application sent as part of the annual report documentation and submit with annual report by the deadline. Selection of this recipient is made by an independent committee.

4. Innovation Award - Programs/Seminars

a. Intent – To recognize the SBC Director/Staff that has shown innovation related to delivering programs, seminars, workshops, summits, in a new way which resulted in growth and/or increased public awareness of the SBC and its purpose

b. Criteria – Any such innovation must fall within current SBCN Guidelines. Innovation will be judged based on, but is not limited to, the following:

i. Clearly demonstrates innovation in the area of workshops, seminars, summits, delivery in a new way (online/on-demand), serving new markets/target audiences (such as veterans, unemployed, underemployed, women entrepreneurs) and/or creative packaging/branding of programs - Could also include creative and effective use of social media

ii. Results-oriented workshops/seminars/summits – demonstrated by SBCN measurable outcomes

iii. The extent to which this program(s) was developed in response to a specific need of the community

iv. Applicability for other SBCs, i.e., how easily other SBCs may be able to duplicate this program for their service area

c. Process – Applicant must complete “Innovation Award – Programs/Seminars” application sent as part of the annual report documentation and submit with annual report by the deadline. Selection of this recipient is made by an independent committee.



5. Innovation Award – Services/Collaboration a. Intent – To recognize the SBC Director/Staff that has shown innovation related to

counseling, new services, partnerships and collaborations b. Criteria – Any such innovation must fall within current SBCN Guidelines - Innovation will

be judged on, but is not limited to, the following: i. Clearly demonstrates innovation in the area of counseling such as online with

Skype, mobile counseling, Google+, etc. ii. Unique, collaborative program(s) with other organizations to improve counseling

delivery, results, and impact, i.e., teaming with attorneys, accountants, bankers, etc., for a one-day event

iii. Results-oriented counseling and collaboration – demonstrated by SBCN measurable outcomes

iv. The extent to which this program(s) was developed in response to a specific need of the community

v. Applicability for other SBCs, i.e. how easily other SBCs may be able to duplicate this program for their area

c. Process – Applicant must complete “Innovation Award – Services/Collaboration” application sent as part of the annual report documentation and submit with annual report by the deadline. Selection of this recipient is made by an independent committee.

6. State SBC Director Award

a. Intent - To recognize the SBC Director who has provided significant support, time and service at the state level over and above his/her job description

b. Criteria – i. SBC Director’s direct actions in assisting others in the NC SBCN resulted in

skills/program growth, increased effectiveness, improvement of processes, public awareness, professional support and/or development of the state-wide SBCN, etc.

ii. Significant contribution was made in the fiscal reporting year that coincides with the annual report in which it is submitted

c. Process – A Director may nominate themselves for this award, and/or an SBC Director may nominate another SBC Director they feel is worthy of this award. Applicant or others must complete “State SBC Director Award” application sent as part of the annual report documentation and submit by the annual report deadline. Selection of this award recipient is made by the State Director.



SECTION E: SBCN CENTERS OF EXCELLENCE AWARDS

AWARD CATEGORY: Business Success Story Most Impact Cracked it! Escape Games

COLLEGE: Coastal Carolina CC DIRECTOR: Anne Shaw

Brian and Margaret Vinciguerra started a business, created 2 jobs, invested $38,300 initial capital, and in just six months earned enough revenue that Brian was able to quit his job.

When you have prepared for combat, you are more than prepared to take on the business battlefield." - Carol Roth, Huffington Post

If you want to know why veterans make great entrepreneurs, look no further than Brian and Margaret Vinciguerra, owners of Cracked it! Escape Games. What is Cracked it!? Imagine for a moment that you and your friends have walked into a room and suddenly, the door locks behind you. There’s no way out – or is there? The pressure is on – you have just 60 minutes to solve the puzzles and interactive games found throughout the room in order to escape. There are clues to decipher, codes to be cracked and riddles to solve in order to put it all together and find the final key to meet one goal – ESCAPE!

Escape rooms are a new interactive puzzle attraction sweeping the world. And, who better to start one in Jacksonville than a retired military couple. We’ve known for some time that spending time in the military is one of the best training grounds anyone could have for starting a business. Marines and other members of the Armed Forces are highly trained in leadership, teamwork, strategy and mission planning. They know that mistakes are costly and that the values of discipline, initiative, resourcefulness and deliberate actions can mean the difference between life and death.

Brian, a retired U.S. Marine Gunnery Sergeant and Margaret, a Marine Sergeant, who spent 8 years in military service, say they discovered their business idea when they were on a family visit to Raleigh, N.C. in October 2015. While there, they decided to try out an escape room experience and enjoyed it so much fun they returned to Raleigh the very next weekend to try another experience. Margaret said, “We discovered how addicting the escape room experience can be. It was exciting to work as a team to solve the puzzles and our whole family had so much fun doing it.”

The couple, who’ve spent nearly thirty years in Jacksonville over their military career and made Jacksonville their home, knew immediately this was the type of entrepreneurship venture for them – a family entertainment business that brings people together to work and have fun. They immediately began crunching the numbers, doing the market research and writing the business plan, looking for a building, and wading through the seemingly endless steps for getting the business open. Brian said, “We knew a little bit of knowledge can be dangerous” and that’s when they turned to the Small Business Center for help. Just ten days after their first escape room experience, they attended their first small business center seminar. “Being able to attend the seminars and run our ideas and questions by the business counselors, Pete Ellis and Steve Gill, helped us adjust our rudder.”

The adventure of creating and launching Cracked it! Escape Games has required hours and hours of sweat equity to leverage the family savings that Brian and Margaret have put into the business. They spent every available hour completing building renovations, while also going through the steps to meet all the regulatory requirements to acquire their certificate of occupancy. Brian and Margaret’s two daughters, Alyson (19) and Candace (24), are also involved in the business. Both girls are on the payroll, earning a competitive wage and they even pay them when they attend business seminars.

Margaret said, “We share everything with them so they can learn and grow, too.” She said she learned a long time ago “take care of your employees and they’ll take care of you.”

Cracked it! Escape Games has quickly become a popular attraction for families visiting the area. Brian said, “We recently had a family from England who was vacationing in Jacksonville. They came and visited one of our escape rooms. They had so much fun, that just a few hours later, they were back to see if they could crack the code on the other room, our newly opened ‘Queen Anne’s Revenge.’ They had other choices of things they could do, but they enjoyed the experience at Cracked it! Escape Games so much that they chose us over the other options.”

In only five short months, the business has done so well that Brian has given up his full time job to devote all of his attention to the business. “We’ve reinvested everything in the business, and now, in our six month of being in business, we’re in the black,” he said. They are currently designing their third escape room experience with plans to launch it within three to six months. They are also designing mobile experiences so they can take the fun and learning on the road, to schools and businesses who want to give their students and employees the challenge and fun of this incredible team building experience.



One of the important things the owners have learned is that the customer is boss. Margaret shared that listening to their customers and doing everything possible to create an immersion experience for escape room enthusiasts is essential in keeping them coming back. “We’re constantly modifying things based on customer feedback. It’s a living experience and growing a loyal following is key to gaining a strong reputation.“

Brian and Margaret also emphasize how important it is for them to give back to the community. “Each month we pick a different nonprofit organization to give a percentage of our revenues. It’s such a great feeling to be able to write that check and know that we’re investing back in the people and organizations that make Jacksonville a great place to live and do business.”

Brian says the economic impact of their business extends far beyond their walls at Cracked it! Escape Games. “No ship sails alone – the business has needed electrical contractors, general contractors, carpenters and artists, drywall installers, laser engravers. We have a space for local artists to display their art. We’re creating a business for our family but also helping other businesses. That didn’t stop when we opened the business. There’s a domino effect of what we’re doing.”

As veterans, Brian and Margaret knew there would be lots of sacrifices but they were prepared to be mission driven, to look to the end state. He said it was great to be able to turn to resources like the Small Business Center to help them on their journey.



SECTION E: SBCN CENTERS OF EXCELLENCE AWARDS

AWARD CATEGORY: Business Success Story Overcoming Obstacles Artisan Gallery COLLEGE: Coastal Carolina CC DIRECTOR: Anne Shaw

Joan Bomhard was unemployed and had recovered from a massive heart attack that left her unable to speak or read or write, but she was never deterred from following her dream to open Artisan Gallery. If you can dream it, you can do it. Walt Disney

If you want to be inspired, cast your eyes and ears on Joan Bomhard, owner of Artisan Gallery in Emerald Isle, N.C. She

learned the meaning of hard work and independence at the tender age of five, cropping tobacco in Franklin County where she grew up, and saving her earnings to buy her own school clothes and books. Never one to let life’s struggles hold her back, Joan has overcome the kind of challenges that would completely derail most people. She has met those challenges with an indomitable spirit, recovering from a massive heart attack, cancer, and most recently having to deal with setbacks from being rear-ended and having her car totaled. The heart attack was the big one, the “widow maker,” and required 14 hours of surgery. Post-surgery, Joan then suffered an embolic stroke and woke up seventeen days later unable to read, write, or barely speak. The winding road to recovery for Joan led her to a bead shop, where she regained her dexterity and learned to speak and do math again. She spent several years working in the bead shop, teaching classes on beading and inspiring others to hone their craft.

In mid-January of 2015, after being out of work for six months, Joan had a dream about opening a store filled with beautiful products made by gifted artisans. When she woke up, the dream was so alive and real, she couldn’t go back to sleep. Her head was spinning with the possibilities this store could provide to people she knew, who were pedaling their beautiful wares at weekend festivals, working long, hard hours in the hot, summer sun, and often barely breaking even or even losing money after paying the costs of the booth space and travel expenses. As an artist herself, she had lived that experience and knew that it wasn’t always glamorous or profitable. Her store would give them the perfect setting to display their hand-crafted items and Joan would be able to continue to do her own crafting as well.

Joan quickly went to work on a business plan for her dream, Artisan Gallery. She pulled down a business plan template from the SCORE website and, with help from her husband and best friend, pulled together her first draft of the plan. That was when she showed up at the Small Business Center, business plan in hand, looking for affirmation, feedback and guidance to a source of capital. Joan had done an amazing job of creating the business plan. With just a few tweaks and ready for another review, she returned to the SBC. We discussed locations and feasibility and Joan went on the hunt for the perfect location for her gallery. At that point, I knew Joan wasn’t just dreaming but that she was really serious and that her determination was stronger than ever. Nothing was going to part her from this dream. That’s when the SBC referred her to The Support Center, a Raleigh-based lender that provides funding for start-ups. We worked through the documentation required by The Support Center and Joan left our office, fired up to complete her package and send it off with high hopes. In the midst of having her loan package reviewed by the lenders in The Support Center, Joan suffered another set-back. The location she had set her sights on, and built her business plan and loan package around, was not going to work out after all. Even more determined, Joan went back on the hunt and found a location she could move forward on. The Support Center then contacted Joan to give her the good news that her loan had been approved. It was November 2015 and by January 30, 2016, just seven months after she unveiled the first draft of her business plan, Joan unveiled Artisan Gallery with a champagne open house.

When you meet Joan Bomhard you can feel the energy and determination she emits. For someone who has faced a number of very difficult challenges, Joan never complains and always keeps a wonderful sense of humor. She feels truly fortunate to be involved in a business doing what she loves to do and through that business, helping other artists do the same. When we asked Joan what advice she had for others who are thinking about starting a business she talked about the importance of believing in people when the odds are against them. After overcoming so many obstacles, she feels she has a purpose. She said, “Stay away from negative people. They don’t know the lengths you intend to go to make your dreams come true.” She remembers the best advice she received came from her husband, Eric. He said, “If you believed in Santa Claus when you were little, you can believe in yourself now.”

The Small Business Center is a place where people bring their dreams. When they entrust us with those dreams, we have a responsibility to help them nurture them to the best of our ability. Often, we provide the support they need through technical assistance – help with their business plan, providing answers that lead to access to capital, crunching numbers for their cash flow projections, or fine-tuning their loan package. But, as important as the provision of this technical assistance is, even more important is believing in their dreams with them. For Joan Bomhard, and so many others, the Small Business Center is their champion!!



AWARD CATEGORY: Business Success Story Overcoming Obstacles Jubilee Juice Bar

COLLEGE: Coastal Carolina CC DIRECTOR: Anne Shaw Faye and Chuck Eubanks overcame health, regulatory, construction, and financial barriers to open Jubilee Juice Bar

in July 2015. Four Words that Change Everything – I Believe in You! Zig Ziglar Faye and Chuck Eubanks first visited the Small Business Center in 2002. They had a dream to start a business and

decided to take the REAL Entrepreneurship course to learn about getting started and take a stab at writing a business plan. At about the same time, Chuck was confronted with some serious health challenges as a result of Crohn’s disease. His doctors told him he would be on medication the rest of his life and that it would be a daily battle to keep it in check. He was often sick, lost a significant amount of weight, and their lives were constantly interrupted by the disease. The couple decided to learn more about what it means to “eat clean,” so they attended a special training at Hallelujah Acres, earning the health minister’s certificate upon completion of the program. As a result of this unique and life-changing experience, Chuck became convinced that eating healthier was a key component of his recovery. Today he lives medication free and is stronger and healthier now than ever before. The knowledge the couple gained along the way was such a profound event in their lives that Faye and Chuck wanted to use it to help others jump start their own healthy lives.

Unfortunately, a number of family and life challenges would delay their progress in getting their idea off the ground. Their REAL Entrepreneurship certificate grew dusty, yet they remained convinced that the health challenge experienced by Chuck, and the subsequent passion that was born for eating healthy, could inspire others while providing a business opportunity for the couple. They never gave up on their passion and in the summer of 2014 the opportunity they had been working for began to take shape. It was then, after months of saving and planning, that Faye and Chuck began to work on a concept of creating a juice bar. The owner of the nutrition store that Faye had been working in had some excess space that could be used for a complimentary business activity. It was the perfect break for Faye and Chuck, and they jumped at the chance to use the space to create the juice bar they had dreamed of. They got started immediately on planning how to convert the available floor space and soon the construction phase was underway.

But, not long into the project, Faye and Chuck learned that the City would require formal drawings for the space before they would approve the project. Once again, the couple was at a standstill, with their dreams on hold. Determined to keep going, they contacted the Small Business Center for assistance. The SBC was able to connect the couple to Coastal’s department head for Architectural Technology who decided to draw the plans pro bono. The City approved the formal drawings and soon after, the Eubanks were moving forward again with construction. It wasn’t long before the couple was faced with more challenges. The regulatory requirements, and the investment needed to meet them, had eaten up the capital the couple had put away to get the business going. Once again, they turned to the Small Business Center for help, and they were soon connected to a lender, The Support Center, whose loan policies and paperwork requirements for a new small business were more “small business friendly” and less cumbersome than traditional lenders. SBC Director, Anne Shaw, said, ”Traditional lenders aren’t set up to loan money to start-ups. Alternative lenders, like The Support Center, have emerged to fill the lending gap for new businesses, like the one owned by Faye and Chuck. It was the perfect solution, but there was a business plan to write and cash flow projections to submit. According to Shaw, “Getting a loan from The Support Center is not a “slam dunk.” While they are uniquely built to provide capital solutions for borrowers like Faye and Chuck, a borrower still has to go through all of the same due diligence as for a traditional loan.”

Through a series of counseling sessions, Faye and Chuck worked diligently to prepare their documentation for the loan, including spending a significant amount of time on cash flow, painstakingly pricing their products, and really learning what it would take financially to break even. After several meetings, their loan package was ready to be submitted, and in just a few days, the funds were approved. Faye and Chuck were moving forward again and on July 27, 2015, Jubilee Juice Bar was open for business.

After nearly a year of business operations, Faye and Chuck have experienced the ebbs and flows of managing a retail operation. They have steadily built up a loyal following of customers and have plans for adding some food products to their extensive menu of juices and smoothies. All of their beverage products are made with “living” ingredients, so they want to do the same with any food items they add to the menu. Faye says they have learned so much over the last year. They were surprised to find that one of the biggest lessons was discovering how to respond to and communicate with their customers. She said, “We’ve learned better ways of sharing health information. We know how important having good customer service is to our business. Making our customers feel special and catering to their choices is critical to our business.” Chuck added, “One of our customers says the reason he enjoys coming in is because he learns something new on each and every visit and he has a special way of paying it forward with other customers.”



Faye and Chuck spent years thinking about their dream. They said the Small Business Center helped break down barriers, and that the REAL Entrepreneurship class sowed the seeds they needed for future planting. Throughout their journey, they never gave up, and they often shared appreciation with the Small Business Center “for believing in us.” As for the “harvest,” there are many ways to define success, but one that means a great deal to Faye and Chuck was when they recently earned a review from a customer, a self-proclaimed “juice bar aficionado”, who told them “Jubilee Juice Bar is the best juice bar on the East Coast.”



SECTION F: COLLEGE SUBMISSION

I have reviewed the Fiscal Year 2015-2016 Annual Report for the Small Business Center and attest that the information contained herein is an accurate reflection of the activities of the SBC Director and use of the SBC Funds. Small Business Center Director

Printed Name

Signature and Date Community College President

Printed Name

Signature and Date

Customized Training

SSeeccttiioonn 1122,, PPaaggee 11

Basic Skills

Programs and Student Services Division College and Career Readiness Unit

[email protected]

Workforce Innovation and Opportunity Act (WIOA) Title II – Adult Education and Family Literacy Act (AEFLA)

WIOA – AEFLA Local Plan 2016 – 2017 Request for Applications

Name of Provider:


Contact Information: Please enter the contact information of the individual that NCCCS would contact if there are questions regarding the content of this Plan.

Name E-Mail Phone (xxx-xxx-xxxx) Extension

Elmer Price [email protected] 910-938-6320 6320

Please submit the completed local plan electronically by 5:00 pm on April 1, 2016. Email to [email protected]

Do Not Complete – For NCCCS Only

Date Received:

Assigned Staff:

Reviewers:

Points Awarded

Award Status:

mailto:[email protected]

mailto:[email protected]

WIOA – AEFLA Local Plan

Page 2 of 35

WIOA-AEFLA Requirements Table of Contents and Point Value Self-Assessment

Section Topics Reference Total Points

Breakdown By Topics

1 Eligible Provider Qualifications Are you eligible to apply for funding?

Not Rated (NR)

· Organization Profile Sec 203 (5)

· Demonstrative Effectiveness Sec 203 (5)

2 Teaching and Learning Do you have the infrastructure to operate programs? 50 41.6

· Adult Education and Literacy Activities Sec 202 Sec 203 10 6.6

· Instructional Practices Sec 231(e) (5) Sec 231(e) (6) Sec 231(e) (7)

10 9

· Technology Sec 231 (e) (7) 5 4

· Eligible Individuals

Sec 231(e) (1) Sec 231(e) (2) Sec 231(e) (3) Sec 232 (6)

5 4

· Student Engagement Sec 231(e) (8) Sec 231(e) (11) 5 4

· WIOA New Requirements Sec 231(e) (8) 5 5

· Transitional Services Sec 231(e) (8) 5 5

· Professional Development Sec 231(e) (9) 5 4

· Correctional Education Sec 225 NR

3 Workforce Development System Integration Are you at the table and what do you bring to the conversation? 20 17

· Core Program Alignment Sec 232 (3) 10 9

· NCWorks Career Centers Sec 232 (5) 5 4

· Collaborations with Internal and External Partnerships Sec 232 (2) Sec 232 (2) 5 4

4 Management and Fiscal Oversight Will your program be WIOA-AEFLA complaint? 30 25

· Performance Accountability Sec 231(e) (3) Sec 231(e) (12) Sec 232 (4)

15 12

· Evaluation and Continuous Improve Plan Sec 212 Sec 116 10 9

· Budget Worksheet & Narrative Sec 232(1), 233 5 4

Total Points: 83.6


Page 3 of 35

Funding Consideration

Introduction The mission of North Carolina Community College System (NCCCS) is to open the door to high-quality, accessible educational opportunities that minimize barriers to postsecondary education, maximize student success, develop a globally and multi-cultural competent workforce, and improve the lives and well-being of individuals. The College and Career Readiness (CCR) Unit under the NCCCS Programs and Student Services Division provides leadership, oversight, professional development, technical assistance, and monitors services to programs funded through WIOA-AEFLA grants. The Workforce Innovation Opportunity Act requires that grants be awarded on a competitive basis to eligible providers. For the 2015-2016 program year, NCCCS College and Career Readiness Unit awarded Transition grants to existing eligible providers. This approach allowed programs to plan and prepare for the upcoming WIOA funding requirements. Grant awards for the 2016-2017 program year are only eligible to existing providers. An open, competitive grant process will be in place for the program year beginning July 1, 2017-2018. Application Review The purpose of the WIOA-AEFLA grant is to develop, implement, and improve adult education and literacy activities. This application outlines and highlights the new program requirements through a series of engaging questions. This application is organized to help programs self-access their readiness in response to the competitive award process that will occur for the 2017-2018 program year. All applications will be reviewed by CCR staff to recognize each programs readiness for full implementation of the WIOA-AEFLA requirements. Through this blueprint, programs can develop essential components that will establish collaboration with other agencies to assist learners attain further education and training opportunities. In addition, the responses recorded on the application will serve as a needs assessment for state leadership activities. Each section has a point value that offers programs a frame of reference to gauge their readiness for full implementation beginning July 1, 2017. Programs are encouraged to plot their self-assessment total score on the continuum below to gauge their level of readiness.

Ready to implement Need targeted assistance Need extensive technical assistance 100 75 50


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Eligible Provider Qualifications

Organization Profile

M inimum Standard Reference: Sec. 203 (5) Points

Available Points

Awarded

The applicant can describe their organization structure and give assurance that they meet the definition of an eligible provider. NR

1. Complete the form below.

Official Name of Organization: Coastal Carolina Community College Working Title for the Program: Basic Skills Program

Mailing Address: 444 Western Blvd.

City, State, Zip Code+ 4-digit: Jacksonville, N. C. 28546

DUNS Number: 072013105 County Service Areas:

1. Onslow County 4.

2. 5.

3. 6.

2. Mark the category that best describes your organization: (A) local educational agency

(B) community-based organization or faith-based organization

(C) volunteer literacy organization

X (D) an institution of higher education

(E) public or private nonprofit agency

(F) library

(G) public housing authority

(H) nonprofit institution that is not described in any of subparagraphs (A) through (G) and has the ability to provide adult education and literacy activities to eligible individuals

(I) consortium or coalition of the agencies, organizations, institutions, libraries, or described in any of subparagraphs (A) through (H)

(J) partnership between an employer and an entity described in any of subparagraphs (A) through (I)

3. Insert your organization’s Mission Statement. As a member of the North Carolina Community College System, Coastal Carolina Community College provides opportunities for quality post-secondary education, college transfer, workforce training and lifelong learning for the civilian and military population of Onslow County, within the limits of available resources. Coastal values academic excellence, focuses on learning outcomes and student success, provides leadership for community cooperation, and actively contributes to the economic development of Onslow County.

Support Document:


Page 5 of 35

4. Applicants must submit a copy of their organizational chart. If the organization chart has multiple pages, only submit the page(s) that represents the structure of the Adult Education program. If the applicant is a nonprofit organization, then submit your 501c3 letter. This document should be placed in the Attachment section of this plan found on page 26.

A copy of the BSP Flowchart can be found in the attachments.


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Demonstrated Effectiveness

M inimum Standard Reference: Sec. 203 (5); Sec. 231(e)(3) Points Available

Points Awarded

The applicant can demonstrate their past effectiveness with official documents (organization and/or NCCCS reports) and can discuss their record of improving the skills of eligible individuals through a narrative summary of their most recent performance data.

NR

5. Insert your organization’s 2014-2015 performance outcome data from NRS Table 4: NRS Table 4: Educational Gains by Educational Functioning Levels

Entering Educational

Functioning Level

Total Number Enrolled

Total Attendanc

e Hours

Number Completed

Level

Number Completed a

Level and Advanced 1+

Levels

Number Separated

Before Completed

Number Remaining

within Level

% Completin

g Level NC’s

2014 Target

Were Target Met?

% Change

ABE Beginning Literacy 20 4376 5 4 8 7 25% 19% yes 6

ABE Beginning Basic Ed 69 9073 29 17 23 17 42% 39% yes 3

ABE Intermediate Low 192 13307 95 37 64 33 49% 40% yes 9

ABE Intermediate High 1013 39223 647 178 209 157 64% 36% yes 28

ASE Low 182 11157 35 24 78 69 19% 29% no -10

ASE High 148 10526 0 0 84 64 0% N/A NA NA

ESL Beginning Literacy 2 92 1 1 1 0 50% 40% yes 10

ESL Beginning Low 2 91 0 0 1 1 0% 44% no -44

ESL Beginning High 11 694 4 3 2 5 36% 45% no -9

ESL Intermediate Low 15 1541 3 3 6 6 20% 39% no -19

ESL Intermediate High 16 933 3 2 7 6 19% 35% no -16

ESL Advanced 18 1992 3 3 8 7 12% 19% no -7

Total 1688 93005 825 272 491 372

Educational Gains by Educational Functioning Levels (Annual Trends)

Entering Educational

Functioning Level 2013 2014 2015

ABE Beginning Literacy 30 37 25

ABE Beginning Basic Ed 42 40 42

ABE Intermediate Low 47 55 49

ABE Intermediate High 66 72 64

ASE Low 18 34 19

ASE High

ESL Beginning Literacy 0 20 50

ESL Beginning Low 17 33 0

ESL Beginning High 24 0 36

ESL Intermediate Low 29 22 20

ESL Intermediate High 33 29 19

ESL Advanced 24 21 17


Page 7 of 35

6. Write one or two paragraphs describing both the positive and negative results of your performance outcomes. Our program exceeded all four ABE targets and one ESL target. We did not meet the ASEL target and five of the ESL targets. Exceeding all four ABE targets was a factor in achieving a program average of 55% for ABE/ASE, 19% more than the required target of 36%. However, not meeting the majority of the ESL targets caused our program to receive a -12, 22% of the required 34% target for ESL.

7. Identify two or three circumstances that impacted the increase or decrease of your performance outcomes. Circumstances that impacted the increase in our performance measures

Requiring tailored professional development for instructors (12 hours annually) Mentoring new instructors by experienced instructors Focusing more on hiring instructors with teaching credentials than those without Focusing on data driven decision making Circumstances that impacted the decrease in our performance measures Turnover of full and part-time staff and positions not being filled in a timely manner


Page 8 of 35

Teaching and Learning

Adult Education and Literacy Activities

M inimum Standard Reference: Sec. 202 and Sec. 203 Points Available

Points Awarded

The applicant must use the funding to establish or operate programs that provide adult education and literacy activities in accordance to the WIOA-AEFLA. 10 6.6

8. Mark the type of program that describes your request for WIOA-AEFLA funding. (mark only one)

X Comprehensive Program – Community College

Non-comprehensive Program – Community-Based Organization

9. Mark the adult education and literacy activities that your organization will provide to eligible individuals. (mark all that apply)

X Adult Basic Education (ABE)

X Adult Secondary Education – High School Equivalency (ASE-HSE)

X Adult Secondary Education – Adult High School (ASE-AHS)

X English Language Acquisition (ELA)

Family Literacy

Workplace Literacy

Correctional Education

9a. If you plan to operate an Adult Secondary Education–Adult High School program, provide a list of the Local Education Agencies that you have Agreements of Affiliation.

1. Onslow County Board of Education

2. * If applicable, insert additional rows.

9b. If you plan to operate a Workplace Literacy program, provide a list of the employer worksites were classes will be held.

1.


9c. If you plan to operate an Correctional Education program, provide a list the facilities were classes will be held.

1.



Page 9 of 35

Instructional Practices

M inimum Standard Reference: Sec 231(e) (5), Sec 231(e) (6), and Sec 231(e) (7) Points

Available Points

Awarded

The applicant must develop a detailed scope of work that provides evidence of their ability to deliver high-quality instruction that is of sufficient intensity and quality, and based on the most rigorous research available, so that participants achieve substantial learning gains; uses instructional practices that include the essential components of reading. (Consideration #7)

10 9

Support Documents: 10. Do you have Administrative Policy Manual(s) that provide guidance to staff as it relates to the operation and/or delivery

of instruction? If yes, then submit a copy in the Attachment section of this plan.

X Yes No Questionnaire: 11. Describe the educational degrees, work experiences, and on-going professional development requirements for instructors

and tutors.

All full-time and part-time administrators and instructors in the Basic Skills Program are required to have at a minimum a Bachelor’s Degree. Twenty-eight staff members also hold a Master’s Degree. Teaching and/or management experience is highly preferred but not required. The Basic Skills Program is staffed by four, full-time, professional positions: Director, Educational Coordinator/Assessment and Retention Specialist, AHS/ASC Coordinator and a Counselor. Additionally, the Basic Skills staff includes two full-time support positions: A Basic Skills HSE Examiner/Retention Specialist and a Secretary.

Many of the part-time instructors are either current or former public school teachers – several with secondary school experience. In March 2015, seven staff members completed all requirements for the NCCCS College and Career Readiness Core Certificate in Adult Education. In February 2016, one of our Basic Reading teachers earned the Core Certification, making the total for completers eight. In addition, 22 members of the Basic Skills staff have also completed the college’s 27-hour Instructor Academy, and many new instructors have participated in the College’s mentoring program.

All staff members annually complete a minimum of 12 hours of professional training in areas such as curriculum development, student assessment, active learning strategies, and student retention. This training is offered through on-site sessions and on-line seminars.

The highly qualified full-time and part-time staff members embrace the team approach to provide academic guidance, quality instruction, and transition services for our students. With the addition of a fulltime Educational Coordinator in September 2015, instructors can now be provided more frequent individualized feedback concerning student engagement in the classroom.

12. Describe the various types of instructional materials and educational activities used in your program and how do you ensure they include evidence-based best practices derived from the most rigorous research available, including scientifically valid research and effective educational practice. Narrative should also include 1) citations and references to research, 2) how you plan to ensure materials are up-to-date and accessible to students and 3) how instructors are trained to use these evidence-based practices. Instruction is provided through various methods to benefit the varied learning styles and modes of all students. Teaching and learning is conducted by using such technology as the Smartboard, projectors, laptop computers, and ipads. Students also participate in field trips and hands on activities in the classroom. Coastal’s BSP focuses on the use of student engagement within a teacher led classroom. Classroom instructors assess students through formative and summative assessments and maintenance of student portfolios. Classroom and lab instructors provide direct instruction as needed but also incorporate collaborative learning and project based learning as can be found in Elizabeth Barkley’s Collaborative Learning Techniques: A Handbook for College Faculty (Barkley, E.F., Major K.P., Cross, C.H., 2005). As research suggests, an active learning environment is vital to student engagement, critical thinking, and helps to improve overall quality of teaching (Meyers, C., Jones, T.B., 1993) Instructional practices are founded on these needs of the adult learner as stated by Malcolm Knowles (Knowles, M. S., et al. 1984):

• To be self-directed and independent • To have learning based on prior knowledge • To see a relationship between learning and needs • To experience achievement and satisfaction in learning • To feel secure and comfortable in the learning situation


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2) Upon review of our instructional resources, it was determined that many of the books we had were out of date in regards to new HSE testing guidelines and Content Standards. New books were ordered to update classroom resources and to better fit new HSE content. Smart Board and computer lab access allows students to peruse the Learning Resource Center (LRC) website and available resources including NC Live and Learning Express Library.

3) Instructors receive formal and informal training on the use of Lib Guides, Magna Commons, and Smart Board training. In addition, instructors attend the Core Credentialing training through Appalachian State, and are enrolled in CCCC Instructor Academy and mentor/mentee programs. All the above reinforce evidenced based instructional practices, curriculum design and alignment, and the characteristics of the adult learner.

13. Describe your current/proposed strategies for creating and incorporating contextualized instruction. Narrative should

include the resources/tools used to develop curriculum content so that an individual acquires the skills needed to transition to and complete postsecondary education and training programs, obtain and advance in employment leading to economic self-sufficiency, and to exercise the rights and responsibilities of citizenship.

Contextualized instruction is accomplished through the use of a variety of engaging activities. Through the WorkKeys program, students can earn a Career Readiness Certificate (CRC); the use of the CRC is a starting point for students interested in the Basic Skills Plus program. Instructors utilize the local paper in classroom instruction to conceptualize reading, writing, and math concepts. This encourages citizenship, active participation, and a real world relevance to student learning. In December, students participated in a fundraiser for the local soup kitchen and in January 2016 were encouraged to participate in Day of Service at a local horse farm. A career counselor regularly speaks to classes on employment and employability skills as well as the WIOA Out-Of-School Youth Program Coordinator speaks at orientation to all new students in regards to the benefits of the Out-Of-School Youth Program. In July 2015, the BSP had a Transitions EXPO solely for BSP students with an OE centered curriculum. A Bridging Workshop was given by the CCCC Admissions department and centered on the curriculum programs offered at the college. In the Adult High School Program, students are offered the elective courses of both Consumer Math, which is a personal finance and business math, and the Silver Level of the CRC preparatory course through PLATO software. The Consumer Math course teaches how to buy or rent a home, buy a car, open a banking account, and invest in the stock market. The CRC preparatory course helps students study for the CRC credential testing. A College Preparatory Math course is also offered that helps students to prepare for the NCDAP they may eventually take to sign up for CCCC courses after obtaining their AHS diploma. Students taking the AHS English 12 course are required to go to the CCCC Career Center and complete a CFNC.org interests and abilities profile. Students also do personal career or college research using the CFNC.org research labor market information. Students must practice filling out job applications, learn to write a cover letter and resume, and visit the CCCC Admissions office to fill out a CCCC application and FAFSA worksheet, although they do not have to submit them to the college but only keep these documents for their records after consulting with an AHS English instructor.

14. Describe your current/proposed strategies for training instructors to develop and deliver contextualized instruction. Training for instructors is done both formally and informally. Upon the installation of a SmartBoard, training was designed as needed through the local coordinator. The SmartExchange website offers instructors the ability to find and/or create lessons that are specific to both content standards and functioning level. Annual PLATO software training also provides instructors with contextualized content for use in their classrooms. North Carolina Community College System Adult Education Core Credentialing training and Appalachian State University also offers instructors training on contextualized instruction within content areas. Coastal Carolina Community College has a subscription to the Magna Commons Publications; instructors are able to utilize online seminars, publications, conferences and other products that support faculty and staff development. Currently two instructors are enrolled in the College’s Instructor Academy. This 35 hour training is designed to teach adult learning theory, student engagement, and instructor facilitation to instructors. One instructor is currently enrolled in the Mentor/Mentee program where a less experienced instructor is paired with a more advanced instructor.

15. Describe your current/proposed strategies for integrating the North Carolina Adult Education Content Standards in the curriculum design and lesson planning of your instructions. Narrative should include strategies for training instructors, instructional administrators, and volunteers. Instructors are required to turn in weekly lesson plans that directly state and tie into the Content Standards. The lesson plans are sent directly to the Educational Coordinator and provide evidence of strategies used to teach the NCCCS Content Standards. Instructors are provided with print and digital copies of the NCCCS College and Career Readiness Content Standards appropriate to their level of instruction. Instructors attend bi-annual professional development on the implementation of content standards in the classroom. Reading and writing instructors participate in weekly personal learning communities to share best idea practices and to foster scaffolding of content between levels. Math instructors meet at the beginning of each session to discuss content and scaffolding amongst the various levels of instruction. Math lab Fridays have been instituted; these labs offer students an opportunity to be exposed to content areas that were limited within the classroom due to course parameters.


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16. Describe how you incorporate the essential components of reading instruction in your curriculum design and lesson planning. The Basic Skills Program Educational Coordinator uses outcome-based grade level design, based on the NCCCS ABE/ASE Content Standards, in order for instructors to incorporate evidenced-based reading instruction into their lesson plans. Instructors are required to focus on phonemic awareness, print concepts, fluency, vocabulary, and comprehension. Instructors use the NCCCS content standards to connect speaking, listening, and writing concepts to the essential components of reading instruction. For example, one ABE instructor may focus on comprehension, vocabulary, and grammar because the bulk of her students need assistance in these areas as opposed to basic skills such as phonics. Reading and Writing instructors also participate in weekly meetings to discuss content standards, scaffolding, and instructional techniques.

17. Describe your current/future strategies for providing instructional support services for students. Narrative should include the type of services and impact on students. Students are afforded a variety of instructional support services. The Academic Studies Center allows the students an opportunity for one-on-one tutoring in specific content areas. This one-on-one opportunity allows students to work on skills in a stress free environment. The service learning program at the college also offers volunteer tutors in reading and math classes. These tutors are curriculum students and offer not only content expertise but also motivation to Basic Skills students. Our ESL students participate in a self-titled “Conversation Starters”. This program allows our Spanish speaking students to practice their English with our curriculum Spanish students while the curriculum students in turn get a chance to practice their Spanish. For our ESL students this is a huge motivator and confidence builder. Our BSP students also have the right and opportunity for ADA accommodations as needed in the classroom setting. Many of our students have diagnosed learning disabilities and the ADA accommodations help them become more confident in their learning. The BSP program maintains a Support Services notebook of outside agencies that offer non-instructional support resources to students who may need assistance with child-care, housing, travel, or sustenance. The WIOA Out-Of-School Program affords qualified 18-24 year old’s some needed assistance while dual enrolled in a HSE and our Occupational Extension program. WIOA’s ability to help with the monetary side of education is a benefit that our students take advantage of.

18. How do students play a role and/or give input to the design and delivery of your instructional practices?

Students provide feedback in both formal and informal ways. Formally, students complete student evaluations at the end of each session for each class. The open door policy of instructors and administrators also allows students the ability to provide affirmative and sustaining feedback. Frequent classroom visits by local coordinators also lends itself to student input as students are accustomed to seeing familiar faces and are comfortable with providing answers to open-ended questions about classroom instruction, policy, and practices.

19. Describe your approach for scheduling (days, timeframes, and locations) to ensure intensity, flexibility, and student access to instruction and services. The program offers flexible schedules and information concerning support services (such as child care and transportation) that are necessary to enable individuals, including individuals with disabilities or other special needs, to attend and complete programs.

Seated classes are provided Monday through Thursday, 8:00 am to 10:00 am, 10:00 am to 12:00 pm, 12:30 pm to 2:30 pm, and 6:00 to 9:00 pm throughout the service area at churches, community buildings, schools, social service agencies, military facilities, and on-campus. Additionally, certain programs (ESL and the Treatment for Effective Supervision Community Program) offer both day and evening classes of two to three hour duration. Classes for intellectually challenged students meet Monday through Thursday from 8:30 am to 2:30 pm. Two eight week terms are scheduled for the fall and spring semesters and two five week term are scheduled for the summer semester to better meet the needs of students and faculty.

Individualized programs of study and tutoring are available in the Academic Studies Center (learning lab). Adult Basic Education students are also served in the learning labs at Camp Lejeune, Camp Johnson, and Marine Corps Air Station New River.

The assessment/retention staff works closely with students to assist them in finding rides with other class members and to provide referrals for child care. Classes have been offered in outlying locations to eliminate transportation problems. Students with special needs are referred to the college ADA representative for appropriate accommodations.

Volunteer tutors are assigned at the request of instructors to provide assistance and one-on-one instruction. Training is offered bi-annually to prospective volunteer applicants. Tutors and aides are provided when large class sizes and individual differences of students require assistance to provide an educationally sound teaching environment.


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Technology

M inimum Standard Reference: Sec 231(e) (7) Points Available

Points Awarded

The applicant can show evidence of proactive strategies that leverage technology for the improvement of teaching, learning, professional development, productivity, and system efficiencies. 5 4

Support Documents:

None Required. Questionnaire:

20. Describe your current/proposed strategies for integrating technology (devices, software, and social media) into the classroom. Technology is integrated into classroom instruction though the use of visual and auditory devices. All on campus and the majority of off campus classrooms have WIFI access as well as projectors, desktop monitors, and wall mounted speakers. PowerPoint presentations are used as one instructional medium. Laptops are used in classrooms as well as weekly use of SmartBoard and computer lab technologies. Students have access to Plato, Aztec, NCLive, and WIN (WorkKeys), as well as college designed libguides and the internet for research purposes. Teachers also utilize cell phones for instructional purposes; i.e. Socrative, Dictionary/Thesaurus, Kahoot.

21. Describe your current/proposed strategies for providing digital literacy skills training to students. Narrative should include

specific product names, course titles, tools/resources, and current/intended outcomes related to improving the learning gains for students. Digital literacy is satisfied through the use of WIN for WorkKeys in regards to Reading for Information and Locating Information. With the use of this medium, students learn the skills needed to read and comprehend technical literature. Plato and Aztec software also allow students to immerse themselves in common core related text which requires critical thinking skills. This software also has the ability to prepare students to take the high school equivalency exams as well as assist our military population with preparation for the ASVAB exam. As of April 22, 2016, new and updated Plato training will allow students to work on mini formative assessments outside of larger classroom instruction. Students are also encouraged to attend Human Resources Development (HRD) classes in Basic Computer Keyboarding, Using Technology in your Job Search, and the Art of Networking using Social Media.

22. Describe how you use technology to provide instructional and/or support services to students?

Technology is evident in all classrooms. Computer assisted instruction is a regular part of all instruction. Laptops are available for distribution to off campus sites to enable access to internet in support of all instruction. On campus classes have the availability of computers in classrooms and in the learning lab, the Academic Studies Center. The Academic Studies Center features a range of internet and server based software programs. Programs consist of PLATO, Aztec, and WIN. In addition to the College’s purchased software, students are directed to other sources on the internet. Instructors also encourage student use of personal technology in support of instruction. In the ESL classrooms, English Language Learners use iPads, purchased through the EL Civics grant to support classroom instruction. An Aladdin page enlarger is available for students with limited vision.

23. Describe how you use technology to improve system efficiencies and streamline administrative processes?

Technology is used in a variety of ways. By using scanning and email applications, we can address discrepancies in paperwork and concerns immediately via the web instead of having to wait on the next time an instructor comes on campus. This is especially helpful for our evening and off campus instructors who aren’t available during traditional office hours. We are able to stay in contact as a group to better serve our students and clientele and be on the same page and up to date with all arising issues and changing environments. Some examples for system efficiencies are using electronic attendance rosters, weekly tracking sheets, and timesheets. The benefits are electronic attendance rosters are easier to compute attendance hours and correct mistakes. These electronic rosters save hours of time in processing ending class paperwork.

24. Describe your current/proposed strategies for using technology for professional development activities for instructors.

GoToMeetings and Skype are the most frequent mediums used for online and offsite professional development. The SmartBoard is also utilized as an instructional tool for local staff development.


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25. Do you offer instruction through a vendor-specific distance learning format? If yes, what vendor, what type of system, how did you verify the quality of the curriculum content, and has it impacted the learning gains of students? Use the chart below to record your answer. If no, why? We do not offer distance learning in our program by direction of the office of Institutional Effectiveness. When we previously offered distance learning opportunities, our students that participated in DL were not as successful. There is a possibility that DL maybe revisited in the future.

For the purpose of this grant, distance learning formats include but is not limited to the following: vendor-specific learning management systems (LMS), licensed instructional video, CD, TV, DVD, instructional software, or other technology/media devices.

Vendor Product Name Format Curriculum Content

* If applicable, insert additional rows.

Eligible Individuals

M inimum Standard Sec 231(e) (1), Sec 231(e) (2), Sec 231(e) (3), and Sec.232 (6) Points Available

Points Awarded

The applicant can show evidence of operational procedures for ensuring students enrolled in their programs meet the WIOA-AEFLA definition of eligible individuals and that priority of services is given to learners identified in the considerations for funding providers.

5 4

Questionnaire:

26. How do you ensure that students enrolled in your program meet the WIOA-AEFLA definition of eligible individual? Valid proof of age is required before registering an applicant in our program. If the applicant is 16 or 17 years old, the applicant must complete the Minor Applicant Form and meet with the program director before enrolling in classes. Once the age requirement is met and it is determined the applicant is not currently enrolled in a secondary school, the applicant will complete a short admissions application, take the TABE Locator or CASAS Appraisal, and be scheduled for the next ABE/ASE or ESL orientation.

27. Providers will describe their strategies for serving eligible individuals in their service area identified as most in need of adult education and literacy activities including individuals who have low literacy skills and/or who are English language learners. How will you identify individuals most in need of adult literacy services? The college continues to maintain an excellent working rapport with local human service agencies, civic organizations, businesses, churches, the general public and NC Works in order to create greater awareness of the goals and potential of the Basic Skills Program. Networking with organizations such as the Onslow County Health Department, Onslow County Re-entry Committee, Onslow County Women’s Center, and the Second Chance Mission of Hope is an integral component of Coastal Carolina Community College’s Basic Skills Plan. Individuals most in need of literacy services: The Basic Skills Program served a total of 2214 participants in the 2014-2015 program year. Of those participants, (25) were disabled, (1143) were unemployed, (11) were on public assistance, (204) were not in the labor force, (3) were in


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correctional facilities, (4) were in community correctional programs, (10) were low income, (25) were displaced homemakers, (58) were single parents, and (57) were in workplace literacy programs for a total of 1,537. The above 2214 individuals were identified as most in need of literacy services by taking the TABE or CASAS basic skills assessment. In the 2014-2015, 77.19% of students served scored below a high school grade level on their initial placement assessment; 3.525% of these students were ELLs.

28. What are your policies and strategic practices for providing programs and services for the following groups?

Target Groups Policies/Strategies ABE Beginning Literacy For all groups we select and hire highly qualified instructors and use small class sizes. No

class will have more than 25 students. Students at this level require modeling and coaching from the instructor.

• Mandatory orientation which includes short and long term goal setting • Instructor focus on classroom community, perseverance, and support to aid in

retention • Instructional focus on phonemic awareness and print concepts as necessary • News For You and local newspaper used for fluency, comprehension, civics, and real-

world relevancy • Weekly vocabulary instruction centered on word parts, and roots to aid in decoding

ability • Grammar focus on basic parts of speech (i.e. noun, verb, pronouns, subject,

predicate) • Volunteer and instructional support staff provided to primary instructor to facilitate

low student: teacher ratio ABE Beginning Basic Ed

For all groups we select and hire highly qualified instructors and use small class sizes. No class will have more than 25 students. Students at this level require modeling and coaching from the instructor.

• Mandatory orientation which includes short and long term goal setting • Instructor focus on classroom community, perseverance, and support to aid in

retention • Weekly vocabulary instruction including analyzing, determining meaning, and

application • Strategic and contextualized use of reading strategies to aid in comprehension • Introduction to a wide range of complex literature and non-fiction text, including the

use of local newspaper • Volunteer and instructional support staff provided to primary instructor to facilitate

low student: teacher ratio • Computer literacy training provided

ESL Beginning Literacy For all groups we select and hire highly qualified instructors and use small class sizes. No


• Mandatory ELL orientation which includes short and long term goal setting • Instructor focus on classroom community, perseverance, and support to aid in

retention • “Conversation Club”-Partnership with curriculum foreign language students offers

practice and motivation • Bilingual office staff aids in translation for non-speaking students • Focus on phonemic awareness and vocabulary to enhance comprehension and

English language acquisition • News For You and local newspaper used for fluency, comprehension, civics, and real-

world relevancy • Computer literacy training for students to begin immersion into contextualized

instruction • Volunteer and instructional support staff provided to primary instructor to facilitate

low student: teacher ratio ESL Beginning Low For all groups we select and hire highly qualified instructors and use small class sizes. No


• Mandatory ELL orientation which includes short and long term goal setting • Bilingual office staff aids in translation for non-speaking students • “Conversation Club”-Partnership with curriculum foreign language students offers

practice and motivation • Focus on phonemic awareness and vocabulary to enhance comprehension and

English language acquisition • News For You and local newspaper used for fluency, comprehension, civics, and real-

world relevancy


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Target Groups Policies/Strategies • Computer literacy training for students to begin immersion into contextualized

instruction • Volunteer and instructional support staff provided to primary instructor to facilitate

low student: teacher ratio

Individuals with disabilities For all groups we select and hire highly qualified instructors and use small class sizes. No class will have more than 25 students. Students at this level require modeling and coaching from the instructor.

• Initial meeting with ADA specialist to complete needs assessment • As needed, students have opportunities for testing accommodations including

distraction limited, distraction free and read aloud Individuals with learning disabilities

For all groups we select and hire highly qualified instructors and use small class sizes. No class will have more than 25 students. Students at this level require modeling and coaching from the instructor.

• Initial meeting with ADA specialist to complete needs assessment • Needs are met through testing and assessment accommodations

Student Engagement

Minimum Standard Reference: Sec 231(e) (8), Sec 231(e) (11) Points

Available Points

Awarded

The applicants have proactive strategies that address student access, policy development, collaboration with internal/external partners, and elimination of barriers for students. 5 4

Questionnaire 29. Provide a written narrative or submit a graphic that describes the workflow for the following touch points with students: 1)

Outreach and Recruitment, 2) Orientation & Intake, 3) Assessment and Placement, 3) Advising & Goal Setting, 5) Student Support Services, 6) Student Retention, and 7) Transition Planning. Outreach and Recruitment: Maureen Rupert markets and recruits for CE and the Basic Skills Program. She sends a monthly report. Fulltime staff members are required to participate/present at various education fairs on campus and throughout the county when scheduled and/or requested by an agency or organization. Additionally, all fulltime and part-time staff members are walking billboards for our program, willing to discuss the program with anyone who inquires. Orientation and Intake: Three to four, five hour orientations are scheduled and conducted several weeks in advance of classes beginning for a session or term. Conducting the orientation sessions at a maximum of a few weeks prior to classes beginning eliminates excessive wait times for eager students to get started on their journey. One to two days after students attend orientation, students will meet individually with our program counselor, Ron Hardison, and he will advise each student on the best course of action to take to achieve his or her goals. Assessment and Placement: Applicants interested in improving his or her basic skills, will be given the Locator assessment during his or her initial visit to our program. Immediately after taking the Locator, the applicant is scheduled for the next available orientation. At orientation, the new student will be administered the TABE reading and math assessments in addition to being presented information concerning all that Basic Skills can do to meet his or her needs. This process is the same for interested ESL applicants; however, ESL applicants will initially be given the Appraisal assessment. Advising and Goal Setting: Each new student will also receive an initial presentation about goal setting and how he or she will be placed in classes to achieve his or her short and long term goals.


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Student Support Services: At orientation, students will receive information concerning support services available to them. Two regulars at our orientations are the college’s Career Center Coordinator, James Anderson, and the WIOA Out-of-School Youth Coordinator, Nicole Hall. Student Retention: BSP instructors are encouraged to stay in constant contact with their students. For example, instructors are required to attempt three contacts with a student before withdrawing the student for non-attendance. When the instructor submits the weekly withdrawal form to our counselor, he is also required to attempt contact with the student before finalizing the student as a drop for the term or semester. This information is tracked weekly by the BSP counselor. It is also highly encouraged that instructors contact their students after one absence if the student has not made the instructor aware of the absence in advance. Instructors are provided college email accounts and an access to a private office to make calls to absent students. Transition Planning: BSP students are encouraged to attend the annual Career Fair held each February for all high school juniors in Onslow County. Students who attend the College Career Fair must complete an application in advance of the scheduled Fair. In the application, the student must choose several areas that he or she may be interested in and the student will attend a 10 to 15 minutes presentation from an instructor that teaches in the area the student has chosen. Continuing Education also conducts a Career Fair inside our building specifically for BSP students. Students who attend this Fair can move from table to table receiving information about many of the courses CE offers as well as information from Admissions. Most recently, during the fall 2015 semester, our program counselor, Ron Hardison, coordinated with Admissions to present college admissions information to interested BSP students. More than sixty BSP students participated in the Admission’s presentations. BSP students are acquainted with various forms of financial aid and application processes so that they are aware that cost should not be a barrier to pursuing more education and training.


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WIOA New Requirements

M inimum Standard Reference: Sec 203 (2), Sec. 231(e) (8) Points Available

Points Awarded

The applicants have proactive strategies to meet the three new requirements included in the definition of adult education and literacy activities. 5 5

Questionnaire:

30. Describe your current/proposed strategies for developing career pathways and transition models that are aligned with the

definition of integrated education and training. If applicable, applicants should submit sample documents (printed or website link) that highlight the success. These documents should be placed in the Attachment section of this plan. Currently, students are given information and write down their goals at their student orientation to the Basic Skills Program before they ever attend classes. At this time the students are instructed to give these goals to their academic counselor and to their teacher so they can be guided, informed, and reminded about opportunities that are available to them such as Basic Skills Plus and Title 1 WIOA. The college’s Career Center manager also comes to the classes to discuss the processes of making oneself more employable through training. At least twice per semester, the WIOA Out-of-School Youth Career Advisor speaks to each class about the benefits of applying to the WIOA program. Students are reminded about the importance of having people to be able to support and guide them through the educational training and job search journey to help them achieve a self-sustaining career at the end of their training. One class period during each session, classes are held in a group setting where students are given information about applying to Coastal Carolina Community College and the types of programs and financial aid that is available to them for post-secondary education. Instructors revisit students’ goals on a regular basis to ensure that students are taking the steps toward the pathway that they would like to enter. Students are constantly reminded of the importance of charting their course to success through planning and taking advantage of opportunities that are available to them now while they are preparing to complete their High School Equivalency. This multifaceted approach has reinforced career pathway information as many of the informational sessions’ content overlaps slightly and is revisited by instructors through their class lessons to encourage writing, dialogue, and subject focused lessons based on their students’ career pathways and career goals. It is very helpful that the WIOA Career Advisor and campus career center are right down the hall from the Basic Skills Program classes’ location! Currently, students interested in a career pathway have two options: Facilities Maintenance and Allied Health. Just recently, we had a student complete the CNA1 program that falls under the Allied Health pathway. Please see Breonna’s Basic Skills Plus success story in the attachments.

31. Describe your current/proposed strategies for Workforce Preparation Activities that are aligned with the definition of

integrated education and training. If applicable, applicants should submit sample documents (printed or website link) that highlight this success. These documents should be placed in the Attachment section of this plan. Current strategies for providing Workforce Preparation Activities are Basic Skills Plus and WIOA Out-of-School Youth. In BS Plus, we currently have two career pathways: Allied Health and Facilities Maintenance. BS Plus eligible students may earn their CNA 1 credential if they choose the Allied Health Career Pathway. BS Plus students interested in the Facilities Maintenance certificate career pathway may choose plumbing, welding, or electrical. The WIOA Out-of-School Youth Program Coordinator is also responsible for our BS Plus Program. Working closely with this Coordinator allows students 18 to 24 years of age, enrolled in Basic Skills classes, to have access to other resources and/or options that may be available to them.

32. Describe your current/proposed strategies for programs and services that are aligned with the definition of Integrated

English Literacy and Civics Education. If applicable, applicants should submit sample documents (printed or website link) that highlight this success. These documents should be placed in the Attachment section of this plan.

Currently, we offer four ESL classes for our ELL students. Two of the classes are EL Civics classes funded by the EL Civics grant. We offer these classes at two separate locations: Camp Lejeune and Living Hope, a community church. Both classes meet Monday through Thursday from 9:00 am- 12:00 pm each day. We chose the Camp Lejeune location to accommodate those ELL adults that may be professionals and already have degrees or credentials from their own country. The other location, at the community church, was chosen to accommodate those ELLs that live in the community and may not have access to Camp Lejeune. Students enrolled in any of our ESL classes receive instruction utilizing the ABE Content Standards and educational materials such as, Pronouncing American English, The American Heritage Dictionary, Understanding and Using English Grammar, and Clear Speech, to name a few. Classroom instruction is supplemented by students participating in field trips to such locations as the Cowan Museum, Neuse River Science and Astrology Museum, the Military Commissary, Tryon Palace in New Bern, Onslow County Social Services, and


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the Landmark Map Tour of Downtown Jacksonville. New and returning students also participate in a tour of Coastal’s main campus and the Learning Resource Center.

In 2014-2015, our EL Civics class participated in the "Seeds" Project and raised money that was used to buy household, cleaning, and bathroom supplies for the Onslow County Women's Shelter.

One student completed all the training necessary to transfer/transcribe her native schooling into English and used it to get a job in her field, tourism. She is working as a Front Desk Manager at the Baymont Inn in Jacksonville, NC. One student attained citizenship. One student got married to a Marine but continued with her schooling and has since earned her diploma; at last contact, she has entered regular curriculum classes.

Many of the other students started with low CASAS ESL scores but succeeded in learning enough to 'test out' of CASAS in order to start with higher ABE/ASE classes and continue to learn through these classes while trying to figure out what to do in a job field. During this process, we used the Career Center at CCCC to offer and help students find work related talents. Some obtained jobs through these efforts.

Success Story – Past Effectiveness (optional)

33. In the 2015-2016 Continuation Plan, you were asked to describe current/future strategies for developing content and

models for integrated education and training and career pathways. Write a brief narrative regarding your implementation of those strategies. If available, applicants should submit sample documents (printed or website link) that highlight this success. These documents should be placed in the Attachment section of this plan.

All instructors are required to submit copies of their lesson plans weekly to the BSP Educational Coordinator (See Attachment 4 for a sample copy of the lesson plan). The Coordinator reviews the lesson plans and critiques/provides feedback where needed. This process helps to ensure content from NCCCS College and Career Readiness Adult Education Content Standards is being used for teaching in the classroom. Stated as a strategy in the 2015-2016 Continuation Plan, instructors and staff in the BSP are encouraged to participate in the ASU provided professional development. In February 2016, another instructor, who teaches basic reading in our program, earned her Core Certification in Adult Education. Currently, we have ten instructors registered to participate in the training scheduled on our campus April 15 and 16, 2016.

Instructors are encouraged to connect their students’ learning to all subjects in and outside the classroom. For example, instructors tie lessons to personal finances and careers. In addition to classroom instruction, all students have access to a tutoring lab where they may receive one-on-one tutoring with a math or English tutor. New, beginning spring semester, January 6, 2016, three, two hour, Friday math labs are conducted at 8:00 am - 10:00 am, 10:00 am – 12:00 pm, and 12:30 pm – 2:30 pm. These Friday math labs have become very popular with our lower level math students.


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Transition Strategies

M inimum Standard Reference: Sec. 231 (e) (8) Points Available

Points Awarded

The applicant must provide transitional services that assist the eligible learners with the attainment of a secondary school diploma or its recognized equivalent; and transition to postsecondary education and training; or employment.

5 5

* For the purpose of this grant award, transitional services includes, but not limited to one or more of the following activities:

career/academic advising, technology-based activities, peer support activities, community outreach activities, workshop/seminars, resource manuals/publications, family literacy programs, or social media networks.

34. Describe your current/proposed strategies for providing transition services that focus on the attainment of a secondary

school diploma or its recognized equivalent.

All new and returning students participate in an orientation where they not only test and learn all about what CCCC has to offer them through Basic Skills Plus, WIOA out of school youth, and the Basic Skills Program in general, but they learn about the Adult High School Diploma Program and the High School Equivalency Diploma. The three different HSE tests are highlighted as well as our on campus HSE testing center. After the orientation, students pursuing an HSE diploma are given an appointment to meet with their new advisor in the Basic Skills office, Mr. Ron Hardison, where he will go over their TABE scores and discuss and strategize with students the most effective plan for raising their skills and abilities to help them guarantee success in achieving their HSE diploma. He will register them for classes and serve as their advisor for the entire time they are in the Basic Skills Program. He will give students the Academic Studies Center tutor schedule and encourage students to seek tutoring in the ASC outside of their class schedule. Those who are interested in the Adult High School Diploma program are given the coordinator Mrs. Goodson’s card and an appointment is made with her. At the appointment, Mrs. Goodson has these students fill out a transcript request form to obtain an official copy of their transcript for evaluation and meets with the potential student and sometimes family members to help the student decide if this is the best program for him and her and what to expect from the program. A second, informal orientation happens for AHS students when they begin their first credit by a one on one meeting with an AHS instructor to be shown around the AHS facilities, learn the program’s policies and procedures, and create a personalized schedule centered around the student’s needs/commitments and the content specific instructors ‘ schedule availability.


35. Describe your current/proposed strategies for providing transition services that focus on enrollment in postsecondary

education and training.

The WIOA Out of School Youth Coordinator, Nicole Hall, visits every BSP class on campus within the first two weeks of each session to inform students about her program and opportunities associated. She also does double duty as the Basic Skill Plus Coordinator and informs them of the different training opportunities available for students meeting the criteria. In July, all BSP students participated with their classes in the Transition Expo. The Transition Expo is solely for BSP students and is held in the Continuing Education building on campus. Different representatives from curriculum admissions and from all CE offerings and programs are at the Expo to speak to BSP students in regards to their specific program. Students can go from table to table and spend as much time as they like asking questions and gathering materials. In September, curriculum admissions come over once again to do a Bridging Workshop for all BSP classes on financial aid, different curriculum offerings, and a general “How to Get Enrolled in the College” step by step information session. In February, all BSP students are invited to participate with Onslow County high school juniors in the Career Expo held on CCCC’s main campus. BSP students fill out an application and request four areas of both curriculum and CE they are interested in learning about. They then are given a schedule the day of the event and physically go to the sites where the classes are held for a particular curriculum or training program they are interested in. Students are able to witness the make shift hospital in the nursing program or sample foods and talk to the head of the culinary school, just to name a few. Adult High School students, as part of their English 12 course, go to CCCC’s Career Center to do career exploration and research local employment trends and demands. They are also required to go to CCCC’s Admissions and gather up financial aid information and an enrollment packet. They have to create a cfnc.org account and do school and training research through


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this database as well as do a FAFSA worksheet and fill out the enrollment application to prepare them for applying for FAFSA when they enroll on the curriculum side.


36. Describe your current/proposed strategies for providing transition services that focus on placement into unsubsidized

employment, concentrating on in-demand industries, and occupations that lead to economic self-sufficiency.

James Anderson, the Career Center Coordinator, goes to every BSP orientation and speaks about the Career Center as well as in demand industries and occupations in Onslow County. He also does many guest appearances in the BSP classes in regards to specific employment skills. Students also have the opportunity to participate in the WIOA Out of School Youth Program and the Basic Skills Plus Program.



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Professional Development

M inimum Standard Reference: Sec. 231 (e) (9) Points Available

Points Awarded

The applicant must show evidence of a plan to provide ongoing professional development activities for staff funded with WIOA-AEFLA funds. 5 4

Note: Providers will be required to designate a portion of their WIOA-AEFLA funds to support staff development

activities. Support Documents: 37. Do you have a Professional Development Plan?

X Yes No

If yes, then submit a copy of the document in the attachment section of this plan.

Questionnaire: 38. What policies and procedures do you have in place to ensure that instruction and services are delivered by well-trained

instructors, tutors, and administrators. All BSP staff is required to complete a minimum of 12 hours of professional development every fiscal year. Instructors are given many opportunities for staff development throughout the year, including face-to-face and online/webinar sessions. Some professional development opportunities are conducted in preselected group settings, and instructors are encouraged to seek out their own individual professional development opportunities. In addition to the aforementioned staff development, BSP instructors have the opportunity to participate in the College’s Adjunct Mentoring Program and Instructor Academy. Staff development activities ensure that selected professional needs of the instructors are addressed. Training session topics include active learning strategies, curriculum development, classroom management for student retention, and incorporation of educational technology. We continue to annually host ASU Core Credentialing classes at our location, with four Credentialing classes scheduled for April 15 and 16, 2016. Additionally, we have three staff members scheduled to attend Institute 2016 (at ASU) during the first session this summer.

39. What are your current professional development priorities? 1. Instructors are encouraged to earn the Core Certification in Adult Education

2. For each bi-annual Instructor Academy that the College conducts, we send a minimum of three BSP instructors


40. What are your policies regarding staff participating in required NCCCS hosted professional and technical assistance events?

1. If it is required by NCCCS, our full-time staff must attend. All part time staff members are required to attend 12 hours of professional development annually.

2.


41. What are the communication methods used for making staff aware of policies and procedures?

1. Staff and Faculty Handbook that all staff must verify they have read shortly after being hired.

2. Email, Memorandums, Friday Footnotes, and Professional Development



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Success Story – Past Effectiveness (optional)

42. WIOA provides an opportunity for eligible providers to develop and implement innovative models and practices for professional development. Describe 1-2 proactive strategies around professional development that you implemented last year that resulted in positive changes for quality of instruction delivered to students. If available, applicants should submit sample documents (printed or website link) that highlight the success. These documents should be placed in the Attachment section of this plan. Proactive professional development strategies carried out at our May 9, 2015 professional development included five seasoned classroom instructors teaching 10 to 15 minute classes to other instructors in our program. Topics included; EL Civics/Government, Butterfly Fractions and Quick Exponents, Exploring Poetry “Mother’s Advice” and Guided Reading. The goal of the professional development was retaining students. Therefore the selected instructors who taught the classes were chosen because of their successful classroom instruction, one component for retaining students. During our program’s professional development August 8, 2015, the Instructional Quality Indicators Checklist was introduced (See Attachment 5). The checklist is an instructor’s teaching outcomes report that is used to evaluate an individual instructor’s class performance for single or multiple semesters/terms. The Instructional Quality Indicators Checklist has four sub-headings: Student Outcomes, Performance Measures, Other Observations, and Action Plan. To date, a staff member from the Office of Institutional Effectiveness, the BSP Director, and the BSP Educational Coordinator have met with five BSP instructors utilizing this new instrument.

Correctional Education

M inimum Standard Reference: Sec. 225 Points Available

Points Awarded

The applicant must

NR

Questionnaire:

43. Do you offer programs and services in a correctional institution?

Yes X No

If yes, then answer the questions below. a. What type of program and services do you offer at the correctional institution

1.

2.



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Workforce Development System Integration

Core Program Alignment

M inimum Standard Reference: Sec. 232 (3), Sec. 231 (e) (1), Sec. 231 (e) (4) Points Available

Points Awarded

The applicant must describe any current/proposed strategies for developing collaborative partnerships to assure alignment with programs and services with the WIOA core programs. 10 9

Sec 121 (b)(1)(a) Roles and Responsibilities

Each entity that carries out a program or activities described in subparagraph (B) in a local area shall— (i) provide access through the one-stop delivery system to such program or activities carried out by the entity,

including making the career services described in section 134(c)(2) that are applicable to the program or a activities available at the one-stop centers (in addition to any other appropriate locations);

(ii) use a portion of the funds available for the program and activities to maintain the one-stop delivery system, including payment of the infrastructure costs of one-stop centers in accordance with subsection (h);

(iii) enter into a local memorandum of understanding with the local board, relating to the operation of the one-stop system, that meets the requirements of subsection (c);

(iv) participate in the operation of the one-stop system consistent with the terms of the memorandum of understanding, the requirements of this title, and the requirements of the Federal laws authorizing the program or activities; and

(v) provide representation on the State board to the extent provided under section 101.

Before submitting your local plan, applicants are required to meet with their local Workforce Development Board to discuss the framework and content of their WIOA-AEFLA Local Plan, strategies for developing a student referral process to promote concurrent enrollment, and strategies for fulfilling the one-stop partner responsibilities in accordance to Sec 121 (b) (1)(A).

(i) Currently, customers of the NCWorks Career Center, Onslow can access Basic Skills services at Coastal Carolina Community College. Information and referrals to facilitate that access is available through WIOA staff and the Employability Lab instructor located at the NCWorks Career Center. Updated class material is continually available and any customer completing an information checklist is contacted with the requested information.

(ii) No monetary funds are exchanged with the local one stop, but Coastal Carolina Community College supports 2 full-time and 1 part-time WIOA staff and an Employability Lab three days per week to assist customers that visit the one stop with accessing NCWorks online, creating resumes, career assessment, interviewing skills, training and education recommendations, and other workforce development related needs.

(iii) Coastal Carolina Community College and the NCWorks Career Center are operating under a letter of support. Coastal Carolina Community College has signed a letter of support for the Eastern Carolina Workforce Development Board for the Career Pathways Certificate.

(iv) Coastal Carolina Community College participates in the Integrated Service Delivery team for the NC Works Career Center, Onslow.

(v) The NCWorks Career Center, Onslow is represented by Karl Zurl from the Department of Workforce Solution.


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44. In partnership with the local Workforce Development Board, providers must show evidence of their response to the regional

needs as identified in the local Workforce Development Board. What are the current priorities of the local Board and how will you align adult literacy programs to address them?

Workforce Development Board Priorities Proposed Alignment Activities

1. Engage business and community leaders in addressing workforce issues and promote strategies to improve education levels and basic workplace skills

ABE, ASE, ESL, Adult High School, High School Equivalency program, Career Readiness Certificate, and Basic Skills Plus

2. Strengthen alliances with economic development to identify and address the workforce needs of current and future industries

Career pathways with Basic Skills Plus include Health Care because it has been identified as one of the fastest growing job markets. Also the Career Readiness Certificate assists in building a stronger workforce. The College has representatives on numerous workforce and economic development committees to interface with employees.

3. Identify and implement effective employment and training strategies that result in employment opportunities for citizens.

Basic Skills Plus, Career Readiness Certificate, and instructors teaching the importance of soft skills in ABE, ASE, and ESL provided classes to increase the employability of the students

4.


45. Describe your internal and external partners and their roles for implementing the proposed activities in this plan.

Core Programs Alignment Strategies

Title I: Adult Programs Coastal Carolina Community College is a provider of WIOA Adult Services. Physically located at the NCWorks Career Center, Onslow and part of an Integrated Service Delivery model, staff provides a continual flow of information about Basic Skills, the Career Readiness Certificate, and ABE, ASE, and ESL programs offered. The NC Works Career Center displays pamphlets, brochures and posters in their lobby and resources center providing customers with resource information. Customers, needing further information, are offered a checklist of programs they can complete and these customers are contacted and given the information they requested.

Title I: Youth Coastal Carolina Community College is a provider of Out-of-School Youth services under WIOA. The youth case manager works closely with Basic Skills, Basic Skills Plus, Adult High School, ABE, ASE and ESL instructors to refer participants to and receive participants from these programs. Additionally, CRCs are a requirement under the WIOA Youth programs and the case manager refers her participants to Basic Skills to prepare for the WorkKeys assessment.

Title I: Dislocated Worker Coastal Carolina Community College is a provider of WIOA Dislocated Worker Services. Physically located at the NCWorks Career Center, Onslow and part of an Integrated Service Delivery model, staff provides a continual flow of information about Basic Skills, the Career Readiness Certificate, and ABE, ASE, and ESL programs offered. The NC Works Career Center displays pamphlets, brochures and posters in their lobby and resource center providing customers with resource information. Customers needing further information are offered a checklist of programs they can complete and these customers are contacted and given the information they requested.

Title III: Wagner-Peyser (Division of Employment Services)

The Department of Employment Services is an integral partner in the NCWorks Career Center and, like WIOA, is part of the Integrated Service Delivery model. As indicated above, information about programs is available at the NCWorks Career Center.

Title IV: Vocational Rehabilitation

Vocational Rehabilitation receives referrals from Basic Skills, ESL, and the Adult High School program, with referrals from our program being forwarded to the Vocational Rehabilitation program. Vocational Rehabilitation is also a partner at the NCWorks Career Center and all the resources for our programs are available there for them. The VR contact is Jessica Sosa.


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NCWorks Career Centers

M inimum Standard Reference: Sec. 232 (5) and Sec. 231 (e) (4) Points Available

Points Awarded

The applicant must have ongoing meetings with their local Workforce Development Boards and NCWorks Career Center staff to ensure proactive strategies are being developed to carry out the proposed activities in this plan.

5 4

46. List the NCWorks Career Centers in your service area and their respective Workforce Development Board.

NCWorks Career Center Workforce Development Board

1. NC Works Career Center , Onslow Eastern Carolina Workforce Development Board

2.


47. Describe your current/proposed strategies for working collaboratively with your NCWorks Career Center staff.

1. Coastal Carolina Community College is a provider of WIOA Adult, Dislocated Worker, and Out-of–School Youth services and is

therefore an integral part of the NCWorks Career Center, Onslow. Through the staff of these programs, information about the Basic Skills Program is available to customers of the Career Center. The WIOA Out of School Youth Program Coordinator also briefs the NCWorks staff at their scheduled staff meetings with BSP updates and/or announcements and provides BSP literature to attendees at these meetings.

2. Customers for any service in the Career Center are afforded a checklist of services and classes available, and staff follow-up on these inquiries, providing the requested information.

3. Coastal Carolina Community College offers an Employability Lab in the NCWorks Career Center under its Human Resources Development program. Clients of the lab are referred for additional services in Basic Skills, ABE, ASE, ESL, and/or Adult HS. Classroom instructors may schedule appointments for their students at this lab.


48. Describe your current/proposed strategies for ensuring your students have access to programs and services offered at your

local NCWorks Career Center.

1. Students can access NCWorks online at the Career Center on campus which is in the same building as the Basic Skills Program. This center is available to all students of the college.

2. Students connected to any of the WIOA programs or to the Employability Lab are also connected to the NCWorks online resources.


49. Describe any opportunities and/or challenges for enrolling students into the NCWorks Online system. Coastal Carolina Community College’s Career Center staff, WIOA staff, and Employability Lab instructor have all been cross-trained on the NCWorks Online systems. Students can be connected to any of these staff members to get assistance in navigating the NCWorks online system. The system offers many online resources to assist students with finding employment. However, most students do need assistance in accessing the various tools offered.


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Collaborative Partners

M inimum Standard Reference: Sec. 232 (2) and Sec. 231 (e) (10) Points Available

Points Awarded

The applicant must describe any current/proposed strategies for developing collaborative partnerships with organizations that have expertise or resource information relevant to the proposed program.

5 4

50. Describe your internal and external partners and their roles/responsibilities for carrying out the proposed activities in this

plan.

Partners Roles/Responsibilities

1. WIOA Adult, Dislocated Worker, and Out-of-School Youth, Coastal Carolina Community College

Prepare eligible students for employment and fund occupational training by connecting students to the NCWorks Career Center.

2. Human Services, Coastal Carolina Community College Employability Lab and HRD classes prepare students for employment. Scholarship opportunities can fund occupational training.

3. Onslow County Public High Schools Onslow County Board of Education –Onslow County Board of Education serve as our Local Educational Affiliate with our Adult High School Diploma Program through an Affiliation Agreement. Both parties to the agreement shall cooperatively design a suitable diploma equivalent in stature to the local high school diploma. The parties shall also review the agreement policy and procedural compliance every three years or when changes occur. Onslow County Board of Education agrees to provide a record of transcripts for course work completed and complete educational records on students referred to the AHS Program. The Onslow Board of Education will determine the appropriateness to refer minor student dropouts, less than 18 years of age, for admission to the AHS Program. Onslow Board of Education will inform and include the Adult High School Coordinator in monthly counselor meetings, and in any possibly needed principal monthly meetings. The Onslow Board of Education will keep the Coordinator informed of all local and state changes of curriculum or graduation requirements. The Onslow County Board also operates the WIOA In-School-Youth Program.

4. Onslow Literacy Council Tutor non-readers one-on-one

5. PEERs (Parents to offer Education, Empathy, Rapport, and Support)

PEERS- PEERS serves as a referral service for the Adult High School Program. PEERS staff contacts the AHS Coordinator in regards to possible candidates for the program and offers childcare for initial meetings. PEERS serves as counselors for the PEERS students who are enrolled in the AHS Program and helps students identify obstacles that might keep them from succeeding in their diploma program. PEERS offer real life education for students focusing on parenting, personal finance, and strategies for success.

6. Onslow County Partnership for Children Assist parent in finding appropriate child care and provide financial support for child care.

7. Young Parents Connect (YPC) YPC can assist students with financial barriers that may force them to drop out of school.

8. Jacksonville Onslow Chamber of Commerce College representative serve on various committees to learn of new economic development initiatives and to connect with employers.


Page 28 of 35


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Management and Fiscal Oversight

Performance Accountability

M inimum Standard Reference: Sec. 232 (4), Sec. 224, Sec. 231 (e) (3), and Sec. 231 (e) (12) Points Available

Points Awarded

The applicant must maintain the information management system for collecting quality data that meets the National Reporting System (NRS) guidelines. 15 12

51. What NRS approved assessments do you use?

Entering Educational Functioning Level Assessments

ABE Beginning Literacy TABE/CASAS

ABE Beginning Basic Ed TABE

ABE Intermediate Low TABE

ABE Intermediate High TABE

ASE Low TABE

ASE High TABE

ESL Beginning Literacy CASAS

ESL Beginning Low CASAS

ESL Beginning High CASAS

ESL Intermediate Low CASAS

ESL Intermediate High CASAS

ESL Advanced CASAS/TABE

52. What are your current/proposed strategies to ensure that placement and post-testing is done in the appropriate timeframe?

1. All new students are assessed at orientation with the TABE or CASAS assessment. Stop-outs are assessed in our Academic

Studies Center. Stop-outs that have been away from the program for a year or longer must go through orientation again.

2. Post testing is scheduled and completed in group testing’s within a few days before each term ends.


53. How often is your LEIS data entered into CIS/LACES? LEIS data is entered daily into Colleague.

54. How often do you run reports to check for errors, missing data, out-of-range scores and anomalous data? Reports to check for errors, etc. are run at the end of each semester once grades have been input into the system. All corrections needed, if any, are made then. This allows for a clean report to be sent to the System Office.


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55. Using your current desktop monitoring report, respond to the four questions below.

Question Comments/Trends/Impacts

Are they enrolling? Enrollment has continued to drop since 2013. In 2014, there was a 14% decrease in enrollment from the previous year. In 2015 there was an 11% decrease in enrollment from the previous year.

Are they attending? Attendance hours have declined since 2013. In 2014, there was an 18% decline from the previous year. In 2015, there was a 10% decline from the previous year.

Are they learning? Learning data for 2014 and 2015 was slightly better than 2013’s data.

Are they transitioning? Transitioning data for 2014 and 2015 was slightly better than 2013. 2014 data was the best. Data for obtaining an AHS or HSE diploma was significantly better in 2014 and 2015, plus the target was exceeded all three years.

Transitioning Goals

20 13 Tgt%

2013 Attained

%

20 14 Tgt%

2014 Attained

%

20 15 Tgt%

2015 Attained

% Entered Employ ment 35% 28%

-7% 33% 38% 5% 33% 32%

-1%

Retained Employ ment 38% 17%

-21% 60% 19%

-41% 60% 16% -4

High School Completion 64% 68% 4% 70% 95%

25% 70% 85%

15%

Postsecondary Edu. Or Training 67% 21%

-46% 38% 14%

-24% 38% 14%

-24%

56. Based on the above data analysis, what are your current/proposed strategies to monitor your progress for meeting the NRS performance outcome measures? 1. Currently, attendance is being monitored more closely beginning with requiring classroom instructors to be more cognizant of

their students’ attendance. We have an office available for instructors to use during classroom breaks to contact a student that is absent from class and has not contacted anyone concerning his or her absence. Instructors are also required to make three attempts to contact a student who has stopped attending before submitting a withdrawal form to our office. Once the program counselor receives the withdrawal form, he is also required to attempt contact with the student before making the student withdrawal official. The program coordinator(s) and director also conduct weekly physical counts (preferably on Monday’s) of student classroom attendance.

2. Currently, our program counselor submits weekly enrollment and withdrawal results to me. Please see below information for the process: Tracking registrations, withdrawals, and attendance for all Basic Skills Program classes (on and off campus classes)

1. At the end of each week, Friday, collect all classroom Weekly Tracking Sheets from Secretary and enter the number of students registered, withdrawn, and attending BSP classes on the BSP Tracking and Retention Spreadsheet. This MUST be completed by close-of-business (COB) the following Monday.

2. Tuesday, identify all students that are registered in class and never attended, registered and stopped attending, and all students that were withdrawn from class during the past week. List the students on a spreadsheet using three categories: • Registered and never attended • Registered and stopped attending • Withdrawn


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3. Thursday, by COB, provide a list to me with a status/comments for the three categories such as: • Registered but excused because of a death in the family • Earned HSE and withdrew from class or classes • Achieved assessment scores needed for a CE program • Moved to another county, state etc. • Withdrawn because of discipline

4. For each student registered and not attending/never attended, make at least three attempts to contact the student. Once you make contact with the student, inquire as to why the student stopped attending or never started attending. Once a status is determined, formulate an action plan immediately with those students that are eager to begin or return. Those that cannot return at this time because of work or some other commitment, leave them with something positive such as, “I hope to see you back in classes next semester when you have taken care of your personal issues.” If the student tells you that he or she will return at the beginning of the next semester, make sure you follow-up with that student.

5. You must attempt contact with one hundred percent of the registered and never attended/registered and stopped attending students and make contact with/get a status on eighty percent of those students.

6. For those students withdrawn by their teacher, contact their teacher for a status if it is not listed on the withdrawal form. For these students, determine whether or not a post test was given before they were withdrawn and then formulate your action plan for each one. One hundred percent status and/or contact needs to be achieved with the withdrawals.

7. Friday, start the process all over again.



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Evaluation and Continuous Improvement Plan

M inimum Standard Reference: Sec. 212, Sec. 224, and Sec. 116 Points Available

Points Awarded

The applicant must have a structure in place for conducting ongoing evaluations of the activities proposed in their plan. 10 9

57. What are your current/proposed strategies to conduct evaluations in order to promote, establish, implement, and utilize methods for improving your adult education and literacy activities?

1. The annual Desk Top Audit

2. Formative and summative assessments of classroom instruction

3. Quality Indicators Checklist

4. Student evaluation of instruction



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Budget Worksheet and Narrative

M inimum Standard Reference: Sec. 232 (1) and 233 Points Available

Points Awarded

The applicant must use the funding for allowable expenditures. 5 4

Below are some general guidelines for the use of WIOA-AEFLA Block Grant funds.

• For the purpose of this application, please establish your projected budgetary needs and how these funds will be allocated.

• Funds can be expended in the following categories: instructional staff, non-instructional staff, instructional materials/resources, instructional equipment, administrative operations, professional development, staff travel, student transportation, and other.

• Up to five percent of the federal portion of the Basic Skills block grant may be used for support of administrative operational functions.

• Up to five percent of the Block Grant may be used to procure instructional technology including computers for student use, instructional software and software licenses, scanners for testing, and classroom projection equipment.

Questionnaire:

58. Using your 2015-2016 budget allocation, complete the budget worksheet found on the next page.


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Budget Narrative/Justification

In the box below, insert the name of your organization:


2015-2016 Budget Allocation:

$ 735,801.00 $50,673.00

$786,474.00

Allowable Expenditures Budget Narrative/Justification

Projected Budget Needs

1. Instructional Staff Consists of a staff of approximately 45 part-time instructors and tutors $368,600.00

2. Non-Instructional Staff Include position titles

Fulltime Educational Coordinator (1), Adult High School Coordinator (1), Counselor, and (1), High School Equivalency/Assessment & Retention Specialist (1)

$200,145.00

3. Instructional Materials and Resources

Plato and Aztec software and miscellaneous other books and materials $60,857.00

4. Instructional Equipment

5. Administrative Operations

Fulltime Secretary (1) and part-time Assessment & Retention Specialist (1) $28,980.00

6. Professional Development

This amount covers the paid 12 hours of required annual professional development for all part-time BSP staff as well as any other college sponsored professional development such as Instructor Academy, Mentor/Mentee program, and ASU on-site Core Certification training.

$20,900.00

7. Staff Travel Performance Partnership Summit (2), TABE Training (1), HSE training (1), IIPS Conference (1), Colleague Training (2), and Local Travel

$3,007.00

8. Other Social Security, Retirement, Medical Insurance, and Longevity Pay $103,985.00

Total Budget Projections: $786,474.00

59. Does your organization have an approved indirect cost?

Yes X No If yes, what is the rate?


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Attachments

In the box below, insert the name of your organization:


Please list the titles of the attachments in this section. (optional)

1. Organizational Chart for Basic Skills Program

2. Basic Skills Program Information Packet

3. Success Story

4. Sample Lesson Plan

5. Quality Indicators Checklist

6.

7.

8.

Completion by Design Action Plan

Completion by Design Action Plan

Coastal Carolina Community College 444 Western Boulevard Jacksonville, NC 28546 www.coastalcarolina.edu

910.455.1221

Coastal Carolina Community College Action Plan, Spring 2015

Page 2 of 9 2/9/2017 10:58 AM

Stakeholder Engagement

Purpose and Goals:

The purpose of the stakeholder engagement at Coastal Carolina Community is to effectively engage key stakeholders in the identification of additional student success initiatives and to ensure the successful implementation of Completion by Design (CbD). The College’s Completion by Design team has identified the following goals for stakeholder interaction and engagement:

• Establish the vision and develop a basic understanding of specific CbD objectives • Review specific data related to student success and identify data needs • Ensure equitable stakeholder contributions while remaining focused on issues • Engage in deliberate, productive dialogue about student success and completion • Develop a robust feedback mechanism to enhance on-going communication • Explore and identify opportunities for stakeholders to become advocates of CbD

Stakeholders

The Presidents’ Administrative Team reviewed the material and requirements for joining the Student Success Learning Institute (SSLI) and identified the core CbD team. Upon completion of the SSLI, the CbD team met to discuss the involvement of internal and external stakeholders. At this point, the CbD Leadership Team has decided to focus on building internal stakeholder support.

Coastal Carolina Community College CbD Team Sharon McGinnis – Vice President for Institutional Effectiveness, Research, and Innovation Don Herring – Division Chair for Student Services Marianne Herring – Division Chair, Industrial and Applied Technology Ginger Tuton – Division Chair, Business Technology and Legal Services Beckie Collins – Institutional Effectiveness and Professional Development Coordinator

In order to build a critical mass of support for CbD, the design, development and implementation will involve broad-based support throughout the institution. It has been the experience of Coastal that successful projects are best implemented within the existing leadership and organizational structure of the institution. Thus, the responsibility for the implementation of Completion by Design will be shared by these key leadership (stakeholder) groups as follows:

• President’s Executive Team • President’s Planning Council • Division Chairs • Faculty • Institutional Effectiveness • Student Services Leadership Team • QEP Leadership Team • Academic Student Support Services • Standing Faculty and Staff Committees


Page 3 of 9 2/9/2017 10:58 AM

Students were also identified as key internal stakeholders. Numerous student focus groups have been held throughout the years in order to obtain valuable input about College initiatives. The CbD Team will involve students in focus groups in order to obtain feedback from this stakeholder group.

The topics and initiatives identified for the next QEP align with CbD initiatives. Therefore, the QEP Leadership Team and CbD Leadership Team will play significant leadership roles in the implementation of the CbD.

Stakeholder Workshops

The CbD Team Leader will guide the planning and coordination of the stakeholder workshops and student focus groups. Other members of the CbD Leadership Team will provide input and help facilitate stakeholder workshops. Several stakeholder workshops and one student focus group were held in the Fall 2014 semester. Additional stakeholder workshops and student focus groups will be held in the Spring 2015 semester. Participation in workshops ranged from 10 – 20 participants. The student focus group had 19 participants.

The College has a sincere focus on diversity and outreach, and every effort will be made to ensure inclusiveness through the College’s broad-based plan for stakeholder engagement.

Data Dissemination, Analysis, and Follow-Up

Coastal Carolina Community College has a rich history of engaging in institution-wide planning, data collection, and evaluation processes that are integrated, continuous, systematic, and inclusive of all programs and services. Last year, Coastal finished the Fifth Year Interim Review of the QEP, Student Engagement for Student Success. As a result of the QEP, Coastal’s faculty and staff are focused on a student success agenda.

In preparation for the identification of a new QEP topic and participation in the SSLI, a comprehensive review and analysis of data revealed additional student success actionable items and priorities. The Vice President for Institutional Effectiveness is the CbD Team Leader and will present a basic overview of student outcomes data as part of the stakeholder workshops. Any additional identified data sets will be obtained through the Office of Institutional Effectiveness.

Student success is a major part of the College’s Strategic Plan, Visions for Coastal Carolina Community College, 2013 and Beyond. The implementation of Completion by Design will become a major component of the College’s strategic plan and overall institutional effectiveness plan. Currently, all divisions and programs of the College are identifying student success goals, which will be widely distributed throughout the institution.

The results of the stakeholder workshops and next steps will be disseminated through the existing leadership structure of the institution, ensuring that all stakeholders and participants receive feedback and information about strategies, priorities, and plans for implementation of Completion by Design at Coastal Carolina Community College.


Page 4 of 9 2/9/2017 10:58 AM

Development of Coastal's CbD Action Plan

During the past five years, the implementation of Coastal's QEP provided an unparalleled opportunity for faculty and staff to focus on a topic of critical importance, namely student success. An analysis of data continues to reveal that the College's most successful students in virtually every curriculum program of study were those who most rapidly and effectively became meaningfully engaged in learning.

The campus-wide implementation of the QEP, supported by evidence-based research, highlighted the undeniable importance of providing opportunities for "inescapable engagement." As a result of decisive action, Coastal has achieved excellent student learning outcomes, a sustained focus on educational quality and student success, and an unwavering commitment to the analysis and improvement of student learning outcomes. The CbD Leadership Team developed the action plan based on a thorough analysis of current practices and incorporated proven results in achieving successful outcomes.

Although select cohorts of students continue to meet with success, Coastal's data revealed that significant numbers of students enrolling in the College Transfer programs including Associate in Arts (AA), Associate in Science (AS), and Associate in Fine Arts (AFA) were not persisting. Unfortunately, the College Transfer programs provide substantially less program structure and, in many cases, limited opportunities for student to successfully transition to college and engage in the learning experience.

Throughout the initial assessment of the College's student success agenda, the CbD Leadership Team remains cognizant of high impact practices and documented student learning outcomes. Following SSLI principles and practices, the team identified strategies that enhance the front door experience and advising. In addition, the team evaluated processes, identified additional strategies, streamlined entry into programs of study, and created more structured programs of study.

Front Door Experience and Advising

The CbD Leadership Team analyzed the existing practices and materials used for the onboarding of new students to ascertain if the process was efficient, effective, and student-centered. The assessment of the front door experience included feedback from various stakeholders involved in the process, a work-flow analysis of Admissions and Student Services, and a review of current on-boarding materials and procedures.

The assessment and evaluation of ongoing practices revealed that students often wait for extended periods of time, and on-boarding materials are not concise. As a result, a sub-committee conducted a comprehensive review, evaluation, and redesign of all on-boarding materials. Both new and returning students receive a comprehensive on-boarding folder, which includes goal sheets, application and financial aid materials, placement testing information, and a checklist of next steps.

New Student Orientation

Previously, Coastal provided a "mini orientation" session as part of group scheduling of College Transfer students. A new student orientation has been designed and will be piloted in summer 2015. The orientation is supported by a comprehensive orientation handbook that will provide students with numerous transition and success strategies. Faculty Navigators and Student Ambassadors have been


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identified and hired. They will deliver the orientation sessions and provide students with action steps to proceed through the enrollment process.

The new student orientation is an essential element of Coastal's redesigned, new student experience. Although the CbD Team realized that orientation provided a unique opportunity for information dissemination, the broader focus centered on strategies to build community and engage the students with high impact educational practices. Therefore, the new student experience provides opportunities to connect new students with one another, with peer leaders, academic advisors, staff, and faculty.

The redesign of the new student experience and orientation was a fairly comprehensive undertaking in a limited amount of time, and numerous individuals were critical to the design and implementation of the pilot project for summer 2015. The CbD Team, recognizing the contributions of many, was committed to celebrating this initiative. Therefore, all faculty, staff, and students who participated in stakeholder groups, or who served on sub-committees will be invited to an event to celebrate the implementation of the New Student Experience and Orientation. The President will participate in the event and highlight the contributions of faculty and staff. In fall workshops, the CbD initiative will be highlighted and communicated to the full faculty and staff.

Connection with High Schools

Coastal's CbD is focusing attention on the identification and implementation of new strategies for the connection and transition of high school students into Coastal. In support of this, a standing committee of the CbD Leadership Team has joined with Onslow County high school administrative leaders to create additional pathways and transition strategies for implementation throughout the 2015-16 academic year. This includes the development of a timeline, regular quarterly meetings, and the reorganization of a Coastal staff position, the High School Liaison, who will maintain an expanded role in the high schools.

Advising

The New Student Orientation that will be piloted in summer 2015 provides an avenue for academic counselors and faculty to collaborate to ensure successful connections are initially created with new students. The CbD team is working closely with the Student Services Advising Team to develop an intrusive advising model for implementation in fall 2015. This pilot will involve case management of students identified as at-risk College Transfer students. Academic counselors will each be responsible for a fairly small case load (not to exceed 50) the first semester in order to refine processes and identify successful strategies.

Student Success Course

Coastal offers two student success courses, College Student Success (ACA 111) and College Transfer Success (ACA 122). This year, a focus has been placed on the development and implementation of ACA 122 in support of the Comprehensive Articulation Agreement (CAA). College Transfer faculty teach ACA 122 and students are encouraged to enroll their first semester. One distinct feature of ACA 122 is that the course syllabus, course outline, assignments, and grading procedures are standardized. The major class project focuses the students' attention on academic goal setting and planning. Students are required to identify career interests, research the degrees required for specific career interests, identify the colleges/universities offering the specific degree, and access the baccalaureate plans to help identify course selections. Feedback from faculty advisors indicates increased levels of student engagement in career planning and selection of courses consistent with the program of study.


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College Transfer Advising Center

The Library Innovations sub-committee was identified in early 2015 and tasked with creating a Learning Commons in the existing Learning Resources Center. The committee, led by the CbD Leadership Team, has recommended the addition of a College Transfer Advising Center to the Learning Commons to provide more comprehensive advising services for the growing College Transfer population. Anticipated start date for the center is not later than fall 2016.

Supplemental Instruction

Recognizing that College Transfer students struggle with particular "gatekeeper" courses, the College invested in implementing a supplemental instruction program, known as Peer Assisted Study Sessions (PASS). Through PASS, student leaders were trained as peer tutors, and results continue to document the value of PASS as a student success strategy.

Accelerating Entry into Programs of Study

Purpose and Goals

Historically, approximately 67% of Coastal Carolina Community College’s first time students placed in at least one developmental course. Research has demonstrated that the longer it takes a student to move through developmental education into a credit program, the more likely he or she is to withdraw. For several years, Coastal’s faculty and staff have focused their attention on developmental education, appointing a developmental task force, providing intrusive counseling, and identifying numerous strategies for improving student learning outcomes for the developmental cohorts of students.

Accelerated Developmental Education

The North Carolina Community College System’s (NCCCS) Developmental Education Initiative was a state-wide policy initiative to accelerate student’s completion of developmental and entry into college level coursework. Consistent with this policy initiative, Coastal piloted the developmental math sequence (DMA) in fall 2012 and fully implemented DMA in fall 2013.

Coastal’s faculty opted to teach the DMA sequence in a traditional classroom format versus the emporium model, and modules are offered in a 4 week format. The DMA module format has shown impressive outcomes, with 75% to 80% of students passing each module. Students are placed by the North Carolina Diagnostic and Placement Test (NC DAP) which allows students to test out of modules and targets specific areas for remediation.

The Developmental Reading/English (DRE) was piloted in summer 2013 and fully implemented in fall 2014. The NC DAP will be used for placement for the DRE in April 2015. The implementation of the DRE at Coastal has included a successful pilot of a corequisite with DRE 99 and English 111. Initial student learning outcomes indicate students are meeting with success through this model.

Coastal Carolina has not implemented the multiple measures approach for placement, pending further research and analysis.


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Student Success through Structured Pathways

Student outcomes data revealed that entering students who placed in the lowest DRE courses (DRE 096 or DRE 097) had limited course options, and typically needed integrated support in order to succeed. As a result, a cross-discipline team of faculty are designing a structured pathway for this cohort of students. This pathway will include enrollment in ACA 085 Improving Study Skills and CIS 070 Fundamentals of Computing, DMA and DRE modules, and appropriate tutoring and additional support services available. This option will be presented as the student's pathway for success.

Integrated Support

The Developmental Education Initiative, with the NC DAP as a placement instrument, resulted in fewer students placing in developmental modules. Thus, greater numbers of students are entering into MAT 171 Precalculus Algebra. Further analysis revealed that substantial numbers of students are struggling with the course requirements of MAT 171. Therefore, additional integrated support including math tutoring services, instructor-led study and review sessions, and supplemental instruction (PASS) were made available.

Placement Test Preparation

The CbD Team reviewed placement testing procedures and potential strategies contributing to student success. Although students are informed concerning the purpose of the placement test prior to taking it, students often take the test with little or no preparation. Therefore, a sub-committee of the CbD Implementation Team is collaborating to identify strategies to communicate with students concerning the impact of placement testing on their overall career at Coastal. The team is providing review packets to help students prepare for testing and is analyzing the feasibility of providing Math and English Test Preparation Boot Camps in the summer of 2016.

Summer Bridge Programs

Members of Coastal’s faculty and staff are experienced in providing a “Summer Bridge” type program. For several years, a program has been offered for active duty military. This program, Military Academic Skills Program (MASP), is a 4 week course providing English and Math review and accelerates the students into college-level studies. A team is examining the feasibility of providing a similar offering for recent high school graduates.

Structured Programs of Study

Purpose

According to Terry O'Bannon, "Structured student pathways provide a sustainable roadmap for a student's journey through the educational experience." For years, Coastal has provided structured pathways in all AAS degrees, and emphasis was placed on the pre-majors as a strategy for providing structure for the College Transfer programs. Unfortunately, with the implementation of the New Comprehensive Articulation Agreement (CAA) and the removal of pre-majors, it appeared as though students were challenged with less structure in the AA, AS, and AFA degree programs; however, the key stakeholder groups throughout the College, led by the College Transfer Division Chairs, continue to identify strategies to provide structure in these degrees.


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Structured Pathways

Coastal places primary responsibility for the content, quality, and effectiveness of the curriculum with its faculty. In support of this, faculty participate in curriculum establishment, review, and effectiveness, and the Division Chair Team serves as the Curriculum Committee, which is led by the Chief Academic Officer.

In order to provide more structure for select College Transfer degree programs, the faculty, department heads, and the Division Chair for Humanities and Fine Arts reviewed the CAA, identified appropriate Universal General Education Transfer Core (UGETC), and established three pathways, including Music, Drama, and Art. These pathways are published in the 2015-2016 College Catalog.

Likewise, the faculty, department heads, and Division Chair for Natural Science are reviewing the CAA and evaluating potential structured pathways for the AS degree. Their work will continue through 2015-2016.

The faculty and the Division Chair for Mathematics have identified course offerings and submitted the Program of Study for the Associate in Engineering (AE) degree, which offers a well-defined structured pathway available in the 2015-2016 College Catalog.

College Transfer Division Chairs and the CbD Leadership Team are reviewing data concerning certain cohorts of students and designing specific structured pathways as indicated. For example, a more structured pathway will be available for students identified in an at-risk cohort of College Transfer students. This pathway focuses on skill building and includes ACA 085, CIS 070, DMA, and DRE.

Defining Academic Program Options for Students

Course selection guides were developed for the AA, AS, and AFA degree programs. These provide students a succinct overview of the Program of Study and a checklist to assist in progression toward degree completion. These course selection guides were developed to complement the on-boarding materials and are serving as a valuable tool in advising College Transfer students.

Progression Toward Degree

For several years, Coastal has focused on the design and implementation of a tracking system in order to document key indicators of success, including graduation, transfer, and employment. Although the College has utilized the tracking system quite successfully to monitor the persistence of AAS degree students, procedures are not in place to more closely monitor College Transfer students. The next logical step is to expand the tracking system to provide essential information concerning student progression. This tracking system will support the implementation of the case management intrusive advising model.

Plans for the Future

As Coastal Carolina Community College plans for the future, the administration, faculty, and staff remain committed to student success. The College's QEP provided the impetus for broad-based implementation of student engagement practices based on evidence-based research. In the 2013 Center for Community College Student Engagement report, A Matter of Degree, the Center continued to stress the critical role of implementing educational practices associated with increased student engagement. According to the Center, "Whatever practices or programs are contemplated, the design should be focused on promoting intentional and intensive student engagement so the program or practice makes a difference."


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Coastal Carolina Community College's Completion by Design Action Plan has been developed as a result of collaboration among administration and faculty and staff representatives throughout the various Divisions of the College. The integration of CbD throughout the planning and evaluation system of the College ensures its sustainability.

Coastal's student success model is comprehensive including 1) a greater focus on student entry and orientation, 2) identification of more structured pathways, 3) strategies to monitor progression toward degree, 4) implementation of more comprehensive advising including case management, 5) the design and implementation of a College Transfer Advising Center, and 6) identification of strategies to scale high-impact educational practices for greater numbers of students.

Conclusion

The CbD Implementation Team, in collaboration with the Quality Enhancement Program (QEP) Leadership Team, continues to identify incongruities in student success. Through several years of research and assessment, the College has a growing body of evidence of what works. The College continues to evaluate programs and practices, with a commitment to focus attention on coherent educational pathways that promote student success. Without a doubt, the College's focused attention on student engagement, CbD principles, and campus-based support for a comprehensive student success model holds great promise for the future.

Appendix I

Appendix I, Page 1

Discussion of Measures and Standards New Performance Measure Details Measure Purpose Description Methodology

Basic Skills Student Progress

To ensure adults with low literacy skills are progressing academically toward basic skill attainment necessary for employment and self-sufficiency

Percentage of students who progress as defined by an educational functioning level.

Denominator: Basic skills students who have post‐tested and have accumulated 12 or more contact hours during program year. Excludes High Adult Secondary Education initial placements.

Numerator: Of those in the denominator, the number of students completing the program year at a higher educational functioning level.

Student Success Rate in College-Level English Courses

To ensure students are successfully completing credit‐bearing English courses in a timely manner

Percentage of first‐time Associate Degree seeking and transfer pathway students passing a credit‐bearing English course with a “C” or better within their first two academic years.

Denominator: First‐time fall curriculum students who have an Associate Degree primary curriculum program or are in a Career and College Promise College Transfer Primary Pathway.

Numerator: Of those in the denominator, the number earning a grade of “C” or better in at least one credit‐bearing English course during their first two academic years.

Student Success Rate in College-Level Math Courses

To ensure students are successfully completing credit‐bearing Math courses in a timely manner

Percentage of first‐time Associate Degree seeking and transfer pathway students passing a credit‐bearing Math course with a “C” or better within their first two academic years.

Denominator: First‐time fall curriculum students who have an Associate Degree primary curriculum program or are in a Career and College Promise College Transfer Primary Pathway.

Numerator: Of those in the denominator, the number earning a grade of “C” or better in at least one credit‐bearing Math course within their first two academic years.

First Year Progression

To ensure first‐year students reach an academic momentum point that helps predict future credential completion

Percentage of first‐time fall curriculum students attempting at least 12 hours within their first academic year who successfully complete at least 12 of those hours.

Denominator: First‐time fall curriculum students attempting at least 12 hours (includes developmental courses and course withdraws) within their first academic year.

Numerator: Of those in the denominator, the number who complete at least 12 hours (including developmental) with a “P”, “C” or better within their first year.

Appendix I, Page 2

Curriculum Completion

To ensure student completion and persistence toward a post‐secondary credential

Percentage of first‐time fall credential seeking students who graduate, transfer, or are still enrolled with 36 non‐developmental hours after 6 years.

Denominator: First‐time fall curriculum students

Numerator: Of those in the denominator, the number of students who through the fall that occurs 6 years after original cohort designation either graduate, transfer to a four-year institution, or are still enrolled and have previously completed 36 non-developmental hours.

Licensure and Certification Passing Rate

To ensure programmatic coursework prepares students to competently practice in their chosen profession

Aggregate institutional passing rate of first‐time test‐takers on licensure and certification exams. Exams included in this measure are state mandated exams which candidates must pass before becoming active practitioners.

Denominator: All licensure and certification exams taken for the first‐time during the licensure agency’s most recent reporting year. Only includes state mandated exams which candidates must pass before becoming active practitioners.

Numerator: Of those in the denominator, the number passing exam on first attempt during the licensure agency’s most recent reporting year.

College Transfer Performance

To ensure the academic success of community college students at a four‐year university or college

Among community college Associate Degree completers and those who have completed 30 or more credit hours who transfer to a four‐year university or college, the percentage who earned a GPA of 2.25 or better after two consecutive semesters within the academic year at the transfer institution.

Denominator: Students with an Associate Degree or at least 30 articulated transfer credits enrolled during the fall and spring semesters at a four‐year institution who were enrolled at a community college during the previous academic year. Only includes North Carolina based four‐year institutions.

Numerator: Of those in the denominator, the number of students earning a GPA of 2.25* or better aggregated over the fall and spring semesters at the transfer institution.