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ContentsA. NEED....................................................................................................................................4

A high number or percentage, or both, of students enrolled or accepted for enrollment at the applicant institution who meet the eligibility requirements of sec. 646.3...................................4

Low-income..............................................................................................................................4First generation.........................................................................................................................5Low-income and First generation.............................................................................................5Individuals with Disabilities.....................................................................................................5

The Academic and Other Problems SSS Eligible Students Encounter at Lower Columbia College.........................................................................................................................................6

Academic Concerns..................................................................................................................6Non-Academic Concerns.........................................................................................................7

The Comparison of SSS Eligible Not Served Students to the LCC Student Body and SSS Participants.................................................................................................................................12

Retention and Graduation Rates.............................................................................................12Grade Point Averages.............................................................................................................13Transfer Rates.........................................................................................................................13

B. OBJECTIVES.....................................................................................................................14Retention in Postsecondary Education.......................................................................................14Good Academic Standing..........................................................................................................15Certificate or Degree Completion..............................................................................................15Certificate or Degree Completion AND Transfer to a Four-year College or University..........16

C. PLAN OF OPERATION....................................................................................................16The plan to inform the institutional community (students, faculty, and staff) of the goals, objectives, and services of the Project and the eligibility requirements for participation in the Project........................................................................................................................................16The Plan to Identify, Select & Retain Project Participants with Academic Need.....................18

Identification & Recruitment of Project Participants.............................................................18Selection of SSS Eligible Students.........................................................................................19Retention of Eligible Participants...........................................................................................21

The Plan for Assessing Need for Specific Services and Monitoring Academic Progress.........22Plan to Assess Individual Participant Needs..........................................................................22Plan for Monitoring the Academic Progress of Participants..................................................23

The Plan to Provide Services That Address the Goals and Objectives of the Project...............24Project Design/Framework.....................................................................................................26

Lower Columbia College 1

The Organizational Placement of the Project.........................................................................32The plan to ensure proper and efficient administration of the Project, including the organizational placement of the Project; the time commitment of key Project staff; the specific plans for financial management, student records management, and personnel management; and, where appropriate, its plan for coordination with other programs for disadvantaged students.......................................................................................................................................32

Organizational Structure & Time Commitment of Project Staff...........................................33The Specific Plans for Financial Management, Student Records Management, and Personnel Management...........................................................................................................................34


A. NEED

A high number or percentage, or both, of students enrolled or accepted for enrollment at the applicant institution who meet the eligibility requirements of sec. 646.3.

Examination of existing college data shows that a potential pool of at ^least 1443

students, 44.9% of the enrolled Lower Columbia College (LCC) population would be eligible

for participation in SSS. This number is derived by applying the required SSS Project student

composition based on eligibility criteria to total numbers within each grouping.

Table 1Percentage of SSS Eligible Students

Total Enrollment: ^3,155 Undergraduate Students Fall 2013

# of SSS Eligible Students

% total Student Population who are SSS Eligible

Low-Income Only College Students*First Generation College Students**Low-Income & First Generation College StudentsStudents with Disabilities OnlyStudents with Disabilities & Low-IncomeTOTAL ELIGIBLE COLLEGE STUDENTSSource:*Lower Columbia College Institutional Research Office, ^01/14/2015 (Kind of Student=Transfer or Workforce, excludes non-degree seeking students**Community College Survey of Student Engagement (^2013)

Low-income

LCC enrolls a significant number of students who come from households where family

income does not exceed 150% of poverty level.

Table 2Number and Percentage of Low-Income LCC Students

Population Total Number Low-Income # Low-Income %LCC Students

Source: Lower Columbia College Institutional Research, ^01/14/2015


Students from these backgrounds find the lower tuition of LCC an attractive alternative to

private and public four-year colleges or universities. LCC is the only institution of higher

education within a 40-mile radius to serve the region characterized by lower socioeconomic

levels.

First generation

Students who are first generation (FG) college students, defined as neither parent having

completed a baccalaureate degree, represent ^81.7% of all LCC students (See Table 3).

Table 3Number and Percentage of First Generation LCC Students

Population Total Number First Generation # First Generation %LCC Students


Low-income and First generation

At least ^38% of LCC students are both low-income and first generation; two-thirds of

SSS Participants will be selected from this group.

Table 4Number and Percentage of Low-Income/ First Generation (LI/FG) Students at LCC

Population Total Number First Generation # First Generation %LCC Students


Individuals with Disabilities

Individuals with disabilities are confronted with both special needs and issues similar to

other under-represented groups. The number of students with disabilities who are also low-

income at LCC again supports the need for the SSS Project.

Table 5


Number and Percentage of Students with Disabilities/Low-Income (LI) EnrolledTotal

EnrollmentNumber Disabled

% Total Enrollment

Number LI/Disabled

Percent LI/Disabled

LCC StudentsSource: Lower Columbia College Institutional Research, ^01/14/2015

In summary, whether the students at LCC are low-income, first generation, disabled, or a

combination of these, the number of SSS eligible students at LCC is high, comprising ^44.9% of

all enrolled students.

The Academic and Other Problems SSS Eligible Students Encounter at Lower Columbia College.

Academic Concerns

A large number of students eligible to participate in the SSS Project are below college

level in one or more of the basic skill areas of English and Math. As shown in Table 6, results

from student who took the LCC Placement Test, which is administered to all incoming new

students and to transfer students who have not taken college English composition or Math,

illustrate the extent of this problem.

Table 6Placement Testing Results

Test Area Total Number of Students Tested

Students Scoring Below College Level

Percent Below College Level

MathEnglish


This evidence of the lack or academic preparation is compelling. More than ^9 out of

every 10 students tested must take at least one remedial math course, indicating there is a clear

academic need present. English skill deficiencies were present in more than ^one-third of


students assessed. Intervention by the SSS Project critical and needed to facilitate improvement

in these basic academic skills. In addition to high numbers of placement test scores below

college level, SSS eligible students are more likely than their peers to enter college with a high

school equivalency certificate rather than a high school diploma: ^78.7% vs. 21.3% (Lower

Columbia College Institutional Research Office, 01/14/2015).

Non-Academic Concerns

In addition to academic concerns, SSS eligible students are at a higher risk to terminate

their academic endeavors due to non-academic issues. For example, the ^Community College

Survey of Student Engagement most recently administered at Lower Columbia College in 2013

revealed that first generation students are more likely than their peers to withdraw from the

institution if they worked full-time, cared for dependents or lacked the necessary financial

support. Alternatively, they were also less likely to withdraw from the institution to pursue a

four-year college or university degree. Table 7 further illustrates this point.

Table 7Non-Academic Barriers for SSS Eligible Students at Lower Columbia College

Possible Reason for Withdrawing: SSS Eligible Non-Eligible* DifferenceWorking full-time

Caring for DependentsLack of Finances

Transfer to a four-year college or university

Question: How likely is it that the following issues would cause you to withdraw from class or from this college? Mark “not likely,” “somewhat likely,” “likely,” and “very likely.” Responses are from students who marked “very likely”Source: Community College Survey of Student Engagement – Lower Columbia College (^2013 Administration)

Difficulty Transitioning to the College Environment and Expectations


In addition to a lack of academic preparation, many SSS eligible students are not socially

prepared for the rigors of college coursework and do not have strong academic success skills,

such as effective study habits, time and stress management skills, and test taking techniques to

succeed in college. This lack of preparation is evidenced by a first year grade point average for

SSS eligible students of ^2.65, compared to the institutional average of 2.85.

Lack of Satisfaction with General College Services

The time and resources required to adequately address SSS Participants’ academic and

non-academic needs exceeds that which is available from the general LCC student services units.

For example, the ^Community College Survey of Student Engagement (CCSSE) asked students

to rate level of satisfaction with the information received from various departments around

campus and found the following, as demonstrated in table 8.

Table 8How satisfied are you with the following services at this college?

N/A Not At All Somewhat VeryCareer CounselingTransfer Assistance

Source: Community College Survey of Student Engagement – Lower Columbia College (^2013 Administration)

One of LCC’s goals is to prepare students to transfer to a four-year college or university;

however, this will not happen if only ^12.8% of students feel “very satisfied” with the transfer

assistance received. While students of middle-income, college-educated parents are likely to find

the information that they need from other sources, low-income and first generation college

students will not know where to look. More alarming, however, is the fact that ^57.3% of

students have rated Transfer Assistance as not applicable to them. The proposed Student Support


Services Project will help participants identify, plan for, and attain their educational goals,

including graduation and transfer, in a timely manner.

Inadequate Role Models and Support Networks

Many of LCC’s SSS eligible students lack educational role models in their immediate

family and circle of friends. In addition, their families and friends often do not support higher

education attainment. As such, first generation students to not have the support network at home

and in the community to help them overcome the challenges of higher education. For these

students to succeed, it is important that they connect with other students who are facing and/or

who have already overcome similar obstacles. Results from the ^2013 CCSSE survey revealed

that 65.1% of first generation students (comparted to ^56.7% for non-first-generation) never

worked with instructors on activities other than coursework. Furthermore, only ^17.2% of first

generation college students had participated in an internship, field experience, or clinical

assignment, while ^22.7% of non-first-generation college students had engaged in those

activities. Additionally, first generation college students ^4.6% more likely to work 21-30 hours

per week than their peers. The above factors combined paint a start picture: SSS eligible students

are more likely to be disengaged from Lower Columbia College, lack a professional mentorship

relationship with faculty or staff, and as a consequence, may not know about campus resources

or opportunities for professional and academic growth. The Student Support Services Project at

Lower Columbia College will help students develop these connections through collaborative

learning initiatives that encourage students to participate in cohort activities. Learning cohorts

bring together students with similar needs and challenges.


Financial Literacy Deficiencies

SSS eligible students by definition have financial needs that may limit their involvement

in higher education and are often dependent on financial assistance. Low-income, first generation

students often have insufficient knowledge or financial aid options and the processes for

accessing these resources. Many low-income students have difficulty fully understanding the

complex rules and regulations of federal, state, and private financial aid options, including loans,

grants, scholarships, and other forms of assistance. The proposed SSS Project will help

participants increase awareness and secure financial assistance beyond the first year and as they

transfer to a four-year college or university.

Limited Exposure to Educationally Enriching Activities outside the Classroom, including Cultural Events

Lower Columbia College is located in the ^3rd most economically disadvantaged

community in Washington State (See Table 9), and is also the only institution of higher

education within a 40-mile radius. Cowlitz County, where LCC is located, also has a low

percentage of persons over 25 who have obtained a Bachelor’s degree or higher.

Table 9Community Demographics

Cowlitz County Washington StatePersons below the poverty level, ^2008-2012Median Household Income, ^2008-2012Unemployment Rate, ^June 2014BA Degree or HigherSource: Lower Columbia College Facts and Figures (^2013-2014); Cowlitz Country Community Report Card, ^2013

Consequently, the majority of low-income, first generation students at LCC have never benefited

from social and cultural experiences that enrich their life and better prepare them to engage as

professionals within their chosen field of study. Additionally, the student body demographic is


mostly homogeneous with over ^85% of the population identifying as While/Caucasian. The

cultural homogeneity of the student body, coupled with isolation from educational institutions

leads students to be underprepared as they seed to transfer to four-year college or universities

with more diverse college campus and communities. As a consequence, engagement in

educational and cultural enrichment activities provided by the SSS Project will allow student the

opportunity to better prepare themselves to be fully engaged leaders of the community.

Transfer Advising

Transfer of SSS Project participants to four-year college or universities is a critical factor

in a successful Student Support Services Project. The problems impeding transfers are a lack of

proper preparation and research, unfamiliarity with four-year colleges, failure to secure adequate

funding, reluctance to move or travel outside of local area, and a limited view of their academic

potential. SSS participants are in need of comprehensive transfer advising that leads them

through every step of the process. While LCC has an excellent transfer center with updated

resources, the center is not staffed on a regular basis and does not provide the special advising

services SSS participants need to be fully successful navigating the system.

Table 10Summary of Transfer Needs, Assistance Required, and SSS Activity Specific to Need

Transfer Need Assistance Required SSS ActivityTransfer Preparation, Research and Motivation

Information, transportation, and encouragement

Transfer college and major specific advising

Van trips to potential transfer institutions

Securing Adequate Funding

Applying for aid before deadlines

Applying for institution specific scholarships

One-on-one transfer advising

Assistance with application process


The Comparison of SSS Eligible Not Served Students to the LCC Student Body and SSS Participants.

When comparted to LCC’s general population, not served SSS eligible students have

lower rates of retention, graduation and transfer than SSS Project participants.

Retention and Graduation Rates

The SSS Project at LCC has a proven record of retaining and graduation participants. It is

an important fact that SSS served students tend to move toward graduation at a greater rate than

students who do not receive SSS supportive services. Retention rates of SSS participants have

consistently been higher than the retention rates for LCC’s student body and SSS not served

students.

As illustrated in Table 11, only ^47% of the SSS eligible but not served students and

^49% of the entire student body is retained from one year to the next. By contrast, those students

served by the SSS Project are retained at ^72%, which is a compelling statement about LCC, the

prior success of the SSS Project in this area, and the continued need for the program.

Table 11Retention and Graduation Rates of SSS Eligible Students Compared to Total Student

BodyPopulation Retention Rates Graduation Rates

SSS Eligible Not ServedLCC Total Student BodyCurrent SSS ParticipantsSource: Lower Columbia College Institutional Research Office, ^01/14/2015; SSS Project Database, ^01/15/2015

Table 11 also illustrates that the graduation rate of SSS eligible but not served students

and total LCC student body is ^less than 30%. SSS Participants have higher graduation rates than

students not served by the Project. The ^46% graduation rate of the participants served by SSS


demonstrates that, with the academic support services provided through the Project, the

graduation rate of these disadvantaged students increases.

Grade Point Averages

SSS Participants have high grade point averages (GPA’s) when compared to SSS eligible

but not served students and as the total student body at LCC. This indicates that the interventions

of SSS staff have a positive effect on the GPA’s of Project participants.

Table 12GPA’s of SSS Eligible Students, LCC General Population, and SSS Participants

Population GPA 3.0 or Higher GPA above 2.0SSS Eligible Not ServedLCC Total Student BodyCurrent SSS ParticipantsSource: Lower Columbia College Institutional Research Office, ^01/14/2015; SSS Project Database, ^01/15/2015

Transfer Rates

SSS eligible but not served students have a very low transfer rate from LCC to four-year

College or universities. The transfer rate for the entire student body at LCC is ^11.2% higher

than the transfer rate of not served SSS eligible students. The positive effect on transfer services

provided by the LCC SSS Project is evident in the rate at which SSS Project Participants

transfer, which is ^almost two times higher than eligible but not served students.

Table 13Transfer Rates of SSS Eligible Students, LCC General Population, and SSS Participants

Population Transfer RatesSSS Eligible Not ServedLCC Total Student BodySSS ParticipantsSource: Lower Columbia College Institutional Research Office, ^01/14/2015; SSS Project Database, ^01/15/2015

With at least ^1443 students or over ^44.9% of LCC’s total student body eligible for SSS


services, there is a strong need for the continuation of the SSS Project at LCC. By continuing to

provide quality services that meet the unique academic needs and other issues that eligible

students encounter, the LCC SSS Project will continue to have a significant impact on the

retention, graduation, and transfer rates of underrepresented students.

B. OBJECTIVES

Number of Proposed Student Participants to be served per Year: 220

The following objectives are based on the appropriate standardized objectives for a two-

year public Community College.

Retention in Postsecondary Education.

The Student Support Services Project at Lower Columbia College will ensure that ^60%

of all participants served will persist from one academic year to the beginning of the next

academic year.

Ambitious: ^60% of all SSS participants served by the SSS Project persisting from one

academic year to the beginning of the next academic year is an ambitious objective when this

percentage is compared to the general population and SSS eligible not served population.

Currently, only ^49% of the LCC general population persists from one academic year to the

beginning of the next academic year. Furthermore, only ^47% of the current LCC SSS eligible

not served population persists from one academic year to the beginning of the next academic

year.

Attainable: SSS has a comprehensive set of services it uses to administer, analyze, and evaluate

the students’ needs and educational plans; additionally, the Project has the institutional

commitment and staff expertise to assist in the accomplishment of this objective.


Good Academic Standing

^85% of all enrolled participants served by the SSS Project will meet the

performance level required to stay in good academic standing at the grantee institution.

Ambitious: ^85% of all enrolled participants meeting a 2.0 grade point average required to

remain in good academic standing is an ambitious objective when this percentage is compared to

the general population and SSS eligible not served population. Currently, only ^75.1% of the

LCC general population maintains a 2.0 or better grade point average annually. Furthermore,

only ^77.1% of the current LCC SSS eligible not served population maintains a 2.0 of better

grade point average annually.

Attainable: This objective is attainable because the Registrar’s Office and the Academic

Standards Committee are devoted to assisting SSS with academic monitoring and, SSS has the

activities in place to assist those participants who are performing at less than a satisfactory level.

Certificate or Degree Completion.

^35% of new participants served each year will graduate with an Associate’s Degree

or certificate within four (4) years

Ambitious: ^35% of new participants served each year will graduate with an Associate’s Degree

or certificate within four (4) years is an ambitious objective when this percentage is compared to

the general population and SSS eligible not served population. Currently, only ^28.4% of the

LCC general population graduates with an Associate’s Degree or certificate within four (4)

years. Furthermore, only ^28.9% of LCC SSS eligible not served population graduates with an

Associate’s Degree or certificate within four (4) years.

Attainable: The SSS Project has the processes in place to assess participants’ needs, develop an

Annual Individual Academic & Service Plan (AIASP) with each participant, monitor progress at


least three times throughout each grading period, provide financial aid information/counseling,

career planning and provide services to improve academic performance. Additionally, the

Registrar, Counseling and Advising Departments are committed to assisting SSS with retention

monitoring and service delivery.

Certificate or Degree Completion AND Transfer to a Four-year College or University

Ambitious: ^25% of new participants served each year will transfer with an Associate’s Degree

or certificate within four (4) years is an ambitious objective when this percentage is comparted to

the general population SSS eligible not served population. Currently, only ^16.6% of the LCC

SSS eligible not served population and ^27.8% of the LCC population transfers with an

Associate’s Degree or certificate within four (4) years.

Attainable: The SSS Project has the processes in place to assess participants’ needs, develop an

Annual Individual Academic & Service Plan (AIASP) with each participant, monitor progress at

least three times throughout each grading period, provide financial aid information/counseling,

career planning and provide services to improve academic performance. Additionally, the

Registrar, Counseling and Advising Departments are committed to assisting SSS with retention

monitoring and service delivery.

C. PLAN OF OPERATION

The plan to inform the institutional community (students, faculty, and staff) of the goals, objectives, and services of the Project and the eligibility requirements for participation in

the Project.

Lower Columbia College (LCC) has the following plan to inform the institutional

community (administration, staff, faculty, and students) of the goals, objectives, services, and

eligibility criteria of the SSS Project.

Table 1:


Timeline to Inform The LCC Institutional Community(Administration, Staff & Faculty)

Group Informed Method Personnel Responsible

Timeline/ Deadline

College President and Board of Trustees

Electronic notification of grant award sent out to the institutional community.

Verbal notification at monthly Board of Trustee Meetings

Vice President of Student Success

(Principal Investigator)

Project Director

ImmediatelyUpon

Notification

Academic Division Heads, Faculty, and Administrative Council

Development and distribution of flyers and brochures outlining Project goals, objectives, services, and eligibility criteria for selection to all faculty and staff.


Project Director

Immediately Upon

President’s Approval

Student Services Division (Registrar, Financial Aid, Admissions, Disabilities Support Services, etc.) Administrative Council

Formal presentations regarding Project information conducted at Vice President, Department Chair, and Division meetings.


Project Director

Within 2 Weeks of

Notification

SSS Project Advisory Board

Representatives from various offices within the college to communicate information about the Project to the faculty within each board member’s departments and areas of responsibility.


Project Director

Within 3 Weeks of

Notification

Additional methods to inform the institutional community include:

Development of Project’s official webpage, Facebook page, Twitter feeds, and internal

emails.

Announcements via official college webpage and social media.

Publication of an official press release in the regional community newspapers.

Presentations conducted at campus-wide meetings and new employee orientations.


The following methods will be utilized to inform LCC students of the goals and objectives of the

SSS Project:

Table 2:The Plan to Inform LCC Students of the SSS ProjectMethod Personnel Responsible Timeline

Conduct formal presentations regarding Project goals, objectives, and services at all new student orientation sessions

Project DirectorProject Advisors

Beginning of Each Semester

Conduct classroom presentations to all college success courses and freshmen seminars regarding Project goals, objectives, services, and eligibility requirements


Project Participants


Conduct classroom presentations at all developmental math and English courses regarding Project goals, objectives, services, and eligibility requirements




Conduct informal meetings with and presentations to student organizations on campus




Update the SSS project website, Facebook, and Twitter pages

Project DirectorProject Administrative

AssistantWeekly

Development and distribution of Project information packets to all new and transfer students identified as SSS eligible

Project DirectorProject Advisors Ongoing

Create Project displays in the Student Center and announcements to run on digital signage monitors throughout the campus

Project Advisors Ongoing

The Plan to Identify, Select & Retain Project Participants with Academic Need.

Identification & Recruitment of Project Participants

LCC will implement the following plan to ensure that the SSS Project identifies and

selects a sufficient number of SSS Eligible Students in order to select and serve 220 eligible New

and Continuing Participants each year. Project eligibility will be dependent on specific

regulatory criteria and will be determined through the demographic and academic information


listed on SSS New Student Applications and supporting documentation obtained during the

following identification, recruitment, and selection process.

Table 3Plan to Identify & Recruit SSS Eligible Students at LCC

Step 1

SSS Project Director receives the following information at the beginning of each semester to identify potential SSS Eligible Students: List of incoming students from the Registrar and the Director of Admissions

that meet eligibility criteria and includes relevant student data such as current GPA, credit hours completed, education goals, and hours left to graduate.

Referral of students requesting academic and supportive services from Disability Support Services.

List of incoming and continuing students from the Directory of Financial Aid that qualify for financial aid (Pell Grant recipients) and are classified as first generation college students (neither parent has graduated from a four-year college or university).

Referral lists from LCC Advisors, Counselors and Faculty of students that demonstrate academic need.

Referral lists from local pre-college feeder TRiO programs and/or other educational opportunity programs of eligible incoming students.

Additional identification of potential SSS Eligible Students occurs through individual referrals from faculty, staff, and current SSS Participants

Step 2

Project staff will conduct informational presentations to all incoming new students at LCC’s New Student Orientation Sessions.

Project staff will conduct additional informational classroom presentations to students enrolled in developmental English and math courses and student organizations serving SSS Eligible Students throughout the year.

Students at all these recruitment sessions will receive Project flyers and brochures and are encouraged to provide contact information on Interested Student Sign-up Sheets.

Step 3

Project Director will review all lists of students obtained in Step 1 and 2 to determine individual eligibility for services as compared to SSS federal Project regulations.

Project Administrative Assistant will email/mail Project brochures, flyers, and New Student Application Packets to all students that have been identified as potentially SSS Eligible.

Selection of SSS Eligible Students

The Lower Columbia College SSS Project will implement the following plan to select

New Participants each year:


Table 4: The Plan to Select New Project Participants

1.Each applicant will submit a completed application packet consisting of the following documents and information: New Student Application, Latest College Transcript or Placement Test Scores, and Income Tax Documents or Income Verification Forms.

2.Project Advisors will utilize the Project-developed Verification of Eligibility & Selection Form to screen and document the information obtained from each submitted application to ensure that each one satisfies the SSS eligibility criteria.

3. Project Administrative Assistant will contact screened and approved Applicants within ten (10) days to arrange an interview with a Project Advisor.

4.

Project Advisors will interview each eligible Applicant to discuss Project requirements and further assess and evaluate his/her level of interest, academic need, and potential for academic success with Project assistance as documented on the Verification of Eligibility & Selection Form in a quantitative manner.

5.Project Advisors will provide the Project Director with the application packets and Verification of Eligibility and Selection Forms of each Applicant they recommend for selection as New Project Participants.

6.Project Director will review all recommended Applicant’s documents and complete their Verification of Eligibility & Selection Forms by scoring the Participant Selection Matrix portion of the form.

7.Project Director will select the eligible Applicants with the highest number of points awarded on their Verification of Eligibility & Selection Form for any available New Participants slots.

8.Project Administrative Assistant will inform newly selected Project Participants and create hard copy files, entering their demographics into the Project Database, and schedule initial individual meetings with their assigned Project Advisors.

The following table details the academic need characteristics and corresponding point system

that comprises the Participant Selection Matrix utilized by the Project Director to select all

Project Participants via the assignment of “points:”

Table 5: Participant Selection MatrixI. Need for Academic Support

Possible PointsGPA Below 2.5 (10) PointsGPA Above 2.5 (5) PointsLow Placement Test Scores (6) PointsAcademic or Financial Aid Probation (10) PointsAcademic Need Based on Interview (1-10) PointsSelf-Motivation and Clarity of Education Goals Based on Interview (1-10) PointsEnrolled in Lowest Level of Developmental Math or English Courses (10) Points

II. Classification


Possible PointsFull-time Student (20) PointsPart-time Student (15) Points1st Year Student (20) Points2nd Year Student (15) Points

III. Educational & Career PlansPoints Possible

Undecided Career Goals (15) PointsUndecided Educational Goals (15) PointsWants Associate’s Degree Only (10) PointsWants Associate’s Degree AND Transfer to four-year college or university (25) PointsApplicants With The Highest Total Score Will Be Considered For Selection.

The LCC SSS Project Director will encourage and ensure equitable access to all SSS Eligible

Participants, relating to the General Education Provisions Act (GEPA), Section 427. In

compliance with GEPA, students will not be discriminated against, or given preference for, in

regards to full participation in the Project based on gender, race, national origin, color, disability,

or age.

Retention of Eligible Participants

The Project design and framework of the SSS Project of LCC will focus on utilizing the

Project Advisors to provide effective individualized student “coaching” to promote the

retention of Project Participants. Project Advisors will be assigned specific caseload of

Participants to contact on a consistent and regular basis to develop a clear vision of Participants

goals, guide them in connecting daily activities to long-term goals, and support building skills for

success, including time management, self-advocacy, and study skills. According to, The Effects

of Student Coaching: An Evaluation of a Randomized Experiment in Student Advising,

Educational Evaluation and Policy Analysis (Bettinger and Beaker, 2011), students who were

randomly assigned to a “coach” were more likely to persist during the “treatment” (direct service

delivery) period and were more likely to be attending college for at least a year after the

coaching (advising) had ended. Coaching also proved a more cost-effective method of achieving


retention and completion gains when compared with previously studied interventions such as

increased financial aid. Along with Coaching, the Project will implement the following activities

and services to retain Project Participants:

Detailed identification, recruitment, and selection process of SSS eligible participants with

academic need

Initial and annual assessment of participants’ level of academic need

Development of Annual Individual Academic & Service Plans containing specific activities

and services designed to promote the retention/persistence, good standing, an graduation of


Monitor Participants’ academic progress and delivery of services via case management

provided by Project Staff

Provide Participants with academic support such support such as tutorial services, study

groups, individual academic advising, and freshmen year seminars/workshops

The Plan for Assessing Need for Specific Services and Monitoring Academic Progress.

Plan to Assess Individual Participant Needs

The SSS Project will implement the following process to identify, document, and

evaluate the academic and supportive needs of each Participant.

TABLE 6: The Plan to Assess Individual Participants Needs

Instrument Activity/Method Participant Focus

Math, English, and Reading

Placement Test Scores

(Provided by Testing Center)

Project Advisors will review math and writing placement test scores to determine levels of academic need in these areas upon selection to the Project.

New Participants


Transcripts (Access provided

by Registrar)

Project Director will obtain college transcripts to review students’ current course schedule and document past academic performance in college level course at the beginning of each semester.

All New & Continuing Participants

Financial Aid Status

(Provided by the Financial Aid

Office)

Project Director will obtain financial information in the form of Student Aid Reports (SAR) to determine level of financial need and potential for continued funding to remain enrolled in college.


Career Interest Inventory

(Provided by the Office of Career

Services)

Project Advisors will obtain information related to the level of interest in certain areas, majors, and careers from an assessment conducted through the WOIS/The Career Information System.

All New Participants

Annual Individual Needs Assessment

(Project Developed)

Upon initial selection and then afterwards at the beginning of each academic year, Project Advisors complete a Project-developed Annual Needs Assessment to document and assess the level of academic and supportive need in the following areas: Academic, career, and financial aid advising Assistance with course selection Learning styles, tutorial assistance and study Financial aid information & assistance applying Financial and economic literacy Graduation and transfer advising to a four-year

college or university


Annual Individual Academic & Service Plan

(Project Developed)

Information obtained from the Annual Individual Needs Assessment Forms will be utilized by the Project Advisors to develop an Annual Individual Academic & Service Plan (AIASP) which will serve as a checklist of the services and activities the student should receive throughout the Project year. Project Staff will review the AIASP upon initial selection and then at the beginning and middle of each semester to implement any changes.


Plan for Monitoring the Academic Progress of Participants

The LCC SSS Project will review each assigned Participant’s Annual Individual

Academic & Service Plan (AIASP), schedule individual advising sessions, utilize LCC’s

Academic Early Warning process, and conduct a Midterm Progress Meeting to monitor and

document Participants’ academic progress throughout each Project year (see table 7).


Table 7: Plan to Monitor Participants’ Academic Progress

Step 1 Project Advisors will schedule monthly meetings with assigned Participants

throughout the Project year to discuss and review all available academic progress data (fall/winter/spring transcripts) as documented on the AIASP.

Step 2 Project staff will initiate and maintain regular contact with LCC Instructors/

Professors to assess the accuracy of the Participants’ self-reported responses on their Annual Needs Assessment.

Step 3 Project Director will review LCC’s Academic Early Warning Database to

assess students’ progress in classes, which includes academic and behavioral feedback from instructors.

Step 4 Project Advisors will schedule and conduct a Midterm Progress Meetings

(MPM) with assigned Participants to discuss any academic progress information and/or feedback from LCC Instructors/Professors.

Step 5

Project Advisors will review Individual Contact Logs via the Project’s database (BLUMEN) and revise their assigned Participants’ AIASPs as needed in response to a review of their current academic progress and/or feedback from LCC Instructors/Professors.

Step 6

Project Director will assign Participants to receive mandatory tutoring sessions from LCC provided Tutors and/or refer to LCC’s Academic Success Center/Learning Commons if their grade point average falls below a “2.5” in any course during the fall, winter, and spring semesters.

The Plan to Provide Services That Address the Goals and Objectives of the Project.

The SSS Project at LCC will implement the following required and allowable services (as

stated in 34 CFR Sec. 646.4) based on the corresponding research and replication of effective

practices to meet all Participants’ academic and supportive needs from their initial selection

through graduation with an Associate’s Degree and transfer to a four-year college or university.

Table 8: Project Objectives & Research Based Services

Objective A Activities & Services That Address Objective Research/Effective Practices

Persistence Annual Individual Academic & Service Plans

First year Experience Program Individual Academic Advising

Sessions Small Learning Communities &

Study Groups Financial Aid Information &

Advising

Bettinger, E. P., & Baker, R. (2011). The effects of student coaching in college: An evaluation of a randomized experiment in student mentoring (Working Paper No. 16881). Retrieved from http://www.nber.org/papers/w16881.

Castleman, B. L. & Page, L. C. (2014). Freshman year financial aid


nudges: An experiment to increase FAFSA renewal and college persistence (EdPolicyWorks Working Paper Series No. 29). Charlottesville, VA: EdPolicyWorks

Objective B Activities & Services that Address Objective Research/Effective Practice

Good Academic Standing

Tutorial Services (Project Sponsored & Referral to LCC’s Tutoring Center)

Academic Support Workshops & Supplemental Instruction

Individual Monitoring of Academic Progress

Stephens, N. M., Hamedani, M. G., & Destin, M. (2014). Closing the social-class achievement gap: A difference-education intervention improves first generation students’ academic performance and all students’ college transition. Psychological Science, 25(4). 943-953. doi:10.1177/0956797613518349

Objective C Activities & Services That Address Objective Research/Effective Practice

Graduation

Major and Degree/Certificate Planning

Career Interest Assessments & Career Exploration

Individual Graduation Advising & Graduation Workshops

Financial & Economic Literacy

Bettinger, E., Long, B., Oreopoulos, P., & Sanbonmatsu, L. (2012). The role of application assistance and information in college decisions: Results from the H&R Block FAFSA experiment. Quarterly Journal of Economics, 127(3), 1205-1242.

Objective D Activities & Services That Address Objective Research/Effective Practice

Transfer to Bachelor

Level Institutions

Transfer School Information & Assistance with Admissions

Transfer School and Career Site Visits

Financial Aid Application and Information Sessions

Bettinger, E., Long, B., Oreopoulos, P., & Sanbonmatsu, L. (2009). The role of simplification and information in college decisions: Results from the H&R Block FAFSA experiment (NBER Working Paper No. 15361). Cambridge, MA: National Bureau of Economic Research.

Project Design/Framework

The Project design and framework of the SSS Project of LCC will focus on utilizing the

Project Advisors to provide effective individualized student “coaching” to promote the retention


of its Project Participants (The Effects of Student Coaching: An Evaluation of a Randomized

Experiment in Student Advising, Educational Evaluation and Policy Analysis by Eric

Bettinger and Rachel Baker, 2011) and Vincent Tinto’s research in Completing College:

Rethinking Institutional Action (2012). Tinto asserts that in order to increase college student

success, colleges must: 1) Set High Expectations of Success, 2) Provide Academic, Social, and

Personal Support, 3) Provide Clear and Ongoing Interaction and Feedback, 4) Involve Students

in the Institutional Community, and 5) Foster a Positive Learning Environment for Students.

The overall service delivery plan of the LCC SSS Project will be highly effective,

building upon the empirically supported “best practices” of existing SSS Projects to meet the

needs of its SSS eligible students as described in the updated national study of the Student

Support Services Project (“Best Practices” in Student Support Services, Mursakin, 2008) and

congruent with Tinto (2012) and Bettinger & Baker (2011). These best practices include:

Targeted participant identification, recruitment & selection

First Year Experience Program

Emphasis on academic support for developmental and common freshmen courses

Extensive and consistent participant service contacts via assigned caseloads

Dedicated full-time Project staff with strong institutional attachments

Strong and important presence on campus

The SSS Project will build upon this foundation and include the proven academic and

intervention strategies detailed in Tables 9, 10, 11, and 12, that directly impact progress towards

meeting the mandated standardized objectives of the SSS Project.

Table 9:Plan to Provide Services that Address Objective A: Persistence


1. Development of Annual Individual Academic & Service Plans:

Information obtained from the Annual Individual Needs Assessment Forms will be utilized to develop an Annual Individual Academic & Service Plan (AIASP) for each Participant which will serve as a checklist of the services and activities ^he/she should receive throughout the Project year. Project Staff will review the AIASP at the beginning and middle of each semester with each assigned Participant to discuss any applicable/necessary changes, revisions, and/or additions.

Targeted Participants: All New and Continuing ParticipantsPersonnel Responsible: Project AdvisorsTimeline/Frequency: Initial Meeting with New Participants and then on an annual basis with all Continuing Participants at the beginning of each academic year and then updated throughout the academic year on an as-needed basis.Delivery Method: Individual Meetings with All Assigned Project Participants2. Summer Bridge

A two week-long program designed to provide intensive orientation and community building for incoming freshmen students. Topics covered include financial aid, campus services, information on counseling and career services, course selection and community resources. Students only receive a refresher course in math and English.

Targeted Participants: New ParticipantsPersonnel Responsible: Project AdvisorsTimeline/Frequency: Two-weeks before Fall SemesterDelivery Method: Structured Seminars, Small Group Discussions and Classes.3. First Year Experience (FYE) Program:

Incoming Freshmen Participants will receive a series of structure academic and supportive services designed to ensure community building and the successful completion of their first year of college-level work, and provide them with career information and opportunities for job skills attainment. The FYE is a free, four credit class that is offered each semester and focuses on strategies for academic success, participation in campus activities and events, college orientation workshops, academic advising, and tutoring sessions. TYE will assist Participants in identifying successful study strategies and effective time management techniques, as well as how to manage the various demands of college life. Some of the following topics will help Participants identify how college fits within their personal, familial and educational obligations; effectively utilize campus resources; learn about the requirements to complete an Associate’s Degree; and an overview of available financial aid and scholarship programs: Academic and Career Goal Setting Improving & Maintaining Focus Study Skills Success Strategies Conquering Exams & Finals Note Taking & Test Taking Skills Writing Seminars Stress Management & Test Anxiety Associate’s Degree Graduation and

Transfer Requirements

Targeted Participants: Incoming New Freshmen Participants


Personnel Responsible: Project Director and Project AdvisorsTimeline/Frequency: Weekly throughout each Fall, Winter and Spring SemesterDelivery Method: Structured Class4. Individual Academic Advising Sessions:Participants will meet individually with their assigned Project Advisor a minimum of three times a semester to discuss and update their Annual Individual Academic & Service Plan (AIASP). The AIASP is a comprehensive statement of each Participant’s academic goals and a written assessment of the specific activities necessary to achieve those goals. Project Advisors will utilize the AIASP to monitor grades and courses completed during individual advising meetings scheduled throughout the semester. Project staff will address academic concerns detected during these sessions by linking and referring Participants to needed resources to promote their retention rate.

Targeted Participants: All New and Continuing ParticipantsPersonnel Responsible: Project AdvisorsTimeline/Frequency: Beginning and Middle of Each Fall, Winter, and Spring SemestersDelivery Method: Individual Meetings with all Assigned Project Participants5. Small Learning Communities & Study Groups:Project will coordinate study groups in the form of tutoring and individual peer groups to enhance leaning, Participants will have designated areas that provide a sense of community and will be given access to learning tools that are presented in multiple formats. All Participants will complete a learning styles assessment that identifies their learning style. Tutoring and study supplies will be tailored to meet those styles.

Targeted Participants: All New and Continuing ParticipantsPersonnel Responsible: Project AdvisorsTimeline/Frequency: WeeklyDelivery Method: Small Group Meeting6. Financial Aid Information and Advising:Participants will receive information regarding state and Federal student aid programs and deadlines in addition to assistance completing the Free Application for Federal Student Aid (FAFSA). Verification of FAFSA submission and financial aid awarded will be placed in each Participant’s files and recorded in Project’s database.

Targeted Participants: All New and Continuing ParticipantsPersonnel Responsible: Project AdvisorsTimeline/Frequency: Once Each Semester (Fall, Winter, Spring)Delivery Method: Individual Meetings and Small Group Presentations & Workshops

Table 10: Plan to Provide Services that Address Objective B: Good Standing1. Tutorial Services (Project Sponsored & Referral to LCC’s Tutoring CenterParticipants in developmental math and English courses will receive tutoring services (via individualized or group sessions) provided by Project Tutors. Participants requiring tutorial assistance in all other college credit courses and subjects will be referred to LCC’s own tutorial center (Tutoring Center) via Project-developed Tutoring Referral Forms stating their specific areas of academic need.


Targeted Participants: New Participants enrolled in developmental math and English courses AND New & Continuing Participants enrolled in college credit courses that seek tutorial assistance.Personnel Responsible: Project Tutors and LCC’s Tutoring Center TutorsTimeline/Frequency: As Stated On Each Participant’s Annual Individual Academic & Service Plant (AIASP).Delivery Method: Individual, Small Group, and Online Sessions2. Academic Support Workshops:

Project will develop and present a series of Academic Support Workshops held each semester. All workshops will also be uploaded to the SSS Project’s website for access at any time by SSS participants. Topics will include:

Academic Success Skills Class Discussions Reading Effectively Time Management Preventing Procrastination Writing Seminars Success Skills for Finals Excel Basics Preparing for Exams Academic Decision Making

Targeted Participants: All New and Continuing ParticipantsPersonnel Responsible: Project Director, Project Advisors, and Project TutorsTimeline/Frequency: MonthlyDelivery Method: Small Group and Online Sessions3. Individual Monitoring of Academic Progress:

Project will review each assigned Participant’s Annual Individual Academic & Service Plan (AIASP); schedule individual advising sessions; implement an Early Academic Warning System; and conduct a Mid-Term Review process to monitor and document Participants’ academic progress throughout each Project year. Project staff will follow-up with Participants whose Instructors indicate a need or academic intervention on the Academic Early Warning Database. The Project will then provide these Participants with additional individual academic advising, supplemental support services, and/or immediate referral to other campus resources. Project staff will also review online midterm reports from the Instructors that will act as supplemental information to the Grade Assessment Form. Participants indicating a need for tutoring assistance will either be referred to the Project Tutors (Developmental math or English) or to LCC’s Tutoring Center (all other college credit courses).

Targeted Participants: All New and Continuing ParticipantsPersonnel Responsible: Project AdvisorsTimeline/Frequency: Beginning and Middle Of Each Semester (Fall, Winter, and Spring)Delivery Method: Individual Meetings with All Assigned Project Participants

Table 11: Plan to Provide Services that Address Objective C: Graduation1. Major and Degree/Certificate Planning:

Participants will meet with their assigned Project Advisor a minimum of three times a


semester, except those Participants who earned below a 2.5 GPA; these Participants will be required to meet weekly. Project Advisors will monitor Participants’ degree completion and necessary steps to ensure on-time graduation and will provide Participants with copies of information discussed and actions for resolution of problem areas.

Targeted Participants: All New and Continuing ParticipantsPersonnel Responsible: Project AdvisorsTimeline/Frequency: Three times a semester and on an as-needed basis.Delivery Method: Individual Meetings2. Career Interest Assessments & Career Exploration:

Project will administer and explain the results of career interest surveys to their assigned Participants. Project Advisors will also develop an Occupational Profile for each Participants that is suited to their current abilities and interests. Additionally, the Project Director, in conjunction with LCC’s career center, will develop and coordinate the following career activities and workshops:

Major & Career Exploration Careers Month Conducting a Job Search Technical Resumes Employment Fair Interview Techniques Work-Based Learning Events Career Guest Speakers

Targeted Participants: All New & Continuing ParticipantsPersonnel Responsible: Project Director and Project AdvisorsTimeline/Frequency: MonthlyDelivery Method: Individual Meetings, Small Group Sessions and Workshops3. Individual Graduation Advising & Workshops:

Project Staff will provide comprehensive graduation advisement sessions to their assigned Participants to review and monitor all requirements to complete and Associate’s Degree. Additionally, the Project Director will review each Participant’s Degree Audit Forms once students reach 45 college level credits and assist with completion of the graduation application by the designated semester deadline. Project Advisors will also provide workshops that outline graduation options that include progress toward graduation.

Targeted Participants: New & Continuing Participants (with more than 45 college level credits)Personnel Responsible: Project Director and Project AdvisorsTimeline/Frequency: At least once per term after students reach 45 creditsDelivery Method: Individual Meetings and Small Group Workshops4. Cultural Activities

The SSS Project will facilitate cultural learning opportunities for Project Participants. These cultural activities are designed to expand the Participants worldview, understand their role within a global, educated community, and gain confidence in their ability to interact with people from diverse backgrounds. Project staff will select activities that encourage


Participant’s growth and understanding of self, while remaining cost-effective for the Project.

Targeted Participants: New & Continuing ParticipantsPersonnel Responsible: Project Director and Project AdvisorsTimeline/Frequency: At least once per SemesterDelivery Method: Visits to Events that Promote Cultural Understanding and Development5. Financial & Economic Literacy:

Project will conduct some of the following Economic & Financial Literacy Information and Workshops each semester:

Budgeting and Financial Planning How to Avoid Overspending Banking Your Money Dealing with Debit & Credit Cards Mixing Money & Family Protecting Your Credit

Preventing Identity Theft Avoiding Quick Financial Fixes Setting Financial Goals Saving Money Understanding and Fixing Your

Credit Report

Targeted Participants: New & Continuing ParticipantsPersonnel Responsible: Project Director and Project Advisors Timeline/Frequency: Minimum of three (3) times each semester (Fall, Winter, and Spring)Delivery Method: Small Group Meetings and Online Sessions

Table 12: Plan to Provide Services that Address Objective D: Transfer1. Transfer School Information & Assistance with Admissions

Project staff will provide comprehensive transfer information accessing transfer schools that LCC students attend both in and out of state. Participants will be provided with deadlines for institutional applications and workshops to prepare for the transfer process. The Project will provide a transfer course exclusively for SSS Project Participants designed to guide them through the transfer process. Topics covered include:

Financial Aid Scholarships Admissions Process Support Services Housing Options Cost of Attendance Campus Involvement Selecting Major

Targeted Participants: New & Continuing Participants with 45 College Credits or MorePersonnel Responsible: Project Director and Transfer SpecialistTimeline/Frequency: As Determined by Transcripts and Participant FilesDelivery Method: Individual Meetings, Small Group Workshops and Structured Class2. Transfer Schools and Career Site Visits:

Project will coordinate and conduct field trips to Transfer Schools and career sites to help


Participants make a more informed decision regarding baccalaureate programs and career paths.

Targeted Participants: New and Incoming ParticipantsPersonnel Responsible: Project Director and Project AdvisorsTimeline/Frequency: Twice a SemesterDelivery Method: Small Group Sessions

The Organizational Placement of the Project

The plan to ensure proper and efficient administration of the Project, including the organizational placement of the Project; the time commitment of key Project staff; the specific plans for financial management, student records management, and personnel

management; and, where appropriate, its plan for coordination with other programs for disadvantaged students.

The SSS Project will be fully integrated into the organizational structure of Lower

Columbia College (LCC) as part of the Student Services Division as displayed in Chart 1. The

Student Services Division at LCC includes the key academic offices of the Registrar,

Admissions, Financial Aid, Academic Advising and Testing, and Career and Counseling

Services. The placement of the SSS Project within the Student Services realm of LCC

contributes directly toward persistence, good standing, graduation and transfer and

transfer rates of SSS Participants due to the close collaboration and excellent

communication developed between staff members of this division. As displayed in Chart 1,

the SSS Project Director will be at the same organizational level as the other LCC Directors

(Financial Aid, Admissions, Career Services, Disability Support Services, etc.). Additionally, the

SSS Project Director will report to the Vice President for Student Success which reports to the

President. The SSS Project Direct will also serve on the staff of the Student Services Leadership

Team, Student Success Committee and Operations Council – a consortium of campus-wide

Directors, Deans and Vice Presidents across the campus. As evidenced by the letter of

commitment from the LCC President, the Project is assured of having an influence on decisions


affecting SSS eligible Students, as well as autonomy and authority in decision-making. The

Project Director will meet by-monthly with the Vice President for Student Success to ensure

clear lines of communication. The SSS Director will participate in bi-monthly Director’s

meetings and retreats as well as other Directors’ training and information sessions.

Chart 1:Lower Columbia College Organizational Chart

Organizational Structure & Time Commitment of Project Staff

The organizational structure of the SSS LCC Project and time commitment of the Project

staff is provided in Chart 2. This Project staff structure will provide Participants with effective

individualized student “coaching” in order to promote their persistence, good standing, and

graduation rates (The Effects of Student Coaching: An Evaluation of a Randomized

Experiment in Student Advising, Educational Evaluation and Policy Analysis by Eric

Bettinger and Rachel Baker, 2011). Additionally, the proposed SSS Project staff structure will

result in a Participant to Project Advisor ratio of 55:1, which is lower than the average ratio of


President Vice President

Athletics

Registration

Counseling Services

Financial Aid Services

Student Support Services

Program Assistant

SSS Project Advisors

Learning Specialist Tutors/Peer Mentors

International Programs

Student Activities

Advising and Testing

Disability Services

student to college counselor ratio of 300:1 (National Association of College Admissions

Counselors, 2013).

Chart 2:Organizational Structure & Time Commitment of Project Staff

The Specific Plans for Financial Management, Student Records Management, and

Personnel Management

The LCC SSS Project will implement the following plans to ensure proper and efficient

management:

TABLE 13: Project’s Financial, Student Records, and Personnel Management PlanFinancial

ManagementProject Director will work in conjunction with the LCC Business Office to ensure accurate and efficient recordkeeping procedures and employ effective practices in keeping with financial management system of LCC.LCC’s Business Office will provide the Project Administrative Assistant and the Project Director with a computerized budget statement at the end of each month listing all expenditures processed during the reporting month and a staff salary distribution report (all salaries and benefits posted during the month).Project Administrative Assistant will reconcile the monthly budget statement


1 Project Director 65% Effort - 12 Months

Academic Advisor 100% Effort - 12

Months

Academic Advisor/Transfer

Specialist 100% Effort - 12 Months

Academic Advisor/Multicultural

Advisor 90% Effort - 12 Months

1 Project Assistant 100% Time Effort - 12

Months

Learning Specialist 25% Effort - 12 Months Tutors/Peer Mentors

with accounting records maintained on all expenditures and encumbrances and provide the Project Director with a detailed report.Any discrepancies between the Project’s internal budget spreadsheet and LCC’s accounting system will be brought to the immediate attention of the Project Director and LCC Accounting Director.

Student Records

Management

Project Director and Project Administrative Assistant will ensure that all individual Participant forms, eligibility documents, and academic records will be placed in official Participant files that will be stored in a secure and locked filing cabinet in the Project Director’s office in accordance with the Family Educational Rights and Privacy Act (FERPA).Project Administrative Assistant will create and maintain the Project database and official Participant files. Project Advisors will maintain a hard copy log of all Participants’ individual meetings and group workshops that will be entered into the Project database by the Project database by the Project Advisors and Project Administrative Assistant.According to federal program regulations, the Project Director will ensure that all Project and student records will be retained for a minimum of three (3) years after the conclusion of each five-year funding cycle.LCC and the SSS Project will adhere to the guidelines stated in the Family Educational Rights and Privacy Act (FERPA) to protect the privacy of Participants’ educational and financial records.

Personnel Management

Project Director will be responsible for the day-to-day supervision and evaluation of all Project staff.Project Director will ensure that all Project staff are recruited, hired, trained, and supervised in a manner consistent with LCC policies and procedures.Project staff will complete and sign monthly time and effort reports to document work schedules and their time and effort spent on the Project.Project Director will conduct weekly meetings with Project staff to discuss the administration and implementation of Project activities, new or revised policies and procedures, Participant issues and concerns, and monitor progress toward the achievement of all Project objectives.Project staff will receive ongoing training throughout each year in the areas of student retention, persistence, academic advising, Financial Aid Information, TRiO legislation and regulations, Project and Institutional student database procedures, FERPA, Safe Schools Against Violence in Education (SAVE); etc.Project Director will monitor the work performance of all Project staff on a regular basis to assess achievement of individual duties and responsibilities that will be documented on annual performance evaluations as required by LCC by September 1 of each year.


Additionally, the SSS Project Director will use the following timeline of annual critical

Project components to manage the day-to-day administration of the Project:

Table 14: Timeline of Critical SSS LCC Project Components

Critical Project Components Sept

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

Jun e

July

Aug

Beginning of Year Procedures XPersonnel Responsible: Project Director & Project Advisors

Identification of New Participants X X X X X

Personnel Responsible: Project DirectorRecruitment of New Participants X X X X X X

Personnel Responsible: Project Director & Project AdvisorsSelection of New Participants X X X X X X

Personnel Responsible: Project DirectorNeeds Assessment &

Monitoring Academic Progress X X X X X X X X X X X X

Personnel Responsible: Project AdvisorsDelivery Services X X X X X X X X X X X X

Personnel Responsible: Project Director, Project Advisors, & Project TutorsDocumentation of Services

Provided X X X X X X X X X X X X

Personnel Responsible: Project Advisors, Project Tutors, & Project Administrative AssistantFormative Project Evaluation of

Internal Project Goals X X X X X X X X X X X X

Personnel Responsible: Project Director & Project Administrative AssistantStaff Training X X X X X X

Personnel Responsible: Project Director, Project Administrative Assistant, & Project Advisors

Summative Project Evaluation of External Objectives (APR &

PE Points)X X

Personnel Responsible: Project Director & Project Administrative AssistantPreparation for Next Project

Year X X

Personnel Responsible: Project Director, Project Advisors, & Project Administrative Assistant

The timeline above will allow the Project Director to assess the progress of each major

program component in clear and measurable terms. Project staff will also receive specific


evaluation criterion based on this timeline which will state which component will need to be

implemented by a certain time throughout the year (formative) to successfully achieve all Project

goals and objectives by the end of each year (summative).

Plan to Coordinate the SSS Project with Other Programs for Disadvantaged Students

The LCC SSS Project will collaborate with the following programs and departments on

campus to create a strong network of supportive services to address Participants’ needs within

and beyond the scope of the Project:

TABLE 14: Coordination With Other Programs Serving Disadvantaged StudentsProgram Type of Collaboration

Disability Support Services

Provide the SSS Project with information on SSS Participants with disabilities who receive services through DSS.

Maintain documentation to verify eligibility (disability) for SSS Participants.

Refer students with disabilities to the SSS Project.

Veteran Affairs

Refer eligible veterans for possible selection to the SSS Project. Collaborates with the SSS Project to provide assistance to veterans

that are also Participants in filing for Veterans benefits, scholarship application assistance, and other supportive services.

WorkFirst

WorkFirst, a program that supports low-income, certificate seeking students, will provide referrals qualified students who wish to pursue a transfer degree to the SSS Project.

Collaborate in the development and implementation of Career Fair and workshops.

Meet quarterly with SSS Project Staff to coordinate activities, services to benefit disadvantaged students and discuss challenges and best practices in the success of disadvantaged students.

Opportunity Grant

Provide referrals of eligible students to the SSS Project. Meet quarterly with SSS Project Staff to coordinate activities,

services to benefit disadvantaged students and discuss challenges and best practices in the success of disadvantaged students.

Collaborate in the development and implementation of Career Fain and workshops designed to facilitate students’ career choices.


D. INSTITUTIONAL COMMITMENT

The Extent to which the Applicant has Committed Facilities, Equipment, Supplies, Personnel, and Other Resources to Supplement the Grand and Enhance Project Services.

Lower Columbia College commits the institutional facilities and resources needed to

ensure the success of the Student Support Services Project. These commitments of office space,

access to campus facilities, equipment, supplies, classrooms, limited transportation, personnel,

and other in-kind and direct contributions are documented in letter from Christopher Bailey,

President of Lower Columbia College.

Space Committed to the Applicant ^^

Office Space: Lower Columbia College will provide the Student Support Services

Project with designated and secure office space located in the Admissions Building; a one-stop

center strategically designed to provide student services to all students in one conveniently

placed location. It is the information center on campus, housing the offices of Financial Aid,

Registration, Placement Testing, Cashiering, Career Services, Counseling, Veterans, TRiO

Projects, Transfer and Advising services, and the Vice-President for Student Success. The

Admissions Center is in compliance with all American with Disabilities Act requirements for the

benefit of individuals with disabilities. The Admissions Building is centrally located and

includes a total of ^1,030 square feet of designated office space to house the Student

Support Services staff and secure Participant and programming records . The SSS office

consists of a reception area comprised of ^250 square feet, and houses the Project Assistant.

Each staff member has a private office for confidential meetings with participants. The area

includes a private conference room of 244 square feet. The Transfer Specialist office is 117

square feet and the Academic Specialist I and II offices are 99 square feet each. Each office is

suitable for accommodating 2-3 additional individuals and has built-in cabinets and desks. The


Director’s office is 122 square feet and is suitable for participant accommodation. A separate

office of 86 square feet is used for housing project filing cabinets and office supplies. The SSS

Project’s high visibility in its present location helps assure that students, faculty, and staff will

utilize the assistance provided by SSS. All offices are accessible and are labeled with Braille

nameplates.

Additional Facilities: College/University will provide the Student Support Services

Project with access to other campus facilities, including computer labs, library, classrooms,

cafeteria, and other meeting facilities as needed to provide Project activities and services to all

Participants. In compliance with both the Americans with Disabilities Act (ADA) and the

Department of Education’s General Education Provision (GEPA) – Section 427, Lower

Columbia College ensures that all its buildings, entrances, offices, classrooms, restrooms,

elevators, and facilities including the Student Support Services offices are accessible to

individuals with disabilities in order to ensure their equal access to the Student Support Services

Project.

Equipment and Furniture Committed by the Applicant

Using the OBM definition of equipment being any item with a life span over two years

and costing over $5,000, SSS owns or is supplied by the institution all essential equipment and

hence, no request for equipment is made in this grant. Lower Columbia College will provide the

Student Support Services Project with the following equipment and furniture as part of its

institutional commitment:

Equipment & Furniture Number of Units

Estimated in Kind

Value ($)Large Desks & Office Chairs (4) $5,000

Filing Cabinets (3) $1,250


Large Storage Cabinets (1) $300Computers for Student Use (5) $5,500

Fax Machine (1) $700Copy Machine (1) $4,000

Phones and Local Phone Service (4) $600Mail Room Services (1) $1,00

Access to facilities for SSS events at no cost to the Project (20) $15,000Total Estimate In-Kind Value: $32,800 ^^^^

Resources and Supplies Committed by the Applicant

Lower Columbia College will provide the Student Support Services Project with an

adequate amount of the following general office supplies each year for estimated value or

^$17,500; Internet service, email access, website development/maintenance, office utilities,

janitorial services, security surveillance, and recreational facilities. Additionally, Lower

Columbia College will waive tuition for students enrolled in Project-sponsored courses, at an

estimated value of over ^$20,000.

Student Support Services supplies include instructional materials, and consumables.

Assessment materials, such as the On Course Personal Awareness Assessment are Project

purchased to assess student study skills, personal strengths, and motivation. Officer furnishings

are campus provided and include built-in desks, file cabinets, chairs, bookcases, and a

conference table. Mail service, a limited amount of consumable supplies, and janitorial services

are also provided by the institution. The SSS Project pays for instructional materials for its

Project-sponsored classes and most consumable supplies.


Personnel Committed by the Applicant

The Lower Columbia College administrative staff and faculty are committed to

supporting the SSS Project and will provide the Student Support Services Project with assistance

from the following institutional personnel and/or departments each Project year:

Personnel/ Department Institutional Personnel Commitments

President

Provide designated university facilities, classrooms, computer laboratories, science labs, and other facilities as needed for both the academic and summer components

Provide office space to house the SSS staff on campus yea-round, including furniture.

Provide utilities, security, and janitorial services Provide open communication & support institution-wide Provide the SSS Project Director sufficient authority to conduct all

Project activities effectively and efficiently


Provide in-kind supervisory support and guidance to the Project Director

Serve as liaison between the Project Director and the President Ensure that the Project Director implements all activities if the

grant contract Review all formative reports and conducts bi-monthly meetings

with the Project Director Ensure timely submission of federal and institutional reports Provide administrative assistance with purchase orders, and budget

reports

Vice President of Instruction

Waive course credits for First Year Experience courses facilitated by TRiO Program

Provide referrals of qualified instructors to serve in Summer Bridge Program

Reserve sections of First Year Experience courses exclusively for TRiO Participants

Ensure full cooperation of Tutoring Center in providing adequate and sufficient tutoring for TRiO Participants

Vice President of Administration

Services

Assist in the fiscal management of the SSS Project Ensure compliance with federal procedures and regulations Ensure proper documentation of time and effort from the Project

Director Ensure administrative support and direct access to the President’s

Office Ensure that accounts are properly documented Provide services in the following areas: Human Resources, Grant

Accounting (including GAPS drawdown), Business Office, and


Payroll

Executive Director for Institutional

Effectiveness and College Relations

Publicize the SSS Project through newspaper, radio, Internet, and other media

Write news releases about the program Prepare brochures and publications promoting the Project Edit and proof print materials Interview students to develop potential feature stories to pitch to

the media and secure media coverage from local print and broadcast media outlets

Provide website design and maintenance

Director of Financial Aid

Provide financial aid seminars, brochures & information about federal, state and private sources of financial aid to participants

Provide financial aid training to Student Support Services staff Provide financial aid counseling assistance for participants,

including assistance for parents of SSS participants Assist students with the completion of the Free Application for

Federal Student Aid and other financial aid applications

Director of Information

Technology (IT)

Provide technical support for all SSS computer operations, email accounts for all SSS personnel, website server space, and integration of the SSS Project into the IT’s department’s work routine

Grants Officer

Assist with Project implementation Seek supplemental funding sources for additional activities to

enhance the Project Assist with promotion of activities Approve all purchase orders, and oversee grant compliance with

respect to federal regulations

Career Services Manager

Provide use of facilities and resources for SSS staff and Participants

Provide SSS students with career assessment/interest tools, assistance in educational and occupational explorations

Prepare and present workshops of various informative topics of awareness to encourage students to be successful

Director of Advising and Testing

Provide training opportunities for SSS and Staff Keep SSS staff informed of changes to advising requirements Conduct quarterly trainings to inform SSS Staff of changes to

programs or curriculum Refer eligible students to SSS Project Collaborate with SSS Project Director to implement Summer

Bridge ProgramDirector for

Disability Support Services

Deliver referrals of qualified students to Student Support Services Assist SSS in the documenting of disability status for Project

ParticipantsTutoring

Coordinator Collaborate with SSS staff to provide free tutoring to Project

participants SSS Project participants will receive unlimited number of hours


for tutoring Provide preferential hiring of TRiO Students to be employed as

tutors

Director for Student Activities

Funds 10% of the Multicultural Advisor position ^^ Co-funds transfer trips for TRiO students Provide in-kind supervision of Multicultural Advisor position Facilitated the operation of TRiO Club, providing appropriate

training and support.

Registrar

Delivers in-kind training for TRiO personnel to ensure successful advising and registration of TRiO students

Provides access to college’s data management system, including appropriate training and support

Facilitates the request of reports needed for Project evaluation and student monitoring

The Extent to which the Applicant has Established Administrative and Academic Policies that Enhance Participants’ Retention at the Institution and Improve their

Chances of Graduating from the Institution.

Lower Columbia College recognizes the broad diversity of the student population it

serves and has established administrative and academic policies that will enhance Project

Participants’ educational experiences, retain the greatest number of disadvantaged students

served by the SSS Project and facilitate their graduation from the college; these policies are

explained in detail on the following pages.

Administrative Policies to Enhance Participants’ Retention and Graduation Rates

New Student Orientation. Lower Columbia College has mandated New Student

Orientation sessions for all incoming freshman students and former students who have been

away from the educational pipeline for more than two years. Intensive orientation sessions

provide on-time information for incoming students to ensure their success in their educational

path and allow academic and support programs to identify students who will benefit from Project

services. An administrative policy requires staff in the Student Support Services Project to


participate in New Student Orientations to identify qualified students and inform them of

Project services. The SSS Project staff will contact all interested eligible students to begin the

recruitment and selection process. This policy will allow for Participants to be recruited and

selected as soon as possible so that Project services and activities may begin before students find

themselves in academic “trouble”. Additionally, this administrative policy will allow for those

SSS Participants demonstrating identified academic need to receive Project services and have

their academic progress monitored as soon as possible to enhance their retention rate and

improve their chances of remaining at and graduating from Lower Columbia College.

Financial Aid Appeals. Lower Columbia College has an Administrative policy

designed to support students who, due to unexpected circumstances, lost access to financial

aid. Staff members from various support programs serve as student advocates to guide students

through the Financial Aid Appeals process and ensure future academic success. Student Support

Services Staff work together with Project participants to facilitate the understanding of the

appeals process and develop a plan for success for subsequent academic terms.

Early Registration for Students with Disabilities, Veterans and TRiO Students. The

Administration at Lower Columbia College understands that early registration and advising is

crucial for the success of non-traditional and disadvantaged students and has established an

administrative policy providing early registration for students with Disabilities, Veterans

and TRiO students. In order to take advantage of early registration, Student Support Services

Project Participants must meet with their assigned SSS advisor and receive academic advising in

course selection. Mandatory meetings with SSS Project Staff ensures that student will have a

course schedule that facilitates retention since required courses tend to fill quickly. Furthermore,


this policy allows advisors to monitor students’ progress towards graduation and transfer to four-

year colleges and universities.

Academic Policies to Enhance Participants’ Retention and Graduation Rates

Academic Early Warning. Lower Columbia College has an Academic Early Warning

policy to identify students who are not progressing satisfactorily. Three times per academic term,

the Academic Early Warning system is opened for instructors to highlight students’ academic

progress and to address any concerns in students’ behavior, including but not limited to

excessive absences, lack of support, or other non-cognitive factors that may impact students’

success. The institution has established an administrative policy to grant access to instructors’

comments to all support programs such as Student Support Services Project Director and Project

Advisors have access to monitor students’ progress and provide on time support and referrals.

Project Participants who have been placed on Academic Early Warning are required to meet with

an assigned Project staff member for a minimum of once a month in order to monitor academic

progress throughout the semester in efforts to increase their chances of retention at the Lower

Columbia College.

Academic Standards Appeals. Students who were unsuccessful in their first term at

Lower Columbia College, or who feel they would benefit from an exception to an academic

requirement, can benefit from the College’s Academic Standards Policy. The Academic

Standards Policy dictates that students obtain the support of an advisor as they seek to be

reinstated academically or challenge course requirements. The purpose of this requirement is

twofold. First, it allows students to benefit from the guidance of professionals and connects them

to on campus resources. Second, it allows the Student Support Services Project Director and


Advisors to 1) monitor Project Participants’ progress if one of the Project Participants were in

the pipeline for an appeal, and 2) inform qualified students of Project services.

Academic Standards for Project Participants. Additional Academic policies will

require the close supervision and academic progress of all Project Participants. Academic

standing in the SSS Project will be based upon the Participant’s cumulative grade-point average

on all course work attempted at LCC from the time of their initial enrollment into the Project. An

academic policy implemented for SSS Participants will require them to maintain a cumulative

grade point average of 2.5 or higher in order to be classified as being in Good Academic

Standing in the SSS Project at Lower Columbia College. Participants failing to meet this grade

point average will be required to attend mandatory individual or group tutoring sessions to

improve academic performance and grade point averages. The SSS Project’s definition of Good

Academic Standing will be higher (2.5 vs. 2.0) than the institution’s due to the Project’s goal of

closely monitoring academic progress so that academic assistance and supportive services are

provided as soon as a need is detected or requested and before the students find themselves in

academic “trouble” and facing academic warning/probation.

Demonstrated a commitment to minimize the dependence on student loans in developing financial aid packages for Project participants by committing institutional resources to

the extent possible.

The Financial Aid Office coordinates with the SSS Project to offer workshops and

updates on Financial Aid Information. This ensures that SSS staff and participants are informed

of all available financial resources to assist with the cost of attendance. Participants will first

apply for Title IV federal financial aid programs by completing the Free Application for Federal

Student Aid (FAFSA). Lower Columbia College has a March 15th Priority Deadline for financial


aid. A well-established priority deadline ensures that students qualify for the most opportunities

to receive aid. Furthermore, it serves as a monitoring mechanism for the Student Support

Services Project staff. The Financial Aid Office sends a report to the SSS Director one-month,

two-weeks and one-week before the deadline and two weeks after the deadline detailing the

status of FAFSA applications for each student in the Project. From this report, SSS Project staff

outreach to students whose file is still incomplete and ensure completion. By completing the

FAFSA, SSS participants are evaluated by their state agencies for any available state grants.

Lower Columbia College has the following additional financial aid resources available through

federal, state, local, and private programs.

Grants and Scholarships Available to Project ParticipantsNeed and Merit Based Scholarships Need Based Grants

Over 100 Scholarships available to incoming and current students.

Awards range from $500 to $2000. An application is required. TRIO and

Institutional Foundation Office work together to present workshops and prepare students to ensure success.

Offered annually, many can be renewed without an additional application.

Washington State Need Grant. College Bound – Lower Columbia

College participates in this grant opportunity designed to reduce student loans for disadvantage students. Qualified students receive additional funds to cover tuition and books.

Tuition waivers – Lower Columbia College reserves funds to provide tuition fee waivers to student who may require additional tuition assistance. The Financial Aid Office reserves 10% of tuition waivers for SSS Project Participants.

Additionally, certified and/or eligible veterans, their widows and children, and

Reserve/National Guard members may qualify for funding through the Veteran Administration

(VA). Furthermore, individuals with disabilities may be eligible for financial assistance and

counseling through the Office of Vocational Rehabilitation.


Assured the full cooperation and support of the Admissions, Student Aid, Registrar, and data collection and analysis components of the institution.

The admissions, Financial Aid, Registrar’s and Institutional Research Offices will work

cooperatively with the Student Support Services Project at Lower Columbia College to ensure

the success of Project Participants. Table 1 outlines the commitment by each Office to the

Project.

Table 1:Institutional Cooperation and Support

Admissions OfficeThe Admissions Office will support and assist the SSS Project by:

Identifying and referring potential SSS participants among newly accepted applicants. Granting SSS Project staff access to the Admissions database to gather academic

background information on applicants for the SSS Project. Working closely with SSS staff to ensure the smooth admission of potential SSS

participants. Providing information about the SSS Project to incoming students planning to enroll at

LCC. Informing the general public about the SSS Project during high school visits, and other

events that take place at LCC. Mailing information about the SSS Project to newly admitted students.

Financial Aid Office (Student Aid)The Financial Aid Office will support and assist the SSS Project by:

Assisting Project staff to identify the financial options available to cover the college cost of their assigned participants.

Referring Eligible Students to the SSS Project for possible selection. Sending reminders to all students about financial aid and University scholarship filing

deadlines. Providing financial aid update information and training to SSS Project staff. Providing financial aid seminars, brochures and information about federal, state and

private sources of financial aid to participants.Registrar’s Office

The Registrar’s Office will support and assist the SSS Project by: Granting SSS Project staff access to the student information system to review and

obtain participants’ course schedules, grades, and advising information. Granting SSS Project Advisors and Director the status of Co-Advisor. Reviewing special requests from SSS staff for specific courses and/or faculty for

Project Participants. Providing mid-term grade reports for all SSS participants at the freshman and

sophomore levels and end-of-term grades for all SSS participants.


Alerts SSS staff if SSS participants are found to have had excessive absences during the first two weeks of classes.

Alerts SSS staff if faculty or staff send an Early Warning Alert referral for any SSS participants through the entire semester.

Institutional Research OfficeThe Office of Institutional Research will support and assist the SSS Project by:

Providing an External Process Evaluation on an annual basis to assess the Project’s strengths and make recommendations.

Providing data collection, analysis and evaluation in order to determine the extent to which Project goals and objectives are achieved.

Providing access to institutional data as needed for the planning and implementation of the Project.

E. QUALITY OF PERSONNEL

The qualifications required of the Project Director, including formal training or work experience in fields related to the objectives of the Project and experience in designing,

managing, or implementing Student Support Services or similar Projects.

Lower Columbia College (LCC) will ensure that the individual employed as the Director

of the Project will possess the following qualifications:

TABLE 1:Qualifications Required of the Project Director

Education Required

Master’s Degree required in education, counseling, public administration, or related field, from an accredited college or university.

Work Experience Required

Minimum of three (3) years of experience in the areas of staff supervision; budget management; Project development and evaluation; reporting and compliance with federal regulations.

Minimum of three (3) years of experience with federal TRIO programs, academic support programs, or similar programs for disadvantaged college students.

Professional or persona experience in overcoming barriers similar to those confronting Project Participants.

Formal Training or

Work Experience Related to

Project Objectives

Formal training and/or work experience in programming that promotes the annual persistence of Participants from one academic year to the next (Objective A);

Formal training and/or work experience in programming that improves the annual academic standing rates of Participants (Objective B);

Formal training and/or work experience in promoting college graduation rates (Objective C) for low-income and potential first generation college students.


Formal training and/or work experience in Effective Student “Coaching,” specifically in the areas of guiding Participants with goal setting, time management, self-advocacy, and study skills.

Knowledge & Ability

Required

Ability to administer and manage educational opportunity related programs.

Knowledge of academic advising services, development of individualized service plans; and college, career, financial aid, and economic literacy services, and programming for low-income and disadvantaged college students.

Knowledge of principles and practices of administrative organization and management.

Ability to plan, supervise and evaluate the work of others. Ability to manage and expand Project partnerships. Knowledge of applicable federal, state, and local rules and regulations. Ability to develop budgets and monitor expenditures. Knowledge of basic computer skills including Word, Excel, and

PowerPoint. Ability to collect and analyze data and conduct internal Project

evaluations (formative and summative). Ability to effectively communicate orally and in writing. Ability to provide professional leadership and establish effective

working relationships. Knowledge of barriers to postsecondary education faced by low-

income and potential first generation college students. Professional or person experience in overcoming barriers similar

to those confronting Project Participants.

The qualification required of other personnel to be used in the Project, including formal education, training, and work experience in fields related to the objectives of the Project.

TABLE 2:Qualifications Required of the Project Advisors

Education Required

Bachelor’s Degree Required: Master’s Degree Preferred in higher education, social work, education or related fields from an accredited college and university.


Minimum of two (2) years of appropriate and relevant professional experience working in a TRIO federal Project of similar related program/project for disadvantaged and at-risk college students.

Experience coordinating and supervising Project programming and field experiences.

Experience advising and assisting Participants with the transfer school admissions and financial aid process.

Professional or personal experiences in overcoming barriers


similar to those confronting Project Participants.

Formal Training or

Work Experience Related to

Project Objectives

Formal training and/or work experience in programming that promotes the annual persistence of Participants from one academic year to the next (Objective A);

Formal training and/or work experience in programming that improves the annual academic standing rates of Participants (Objective B);

Formal training and/or work experience in promoting college graduation rates (Objective C) for low-income and potential first generation college students.

Formal training and/or work experience in Effective Student “Coaching,” specifically in the areas of guiding Participants with goal setting, time management, self-advocacy, and study skills.

Knowledge & Ability

Required

Knowledge of academic advising and college, career, financial aid, and economic literacy activities and related services for low-income and potential first generation college students.

Knowledge of personal and career counseling. Ability to perform recruitment presentations. Ability to review, analyze and evaluate Project applications. Ability to effectively maintain a caseload of Project Participants and

provide them with services and activities as indicated on their Individual Service Plans.

Knowledge of basic computer skills including Microsoft Office software.

Ability to effectively communicate orally and in writing. Exceptional interpersonal, counseling, communication, organization

and facilitation skills. Knowledge or barriers to postsecondary education faced by low

income and potential first generation college students. Professional or personal experiences in overcoming barriers


TABLE 3: Responsibilities & Required Qualifications of theProject Administrative Assistant

Education Required

Associate’s Degree in Office Support Management or related field.


Three (3) years responsible experience in advanced administrative support functions.

Experience providing support to students and staff. Previous work experience in an educational setting serving

underrepresented students.Knowledge &

Ability Required

Knowledge of basic computer skills including Microsoft Office. Knowledge of database systems and ability to perform data entry. Strong English composition skills. Ability to effectively communicate orally and in writing. Knowledge of barriers to postsecondary education faced by low


income and potential first generation college students. Professional or personal experiences in overcoming barriers


The quality of the applicant’s plan for employing personnel who have succeeded in overcoming barriers similar to those confronting the Project’s target population.

Lower Columbia College will implement the following plan to encourage applicants for

employment for vacant SSS Project staff positions from persons who have succeeded in

overcoming barriers like those faced by the target population:

Table 5: Plan to employ personnel who have succeeded in overcoming barriers like those of the target population

STEP 1:Identification

Vacant Project positions will be advertised in the following media markets and in the target area to ensure that persons from underrepresented groups in higher education apply:

National, Regional, and State TRIO List serves Local and Regional Newspapers and National Online Education

Publications Educational Based List Serves and Websites Job Search Websites and Career Centers at Local Universities Historically Minority Focused Publications

Advertised positions will state that LCC is an equal opportunity employer.

Project position vacancies and job announcements will state the following sentence: “Preference will be given to individuals that have succeeded in overcoming the disadvantages and circumstances like those of the targeted population.”

STEP 2:Recruitment

LCC will contact the following entities and organizations to inform them of Project vacancies and to recruit applicants that have succeeded in overcoming the disadvantages and circumstances like those of the targeted population:

Education Based Organization and Agencies Career Centers at Local Colleges and Universities Hispanic Chamber of Commerce Lower Columbia College Website

STEP 3:Selection of

Project

Human Resource (HR) Department implements Steps 1 and 2. HR Department receives and screens all applications to determine

eligibility for the Director vacancy based on a review of their


Director

qualifications, education, work experience, training, and personal or professional experiences overcoming the disadvantages and circumstances like those of the targeted population.

College faculty and institutional staff will serve on the Hiring Committee to aid in the selection of the Project Director.

Hiring Committee interviews all qualified applicants and asks specific questions about each applicant’s extent of personal and/or professional experiences overcoming barriers similar to those confronting Project Participants.

Hiring Committee refers successful candidates for the position of Project Director for a second and final interview with the College President (Principal Investigator).

The President of the College makes the final selection of the Project Director with the approval of the HR Department.

STEP 4:Selection of

Project Advisors

Project Administrative

Assistant

Project Tutors

Project Director and HR Department implement Steps 1 and 2. HR Department receives and screens all applications to determine

eligibility for all other SSS Project vacancies based on a review of their qualifications, education, work experience, training, and personal or professional experiences overcoming the disadvantages and circumstances like those of the targeted population.

Project Director, college faculty, and institutional staff will serve on the Hiring Committee to aid in the selection of the Project Advisors.

Hiring Committee interviews all qualified applicants and asks specific questions about each applicant’s extent of personal and/or professional experiences overcoming barriers similar to those confronting Project Participants.

Hiring Committee refers successful candidates for the position of Project Advisor for a second and final interview with the President of the College.

The LCC’s President, in conjunction with the Project Director, makes a final selection of the Project Advisors.

F. BUDGET

The budget is reasonable, cost-effective, and adequate to support the Project.

The following detailed budget narrative of ^$357,514 ($1625.06 cost per Participant) to

two hundred and twenty (220) Participants in the SSS Project of Lower Columbia College (LCC)

includes costs that are related to the approved activities and services proposed in the Plan of

Operation section. All costs detailed in the budget will be necessary to accomplish the proposed

Project activities and will be reasonable and allowable as stated in the Student Support Services


Program regulations. Items annotated with asterisks are costs incurred by implementing

Competitive Preference Priorities (CPP) #1a & #1b and #2a & #2b.

Personnel

PersonnelSalaries

Title Effort Salaries(1) Director 65% $ 36,400.00(1) Transfer/Academic Advisor 100% $ 40,000.00(1) Multicultural/Academic Advisor 90% $ 36,000.00(1) Academic Advisor/Student Leadership Coordinator 100% $ 40,000.00(1) Project Assistant 100% $ 29,500.00(1) Learning Specialist 25% $ 10,250.00(5) Tutors/Peer Mentors @ ^^10.25/hr. x 10hrs/2k. x 40 wks. Hourly $ 20,500.00

Total Salaries $ 212,650.00Fringe Benefits

Title Effort Benefits(1) Director 65% $ 12,012.00(1) Transfer Advisor 100% $ 13,200.00(1) Multicultural Advisor 90% $ 11,880.00(1) Academic Advisor/Student Leadership Coordinator 100% $ 13,200.00(1) Project Assistant 100% $ 9,735.00(1) Learning Specialist 25% $ 3,382.00(5) Tutors/Peer Mentors @ 10.25/hr. x 10hrs/wk. x 40 wks. Hourly $ 3,075.00

Total Fringe Benefits $ 66,484.50Total Salaries and Benefits $ 279,134.50

The Personnel budget request for salaries includes the cost of (1) Project Director at

65% effort, 12 months. The SSS Project Director also oversees a second TRiO grant,

Educational Talent Search with the approval of the Department of Education. The combined

leadership of both TRiO Projects allow for cooperation between the two TRiO Projects and

continuation of services to TRiO participants. The budget about covers the cost of (2) full-time,

12 month Advisors and (1) 90% Effort, 12-month Academic/Multicultural Advisor. Lower

Columbia College makes an in-kind donation of 10% salaries and benefits for this position. (1)

Full-time, 12-month Project Assistant is included in the Personnel Budget. (1) 25%, 12 month


Learning Specialist and (5) Hourly Tutors/Peer Mentors are included in the budget. All of the

above personnel are required to implement specific activities to increase the retention &

graduation rates of disadvantaged students at the institution. The budget request for Fringe

Benefits include FICA, Worker’s Compensation and Federal Unemployment, which are

mandated by law. Additionally, full-time Project staff receive Health Insurance, Life Insurance,

Disability Insurance and Retirement resulting in a fringe benefit rate of 33%. The fringe benefits

rates are calculated in accordance with college policies and are necessary and justifiable to

employ Project staff to implement Project activities and services.

Staff Travel

^^Director to attend COE National ConferenceAirfare/Ground Transportation: $800.004 days of per diem @ 70.00 per day $280.00Lodging 4 days @ 200 per day $800.00Subtotal: Director Travel $1,880.00

4 SSS Staff to attend Regional ConferenceGround Transportation ($.75) x 800 miles) $600.004 days of per diem @ $50 per day x 4 SSS staff $800.00Lodging $120 x 2 days x 4 rooms $1,920.00Subtotal: Regional conference $3,320.00

4 SSS Staff to attend State MeetingGround Transportation $.75 x 400 miles $300.002 days of per diem @ $50 per day x 4 SSS staff $400.00Lodging $120 x 2 days x 4 rooms $960.00Subtotal: State Conference $1,660.00Total Staff Travel: $6,860.00

The budget request for Staff Travel is reasonable, cost effective and necessary to

improve the ability of Project staff in the delivery of Project services and activities. Attendance

at national, regional, and local conferences will enable the Project Director and other full-time

Project staff to attend workshops and trainings which address issues relevant to SSS eligible


students (retention, graduation, improving the institutional climate supportive of disadvantaged

students, etc.). Please not that Staff Travel does not exceed 4% of total Personnel salaries.

Participants Travel

Transfer Trips to Four-year Colleges or UniversitiesUniversity of Washington 260 miles at $.75 per

mile $270.00

University of Washington – Meals 10 students, 1 Meal at $10 each $100.00

Washington State University – Vancouver (2 Trips) 85 miles at $.75 per mile $127.50

Western Washington University 450 miles at $.75 per mile $337.50

Western Washington University – Meals 10 students, 2 meals at $10 $200.00

Portland State University and University of Portland 122 miles at $.75 per mile $91.50

Evergreen State University 125 miles at $.75 per mile $93.75

University Tour: Washington State University, Eastern Washington University, Gonzaga University, Central Washington University and Whitworth University – Meals

12 students, 3 meals per day x 3 days at $10 per meal

$1,080.00

University Tour: Washington State University, Eastern Washington University, Gonzaga University, Central Washington University and Whitworth University – Housing

12 Students at $32 per student x 2 nights

$768.00

University Tour: Washington State University, Eastern Washington University, Gonzaga University, Central Washington University and Whitworth University – Mileage

950 miles at $.75 per mile $712.50

Subtotal: Transfer Trips $3,780.75

Student Leadership Conference

Registration for 12 participants $25.00 each participant $300.00

Mileage to Olympia, WA. 150 miles at $.75 per mile $112.50

Meals for 10 students 12.00 per meal $144.00Subtotal: Student Leadership $556.50

Cultural Activities4 events, 20 participants per event $10 each ticket $800.00


4 meals, 20 participants per meal $10.00 per meal $800.00

Mileage to Seattle 250 miles at $.75 per mile x 2 vans $375.00

Mileage to Portland 125 miles at $.75 per mile x 2 vans $187.50

Subtotal Cultural Activities $2,162.50

Total Participant Travel: $6,499.75

The budget for Participant Travel provides opportunities not usually available to

disadvantaged students to attend college, career, and educational enrichment field trips each

Project year. Participant Travel costs are reasonable and justifiable. The budget requested for

Participant travel is necessary to accomplish the objectives related to the retention and

graduation of Project participants.

Equipment

Equipment $ -

There is no request for equipment.

Supplies

Supplies ^^Consumable Office SuppliesTechnologyCopier Machine Maintenance and CopiesGraduation Reception and TRIO DayConference Registration

Total Supplies $7,500.00

The budget request for Supplies includes consumable office supplies (pens, paper,

envelopes, file folders, paper clips, staples, etc.), online tutoring database, and tutoring supplies.

The Technology line item includes the purchase of one (1) computer and instructional software


for use by Project participants. These supplies are essential to carry out Project services and

activities and are reasonable and cost effective.

Other

Other:College Readiness Workshops and Instruction $2,000.00Summer Bridge Program and Instruction $3,000.00External Auditor $2,000.00Financial Literacy $1,168.00Council for Opportunity in Education Institutional Membership $1,500.00Northwest Association of Educational Opportunity Programs $450.00Student Database Technical Assistance $400.00

Total Other: $10,518.63

The Other category includes the cost of a consultant includes the cost of a consultant to

conduct an evaluation of the Project, and institutional memberships to National and Regional

Professional Associations that specialize in providing timely and adequate resources to SSS

Project personnel to impact the graduation and retention of low income, first generation students

with disabilities. Furthermore, included are fees to maintain the Projects database software and to

generate the Annual Performance Report at the end of the Project year (summative evaluation).

These fees also apply to producing daily, weekly, and monthly performance reports (formative

evaluation) to track progress toward achieving Project goals throughout the Project year. Finally,

this category also includes expenses related to Workshop Instruction and Summer Bridge

Programs designed to impact the success of the target population.

Grant Aid

Grant AidGrant Aid $20,000.00

Grant Aid is used to supplement financial aid to SSS participants who may need to

otherwise utilize loans to cover additional expenses outside of tuition, fees and books. SSS


participants use Grant Aid to supplement their income and reduce their work hours outside of

class. By working less, students are able to spend more time studying, thus improving their

academic performance. Lower Columbia College is a Title III institution, therefore is exempt

from matching student Grant Aid funds.

TOTAL DIRECT COSTS $ 330,513.00

INDIRECT COSTS (8%) $ 27, 001.12

GRAND TOTAL $ 357,514.00

COST PER PARTICIPANT (220) $ 1,625.06

In summary, the proposed budget demonstrates how the Project will fund the activities

described in the Plan of Operations and how priority is placed on meeting the academic,

personal, social, cultural, and developmental needs of low-income, first generation, and disabled

college students. The total requested amount equals the Grant Award for FY ^^2012 of the

current Lower Columbia College Project.

G. EVALUATION PLAN

The Secretary Evaluates the Quality of the Evaluation Plan for the Project on the Basis of the Extent to which the Applicant’s Methods for Evaluation are Appropriate to the

Project and Include Both Quantitative and Qualitative Measures.

In compliance with EDGAR 74.590, Lower Columbia College (LCC) will use both

formative and summative evaluation to assess:

1) The progress of the Project in achieving the funded objectives as outlined in the

application;

2) The effectiveness of the Project in meeting the purposes of the SSS Project; and


3) The effect of the Project on persons served, including any persons who are members

of groups that have been traditionally underrepresented.

Each objective is evaluate by either a process or outcome measure for each activity that supports

the objective. The LCC SSS Project has written letters of support from the Institutional Research

Director, Advising and Testing Director, and the Registrar pledging to assist with data gathering

activities needed to properly evaluate the Project.

Formative evaluation for the SSS Project will include documenting, collecting data and

reporting activities on an ongoing bases. The formative evaluation will be completed monthly, at

the end of the each quarter and annually in order to make adjustments accordingly. Formative

evaluation will be both qualitative and quantitative and include participant and personnel data.

The summative evaluation will include data gathered relating to each outcome and performance

objective by looking at annual data in year-end reports. Summative evaluation also includes

qualitative and quantitative data.

Qualitative data includes reports generated when participants log into the SSS database

each time they enter the SSS office. When participants log in, they describe the activity they will

be doing and who they will be meeting with. Each quarter the SSS Project Director will study

statistical data and participant’s files in order to determine:

1. Is there a statistical difference between SSS participants and the general student body

with regard to retention, graduation, transfer and GPA?

2. Are the differences significant?

3. What are the main activities and services that assisted with increasing SSS participants’

success?


The SSS Project staff will gather quantitative data. Some examples of quantitative data

include measuring the number of meetings attended by participants, changes in SSS participant

GPA’s as a result of tutoring and reporting the number of participants who transfer. Surveys

provide information about SSS workshops/classes, tutoring/mentoring services, events and SSS

staff. This information is used to fill out reports and make adjustments to the types of data

gathered as well as keep demographic information about participants for reporting purposes.

Quarterly, monthly, and annual versions of data gathered are available for SSS staff, college

personnel and the U.S. Department of Education.

All Project objectives listed in the Objective Section are measurable and time-oriented. An

evaluation plan has been developed for each of the seven objectives and the activities that are

guided by those objectives. The evaluation plan will include the following: (1) Progress of the

Project in achieving funded objectives, (2) Effectiveness in meeting the purpose of the SSS

Project, (3) Effect of the Project on SSS Participants, (4) Compliance with federal rules and

regulations, (5) Progress of services according to the Plan of Operation.

The following model will be used to evaluate:

SSS Project objectives have been designed to increase academic performance, retention

and graduation. The objectives guide the SSS Project and allow for careful selection of


Step 1: Objectives

Step 2: Needs

Assessment

Step 3: Procedures

Step 4: Evaluation

participants. Each SSS Participant completes a needs assessment to determine baseline

academic levels and needs. Procedures include services and activities provided by SSS staff and

College personnel. Services and activities bring about changes in baseline data providing

participants with academic support and increased retention and graduation rates. Record keeping

will allow for continuous monitoring. Evaluation is the 4th component of the model and involves

continuous feedback and adjustment of activities and objectives in order to make the SSS Project

more effective.

Examine in Specific and Measurable Ways, Using Appropriate Baseline Data, the Success of the Project in Improving Academic Achievement, Retention, and Graduation

of Project Participants.

Baseline data will be obtained for the Project by a number of valid methods including:

1. Utilizing LCC database;

2. Utilizing the Institutional Research Office and Registrar to gather reliable data;

3. Maintaining an SSS database on each cohort of participants to track performance.

Table 1:Baseline Obtained by the LCC SSS Project

Academic Achievement

The Needs Section includes formative data that will serve as a baseline for assessing participants’ improvement in academic achievement. SSS staff maintain a comparison cohort study using SSS eligible non-participants.

Retention Rate

All SSS eligible freshmen students are entered into the Project database by December 1 of each fall quarter. Therefore, it is possible to gather baseline data on participants and SSS eligible students who were non-participants in order to do comparison studies on Retention Rates.

Graduation Rate Achievement

Graduation rates for participants and SSS eligible non-participants can be derived from the LCC database.


Quantitative Data

The following provides quantitative information about each objective, how staff will

document the data:

Table 2: Measuring Progress Towards Achieving Objectives - Quantitative

Objective Criteria Documentation Timeline Persons Responsible

Selection1. 220 eligible

participants will be identified, selected and enrolled in SSS.

Was an eligible cohort of 220 students selected and enrolled in SSS by Dec. 1st of each Project year?

Does the proportion of students accepted into each category meet federal eligibility guidelines?

Are all participants properly documented?

Completed Project applications and personal interviews documented in each participants’ file.

Participant list and database will reflect eligibility codes in the proportions recommended by federal guidelines.

All files will be checked for proper documentation.

September 1 to December 1 of each Project year (progress monitored in staff meetings weekly).

Project Director, SSS staff prioritize and select.

Good Academic Standing2. 85% of all SSS

participants will be in good academic standing at the end of each academic year.

Did at least 80% of the 220 participants achieve a 2.0 GPA?

Transcript in each folder demonstrating that at least 80% of SSS participants maintained a 2.0 GPA.

Within 30 days of the end of each Project year (Sept. 30).

Project Director

SSS Staff

Retention3. 60% of each

cohort is retained from fall-to-fall.

Were at least 60% of each cohort retained to the next year?

Do individual annual transcripts and database show that 67% and 40% of each cohort meet

Within 30 days of the end of each year (Sept. 30).

Project Director

SSS Staff


second and third year persistence objectives?

Do advisor logs reflect that each participant was seen at least three times a quarter?

Graduation4. 35% of each

entering cohort will graduate within 4 years.

Did 30% of each cohort graduate with an AA or Applied Science degree?

Registrars report showing SSS participants who have graduated.


Participant progress monitored monthly at staff meetings.

Project Director

SS Staff

LCC Registrar

Transfer5. 25% of each

entering cohort will transfer within 4 years.

Did 25% of each cohort transfer to a four-year college or university?

Annual State Board Data Warehouse.

Documentation in each file under exit reason section.


Participant progress monitored monthly at staff meetings

Institutional Research Director

Project Director

SSS Staff

Institutional Involvement6. 75% of the

SSS staff will serve on committees which have a positive impact on the institutional climate for SSS eligible

Do indicators clearly demonstrate that Project participants and staff as well as college faculty, staff and administration feel that there is a supportive campus

SSS participant surveys.

SSS Project surveys of faculty, staff and administration.

College student climate survey.

Annual surveys

Institutional Research Director

Project Director

SSS staff


students. climate for at-risk SSS participants? College survey of

graduates.

Qualitative Data

Qualitative data is more subjective and allows for feedback and adjustment of objectives

needed for formative evaluation. The following indicates that activities used for qualitative

evaluation of the SSS Project.

Table 3:Measuring Progress Towards Achieving Objectives – Qualitative

Activity Evaluation

Retention/Graduation

Participants that withdraw from school are sent a survey asking their reasons for non-retention and what they think might have helped them remain in college. Graduates participate in an exit interview to provide feedback about Project services.

Tutoring

Both tutors and Participants are given a formative and summative evaluation of highlight strengths and challenges with tutoring services.

Personal Counseling A monthly sampling of participants using this service is taken.

Academic Advising

A sampling of advisees complete an annual survey to determine the quality of this activity. This activity is also monitored by the Project Director in weekly individual and staff meetings.

Career Exploration

Participants complete an evaluation form at the end of each quarter to determine the level of satisfaction with services and extent of its usefulness.

Transfer Assistance Participants complete an evaluation form which asks specific transfer related questions.

Mentoring A sampling of participants is surveyed quarterly.

Cultural Activities Participants complete evaluation forms are the end of each activity.

Supplemental Instruction Participants complete a survey at the end of each quarter.


Financial Literacy

Participants will complete a pre and post-test as part of the Financial Literacy workshops (Quantitative) and also discuss the results with their assigned SSS Academic Advisors.

Institutional Climate

A sampling of participants will be surveyed requesting their opinion of the institutional climate and the level of support they received at the end of each quarter.

Workshops/SSS Classes Participants complete evaluation forms at the end of each workshop/SSS class.

Accommodations

Participants requesting accommodations are surveyed to determine if the accommodations they receive meet their needs after the first month of classes and again at the end of each quarter.

The Applicant Intends to Use the Results of an Evaluation to Make Programmatic Changes Based on the Results of Project Evaluation.

Formative Evaluation

The SSS Project will continue to use formative evaluation results as a basis for

considering programmatic changes in its services. During weekly staff meetings, SSS staff and

the SSS Project Director will analyze data for its programmatic implications. The SSS staff will

come together to discuss needed changes, if any, that should be made in the delivery of services.

Evaluation results will include assessing key measures described in objectives and provided in

SSS services when needed. Key LCC personnel will also be utilized when appropriate.

In addition, SSS participants will evaluate tutors, SSS staff, mentoring relationships,

cultural trips and services throughout the Project year. SSS personnel will also evaluate SSS

participants’ motivation, attendance, effort and progress and attitudes toward academic

improvement. Continual evaluation from both participants and SSS staff allow for necessary

adjustments and changes to be made timely and impact existing students in the Project.


Summative Evaluation

The summative evaluation model used by LCC is similar to the formative evaluation

described previously. Annual summative evaluation reports will also be used to make

programmatic changes when needed. The ongoing changes that result from formative evaluation

provide the necessary basis for summative evaluation and evaluating the SSS Project at the end

of each Project year.

In summary, SSS personnel will use activity surveys, evaluation forms and reports to

evaluate progress towards meeting each objective and determining the need for programmatic

changes. The evaluation methodology is comprehensive and includes both formative and

summative analysis in an effort to ensure that the 220 low-income, first generation participants

and/or disabled participants who have academic need are retained and graduate or transfer to a

four-year college or university.
