PK !NN _rels/.rels PK {TB!word/document.xml Non-Instructional PPA: SA - EOPS/CARE/CalWORKs (EOPS-CARE-CW) PPA Review Narrative2021 - 2022 GENERALName and Title of ManagerPaul Casey Program DirectorName and Title of Contributor 1Mitzi Alexander: Program CounselorName and Title of Contributor 2Marlene Tapia: Program Asst. 2Name and Title of Contributor 3Sarah Garcia: Program Asst. 1Name and Title of Contributor 4Angie Lopez: Admin. Asst.STUDENT SUCCESSHow does your service/office/non-instructional program focus on students?The Extended Opportunity Programs and Services (EOPS) primary goal is to provide "Over & Above Services and to encourage the enrollment, retention, and transfer of students disadvantaged by language, social, economic and educational circumstances, and to facilitate the successful completion of their goals and objectives in college. In 1969, EOPS/CARE was built on the basis of Diversity, Equity and Inclusion to engage full potential of the individual who are valued and integrated throughout the EOPS program. EOPS offers academic and support counseling, financial aid and other support services such as priority registration, book credits, grants and scholarships, peer advising, orientation, Wednesday Workshop series, transfer guidance, UC/CSU application fee waivers embedded into the transfer applications, scientific and graphing calculator loan program, and book lending library. The EOPS program at Ĵý served 618unduplicated students in the 2020-21school year completions of 12 units or more.In the Fall 2022semester, the program plans to offerEOPS and CalWORKs services at both satellite campuses located at Castroville and Soledad, the tentative plan is to have a rotation of at least one classified staff and one counselor at each site. The tentative plan is to offer one classified staff and one counselor twice (additional Adjunct Counselor is needed) a month at each location to allow for the concentration of services at the Main Campus to continue at maximum coverage. For all sites and to maintain adaptable service delivery methods, all staff and counseling faculty will work remotely using zoom and email to provide full counseling and support services to active and former EOPS students.How does your service/office/non-instructional program support students in: a. Completing their program/educational goal? b. Completing their program on time? Is there more that it can do?EOPS counselorsand office staff provide a variety of services to guide students to complete their academic goals. The counselorsmotivate students to become more active in their enrollment selections and decisive with their career choices. Thus, we adhere to EOPS Implementing Guidelines that require EOPS students identify an educational goal after the second semester in the program. The program staff monitor students success to achieving their educational goals by administering the EOPS Implementing Guidelines that each student to complete three (3) contact sessions per semester with counselor. The first contract session is to prepare the student educational plan, review Mutual Responsibility contract and review what is expected of the student to accomplish. Second (2) contact the office staff emails all students to submit a Mid-term Progress Report of their course grades. Student who are experiencing academic challenges are referred to make a counseling appointment and referred to the Panther Learning Lab for additional academic support. The third (3) and final contact are assess the student term success and prepare for the next term classes.EOPS/CARE and CalWORKs program counselors engage in training and College initiatives that provide the most current and complete transfer and career information needed to create educational plans that follow coherent program maps, which include specific course sequences. To foster student success, EOPS/CARE counselors integrate the following components in the initial development and ongoing review of a student’s educational plan;1) Degree, Transfer, certificate completions within 70 units (some exceptions for high unit majors)2) EOPS students are to Maintain full-time status of 12+ units to be in Good Standing” and meet with a Counselor twice for fall and spring semester and once over the summer semester.3) Program counselor work closely with students who are on academic probation status, and SAP appealsMPC and HCC Vocational Education and Work Study Bi-Monthly Meetings:These joint meetings ensured coordination and identified best practices in meetings CWES requirement, between the Monterey County Department of Social Services, Ĵý, and Monterey Peninsula College. Case manager supervisors and MPC CalWORKs counselor, HCC CalWORKs counselor attended the bi-monthly meetings. Both County and the College representatives, exchanged lists of all active cases on CalWORKs at the conclusion of every meeting. The Program Specialist, Technician and Coordinator review the eligibility requirements of each student at the close of fall and spring semesters. Program status alerts are sent to students who are not meeting program requirements.Based on the mission of your service/office/non-instructional program, describe how you offer 'equitable services' to different student groups at Ĵý?The very nature of the EOPS program is to assist low-income and educationally disadvantaged students gain access to and successfully complete a program of higher education. EOPS students may be defined as "at-risk" since students who are academically underrepresented and have financial need often do not succeed in college without specific support services such as EOPS. Acceptance into the EOPS program is never based on race, ethnicity or religious affilication. The only determinants to qualify for EOPS services are presenting an educational disadvantage; first-generation college student (neither parent has a Bachelor's degree), an English language learner, beginning basic skills classes in college, or completing high school with little to no college preparation, and meeting financial income criteria based on the California Promise fee waiver scale. The financial aid criteria that meets EOPS standars also qualifies students as living in Poverty based on the federal guidelines. Consequently, all EOPS students are in critical need of financial assistance to support their college expenses. Further, these students represent socio-economic and ethnic minority groups that have faced years ofinstititutional discrimination.To properly advocate for success, every member of the EOPS/CARE/CalWORKs team is committed to ongoing training on best practices of providing equitable services. In October 2021, all staff and faculty in our programs, participated in the two-day CCCEOPSA (California Community College- Extended Opportunity and Services Association) conference. The them of the Conference was XXXXXXXXXXXXXX. The guest speaker was -----------. Our staff and faculty attended workshops to focus on service delivery areas _________With this training, our commitment to equitable services is demonstrated by allowing specific students to have open enrollment; students who qualify for DACA, Guardian Scholars/Foster Youth and are underrepresented on our campus, specifically African American college students. This has resulted in growing representation of these group within the program. The EOPS program also collaborate very closely with the DSPS program to ensure shared students are provided the EOPS book credit in a timely manner without duplicated counseling meetings, so there is a clear process for them to receive needed accommodations and EOPS services.Describe the services that your program/service/office has offered to the Disproportionately Impacted (DI) student groups outlined in the 2020-21AY Summary of the Strategic Plan, which includes: American Indian/Alaskan Native, Foster Youth, Hawaiian /Pacific Islander, and/or Some other race.The demographics of Hartnell college EOPS program slightly differ fromthe demographics of the entire student body of the College.The EOPS program student profile is based on students identifying their ethnicity on the program application. For the 2020-2021 school year, the program demographics were:1.13% African American Students, .32% American Indian/Alaskan Native, 1.45% Asian.81% Filipino, 82.13% Hispanic, 1.13% Two or more races, 2.90% White Non-Hispanic, and a large number, 9.98% declared their ethnicity unknown.The ethnic groups that report low representation compared to the College's student body as a whole are African American Students, who account form 2.5% of the entire student body and Asian,To promote stronger representation of African American students, we allow students from this ethnic minority to apply any time during the semester and ensure they receive appropriate services. The EOPS program is also a friend to the newly designed Umoja program on campus, which gives us the opportunity to support Umoja program activities and counseling support.The EOPS program also designates a counselor to work with the Guardian Scholars Program. Our program currently serves 27 active Guardian Scholar students. TheEOPS/Guardian Scholars Counselor meets monthly with the Foster Student Support team, to review the enrollment and financial aid status of each Guardian Scholar/Foster Youth. Each semester, the counselor facilitates a workshop to offer this student group information on counseling services, enrollment and financial aid. Along with the Guardian Scholars program coordinator, a financial aid technician, the EOPS/GS counselor reaches out to any student who is facing academic or financial aid probation to help clear any holds before registration.Are there any Disproportionately Impacted (DI) groups that are currently NOT being served by your program/office/service? What resources would you need to better serve these student groups? Considering the demographics of the college as a whole, EOPS is going "above and beyond" in providing equitable services to the groups who qualify based on an educational disadvantaged and low-income background. The program met the needs of students during the early transition to online learning by offering remote services, issuing chrome books and text books by drive-through appointments and maintainingbiweekly email correspondance on all updates regarding COVID or program business. In order to continue to be flexible in meeting the needs of students, as they prefer- multiple modiality, such as remote (zoom online counseling ), electronic educational document, In-Person contacts, outreach efforts remotely or in-person, additional Program Assistant/Recruiter is much needed to focus on diverse disproportionate student population.Please describe any equity gaps that were not identified and/or discussed in the questions above, based on your experiences at Hartnell.Hartnell has historically served a high number of Latinx students and is slowly wideningrepresentation of other underrepresented ethnic minority groups such as African American Students and Asian/Pacific Islander. Given the convenience of distance education, the College can maintain and welcome a more diverse student body by accommodating the distance learner. Many students in the EOPS program are concurrently enrolled at local Community Colleges because the online course offerings at Hartnell were sparse.Faculty and staff participation in hiring committees to consciously recruit qualified members of ethnic minority groups to create a more diverse employee group on campus, should continue to rotate based on interest and background. Many of the EOPS staff and faculty participate on hiring committees and support efforts made to have better representation among campus employment groups.If funding if approved for the requested Program Assistant/Recruiter, this position was design a deliberate program plant to concentrate outreach for underrepresented ethnic groups within EOPS/CARE/CalWORKs.SERVICE AREA OUTCOMESPlease describe any meaningful outcomes that have been achieved from the SAOs outlined in the prior academic year.In the prior academic year, EOPS/CARE service Area Outcome was greatly affected due to the Pandemic of COVID-19 shelter in place. The college offerred Higher Education Emergency Relief Funds (HEERF) of $300.00 to all student to purchase textbooks. This resulted a less use of our students using the Lending Library.In the previous SAO was based on the hope that an increas in textbook credit and the use of the Lending Librarywould have an impact between book credit and completion rate of 12 units or more. With the Pandemic of COVID-19 the result did not cause the number of students completion rate.With the additonal funds not utilitzed for book credits, and Lending Library book purchases, EOPS/CARE pivot to offer an increase in student grants.SIGN OFF / APPROVALPK !eH6 6 word/footnotes.xml PK !S0 0 word/endnotes.xml PK ! uword/theme/theme1.xml PK !uz word/settings.xml PK !@##word/webSettings.xml PK !C  word/fontTable.xml PK {T(ȯdocProps/app.xml 852211379Microsoft Office Word011falseTitle1false91falsefalse16.0000PK {T docProps/PK {Tword/PK {T word/_rels/PK {T=AdocProps/core.xml Jason McElravyJason McElravy122020-07-22T14:41:00Z2021-03-31T16:52:00ZPK {TF~~word/_rels/document.xml.relsPK {Tȹ(([Content_Types].xml PK {Tc./word/styles.xml PK {T2 word/header1.xml Non-Instructional PPA: SA - EOPS/CARE/CalWORKs (EOPS-CARE-CW) PK {Tz1word/footer1.xml 4/27/2022 Generated by Nuventive Improvement Platform Page PAGE * Arabic * MERGEFORMAT 1 of NUMPAGES * Arabic * MERGEFORMAT 1 PK !NN _rels/.relsPK {TB!wword/document.xmlPK !eH6 6 %word/footnotes.xmlPK !S0 0 word/endnotes.xmlPK ! uword/theme/theme1.xmlPK !uz word/settings.xmlPK !@##word/webSettings.xmlPK !C   word/fontTable.xmlPK {T(ȯ[docProps/app.xmlPK {T docProps/PK {Tword/PK {T word/_rels/PK {T=AdocProps/core.xmlPK {TF~~word/_rels/document.xml.relsPK {Tȹ(([Content_Types].xmlPK {Tc./ word/styles.xmlPK {T2 word/header1.xmlPK {Tz1word/footer1.xmlPK_4