Assessment Plan for iStartSmart
Paradise Valley Community College
Revised September 28, 2007

Assumptions

• Specific learning outcomes have been developed for the following components: orientation, iGoal, academic advising, student success course.
• Learning outcomes will be made explicit to students in each of the elements of the iStartSmart program
• Learning outcomes are aligned with the factors known to contribute to student success (i.e. faculty staff relationship building, peer relationship building, navigating college processes and systems, establishing feelings of connection to PVCC, goal setting, and learning how to become an active learner)
• Learning outcome statements and samples of measurement tools will be submitted to the Office of Institutional Effectiveness for each of the program components (orientation, iGoal, academic advising, student success course)
• Both program and learning outcomes assessment will be conducted.
• Student tracking data will be maintained.
• The PVCC Office of Institutional Effectiveness will coordinate the overall Evaluation Plan for iStartSmart. Individual unit leaders, in collaboration with the Director of Institutional Effectiveness, will be responsible for learning outcomes assessment at the program level.
• An overall assessment and evaluation report will be completed at the end of each academic semester.

Goals and Targets

Learning Outcome Measures

• 80% of the participants will “meet or exceed” competencies as identified on the Orientation assessment tool
• 80% of the participants who complete an initial iGoal will “meet or exceed” the iGoal elements as measured by the iGoal rubric
• 80% of the participants will “meet or exceed” the assessment measures of the student success course

Student Support Measures

• 70% of participants will complete academic advising sessions for at least two semesters or until completion of an identified goal (degree, certificate, transfer) Business process needs to be developed.
• 50% of the participants in the developmental cohorts will participate in Learning Support Center programs. Business process needs to be developed.
• Participants will have an average of three staff initiated contacts regarding iGoal. Business process needs to be developed.
• During the first semester, 100% of the participants will receive staff consultation (from an advisor, faculty member) prior to dropping a course or withdrawing from PVCC. Business process needs to be developed.
• Students will have access to an orientation session within a one week time frame.
• As a result of participating in the group registration process, 100% of students will register in the correct courses.

Student Success Measures - link for benchmark values (.pdf file)

• Student cohorts will exceed the NCCBP 90th percentile Benchmarks for fall to spring and fall to fall persistence
• Students in the developmental cohort will satisfactorily progress through developmental course sequences to the appropriate college level course  as measured by course passing rates equal to or higher than the NCCBP 90th percentile in developmental courses
• All participants will demonstrate course success by overall course passing rates equal to or higher than the course passing rates equal to or higher than the NCCBP 90th percentile
• Participants stating degree or certificate completion as a goal to achieve at PVCC will complete within three years at degree completion rates equal to or higher than the NCCBP 90th percentile
• Participants stating university transfer as a goal to achieve at PVCC will transfer at rates equal to or higher than the NCCBP 90th percentile
• 80% of students will select a major by the end of their 3rd semester
• Cohort students will participate in co-curricular activities exceeding the national rate reported by CCSSE
  

Student Tracking Database
The following items will be included in the database: name, ID number, age, gender, ethnicity, placement test scores, semester GPA, semester enrollment (credit hours) at high point, 45th day, and end of semester, enrollment in AAA 115 or CPD 150, course enrollment history and grades for MAT 092 and ENG 071

Data to Collect

Fall 2007 - Comparison High Point to 45th Day to End of Term
# of students in the cohort
# of students enrolled in student success courses
Total credit hours enrolled
# of students enrolled in developmental courses

Fall 2007 - End of Term
Cohort GPA
% of successful completers (A,B,C) by course enrollments
# of students enrolled in developmental courses ready to move to college level courses

Spring 2008 – High Point
# of students in the cohort enrolled (as a percentage of Fall 2007 high point)

Spring 2008 - Comparison High Point to 45th Day to End of Term
# of students in the cohort
Total credit hours enrolled
# of students enrolled in developmental courses

End of Term Spring 2008
Cohort GPA
% of successful completers (A,B,C) by course enrollments
# of students enrolled in developmental courses ready to move to college level courses

Fall 2008 – High Point
# of students in the cohort enrolled (as a percentage of Fall 2007 high point)

Fall 2008 Comparison High Point to 45th Day to End of Term
# of students in the cohort
Total credit hours enrolled
# of students enrolled in developmental courses

Fall 2008 End of Term
Cohort GPA
% of successful completers (A,B,C) by course enrollments
# of students enrolled in developmental courses ready to move to college level courses

Spring 2009 High Point
# of students in the cohort enrolled (as a percentage of Fall 2007 high point)

Spring 2009 - Comparison High Point to 45th Day to End of Term
# of students in the cohort
Total credit hours enrolled
# of students enrolled in developmental courses

Spring 2009 -  End of Term
Cohort GPA
% of successful completers (A,B,C) by course enrollments
# of students enrolled in developmental courses ready to move to college level courses

Link for New to College students --> Start Here