CAPE Pathways for HSE, ESL :: PIP System (SUNY Orange)

CAPE Pathways for HSE, ESL Print All

Initiative Title	CAPE Pathways for HSE, ESL
Submitted in Previous Year(s)	2017
Critical Information, Notes, Justification, Rationale	CAPE will work with Admissions and Advising on further institutionalizing support for ESL (English as a Second Language) and HSE (High School Equivalency) students considering enrollment in the College by assisting in making the transition as seamless as possible. It's important to provide this service as both ESL and HSE students require such support to navigate entering the College. While developing this process it should be noted that just by providing College information on a systematic basis will be helpful for students in making informed decisions about furthering their education. As a result, the College is tapping into a target market not fully realized. AY 15-16, ESL enrollment is 868 and HSE enrollment is 846, totaling over 1700 . This is a significant pool of students to put a more concrete process to recruit. With enrollment in steady decline since 2011, SUNY Orange needs to find new pools of students to recruit from; we also need to make sure that those students can succeed by persisting through college and successfully completing certificate and degree programs. However, this challenge takes place in the context of a high need among the adult population in Orange County who lack a high school diploma or equivalency, and for those adults who have difficulty speaking English. It is essential for SUNY Orange to engage this population to truly become a driver of economic mobility and community empowerment, and more than likely increase enrollment. Benefits to the College can only become possible if we better assist this large pool of adult students move to earn college credentials. The College's current design is to actively promote programs to transition students to college, however the College "system" is unprepared to receive them. Focusing more on a transition model for college management, operations, and pedagogy will better assist adult education students to advance and persist to post secondary education. It is obvious that CAPE's adult education programs could serve as a large “feeder school” into credit and certificate programs with AY 16-17 enrollment for ESL at 816 and HSE at 647. However, this adult education student population is often neglected. Consequently, students are missing an opportunity to boost their earnings, and we are missing an opportunity to improve completion rates and increase enrollment. The fact that these students are already enrolled in CAPE programs affords the College the opportunity to structure student transitions into postsecondary education in a way that promotes persistence. If these students are already at the College, it is easier to ensure that they have a viable plan for how to complete a degree program. It has been shown that systems in which community colleges are responsible for adult education, the revenue-cost calculations show that it will be worthwhile to invest in adult education transition. For all these reasons, CAPE ESL and HSE programs are seeking to assist in developing and implementing a transition model for this student population which includes hiring a Transition Specialist. This model goes beyond just providing college application assistance. We need staff who have the skill set and knowledge to work directly with ESL/HSE students to develop aspirations for college and career goals, and secondly, facilitate the process for next steps. In addition, such a model can include activities that can enable students to enter college with little or no need for remedial or developmental education, improving their chances of degree attainment. Specifically, this Transition Specialist would provide mentoring during the duration of these programs to see the possibilities of continuing their education toward a credit program. Assistance with disseminating information to non-credit students needs to begin early in the process of the non-credit programs. Mentoring continues with guiding students through the admissions process and then maintaining mentoring relationships with the students during their first year in the credit program. The mentor/student relationship would be an important component in sustaining the student in the College by means of establishing a personal contact dedicated to the success of the student, thereby increasing the probability of student retention in the College. Most of these students are first generation college students who need the support to get them through school. If successful, word of mouth would help feed students into the college from non-credit to credit. It takes visionary leadership that can see a future for these students from adult education into postsecondary programs and will help them successfully complete certificates and degrees that have value in the job market.
Consequences of this initiative not being funded	Fewer successful HSE and ESL students will not have the information they need to enroll in the College. Diminished or limited potential for enrollment into the College of students from these programs being enrolled in the College this impacting future revenue. This model is conducive to the enrollment and retention of nontraditional students into the College which has far reaching implications for an expanded outreach effort to enroll and retain these students.
Department Goals	Expand the education pipeline and seamless transition activities from non-credit to College academic programs, or through external partner to College, Collaborate internally with Academic Affairs, Student Services, and Institutional Advancement staff, College committees, Governance, and other internal entities to identify opportunities for supporting CAPE, it's students and businesses and industries.
Programs	ESL, Workforce Development / HSE
Locations	Main Campus, Newburgh Campus
Estimated Completion Date	05/24/2019
Will this initiative span multiple budget years?	No
Importance	High
Funding Source	Request for Prioritization
Created	10/16/2018 11:28 am
Updated	04/14/2019 7:17 pm

Institutional Goals

Goal	How will the initiative support this institutional goal?
COLLEGE GOALS as of 2011 4. To promote student growth and development by providing comprehensive and innovative academic and support services.	Providing additional student support services to this ESL and HSE population will increase the likelihood of continuing their education
MIDDLESTATES STANDARDS 2. Planning Resource Allocation & Institutional Renewal	Through coordination between credit and noncredit staff will increase the support for ongoing efforts to provide noncredit ESL and HSE students the opportunity and information needed to apply to the College.
MIDDLESTATES STANDARDS 3. Institutional Resources	Staff will provide information to noncredit students advising them of their options, assist with moving students through the college admissions process and will guide students to appropriate staff who can provide further assistance.
MIDDLESTATES STANDARDS 8. Student Admissions & Retention	This pathway will greatly help with retention of prospective students as the process will begin in the respective ESL and HSE class sections. Staff will follow individual students (15-20 at any one time) from in-class assessments, identification of career goals and continue counseling after students who have enrolled in the College. This will greatly support the effort to retain students.
MIDDLESTATES STANDARDS 9. Student Support Services	Pathways staff will be intimately familiar with the steps needed for successful admission to the College through collaboration with college staff who provide students with appropriate support services.
MIDDLESTATES STANDARDS 13. Related Educational Activities	Guidance and counseling throughout application, admission and enrollment phases.
MIDDLESTATES STANDARDS 14. Assessment of Student Learning	Students will be assessed in each ESL and HSE class section using standardized testing materials. These tests provide teachers with academic grade levels, analysis of strengths and weaknesses, and a predictor of success on the TASC Test after completion of the prep courses.
STRATEGIC PLAN 2015-2020 PRIORITY II: Student Support and Success: We will support our students in achieving their educational and career goals. a: Prepare students for college success through academic planning and advising and comprehensive, ongoing support.	Further aligning non-credit ESL and HSE students with college recruitment will increase the possibility of college entrance.
STRATEGIC PLAN 2015-2020 PRIORITY II: Student Support and Success: We will support our students in achieving their educational and career goals. b: Accelerate students’ completion of developmental education and ensure college readiness by refining processes, services, and course sequences.	An effective transition program will enable students to enter college with little or no need for remedial or developmental education, improving their chances of degree attainment.
STRATEGIC PLAN 2015-2020 PRIORITY II: Student Support and Success: We will support our students in achieving their educational and career goals. c: Increase student retention, completion, transfer, and employment readiness.	While many of our college's access and retention initiatives address the needs of high school students in their transition to college, a combination of non-credit programming including ESL, HSE and training in an in-demand occupation, can address this gap in the educational ecosystem by creating a well-coordinated infrastructure transition program to support student's educational and career goals.
STRATEGIC PLAN 2015-2020 PRIORITY IV: Efficient and Effective Operations: We will anticipate and adapt to changing economic realities while maintaining the infrastructure and resources necessary to foster innovation and develop & deliver high quality programs and services. a: Maximize existing funding streams and explore alternative revenue opportunities to ensure financial stability.	With a robust transition model for adult students will likely increase ESL and HSE offerings that may result in increase State Aid.
ACADEMIC MASTER PLAN 2016-2020 The Student Experience Objective #2: Formally examine current advising model and identify the roles of faculty and professional advisors to determine the most effective methods of providing assistance for our students	Our college needs to create a College Going Culture that involves a cross-divisional effort of advising and support. Supporting ESL and HSE students goes beyond providing college application assistance. Faculty and staff will need to directly work with ESL and HSE students and need to have the skill set and knowledge to help students develop aspirations for college and career goals, and secondly, facilitate the process for next steps. To accomplish this the establishment of a professional development venue (including internal meetings with CAPE staff) designed to help key staff in pre-college ESL and HSE programs can build their capacity for providing the transition and college readiness support and counseling that these students need. It is only through this capacity building with existing staff across departments that the initiative can be brought to scale on campus. Pathways staff and faculty will coordinate these efforts.
ACADEMIC MASTER PLAN 2016-2020 The Student Experience Objective #3: Enhance academic support and services by effectively utilizing equipment, facilities, personnel, and technology to meet our students’ needs.	By enhancing existing faculty and staff knowledge to help ESL and HSE students develop aspirations for college and career goals, and secondly, facilitate the process for next steps, will further enhance these student's experience with the College.
ACADEMIC MASTER PLAN 2016-2020 The Student Experience Objective #4: Ensure an environment of mutual respect by promoting a greater understanding of our students.	By supporting faculty and staff to develop their capacity for providing the transition and college readiness support and counseling that these students need will help them better understand the difference between this student population and the rest of the student population that they currently support.
ACADEMIC MASTER PLAN 2016-2020 Preparation and Success Objective # 1: Create multi-pronged methods to explain all aspects of college readiness to entering or prospective students.	Pathways staff will assist ESL and HSE students and further enhance these program's efforts for college readiness by not only working directly with the students, but also collaborating with faculty and staff who support admissions and counseling.
ACADEMIC MASTER PLAN 2016-2020 Preparation and Success Objective #2: Develop and implement ongoing academic support for continuing students.	Pathways staff will continue their support for ESL and HSE students after College entry.
ACADEMIC MASTER PLAN 2016-2020 Preparation and Success Objective #3: Accelerate students’ completion of developmental coursework by providing alternative course sequences and scheduling.	A comprehensive transition program can prepare students for careers in high-demand fields while they also build basic math and English skills. In addition, the transition program can also accelerate high-performing adult education student. These strategies significantly decrease the need for remedial and developmental education.
ACADEMIC MASTER PLAN 2016-2020 Preparation and Success Objective #4: Develop appropriate assessment of college preparedness and success initiatives for their impact on retention and prediction for completion.	A key strategy for an effective transition program is to align the College's assessment processes in order to maximize the collection of important information about the learner while minimizing repeated testing of students. For example, administer their College's placement tests as a transition strategy. This provides the College and CAPE with the information needed to bridge more effectively the academic gaps between the two systems.
ACADEMIC MASTER PLAN 2016-2020 Programming Objective #2: Collaborate across all areas of the College to ensure relevant support for academic programming and a comprehensive, diverse student experience.	Collaboration among CAPE, Advising and Admissions will be important to supporting these populations
ACADEMIC MASTER PLAN 2016-2020 Programming Objective #4: Design learning opportunities that acknowledge and support the diverse and transitional nature of students’ educational paths.	A major component of a successful transition program is to design learning opportunities for ESL and HSE who come to the College with a very different profile than the student populations that the College currently supports.
ACADEMIC MASTER PLAN 2016-2020 Programming Objective #5: Offer noncredit education and workforce development opportunities that support the needs of public and private organizations in the community.	Creating an effective transition program can support Orange County adult students beyond CAPE's offerings. Adult students from other agencies and organizations will benefit including BOCES, OC Employment & Training Administration, and other non-profit community partners.

Action Steps

Action Step	Responsible Party	Order
Work with Admissions to assist students in ESL Acceleration and HSE classes to enter the college	Debra Horowitz Lou Defeo	1
Work with Advising to provide programming guidance in ESL Acceleration class	Debra Horowitz	2
Analyze how many of our current ESL and HSE students are interested and/or qualified for college	Debra Horowitz for ESL and Lou DeFeo for HSE	3
Integrate transition roles into existing staff	Academic Affairs and Student Services	4
Staff engages with HSE and ESL students	TBA	5
Identifies students who can transition	IBA	6
Follows student progress	TBA	7
Assists students with college admission	TBA	8

Expected Outcomes

Outcome	Order
Create a process to identify HSE and ESL students who enter the college.	1
Normalize process between CAPE and Admissions and Advising to actively provide ESL and HSE information to incoming students as well as support existing ESL and HSE students that fosters continuation of their education.	2
10 students from the ESL and HSE Programs will enroll in the College within 18 months of implementation	3

Assessment Methods

Method	Description	Other Method	Responsible Party
Institutional Data	Review both program and student data that is collected at the institutional level. Data can include program enrollment, retention, transfer, student GPA, etc.		Institutional Advancement
Tracking	Usage of programs, services, participation can be tracked; demographic information may also be able to be collected.		TBA

Resources

INITIAL YEAR COST:	$0.00
RECURRING COST:	$0.00

Equipment

Need	Cost (Initial/Recurring)	Supporting Departments
TOTAL:	$0.00 / $0.00

Facility

Need	Cost (Initial/Recurring)	Supporting Departments
TOTAL:	$0.00 / $0.00

Supply

Need	Cost (Initial/Recurring)	Supporting Departments
TOTAL:	$0.00 / $0.00

Staffing

Need	Cost (Initial/Recurring)	Supporting Departments
TOTAL:	$0.00 / $0.00

Training

Need	Cost (Initial/Recurring)	Supporting Departments
TOTAL:	$0.00 / $0.00

Marketing

Need	Cost (Initial/Recurring)	Supporting Departments
TOTAL:	$0.00 / $0.00

Other

Need	Cost (Initial/Recurring)	Supporting Departments
Develop communication plan with Admissions and Counseling to support and recruit ESL and HSE students	$0.00	Admissions and Recruitment Testing Center Student Services Central
Institutional Advancement to track ESL and HSE students who enter the College	$0.00	Institutional Advancement, VP Office
TOTAL:	$0.00 / $0.00

Prioritization

Level 5 Level 5 Cabinet Middle States	Level 4 Level 4 PBIE Committee	Level 3 Level 3 Academic Affairs and Student Services, Provost, VP Office Administration and Finance, VP Office Board of Trustees Chief Diversity Officer Institutional Advancement, VP Office President, Office of Student Services, VP Office SUNY Orange Foundation Sustainability Workforce Development, Strategy & Innovation, VP Office	Level 2 Level 2 Alumni Relations and Special Events Athletics Business Math Science and Technology, AVP Office Business Office CAPE Career and Internship Services Communications Office Enrollment Mgt and Student Financial Services, AVP Office Facilities Food Tech Grants Health Professions, AVP Office Hudson Valley Educational Consortium Human Resources, AVP Office Information Technology, CIO Office Institutional Planning Assessment and Research Lab School Learning & Student Success, AVP Office Liberal Arts, AVP Office Marketing Newburgh Campus Phi Theta Kappa Security Student Engagement and Completion, AVP Office	Level 1 Level 1 Academic Advising Academic Support Middletown Academic Support Newburgh Academic Technology Accessibility Services Admissions and Recruitment Arts and Communication Behavioral Sciences Biology Bursar Business Capital Projects Center for Student Involvement Center for Teaching and Learning Clinical Laboratory Science Computer Science and Technology Criminal Justice Cultural Affairs Custodial and Grounds Dental Hygiene Deployment & Operations Diagnostic Imaging Education Educational Opportunities Program Educational Partnerships English Enrollment Support Services Environmental Health and Safety ESL CAPE Financial Aid Global Studies Governance Honors Program HVAC Information Services & Network Infrastructure Interdisciplinary Studies Liberty Partnership Program Library Mail and Copy Services Maintenance Mathematics Movement Science Nursing Occupational Therapy Payroll Physical Therapy Records and Registration Science Engineering and Architecture Student Services - Data Management Student Services Central Student Services Newburgh Campus Student Support Initiatives Testing Center TRiO Student Support Services Unused Wellness Center Work Force Development CAPE	Initiative Title	Department
27	27 Notes View	5	1		CAPE Pathways for HSE, ESL $0.00 / $0.00	CAPE ESL Workforce Development / HSE

Prioritization Notes

Level 4

Level 4 (PBIE Committee)

Both of these populations continue to grow exponentially and a plan to transition these non-traditional students into academic programs is necessary. Many students of this population are fearful and easily frustrated attempting the admissions and registration process and desperately need someone regularly available to help them navigate.

Assessment

Date	Department Name	Status	Cost to Date	Funding Source
No results found.