2015 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
2015 Annual Performance Report
Submitted: 01/28/2016 06:19 PM
U.S. Department of Education
Title III - Part F - Native American-Serving Nontribal Institutions
General Information
1. PR/Award #:
P382C110007
2. UNIT (NCES) ID#:
188100
3. Project Title:
Accelerating AA/AS Degree and Certificate Completion for Native American Students
4. Grantee Name:
San Juan College
5. Grantee Address:
4601 College Boulevard
Farmington, NM 87402
6. Project Director Name and Title:
Michaele Brandon, Senior Director, Student Success Center
Phone # and Ext:
(505) 566-3693
Email Address:
[email protected]
7.
Reporting Period:
From: 10 / 01 / 2014
Reporting detail:
Year grant was awarded:
2011
Year grant is supposed to end:
2016
Total expected duration of grant (years):
To: 09 / 30 / 2015 (mm/dd/yyyy)
5
8. Authorized Representative
Name: Dr. Toni Hopper Pendergrass
Telephone: 505-566-3209
Email: [email protected]
Date: 01/28/2016
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2015 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Section 1: Executive Summary
The purpose of the legislation that established the Title III-A, Section 319 and III-F, Section 371 is to "enable Native
American-serving institutions to improve and expand their capacity to serve Native Americans and low-income
individuals."
A. This section summarizes how the grant enabled the institution to fulfill the legislative intent of the Title III Part F program.
1.
The impact of the Title III - Part F grant on the institution's capacity to contribute to fulfilling the goals of the
legislation.
The program consists of a single activity, Accelerating AA/AS Degree and Certificate Completion for Native American
Students. This activity consists of two components. For each of the major components, instructional objectives that are
impacted by grant activities are noted parenthetically. References to major activities and expanded status information are
included in the narrative portion of the Project Status Chart in Section 4.
COMPONENT 1: Increasing Post-Secondary Success
Transfer Center and Transfer Initiatives (Objectives 1a, 1b, 1c, 1d, 2a, and 3a)
•
Four Hundred Seventy-Eight (478) students received one-on-one transfer advisement; this was an increase from 317
from the previous year.
•
Seven Student Workshops were conducted on the topics of transferring. These workshops were attended by 90
students.
•
The 4th Annual Native Leaders Speaker Series was held on April 09, 2014. Motivational Storyteller, D.J. Vanas, was
the featured speaker. Over 160 students and faculty members attended this lecture.
•
The second annual Transfer Week was held, including over 200 students who attended the Transfer Fair with over 40
college/scholarship representatives.
Building Partnerships with Native American Serving Four-Year Institutions (Objectives 1a, 1b, 1c, 1d, 2a)
•
Collaboration meetings were held between SJC and Colorado School of Mines, Colorado State University, the Institute
of American Indian Arts, and Navajo Technical University. These collaboration meetings discussed student preparation,
creating a transfer network, transfer articulations, the transfer process, and available student support services. These
partnerships are in addition to the fourteen partnerships that were developed in years one, two, and three of the grant.
•
Two meetings of the Fast Forward Native American Advisory Council were held. The Advisory Council continues to
provide insightful guidance for the operations of the grant. In particular, the Advisory Council provided significant input
for grant activities for the upcoming last year of the grant.
•
Eight total Student College Exploration Visits were made to the University of New Mexico, Fort Lewis College,
Northern Arizona University, and New Mexico Tech. Altogether, 36 students participated on these trips. Students were
provided presentations by Admissions, Financial Aid, Residential Housing, other Student Services, Native American
programs, and provided with campus tours.
•
Seven new Articulation Agreements were signed with New Mexico Highlands University in Industrial Maintenance
Mechanics, Industrial Process Operations, Instrumentation and Controls, Early Childhood (2), Elementary Education, and
Biochemistry. In addition, two previously signed Chemistry Articulation Agreements with New Mexico Highlands
University were updated.
Developing Alternative Delivery Formats (Objectives 1a, 1b, 1c, 1d, 2a, 3a, 4a)
•
A full year implementation of ClassTracks, a course schedule program which was previously purchased with grant
funds, was completed.
•
With the information gained from analyzing a full year of course offerings, such as percentage of sections filled based
on classroom size, a systematic approach was taken in creating the 2015-2016 course schedule, including increasing the
number of late start classes being offered during the academic year and the continuation of Saturday College at the East
Campus.
Strengthening Professional Development for Faculty (Objectives 3a, 4b, 5c)
•
Fourteen faculty and staff members participated in various national conferences, including conferences which focused
on Native American education and applied learning educational strategies.
•
A one day professional learning community institute, offered through the Bisti Writing Project, was attended by nine
SJC faculty and adjunct faculty on December 15, 2014. The workshop was a refresher course on Writing Across the
Curriculum & Working with Diverse Learners.
•
Nine faculty participated in Fast Forward-sponsored workshops, including the Native Leaders Speaker Series Faculty
Presentation.
Creating a Technology Readiness Assessment and Remediation Program (Objectives 4c, 4d)
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2015 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
•
A Technology Readiness Assessment, SmarterMeasures, was administered to 1132 students in New Student
Orientation and a few selected on-line courses.
•
Based on the Technology Readiness Assessment, 127 students were recruited into technology coaching through the
Student Achievement Center.
Enhancing Interactive Electronic Student Resources (Objectives 2a, 4e)
•
Webpage additions and enhancements were made in 26 areas.
•
The Transfer Center website was accessed 13,450 times; an 8.23% increase from the previous year.
•
Grant staff participated in the Web Advisory Committee and the College Website Redesign Task Force and provided
design input and graphic arts.
COMPONENT 2: Enabling More Data-Based Decision Making
Conducting a Pilot Research Project: Retention Assessment (Objective 5a)
•
A retention assessment was administered to 672 students.
•
In years past, this assessment was administered during New Student Orientation, but due to concerns about
over-assessing students, the retention assessment was only administered to those who exhibited non-cognitive concerns.
•
Those students who were identified as high risk were referred to an Achievement Coach from the Student Achievement
Center.
Collecting Extensive Quantitative and Qualitative Data to Improve Native American Student Success (Objectives 1a, 1b,
1cc, 1d, 2a, 3a, 5b, 5d)
•
Dashboards were updated on the Native American Graduate Survey, Native American Student Success Rates, and the
Native American Student Profile.
•
The 2015 Native American Student Profile was created, which included customizable reports that were enhanced with
current data on American Indian cohort students to track retention, course success, and degree completion rates.
•
Revisions for the 2015 American Indian Graduate Survey were made and distributed.
Empowering Data-Based Decision Making (Objectives 1a, 1b, 1c, 1d, 3a, 5a, 5b, 5c, 5d)
•
The Cohort Connections program, which grew out of the Cohort Student Initiative began in year three, was created
under the direction of the Program Advisor to advise Fall 2012 and 2013 American Indian cohort students of first-time and
full-time AA/AS degree-seeking students.
•
Components of the Cohort Connections included one-on-one advisement, information on available resources and
guided support, and workshops.
•
Along with the advisement of the Transfer Specialist, and the addition of the Program Advisor, the College experienced
substantial growth of 50% in the number of graduates who were identified as first-time full-time degree-seeking Native
American students.
•
Likewise, the college was ranked second as a leading two-year institution in awarding associate degrees to American
Indian students in any discipline in the most recent Top 100 Associate Degree Producers 2015 by Community College
Week. In fact, San Juan College was only two graduates away from the number one rank.
STAFFING (all objectives)
•
The Fast Forward program replaced two vacant grant staff positions, the Web Developer, and, the Program Advisor, a
position that was re-positioned from the previous Research Specialist position.
2.
How has the grant helped to carry out the mission of the institution?
The mission statement of San Juan College reads, “Inspire and support lifelong learning to achieve personal and community
goals by providing quality education, services and cultural enrichment.”
The Fast Forward Program has supported the college’s mission by expanding institutional capacity to service Native
American students in their desire for degree completion and transfer opportunities. Specifically, the NASNTI, Title III,
Part F grant has helped San Juan College fulfill the mission in the following ways:
QUALITY EDUCATION:
•
Providing professional development opportunities to assist faculty in improving their instructional methods, quality of
education, and classroom pedagogy. Opportunities for professional development were offered through attendance at national
conferences on Native American education, and developmental education, and in-house opportunities, such as workshops on
curriculum and transfer advisement.
•
The updated 2015 Native American Student Profile was made available to faculty and staff to assist them in making
data-based decisions regarding degree completion or transfer issues.
•
The Cohort Connections program was instituted. This program tracks American Indian cohort groups on their
academic progress, retention, course completion, and degree completion rates. Cohort Connections also provides intrusive
one-on-one advisement.
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2015 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
QUALITY SERVICES:
•
The grant has created a formal advisement support system to aid students in their transfer process through the Transfer
Center and an interactive Transfer Center website, including social media platforms utilizing video transfer success stories
(i.e. Transfer Center Facebook).
•
Communicated transfer information and opportunities to students and faculty/staff via classroom visits, Transfer Days
workshops, hallway bulletin and electronic boards, flyers, posters, transfer exploration trips, and sponsorship of Transfer
Week, including the Transfer and Scholarship Fair.
•
Participated and shared transfer information at the Student Rush, “Wear Your College Colors Day,” Diploma Day, and
the College Open House.
CULTURAL ENRICHMENT:
•
Participated and supported Native American Center events and activities, including the Native American Graduate
Reception.
•
Assisted with the San Juan College Pow-Wow.
•
Assisted with the college information booth at the San Juan County Fair and the Northern Navajo Nation Fair.
•
Sponsored the Fourth Annual Native Leaders Series held on April 09, 2015. Over 160 students, faculty, and staff
attended this educational and student success lecture.
•
Sponsorship of the Talking Stick Dialogue professional development for faculty and staff.
B. The following information documents the institution's experience with the grant as reported during the current
reporting period.
Tell us about any challenges that you have had during the reporting period or that you anticipate in the coming year
which may affect your ability to meet the goals of your grant. Include, if applicable, your institution's plans to meet
these challenges.
The Fast Forward Program at San Juan College has experienced the following challenges during the fourth year of the grant:
•
TRANSFER RATES: It came to the attention of the Fast Forward Program, during year four that the Integrated
Postsecondary Education Data System (IPEDS) definition for transfer rates was based on the total number of students who
are known to have transferred out of the reporting institution within 150% of normal time to completion divided by the
adjusted cohort. Therefore, the “transfer rate” did not include those students who completed an associate degree and then
transferred to a four-year institution. As a result, for the last four years (including this current year), the Fast Forward
program has been reporting on this IPEDS definition in its measurable objective 2a, “Increase the percentage of first-time
full-time degree-seeking Native American students who successfully transfer to four-year colleges.” Each year, the
measurable objective goal increased and each year, the grant did not meet the goal, and, in fact, had even seen a decrease
this past year. In essence, what this meant was that when the college selected IPEDS transfer rates as a measurable
objective, the college was measuring only the students who transferred to a four-year institution before completing their
associates degree at San Juan College, and this was not the intent of this objective. The reality is that the college should
have established decreasing percentage goals of transfer rates because this would have indicated that the San Juan College
students were indeed earning their associates degree and then transferring to a four-year institution. Unfortunately, there
really is not a standardized measurement that can capture transfer rate after a student receives an associate degree. As such,
the grant did not meet its measurable objective goal for objective 2a, but the grant is satisfied that it did not meet the
objective goal because it indicates that students are more inclined to finish their associates degree at San Juan College before
transferring to a four-year institution. This same quandary will occur again in the year five annual performance report.
•
COURSE SUCCESS RATE AND ALTERNATIVE FORMATS OF INSTRUCTIONS: The Fast Forward Program
does not directly influence course success rates or increasing alternative formats of instruction, but these two activities are
both measurable objectives of the grant (3a and 4a). Nonetheless, the grant assisted the college in areas impacting these
objectives. The grant has provided professional development opportunities to faculty and adjunct faculty to improve their
course content and delivery. The grant has also been a participant in the college’s “15 to Finish” Campaign, a campaign to
encourage students to take 15 credit hours, which eventually leads to an earlier graduation date. Finally, the grant has
offered a series of student activities to encourage course success through its Transfer Center activities. The grant also
conducted a thorough community survey in year two of the grant that continues to influence decisions on alternative formats
of instruction and course delivery. The purchase of ClassTracks, a computer program that analyzes course scheduling, has
allowed the college to make more informed decisions on maximizing course filled rates.
•
TECHNOLOGY READINESS ASSESSMENT AND RETENTION ASSESSMENT: As was explained in last year’s
annual performance report, a change occurred in the organization of New Student Orientation regarding the number of
assessments that students were administered. Instead of students taking both a technology readiness assessment and a
retention assessment, students now only take the technology readiness assessment. This particular assessment was chosen
because it does include a small section for potential non-cognitive issues. If the results of a student’s assessment in the
non-cognitive portion indicates concerns, the student is then referred to take the retention assessment. This has led to a
decreased number of students taking the retention assessment and has thus significantly impacted measurable objective 5a.
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2015 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Additionally, because the technology readiness assessment is administered during New Student Orientation, a decrease in
student enrollment has affected measurable objective 4c. These concerns will continue into year five of the grant.
•
CARRY FORWARD BUDGET: Carry forward funds totaled $219,831.61. This carry over amount resulted from the
resignations of two Fast Forward positions and their delayed replacement hires. A spending plan to redirect and expend
these funds on other program activities was developed and was approved by the Program Officer on November 25, 2015.
The spending plan is detailed in Section 4: Line Item Budget Narrative.
How would you improve or change the Program (e.g., customer service, allowable activities, regulations, statute)?
San Juan College has been pleased with the service provided by the Program Officer, Mr. Christopher Smith. Despite a
large caseload, the program officer has always been informative and eager to assist with program’s needs and desires. The
college continues to be happy with the great working relationship with the program officer.
In particular, Mr. Smith has been diligent in his support of the Title III, Part F program at San Juan College by approving a
program request on October 08, 2014 to reprogram the Research Specialist position into the Program Advisor position.
As was mentioned in last year’s annual performance report, one area that could be changed would be to allow more
flexibility to purchase food and/or snacks for program activities. Food brings in students and the ability to provide food
would increase program participation by students.
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2015 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Section 2: Accreditation
Accreditation
Institution's primary accrediting agency.
X
The Higher Learning Commission of the North Central Association
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2015 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Section 3: Grant Activities and Focus Areas
Grant activity carried out during this reporting period in your grant application: Accelerating AA/AS Degree and
Certificate Completion for Native American Students
Total $ spent on this activity during the current reporting period: $359,295.15
Focus Area: Student Services and Outcomes
Title III Part A Legislative Allowable Activities
[Note: All listed activities are directly from the legislation.]
Purchase, rental, or lease of scientific or laboratory equipment for educational
purposes, including instructional and research purposes.
Renovation and improvement in classrooms, libraries, laboratories, and other
instructional facilities.
Support of faculty exchanges, and faculty development and faculty fellowships to
assist in attaining advanced degrees in the faculty's field of instruction.
Curriculum development and academic instruction.
Purchase of library books, periodicals, microfilm, and other educational materials.
Funds and administrative management, and acquisition of equipment for use in
strengthening funds management.
Joint use of facilities such as laboratories and libraries.
Academic tutoring and counseling programs and student support services.
Education or counseling services designed to improve the financial and economic
literacy of students or the students' families.
OTHER ACTIVITIES
GRAND TOTAL
7
Dollars Spent
% of Dollars
0.00
0
0.00
0
37,317.59
10
0.00
0.00
0
0
215,993.11
60
0.00
105,984.45
0
29
0.00
0
0.00
359,295.15
0
100%
2015 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Process Measures for “Accelerating AA/AS Degree and Certificate Completion for Native
American Students”
The following information depicts what the grantee has accomplished in the LAA categories for this Activity.
LAA Category: Funds management, administrative management, and acquisition of equipment for use in
strengthening funds management.
Did the number of FTEs hired for improvement of funds management
increase?
If yes:
Start FTE 0
End FTE 2
Application Objective FTE 2
Yes
Did the number of FTEs hired for improvement of administrative
management systems increase?
If yes:
Start FTE 0
End FTE 2
Application Objective FTE 2
Yes
LAA Category: Support of faculty exchanges, faculty development, and faculty fellowships to assist in attaining
advanced degrees in the field of instruction of the faculty.
Did the number of faculty developing new teaching techniques increase?
If yes:
Start # of faculty 0
End # of faculty 9
Application Objective # 6
Yes
Did the number of faculty participating in developmental activities (seminars,
workshops, etc.) increase?
If yes:
Start # of faculty 0
End # of faculty 27
Application Objective # 8
Yes
LAA Category: Tutoring, counseling, and student service programs designed to improve academic success.
Other: Did the number of students using transfer advisement services
increase?
If yes:
Start 0
End 478
Application Objective 350
8
Yes
2015 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Other: Did the number of Program Advisors increase?
If yes:
Start 0
End 1
Application Objective 1
9
Yes
2015 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Focus Area: Student Services Outcomes
This section depicts institutional outcomes that can be categorized in the Student Services and Outcomes focus area.
Information is provided on the measures that the grantee felt were most reflective of their activities supported by
Title III/V funds for the current reporting period. Grantees were required to answer at least two of the measures
questions.
Yes
Has the institution's retention rate improved?
Cohort: Fall 2014
If yes:
Initial rate 52.1
Final rate 56.3
Goal 60
I would like to provide a brief supporting statement: The institutional measure that best answers this question is
the fall to fall persistence rate. This particular retention rate is only focused on Native American students because
the grant is a Native American Serving Non-Tribal Institution grant. The goal was determined at a 2% growth rate
as based on the college's adopted Retention Plan. While the college did not necessarily achieve its goal of 60%,
this year's persistence rate was a 4.2% improvement from the previous year.
Has the number of students continuing to further postsecondary education
increased?
Yes
Cohort: Fall 2012
If yes:
Initial # 10
Final # 15
Goal 35
I would like to provide a brief supporting statement: This goal was not reached; however, the number of students
continuing to further their post-secondary education did increase from the previous year by 50% (10 to 15). The
addition of a Program Advisor and the previous work of the Transfer Specialist has greatly contributed to this
success.
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2015 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Section 4: Project Status
Continued funding requires evidence of substantial progress towards meeting the activity objectives. Below is a list
of objectives for each activity carried out over the current reporting period of the grant.
ACTIVITY: Accelerating AA/AS Degree and Certificate Completion for Native American Students
Narrative Supporting Completed Objectives
Below are statements with data and references to goals stated in the grant application as appropriate to document the
objectives that were "completed" during each year of the grant.
Activity Objective(s)
Evidence of Completion
Objective 1c. Increase the percentage of first-time
full-time AA/AS degree-seeking Native American
students who complete any SJC degree or certificate
within three years. Target 10%.
Using the Fall 2012 Cohort, 11.6% of first-time, full-time AA/AS degree-seeking
Native American students completed a SJC degree or certificate within three years.
This compares to 14.0% for all students at SJC. This is an increase of 3.4% from the
previous year. This data is queried from Colleague SIS by the SJC IR department.
Objective 4b. Increase the number of full-time and
adjunct faculty who participate in grant-sponsored
professional development each year. Target 24.
During year four, 27 unduplicated faculty members participated in program
professional development opportunities. This is a decrease of 15 faculty members
from the previous year. This decrease is mostly attributed to the cancellation of the
summer workshop of the Bisti Writing Project that has been offered the previous two
years. The data was collected and reported by grant staff.
Objective 5d. Build the following number of
customizable reports. Target 10.
In year three, 77 customizeable reports were produced and enhanced with current
information. These customizable reports centered mostly on the creation of data
dashboards based on cohorts of American Indian students. The data is collected and
reported by grant staff.
Changes in Objective Schedule
Below are statements with data and references to goals stated in the grant application as appropriate to support and
explain the need for objective schedule changes.
Activity Objective(s)
Reason(s) for Change
Expected Completion
Date
Objective 1a. Increase the number of
first-time full-time Native American
students who graduate with an AA/AS
degrees within three years. Target 28.
Using the Fall 2012 Cohort, 15 first-time full-time Native
American students graduated with an AA/AS degrees within three
years. This compares to 34 for all students at SJC. This is a
50% increase from the previous year's 10 Native American
graduates. This substantial increase is attributed to the
reprogrammed position of Program Advisor, who has been
providing intrusive intervention of Native American cohort
students, and the advisement also offered by the Transfer
Specialist. This data is queried from Colleague SIS by the SJC
IR department.
September 2016.
Objective 1b. Increase the percentage of
first-time, full-time AA/AS
degree-seeking Native American students
who complete an AA or AS within three
years. Target 8%.
Using the Fall 2012 Cohort, 4.2% of first-time, full-time AA/AS
degree-seeking Native American students completed an AA or AS
within three years. This compares to 4.5% for all students at SJC,
which is only a 0.3% difference between the Native American
student population and the student population as a whole. This is
also an increase of 1.1% from the previous year. This substantial
increase is attributed to the reprogrammed position of Program
Advisor, who has been providing intrusive intervention of Native
American cohort students, and the advisement also offered by the
Transfer Specialist. This data is queried from Colleague SIS by
the SJC IR department.
September 2016
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2015 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Activity Objective(s)
Reason(s) for Change
Expected Completion
Date
Objective 1d. Improve the ratio of
first-time full-time Native American
AA/AS enrolled students per each
first-time full-time Native American
AA/AS graduate. Target 22.
Using the Fall 2012 Cohort, the ratio of first-time full-time Native
American AA/AS enrolled students per each first-time full-time
Native American AA/AS graduate was 23.5. This compares to
22.2 for all students at SJC, which is only a 1.3 difference between
the Native American student population and the student
population as a whole. This is also a ratio decrease of 8.8 from
the previous year. This substantial decrease is attributed to the
reprogrammed position of Program Advisor, who has been
providing intrusive intervention of Native American cohort
students, and the advisement also offered by the Transfer
Specialist. This data is queried from Colleague SIS by the SJC
IR department.
September 2016
Objective 2a. Increase the percentage of
first-time full-time degree-seeking Native
American students who successfully
transfer to four-year colleges. Target
16%.
Using the Fall 2012 Cohort, 6.5% of first-time full-time
degree-seeking Native American students successfully transfer to
four-year colleges. This compares to 10.2% for all students at SJC.
This is a 0.5% decrease from the previous year. As was noted in
the Executive Summary, the grant is satisfied with this result
because transfer rate, as defined by IPEDS, is actually determined
by those students who transfer out within the 150% completion
time, and therefore the rate does not include those students who
complete an associates degree and then transfer. This data is
queried from Colleague SIS by the SJC IR department.
September 2016
Objective 3a. Improve the course
success rates for all students in English,
Business, Mathematics and Science.
Target 68%.
In year four, the course success rates for all students in English,
Business, Mathematics and Science was 64.9%. This is a 4.8%
increase from the previous year. The grant has provided faculty
with professional development opportunities and has been a
participate in the college's "15 to Finish" Campaign. This data is
queried from Colleague SIS by the SJC IR department.
September 2016
Objective 4a. Increase the percentage of
AA/AS General Education sections
offered outside of M-Th 8:00 am-4:00pm
traditional format. Target 47%.
In year four, 39% of AA/AS General Education sections were
offered outside of the Monday-Thursday 8:00 am-4:00pm
traditional format. This is a 4.0% increase from the previous
year. During year four, the college continued to increase the
number of late start classes offered and Saturday College. This
increase in late start classes was based on a previous
grant-sponsored community survey and also based on an analytic
report from a course schedule computer program that was
purchased with grant funds. This data is queried from the
Colleague SIS by the SJC IR department.
September 2016
Objective 4c. Increase the number of
students who participate in
grant-sponsored assessment of
technology skills each year. Target
1300.
In year four, 1132 students participated in grant-sponsored
assessment of technology skills. The assessment is administered
by the Student Achievement Center during New Student
Orientation, with a few online courses also participating. The
college experienced a decline in enrollment during the last
academic year and this helps explain the decrease in the number of
students who were administered the assessment. The results of
the assessment did indicate that 110 students out of the 1132
assessed were deemed "low readiness" in Technology
Competency. This data is collected and reported by grant staff.
September 2016
Objective 4d. Increase the number of
students who participate in
grant-sponsored remediation of
technology skills each year. Target 300.
In year four, 127 students participated in grant-sponsored
remediation of technology skills. This was an increase of 103
students from the previous year. The 127 students receiving
remediation closely matched the 110 students who were identified
as "low readiness" in Technology Competency from the
technology readiness assessment. Students must agree to
technology remediation and the data is indicating that the students
who are in need of technology remediation are embracing the
availability of technology coaching. This data is collected and
reported by grant staff.
September 2016
Objective 4e. Increase the number of
In year four, 26 distinct web pages were created or enhanced.
distinct web pages enhanced each year by This was a decline from the 50 distinct web pages created or
this grant. Target 60.
enhanced the previous year. These web pages included the
Transfer Center, the Native American Center, and the Student
Achievement Center. Due to an overall new College Website
redesign, the grant was limited in creating new webpages. This
data is collected and reported by grant staff.
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September 2016
2015 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Activity Objective(s)
Reason(s) for Change
Expected Completion
Date
Objective 5a. Administer retention
assessments to the following number of
students each year. Target 1000.
In year four, 672 students were administered a retention
assessment. This was a significant decrease from the previous
year by 632 students. This decrease was due to the assessment
not being required during New Student Orientation as in previous
years. This data is collected and reported by grant staff.
September 2016
Objective 5b. Through the grant, survey a
representative percentage of Native
American students regarding satisfaction
and needs each year. Target 25%.
In year four, the Survey of Entering Student Engagement
(SENSE) was administered by Institutional Research in September
2015. The results of the survey will not be available until March
2016. SJC completely expects that this objective will be met
when the results are made available. This data is collected and
reported by the SJC IR department and grant staff.
September 2016
Objective 5c. Based on surveys of SJC
personnel, the following percentage of
survey respondents will indicate that they
are using grant-sponsored data in
strategic planning each year. Target
64%.
In year four, 64% of selected SJC personnel indicated that they are
using grant-sponsored data in strategic planning. This is a
decrease of 4% from the previous year. This decrease can be
attributed to higher numbers of personnel turnover and elimination
of certain employment positions during the grant year who were
historic users of grant data. This data is collected and reported by
SJC IR department and grant staff.
September 2016
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2015 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Section 4: Budget Summary
Category
Carryover
Balance from
Previous FY
Actual Budget
$45,317.52
$274,615.52
$189,460.66
$0.00
$85,154.86
$243,461.00
Yes
$8,127.36
$111,427.36
$80,342.21
$0.00
$31,085.15
$113,700.00
Yes
$45,790.65
$72,306.65
$40,956.00
$0.00
$31,350.65
$11,874.00
Yes
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
No
$76,265.82
$97,465.82
$34,775.03
$0.00
$62,690.79
$17,500.00
Yes
$3,811.41
$23,311.41
$13,761.25
$0.00
$9,550.16
$13,000.00
Yes
Construction
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
No
Endowment
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
No
Other
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
No
Total
$179,312.76
$579,126.76
$359,295.15
$0.00
$219,831.61
$399,535.00
Personnel
Fringe Benefits
Travel
Equipment
Supplies
Contractual
Expenditures
14
Non-Federal
Expenditures
Carryover
Balance
Next Year's Changes (Y/N)
Actual Budget
2015 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Section 4: Line Item Budget Narrative
This section provides an explanation of how funds will be expended as a result of changes in each of the selected
line item categories.
Personnel
Four professional staff positions and one support staff position were supported by the grant during year four. Two professional
staff members--Web Developer and Research Specialist--had been vacated during the previous grant year. The Web Developer
position was replaced and approval was granted by the Program Officer to reprogram the position of Research Specialist to
Program Advisor and this position was filled. In the time it took to gain approval for the reprogrammed position and in filling
the positions, a large carry forward balance developed. The carry forward funds will be used to provide supplemental stipends
to participants of the Talking Stick Dialogue, a unique professional development opportunity that allows participants to benefit
from practicing listening for understanding. The workshops will also strengthen students’ writing, critical thinking, and success
rates as faculty and staff learn to respect the cultural backgrounds of the local community and integrate culturally-relevant
activities into the classroom. As already approved by the Program Officer on October 29, 2015, these carry forward funds will
also be used to support the position of a second Program Advisor, who will work with first-time full-time liberal arts
degree-seeking Native American students. Lastly, these funds will also be repositioned into Pooled Temporary Funds to cover
salary for temporary part-time employees filling vacant positions, which developed after the grant year ended, until those
positions are filled full time.
Fringe Benefits
Fringe benefits were provided for all five grant staff members and for faculty who received supplemental stipends for their
participation in certain professional development opportunities conducted when the faculty members were off contract. The
delay in filling the two position vacancies led to a larger than expected carry forward balance. These carry forward funds will be
used to cover the fringe benefits of the additional Program Advisor and Pooled Temporary employees.
Travel
Travel funds were spent on regional travel to colleges and universities to establish transfer pathway relationships and college
exploration visits for students. Funds also were directed to professional development opportunities for faculty and staff. Carry
forward funds will be used for professional development opportunities for faculty and staff to attend the National Indian
Education Association Convention and the National Association for Developmental Education National Conference.
Supplies
Supplies included office supplies and program supplies to support grant activities. Among the purchases were a Technology
Readiness Assessment, Retention Assessment, Class Scheduling program, and a Student Satisfaction Survey. Carry forward
funds will be used to buy supplies for the Talking Stick Dialogue, including books and instructional materials. Additional
expenditures will be used for the renewal of Class Tracks, a course scheduling program.
Contractual
Contractual expenditures were utilized to contract an External Elevator and to provide honorariums to individuals who shared
their experience with the transfer process and student success to students and faculty. Carry forward funds will be used for
professional development for faculty to bring in a presenter.
15
2015 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
Section 4: Budget Summary Narrative
Please explain budget changes, as needed, particularly the use of funds from cost savings, carryover funds and other
expanded authorities changes to your budget. Provide an explanation if you are NOT expending funds at the
expected rate. Describe any significant changes to your budget resulting from modifications of project activities.
1a. Have all funds that were to be drawn down during this respective performance period been drawn down? No
1b. If no, please provide a description of the funds (i.e. the amount) that have not been drawn down in the G5
system, and WHY they haven’t been drawn down.
All expenditures have been drawn down for year four. Remaining funds have been carried over to year five of the grant as
detailed in this report and as approved by the Program Officer on November 25, 2015.
2a. Have your project activities had to be modified? No
2b. If YES, please describe any significant changes to your budget resulting from modification of project activities.
3a. Did you have any unexpended funds at the end of the performance period? Yes
3b. If you did, explain why, provide the amount, and indicate how you plan to use the unexpended funds (carryover)
in the next budget period.
Carry forward funds totaled $219,831.61. This was an increase from the previous year's carry forward balance by a little
more than $40,500.00. This carry forward amount mostly resulted from the delay in filling two vacant positions.
A spending plan was created detailing how these carry forward funds would be spent and this plan was approved by the
Program Officer on November 25, 2015. This plan is detailed in Section 4: Line Item Budget Narrative that is found on the
previous page. The largest expenditure of carry forward funds will be the addition hiring of an additional Program Advisor.
Additional Information
5a. Do you wish to make any changes in the grant’s activities for the next budget period? Yes
5b. If yes, describe any changes that you wish to make in the grant’s activities for the next budget period that are
consistent with the scope, objectives, and/or personnel of your approved application. (*Further approval for these
proposed changes may be required. Please contact your program officer.)
The grant has proposed to create another Program Advisor position which would work with Liberal Arts majors who have
accumulated over 24 credit hours. This position will employ a cohort model that targets the “swirling” students identified
by Fast Forward cohort research: students who accumulate an abundance of credit hours beyond any degree requirements.
Providing intrusive advisement will support grant goals of promoting on-time student completion and four-year institution
transfer. This request was approved by the Program Officer on October 29, 2015.
6a. Were there any changes to key personnel during this reporting period? Yes
6b. If yes, did you receive approval from your Program Officer? Yes
7. Have you met your goals and objectives as outlined in your approved activities for this reporting period? Yes,
No, or partially. Partially
If no, please explain.
8. Provide any other appropriate information about the status of your project including any unanticipated outcomes
or benefits from your project in the space below;
16
2015 Annual Performance Report
SAN JUAN COLLEGE (PR Award P382C110007)
The previously approved reprogrammed position of Research Specialist to Program Advisor on October 08, 2014 has
worked out exceptionally well. The success of this new position was the impetus for requesting an additional Program
Advisor, which was approved on October 29, 2015. Measurable objectives in degree completions have increased
substantially as a result of the addition of the Program Advisor and the advisement of the Transfer Specialist. Additionally,
San Juan College was ranked second as a two-year institution in awarding associate degrees to American Indian students in
any discipline in the most recent Top 100 Associate Degree Producers 2015 by Community College Weekly. In fact, San
Juan College was only two graduates away from the number one rank.
17