b'MISSISSIPPI GULF COAST COMMUNITY COLLEGEBaseline Data for SLOsPriortoimplementation,theTopicSelectionThe course is a prerequisite for entry into Career Committee sent a questionnaire to all stakeholdersprograms funded through the BP Restore Act, and in order to establish a baseline of students essentialthe students are representative of the majority skills.The questionnaire was sent electronically to allof Career students.Using rubrics that the QEP CTE advisory councilmembers and local employersDevelopment Committee designed to assess listening through the Annual CTE Employer Survey, to alland speaking (Appendix K), the instructor evaluated full-time MGCCC employees as an addendum tostudents exhibiting listening and speaking skills their Intent to Return form, and to all Spring 2018after intervention. This data was used to establish Graduates through the MGCCC Graduate Exit Survey.the baseline for students proficiency in essential The second chapter Topic Selectiondiscusses theskills. Table 10 illustrates the baseline proficiency full results.In addition, baseline data on attendanceof students after essential skills intervention in the was based on the attendance recorded in Careerpilot program. The Smart Start course employed the programs during the fall 2018 semester. interventions that will be used throughout the four semester QEP implementation. The goal for the first The QEP Implementation Committee ran a condensedyear of implementation (AY 2019) is in alignment with pilot of the QEP in a Smart Start course, a classthe results of the pilot. The Development Committee designed to prepare students for entry into selectedset a goal of increasing SLO attainment of listening Career programs, to establish baseline data for theand speaking (defined as scoring a three or higher rubrics. on the rubrics) by 1% each year over the five-year implementation strategy.Table 10Establishing Baseline Data with the QEP Rubric After InterventionSLO % SuccessfullyGoal forGoal forGoal for DemonstratedAY2019 AY 2024* AY 2021*Competency After (5th year report)Intervention Listening Rubric (SLO #2)2a (1 stSemester) 82% 82% 87% 68%2b (2 ndSemester) 75% 75% 80% 53%2c (3 rdSemester) 50% 50% 54% 45%2d (4 thSemester) 61% 61% 65% 45%Speaking Rubric (SLO #3)3a (1 stSemester) 85% 85% 90% 68%3b (2 ndSemester) 75% 75% 80% 76%3c (3 rdSemester) 75% 75% 79% 76%3d (4 thSemester) 82% 82% 86% 65%* The goal for the first year of implementation (AY 2019) is in alignment with the results of the pilot. The Development Committee set a goal of increasing SLO attainment of listening and speaking (defined as scoring a three or higher on the rubrics) by 1% each year over the five-year implementation strategy. 34 MGCCC QEP 2019'