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For the following SSSP services: (a) orientation, (b) assessment and placement, (c) counseling, advising, and other education planning services, and (d) follow-up services for atrisk students, describe the approach your college is taking to meet its responsibilities under title
5 section 55531. Include the target student audiences, the types of activities, service delivery strategies, partnerships, staff, resources, technology and research support assigned to provide services.
Report projected expenditures related to these items in the Budget Plan.
1.
Describe the target student audience, including an estimate of the annual number of first-time students to be served. Describe the delivery methods (in groups, online, etc.) and activities that will be provided.
Describe any partnerships among colleges or with high school districts, workforce agencies, or other community partners that assist with providing orientation. Describe at what point(s) in the student’s academic pathway services are provided (before registration, at 15 units, etc.).
General Orientation
All students must complete online orientation in order to receive priority registration. About 2,500 first time students complete the orientation each year prior to enrollment. The online orientation consists of four sections which cover the areas of general college information, Student Services and Programs,
Academic Programs, and how to be a successful student by using campus services. Students must complete a quiz for each section in order to move forward and complete the orientation.
Currently, online orientation is step three in the student services success program (SSSP):
1.
Application for admission
2.
Assessment
3.
Online Orientation
4.
Program planning – Abbreviated Student Education Plan
5.
Course registration
The plan is to redesign the online orientation to follow the application for admission, and to update the online orientation to include video vignettes about academic programs and student support services with current students and faculty/staff as representatives.
The online orientation and assessment testing in English or ESL and Math, are requirements for new, first time college students to receive an appointment for Psychology Counseling 25 (PSCN 25 Transition to
College), a one-time 2.5 hour in-person class taught by a counselor/instructor to familiarize new students with Chabot College policies and procedures, general education requirements and transfer processes. In these sessions, students develop a one semester abbreviated student education plan to be utilized for class registration. On average, 2,200 new students complete PSCN 25 each year, and this number is expected to coincide more with the number of students who assess and complete the online orientation as they are now mandatory prior to registration.
Chabot College partners with service area high schools and adult schools through its Early Decision and
Hayward Promise Neighborhood (HPN) programs. Early Decision is a college program for incoming freshmen from local feeder high schools and adult schools. The program offers assistance for high school seniors with application, assessment, orientation, program planning and class registration. Local high

schools provide time and space for the application and orientation workshops on site.
Hayward Promise Neighborhood (HPN) is a federal grant funded program for schools in the Hayward
Jackson Triangle area. This program also offers high school seniors with application, assessment, orientation, program planning and class registration. Local high schools provide time and space for the application and orientation workshops.
In addition to the online orientation that all new students are required to take, and continuing students take for priority registration, Chabot College offers a variety of special in-person orientations for several special populations as follows:
Veterans Orientation
The veterans’ orientation targets students who are veterans and are new to Chabot College. This orientation is held one week prior to the start of the fall semester and serves about 20 – 30 student veterans. The delivery method of this orientation is held in a group setting and provides information on priority registration procedures, college academic policies and regulations, campus resources, policies on
VA education benefits, and off campus veterans outreach services such as VA Palo Alto Healthcare System and Employment Development Department (EDD). In addition, this orientation provides an opportunity for student veterans to meet other student veterans in developing a supportive community while on campus. The Student Veterans Organization (SVO) co-presents during the orientation to provide a student’s perspective, information on their organization, and the Veterans’ Resource Center in the
Student Center which has a spaced dedicated to student veterans staffed by the SVO Faculty Advisor and includes computers, study space, a microwave and mini-fridge for students to store their lunches/snacks.
International Student Orientation
The International Student Programs Office coordinates and International Students Orientation annually for 40-60 new students on the F-1 Student Visa. Because F-1 visa students are not allowed to enter the country more than 30 days prior to the 1 st day of instruction, and because they are mandated to enroll in at least 12 semester units, initial registration instructions are postal mailed with their acceptance packet.
This mailing is followed up by an email from the International Students Program Coordinator. The student is provided guidance to register online from their home countries on the first day of new student registration.
Upon arrival to the U.S. and Chabot College, students are mandated to attend a full day group orientation in person a week prior to the first day of instruction that covers full Title 5 section 55521 information as well as United States Customs and Immigration Services (USCIS) rules and regulations as they pertain to maintaining legal F-1 student visa status. The orientation also serves as certification for U.S. Customs and
Immigration Services to confirm the student’s physical presence on campus. Presenters include a
Counselor, often the Dean of Counseling, and continuing F-1 visa continuing students to share about their transitions and life at Chabot and in the U.S. from a student’s perspective.
Special Programs Orientations
In response to the unique community needs of the college’s “feeder areas” Chabot has thoughtfully developed a student support programs and services area which is known as “Special Programs and
Services.” While each of the college's special program units have unique guidelines governing their focus and the utilization of resources, at the same time, they all share the fundamental goal of advancing the college's ongoing commitment to student access, student equity and student success.
These categorical, and/or grant-funded learning communities and cohort specific programs target firsttime college students who meet program specific guidelines. The special programs and services units are comprised of the following programs and services and hold their own orientations in addition to the college’s general online orientation:

• Athletics ~ Serves approximately 400-425 students in an academic year
• California Work Opportunities and Responsibilities to Kids (CalWORKs) ~ Serves about 30 per
• semester
DARAJA Project ~ Serves approximately 75-125 students in an academic year/week before start of fall semester
• Disabled Students Programs and Services (DSPS) ~ Serves approximately 1000+ students in an
• academic year
Extended Opportunity Programs and Services (EOPS) ~ Serves approximately 325-350 students in an academic year
• First Year Experience (FYE) Program ~ Serves approximately 150 students in an academic year
• Hayward Promise Neighborhood (HPN) ~ Serves approximately 75-100 students in an academic year
• Program for Adult College Education (PACE) Program ~ Serves approximately 120 students per
• semester
PUENTE Project ~ Serves approximately 75-125 new & cont. students in an academic year
• TRIO/ASPIRE ~ Serves approximately 160 students in an academic year
• TRIO/ETS~ Serves approximately 120 students in an academic year
• TRIO/Excel~ Serves approximately 140 students in an academic year
Categorical, grant-funded, and cohort specific programs provide specialized orientations either at the preenrollment stage (DSPS, PACE) or at the beginning of each semester (all others).
Orientations focus on providing students with essential program specific information to provide a seamless transition into college that includes many of the standard orientation content offered by the college for all students, but augments the content by adding federal, state and/or county specific policies and also includes Q& A sessions.
Since many of the students participate in more than one program, collaboration between program coordinators and counseling faculty is orchestrated to minimize duplication of services. This inter-program coordination is overseen by the Dean of Special Programs and Services.
Students are notified of Special Programs orientations in several different ways including: letters mailed to students reminding them of the orientation dates and requirements, program group emails, personal phone calls and during appointments with counseling faculty and staff.
During orientations and in counseling sessions, students are shown how to access their personal CLASS-
Web (registration/student record) accounts to find out if they have met or are missing any of the SSSP core components. CLASS-Web communicates clearly to the students: what requirements have been met; which are pending; and the impact missing items have on their priority registration.
Disabled Students Programs and Services Orientation
The Disabled Students Programs and Services orientation targets students with disabilities who are new to Chabot College. This orientation is held the week before the start of classes and has served approximately 80 students per semester. The delivery method is an orientation held in a large group setting that provides information on enrollment, assessment, academic accommodations, alternate media, alternative testing, information regarding the State Department of Rehabilitation (DOR) and campus and community resources. In addition, this orientation introduces the students to the Disabled
Students Resource Center, which functions as a multi-faceted hub where students can come for both academic and interpersonal services.
First Year Experience (FYE) Program
Chabot College piloted its First Year Experience program in the Summer/Fall of 2014 with about 150 new, first time in college students. The FYE program consists of 5 new cohort-based or career pathway learning

communities including:
• Athletics cohort
• Business careers pathway cohort
• Change it Now! (CIN) ~ Social justice careers pathway cohort
• Hayward Promise Neighborhood cohort
• STEM careers pathway
The legacy Daraja and Puente Project programs were also included in the marketing of the FYE programs, as they were the original first year experience learning communities for under-served African American and Chicano/Latino students. The FYE program hosted, and will continue to host, an in-person, large group orientation before the start of each fall semester, providing a day-long opportunity for the students to meet other first year students in their pathway/cohort communities, the faculty teaching in these programs, and continuing student “pathway coaches” who are assigned to each pathway/cohort area.
2.
Identify the staff providing orientation, including the number of positions, job titles and a brief onesentence statement of their role.
General Online Orientation
The online orientation is being maintained by the following staff members:
• District IT staff provides system support.
• Assessment Center staff (Specialist and Counselor Assistant II) schedule online orientations on SARS grid, mark attendance, and update/maintain the online orientation website. Staff also provide
“Student Success Passports” with online orientation website information and schedule PSCN 25 appointments for students. o
Assessment Specialist (1.0) o
Counselor Assistant II (0.5) o
Counselor Assistant I (temporary 0.5) o
Student Assistants
• Student Online Services Staff provide instructions to complete the online orientation and computer support as needed. o
Instructional Assistant II o
Counselor Assistant I (temporary 0.5) o
Student Assistants
• o
Student Peer Advisors
Front desk counseling staff to refer students to complete online orientation. o
Student Counseling Assistant I (1.0) o
Student Counseling Assistant I (0.5)
• Front desk Counselors to check student priority registration status and refer students to complete missing SSSP services including online orientation.
• Special Program staffs refer students to complete online orientation, run reports, identify students and facilitate group completion.
Veterans Orientation
Staff involved in the veterans orientation are the following:
• Veterans Benefits Specialist plans, organizes and oversees the schedule of activities to ensure that the orientation is conducted in a timely and efficient manner. In addition, this position collaborates with on campus resources and off-campus veterans resources to provide information about services provided. In addition, the Veterans Benefits Specialist provides admissions and registration information as well as policies and guidelines set forth to those using education benefits granted by the Department of Veterans Affairs.
• VA Work Study Student Assistant provides support to the Veterans Benefits Specialist by checking-in students, prepare student information packets, and provide firsthand experience on how to navigate

through Chabot College as a student veteran.
• Student Records Evaluator provides general information about Admissions and Records services.
• Student Services Specialist (Financial Aid) provides general information about Financial Aid services.
• Dean of Counseling provides general information about Counseling Division services.
• VA Program Specialist provides general information about VA healthcare services.
• Employment Development Department Veterans Representative provides general information about
EDD Veterans services and job placement.
International Student Orientation
The International Student Orientation is provided by the Coordinator of the International Student
Program as well as a Counselor versed in F-1 visa regulations and often the Dean of Counseling.
Special Program Orientation
The Special Programs Counselor Assistants (3) provide the in-person orientation for these areas along with the Counseling Faculty. Seventeen classified professionals in total assist in the production and organization of these orientations.
• Athletics ~ Full-time Athletics Counselor
• California Work Opportunities and Responsibilities to Kids (CalWORKs) ~ CalWORKs Full-time
Counselor/Coordinator, Part-time Counselor (.67 FTE) and Counselor Assistant II (1.0)
• DARAJA Project ~ Part-time Counselors (3 x .67 FTE), Full-time English Faculty (2 FTE), Part-time
English Faculty (.67 FTE), Dean of Special Programs and Services (1 FTE) and Dean of Language Arts (1
•
FTE)
Disabled Students Programs and Services (DSPS) ~ Full-time Counselor/Coordinator (1 FTE), Full-time
Counselors (2 FTE), Part-time Counselors (2 x .67 FTE), Counselor Assistant II’s (2 FTE), Alternate
Media Specialist (1 FTE), Mobility Assistant (1 FTE)
• Extended Opportunity Programs and Services (EOPS) ~ Full-time Counselor/Coordinator (1 FTE),
Counselor Assistant II (1 FTE), Counselor Assistant I (2 FTE)
• First Year Experience (FYE) Program ~ FYE Coordinator (.5 FTE), Counselor/Instructors (4), Business,
Biology, English, Math Faculty (4 FTE), HPN Coordinator (1 FTE) Deans of Special Programs and
Services (1 FTE), Dean of Counseling (1 FTE, VPSS (1 FTE) and Peer Advisors (5 x .5 FTE)
• Hayward Promise Neighborhood (HPN) ~ Collaborated as part of FYE orientation
• Program for Adult College Education (PACE) Program ~ Part-time Counselor (.67 FTE), Faculty
Coordinator (1 FTE)
• PUENTE Project ~ Full-time Counselor/Coordinator (1 FTE), Full-time English Faculty (1 FTE),
Counselor Assistant I (.5 FTE)
• TRIO/ASPIRE ~ TRiO Director (1 FTE), Counselor Assistant II (1 FTE), Part-time Counselors (4 x .67 FTE)
• TRIO/ETS~ TRiO Director (1 FTE), Outreach Specialist (1 FTE)
• TRIO/Excel~ TRiO Director (1 FTE), Part-time Counselors (2 x .67 FTE)
Counselors lead the orientations, unless there is a Director (TRiO), and Counselor Assistants and other staff provide support for the Counselors/Directors and assist students with logistics. Administrators
(Deans/VP’s) provide welcomes, logistical support and overall event coordination with the college operations.
Disabled Student Program and Services Orientation
Staff involved in the DSPS orientation are the following:
• Dean of Special Programs provides oversight of all Special Programs
• DSRC Counselor/Coordinator provides counseling and facilitates the daily services of the center
• Two Full-time Counselors/Instructors provides specialized counseling to students with disabilities
• Two Adjunct Counselors provides specialized counseling to students with disabilities

• Two Counselor Assistant II’s provide support to counselors and oversee state reporting and alternative testing
• Alternate Media Technology Specialist provides alternate media and tech support
• Mobility Assistant provides assistance with mobility and in-class needs
3.
If orientation is provided through the full or partial use of technology, identify any commercial products or describe in-house products in use or under development, including any annual subscription or staff support requirements .
Chabot College currently uses an in-house developed online orientation which is updated as needed by the Assessment Specialist. E-SARS is used to capture the student information such as student ID number and completion dates. Online orientation is found on the Assessment and Counseling websites: http://www.chabotcollege.edu/counseling/orientation/ .
A receipt of completion is generated on-screen for students to print for their own records. Data from eSARS is uploaded on a weekly basis to the District SIS, Ellucian Banner, where it is processed and made available for staff to view in Banner, and for students to view online from the self-service online registration/student records system, CLASS-Web, and the student portal, The Zone.
The college is considering the adoption of a new, third-party system that incorporates video vignettes of various programs and services, but a specific vendor and program has not yet been identified. We may also continue to further develop the online orientation with video segments in house utilizing our own TV production studio depending on availability and staffing. Special populations such as Veterans,
International Students and Disabled Student Program & Services are also investigating new online orientation programs to reach out to those who cannot meet on campus.
4.
Describe the college’s plans for developing and implementing orientation services. The following eight policies and procedures provided on the Orientation Checklist are identified in title 5 section 55521 as required information to include in an orientation.
Orientation Checklist ( Required Policy or Procedure)
(1) Academic expectations and progress and probation standards pursuant to section 55031;
(2) Maintaining registration priority pursuant to section 58108;
(3) Prerequisite or co-requisite challenge process pursuant to section 55003;
(4) Maintaining Board of Governors Fee Waiver eligibility pursuant to section 58621
(5) Description of available programs, support services, financial aid assistance, and campus facilities, and how they can be accessed;
(6) Academic calendar and important timelines.
(7) Registration and college fees.
(8) Available education planning services
All eight policies and procedures listed on the Orientation Checklist are included in the Chabot College
Online Orientation. While Chabot College’s current online orientation includes the eight elements on the orientation checklist, our plan is explore and evaluate alternative products from various vendors which are more user-friendly and interactive with students. For example, the use of video vignettes to highlight different academic programs and student support services will be explored. Chabot College has its own TV
Studio, so we may produce these video segments in house, utilizing SSSP funds for the extra staff time required.
Students are sent emails to the college-provided “Zone Email” email account prior to registration each term reminding them of some of the elements from the online orientation that affect their priority registration and BOG Fee Waiver eligibility, as well as student support services available to stay on track in

reaching their educational goal.
5.
Please specify other issues, policies and procedures that the college or district determines necessary to provide a comprehensive orientation. Add additional lines as needed.
Our orientation plan includes utilization of student peer advisors to connect new students to the college and provide mentoring assistance with the online orientation and the following SSSP services. We have also begun directing continuing students to complete Title IX sexual assault and violence prevention online training ( www.notanymore.com
) following college online orientation, and plan to include this follow-up Title IX online training for all new, first time in college students as a requirement prior to registration.
Special populations of students (DSPS, EOPS, Veterans, International Students, TRiO students, etc.) also receive additional policy and procedure information through their special programs orientations as related to the requirements and specifics of their special program participation. Two examples of these special population programs that entail other issues, policies and procedures that require a more comprehensive orientation include Veterans and International Students Orientations as previously described above and as follows:
Veterans Orientation
In addition to the academic policies and registration process, the veterans’ orientation provides an opportunity for student veterans to meet other student veterans in developing a supportive community while on campus. In addition, they meet with VA Work study students who serve as a peer advisor to assist new veterans in transitioning to student life.
International Student Orientation
The International Student Orientation additionally addresses the rules and regulations as they pertain to the F-1 student visa. The orientation also addresses cultural adjusting, homesickness as well as adjusting to the American teaching methodology. The orientation is also an opportunity to meet other F-1 visa students and begin to form friendships. Continuing students are invited to talk to the new students about their experiences and usually serve as mentors.
6.
Include in the Budget Plan, all staff costs (salaries and benefits) for each position and the direct cost to purchase, develop or maintain technology tools specifically for orientation services.
Please refer to Budget Plan in attached Excel file for staff costs for each position. The Online Orientation is currently an in-house program that does not have specific technical costs associated as it is web-based and was developed several years ago with IT support. Approximately 10% of the Assessment Specialists time is spent maintaining the program in terms of input students into the SARS group appointment schedule, downloading the student ID numbers of participants, and uploading the student ID numbers to our student administration system (Banner). Due to the retirement of 6 out of 20 counselors in Spring
2014, we do not yet have a full-time counselor identified to coordinate the online orientation with the
Assessment Specialist, but plan to assign this responsibility in the Spring 2015 semester to new
Counselor/Instructor hires.
1.
Describe the target student audience, including an estimate of the annual number of students to be assessed, and a description of who will be required to be assessed. Describe the methods by which assessment and placement services will be delivered. Describe any partnerships among colleges or with high school districts, workforce agencies, or other community partners that assist with providing assessment and placement. Describe at what point(s) in the student’s academic pathway assessment and placement are provided (while still in high school, summer, during registration, etc.).

All students who want to enter a degree, certificate or transfer program, or who want to enroll in any
English, Mathematics and/or ESL course are required to be assessed. New students must apply for admission and obtain a student ID number prior to taking the assessment. Approximately 5,600 assessments (5000 English and Math, 500 ESL, and 100 Chemistry) were administered during the 2013-
2014 academic year.
The majority of assessment tests are administered at the Chabot College Assessment Center or the
Disabled Student Resource Center throughout the year. Some testing of high school seniors will be held at local high schools through the Early Decision program.
Chabot College has a current partnership with the Hayward Promised Neighborhood grant program.
Through this program, assessments are offered to high school seniors at Hayward and Tennyson High
School.
2.
Identify the staff providing assessment services, including the number of positions, job titles and a brief one-sentence statement of their role. Include staff providing direct assessment related research services.
• Assessment Specialist (1.0 FTE) o
Coordinates testing schedules, proctors assessments, compiles testing data, manages all inquiries and correspondence regarding assessment testing at Chabot College o
Serves as a liaison with other campus departments (e.g., Math, English, Institutional Research, etc.) to evaluate and improve program goals and objectives o
Coordinates the connection between Assessment, Online Orientation and Student Education
Planning sessions (partial SEP), including the schedules for Psychology Counseling (PSCN 25) o
Updates, maintains and edits the assessment platform and websites
• Counselor Assistant II (0.5 FTE) o
Responsible for proctoring and scoring assessments o
Schedules student education planning appointments o
Maintains assessment lab and materials
• Temporary Counselor Assistant I up 25 hrs/wk, up to 150 days per fiscal year o
Responsible for proctoring assessments o
Schedules student education planning appointments o
Maintaining assessment lab and materials
• Student Assts (4) = 12-15 hrs/wk o
Responsible for signing students in and out and scheduling students’ PSCN 25 appointments o
Files assessment forms
3.
Identify any assessment test(s) used for placement into English, mathematics, and ESL courses. For second-party tests, be specific about the versions and forms used. Describe which tests and services are offered online, in person, individually or in groups, etc.
• If using a test, describe what other measures are used and how they are used to meet the multiple measures requirement.
• If not using a test, describe what other measures are used to assess students and describe how students are placed into courses.
• Describe how these measures are integrated into the assessment system (as part of an algorithm included in the test scoring process, applied by counselors, used on their own without a test, etc.)
Chabot College currently uses the computer based Accuplacer Placement test provided by College Board

for placement into English and math courses. Chabot College also uses the Accuplacer Companion test
(paper/pencil format) provided by College Board to serve students in the Disabled Student Resource
Center. Chabot College edited the Accuplacer background questions to include multiple measures. The answers to these questions are weighted and combined with the raw test score to determine placement results.
Chabot College uses CELSA (paper/pencil format) provided by the Association of Classroom Teacher
Testers (ACTT) for placement into ESL courses. Multiple measures are provided through background questions and are factored into course placement.
All assessments are administered and proctored in person at the Assessment Center and the Disabled
Student Resource Center.
We currently make limited use of multiple measures through students’ self-reported information about high school coursework through Accuplacer. For example, students scoring within 5 points of the cut score for college English are able to advance to college English through certain multiple measures.
However, recent research from the Community College Research Center and several California community colleges suggests that we need to re-examine both our cut scores and our use of multiple measures to allow for broader and more equitable access to college English. Chabot's current cut scores are very restrictive (2009-2013: just 12-22% of students qualified as "college ready" in English), and students of color are disproportionately excluded from college-level courses (40% of white students have access to college English under our current Accuplacer cut score, vs. 16-18% for all other groups). Colleges with similar size or demographic profiles are seeing great results when they broaden access to college English.
One college adjusted its testing and cut scores so that 48% of students are now allowed to begin at college level (up from 23%); another included high school grades in placement and quadrupled the number of students allowed to begin in college English (from 13% under prior Accuplacer cut scores to
59% in new model). In both cases, student completion of college English has increased significantly, and equity gaps between groups have decreased. We intend to integrate this research into a college-wide reexamination of assessment and placement in both English and math.
As part of our SSSP planning, we will convene a college-wide group to re-examine placement practices at
Chabot. The group will include Student Services and Academic leadership; faculty from math, English, and counseling; representatives from the Institutional Research office; members of college-wide Basic Skills
Committee, Student Equity Council and other interested constituencies.
The group will examine the following:
1.
Data related to Chabot's English/ESL/math placement practices, including:
• historical data on % of students with access to college-level courses, disaggregated by race/ethnicity;
• completion of college-level courses among students placed into college-level vs. those required to take basic skills courses.
2.
Chabot's current uses of multiple measures in placement.
3.
Recent research on placement testing and multiple measures, including:
• studies by the Community College Research Center,
•
• approaches used by other colleges, data on student completion of transfer-level English and math courses at colleges with more restrictive/less restrictive access to transfer-level courses, disaggregated by race/ethnicity.
4.
Other related research, including information from colleges/universities with self-placement and other innovative curricular models
Building upon this research, the group will develop plans for changing Chabot's current placement

practices with a goal of making access to college-level courses more equitable and increasing the percentage of students who complete college-level English and math requirements.
4.
Describe the college’s or district’s policy on the acceptance of student assessment scores and placement results from colleges within a multi-college district, if applicable, and colleges outside of the district.
Chabot College accepts assessment results from within its district (i.e., Las Positas College). Assessment results are not accepted from colleges outside of the district.
Chabot College accepts Advanced Placement (AP) test results of 3 or higher for math and English, and, as a pilot project, Early Assessment Program (EAP) scores of “college ready” and “college conditionally ready” for math and English.
5.
Describe college or district policies and practices on: a.
Pre-test practice - Describe what type of test preparation is available, how it is delivered, how students are informed of and access materials, including sample test questions, and how students are notified of their pre-test performance. b.
Re-take - How often may a student re-take a test after taking it the first time? What is the waiting period? Is the waiting period consistent with publisher guidelines or more restrictive? Are there conditions that must be met such as completing a subject-matter workshop before being allowed to take the test again? c.
Recency - How long are test scores, high school grades, etc. accepted before the student is required to reassess?
Pre-Test Practice
Currently, Chabot College does not provide a pre-test to the assessment test. Students are encouraged to prepare for the assessment test by reviewing the study guides accessed through the Assessment Center website as downloadable PDF’s, links to external websites providing online tutorials, and a downloaded computer, tablet, and smartphone applications. Students are informed of the assessment and assessment study guides through:
• The Admission Application confirmation email
• Assessment Center website ( www.chabotcollege.edu/counseling/assessment )
• Assessment Center bulletin board
• Printed Class Schedule
• Electronic boards throughout the Student Services building
Re-Take
Chabot College students may re-take their assessment tests after 6 months unless they have a written referral from a Counselor to re-test earlier.
Recency
Chabot College assessment scores do not expire. However, we encourage students to re-take a test if scores are 5 years or older.
6.
Describe what externally-administered third-party test results are accepted for placement. Does the college accept an Early Assessment Program (EAP) result of “college ready” to exempt students from the college placement test in English? In math?
Chabot College currently pilots the acceptance of EAP results with English and/or Math test scores of
“college ready” and “college conditionally ready.” Outcomes of this externally-administered test as related to course completion will be evaluated annually for decision-making on institutionalizing EAP score acceptance.

7.
Include in the Budget Plan all staff costs (salaries and benefits) for each position and the direct cost to purchase, develop or maintain assessment instruments or other technology tools specifically for assessment.
Please refer to Budget Plan in attached Excel file for staff costs for each position specifically for
Assessment. Assessment Instruments – Chabot College usese the College Board Accuplacer instrument for testing in English/math and plan to use Accuplacer for ESL placement testing as well starting Fall 2015. We are currently using the CELSA for ESL testing. Testing is conducted in our Assessment Center which provides 42 computers for assessment testing. Psychology-Counseling courses such as Career and
Education Planning also use the center for career assessments using the Strong Interest Inventory and
Meyers- Briggs Type Indicator. Assessment scores are uploaded to the Banner student administration system, and MIS data is collected using SARS Grid which is funded by the District ITS Department. The amount budgeted for Accuplacer and CELSA is $57,500 for FY 14-15.
1.
Describe the target student audience, including an estimate of the annual number of students to be provided (a) counseling, (b) advising, (c) and other education planning services. Describe what these services are, the service delivery methods (in person, in workshops, FTES funded classes, online, etc.) and models used. Describe any partnerships among colleges or with high school districts, workforce agencies, or other community partners that assist with providing these services. Describe at what point(s) in the student’s academic pathway counseling, advising, and other education planning services are provided
(before registration, at 15 units, etc.)
Target Audiences
All currently enrolled students and current applicants have access to counseling services at Chabot College categorized as follows:
•
• first time in college students
• returning students
• transferring in from one or more colleges continuing students from prior semester(s)
Priority counseling services (reserved appointments) are available to the following groups within the categories above:
• students on probationary or dismissed status
• students who do not yet have a Student Educational Plan
• students on warning or need satisfactory academic progress plan from Financial Aid
• students who are receiving veterans’ benefits
• students who are in crisis
• students requesting Transfer Agreements
Number of Students Served:
For the 2013-2014 academic year, the following approximate number of students were served by in person appointment or Front Desk counseling.
6894
15752

85
939
537
548
629
250
205
32
1
300
605
22
350
96
Counseling Services
Counseling services include academic, transfer, career, personal, and crisis intervention counseling. The
Counseling Division also offers a variety of transfer and career workshops, provided in the Career &
Transfer Center.
Service Delivery Formats
Service delivery may include one or more of the following formats:
• Front Desk Counseling
•
•
Individual counseling appointments
Transition to College (PSCN 25) new student educational planning sessions
• Transfer and career/employment workshops
• Psychology-Counseling courses
• Online Counseling (eAdvising through SARS Grid)
• Follow-up emails and phone calls
MODELS USED
Counseling Appointments
Appointment-based counseling services follow the traditional model of booking appointments in advance through SAR Grid for a specific counseling topic or purpose (personal, career, academic), and then meeting with each student individually in the counselors’ offices. Counselors utilize the Banner student administration system to query student records, and address the student’s presenting issues through dialogue during the half hour or hour-long appointment. Personal counseling appointments, career assessment interpretation, Veteran’s Evaluations, and full SEP development appointments are scheduled for an hour, while abbreviated SEP counseling appointments, initial career counseling appointments are scheduled for a half an hour.
Front Desk Counseling
Front Desk Counseling replaces “drop-in” counseling to facilitate immediate counseling access for students upon their first contact with the Counseling Division. Front Desk Counselors work at the “outer”
Front Counter, and help student as they walk in, on the spot, with quick questions, service referrals, initial
Banner student record queries, and sometimes even with initial course planning. The Front Desk
Counselor also initiates counseling appointment referral (see below).
Psychology-Counseling Courses
Most Counselors are also Instructors in the Psychology-Counseling Discipline which provide coursework leading to an Associate Degree and three Certificates of Proficiency. Counseling theories, as well as practical applications of counseling such as study skills are taught. Coursework include:
• PSCN 1 – Introduction to Psychology-Counseling in a Multi-Cultural Environment
• PSCN 2 – Introduction to Case Management for Human Services
• PSCN 4 – Multi-ethnic/Cultural Communication

• PSCN 7 – Contemporary Issues in Psychology-Counseling
• PSCN 10 – Career and Educational Planning
• PSCN 11 – Interpersonal Relationships
•
•
PSCN 12 – Self-Esteem for Success
•
PSCN 13 – Multicultural Issues in Contemporary America
•
PSCN 15 – College Study Skills
PSCN 18 – University Transfer Planning
• PSCN 20 – The College Experience
• PSCN 21 – Strategies for College Success
• PSCN 22 – College Success Series
• PSCN 23 – College Readiness
• PSCN 25 – Transition to College (SSSP Abbreviated/Initial Student Education Plan Session)
• PSCN 26 – College Success and the Chicano student
• PSCN 28 – Orientation for International Students
• PSCN 36 – Women in Transition
• PSCN 80 – Occupational Community Service in Human Services
Partnerships
Chabot College Student Services/Counseling Division partners with a variety of on and off-campus departments and agencies in the enhanced delivery of counseling, advising and educational planning service. Examples of these partnerships include:
• Early Decision Program with Service Area High Schools
•
•
Hayward Promise Neighborhood Grant
CSU/UC College On-site Representatives and Transfer Fairs
• Athletics, Business Department, First Year Experience, General Studies Discipline, Nursing, MESA
• Trade Adjustment Assistance Community College to Career Training
• Career Pathways Trust Regional Consortium Grant
• TRiO ASPIRE, EXCEL and Educational Talent Search
• Alameda County Workforce Investment Board - Career Transition Services contracts
• EOPS/DSPS
• CARE/CalWORKs
• Daraja/Puente
• PACE
ACADEMIC PATHWAYS STRATEGIC INTERVENTIONS
New, First Time in College Students
New students apply for admission online prior to each term, and are directed to complete the new student steps via an automatic email reply that includes their Student Identification Number and how to complete the Student Success and Support Program. The new student email includes web links to the
Assessment website ( www.chabotcollege.edu/couneling/assessment ) that has study guides and assessment testing schedule as well as directions on how to prepare for the assessments in basic skills
(English/ESL and Math). Upon completion of the assessment testing, students receive a Student Success
Passport which is a checklist of the required core services (assessment, online orientation, and student education planning) and are scheduled to attend the Transition to College (PSCN 25) Student Educational
Planning session that is held in the Counseling Conference Room for a group of fifteen students. These sessions are offered twice each day throughout the pre-registration and registration periods (February through August for Fall term; October through January for Spring term), which is nearly year-round.
Counselors leading these sessions guide student in choosing a major and initial educational goal, as well as developing their abbreviated Student Education Plan. All students attending will receive a counseling appointment referral for a comprehensive SEP appointment to be scheduled during their first or second

term.
Returning or Transferring In New Students
Returning students must for apply admission online prior to each term to re-activate their registration eligibility. These students receive an email confirmation on registration dates and steps. These students may request a counseling appointment by visiting the Counseling Division and speaking with a Front Desk
Counselor about their needs, and are referred to the appointment desk for individual counseling/educational planning appointments as needed.
Transferring in student from other colleges students must for apply admission online prior to the term to obtain registration eligibility. These students are directed to submit all college transcripts to the
Admissions and Records office, and to visit the Counseling Division as needed for transcript evaluation and educational planning services. Upon visiting Counseling, they speak with the Front Desk Counselor, and referred to the appointment desk for individual counseling/educational planning appointments as needed.
Continuing Students
Continuing students receive an email from Admissions and Records about a month prior to each term regarding the upcoming registration cycle for the following term, including information about priority registration with an embedded link to the priority registration website
( http://www.chabotcollege.edu/admissions/registration/priority.asp
). These students are encouraged to visit the Counseling Division for Front Desk Counseling to ask a variety of quick questions, and for referral to the appointment desk for individual counseling appointments as needed for comprehensive Student
Education Plans. Student Education Plan appointments require student to:
• Declare a Major and Educational Goal and be currently enrolled at Chabot
• Have completed Assessments in English/ESL and math
• Have all other colleges attended transcripts submitted to A&R
• Have completed the Online Orientation
Going forward, the plan is work with District ITS and A&R to run lists of students (after the add/drop period each semester) identified as having earned 15 units and have not yet completed a Comprehensive
SEP to email and text them to make counseling appointments or attend a group SEP workshop (for continuing student without other college transcripts by major cluster area) to complete a Comprehensive
SEP prior to the next semester’s enrollment period.
2.
Describe what services are offered online, in person, individually or in groups, etc. Indicate whether dropin counseling is available or appointments are required. Describe the adequacy of student access to counseling and advising services, including the method and time needed for students to schedule a counseling appointment and the average wait time for drop-in counseling. Describe any use of academic or paraprofessional advising.
Dept/Program In Person Counseling Services
Individual
Appointment
General Counseling • SEP (Abbrv &
Comp)
• Success Contract
Front Desk/
Drop-in
• Expert
Counseling
Advice
Group
•
•
Transfer
Workshops
PSCN Classes
Online
• Expert
Counseling
Advise

• TAG
• Vet Eval.
• Program Plan
• Unofficial Eval.
• Career
• Personal/Crisis
• Transfer
Special Programs • SEP (Comp)
• Success Contract
• TAG
• Vet Eval.
• Program Plan
• Unofficial Eval.
• Career
• Personal/Crisis
• Transfer
• Procedural direction
• Appt
Referral
• Form intake
• Expert
Counseling
Advice
• Procedural
• direction
Appt
Referral
• Form intake
• University Field
Trips/Tours
• Help Zone
• Transfer
Workshops
• PSCN Classes
• University Field
Trips/Tours
• Special
Programs
Orientations
• General
Information
• Procedural direction
Service not available
Front Desk Counseling (General Counseling)
During the entire academic year, students may obtain expert counseling advice and direction from a
Counselor on duty at the Front Desk Counseling Counter located outside the General Counseling Division from opening until closing. All students requesting counseling appointments are asked to first speak with a Front Desk Counselor who will determine appointment eligibility and appropriate appointment selection before giving a student an Appointment Referral.
Individual Appointments
Most appointments are 30 minutes in duration, although certain circumstances may necessitate an hour.
Categorical and grant funded programs more typically offer 60 minute appointments. In General
Counseling, students schedule appointments in person and by visiting the Counseling Division and speaking first with a Front Desk Counselor. The Front Desk Counselor may help the student on the spot, or may make an Appointment Referral to the Student Counseling Assistant at the Counseling Appointment
Desk as described above. Individual appointments are required for SEP’s (other than the group SEP workshops), personal counseling, Veterans Benefits, Probation Success Contracts (unless AP 1 self-report and Counselor review), career counseling (unless using the Career & Transfer Center for self-service or workshops) and Financial Aid Satisfactory Academic Progress (SAP) education plans as well as unofficial evaluations of external transcripts.
After Counselor and Classified Professional staffing has been adequately restored, the Counseling Division may be able to provide appointment scheduling over the phone to facilitate increased access. This decision needs careful analysis as to not result in a return of higher no-show rates, and undue message return workload among other considerations.
Special Programs
Students are offered individual counseling appointments in addition to drop in counseling. Students are able to schedule counseling appointments with front desk staff or the program Counselor Assistant in person, or over the phone. The average wait time for drop-in counseling is usually between 15-20 minutes.
Group Counseling
General Counseling offers Transfer and Career Workshops on a walk-in basis during Fall and Spring
Semester. Topics include: Transfer Basics, TAG’s, Writing the Personal Statement, Major Exploration,

Eureka Career, Job Search, Resume Writing and Transfer Degrees (AA-T’s/AS-T’s) in eighteen majors. The
CTC also offers UC/CSU Transfer Application Lab during the Fall semester. A new SEP workshop for native
Chabot students has been piloted to facilitate access to SEP’s for continuing students in a group format.
Online Counseling
Online Counseling Services have been available since Spring Semester 2014 and are available to all currently enrolled students and current applicants. Online Counseling provides a secure environment as students log-in through ClassWeb and integrated SARS Grid, the online registration portal, so counselors may access records in providing online advising.
Wait Time
Timely access to services and wait time can vary greatly depending on when students request assistance.
Greatest demand for counseling services occurs the first week of each semester and during registration, especially the last six weeks of each semester. Front Desk Counseling, Same Day Appointments and
Online Counseling (in General Counseling) help to maintain continuous access to services even during our busiest times. The restoration and augmentation of the SSSP funding will allow greater counseling services access including more evenings, year-round counseling including academic breaks (summer, winter and spring), and more counselors on duty at a time. Thus, the college expects the wait times to improve substantially over the next few months, though there will always be times of impaction during the registration period and start of each term (especially the fall semester).
• Up to 4 weeks or more during weeks
1, 2 and 12 - 18.
• 2 wks or less for
Priority categories,
• Small number of same day appts due to cancellation usually available
Less than one week
• Up to 30-60 min or more, 1st week of semester
• 15-30 minutes weeks
2 and 3
• 5-15 minutes or less the weeks 4-11
• 15-30 minutes weeks 12-17
Drop-in service, no waiting if available
• Workshops are available on a walk-in basis and scheduled regularly during the semester
• Workshops are available on a walk-in basis and scheduled regularly during the semester
The Online
Counselor usually responds one or two days after question submission.
Service not available
3.
Describe the type of assistance provided to help students develop an abbreviated student education plan and the scope and content of the plan.
General Counseling
Front Desk Counselors refer students for abbreviated SEP counseling appointment based on student

category and need by first checking registration hold screen. First time in college students attending the program planning component of PSCN 25 (Transition to College) will complete an abbreviated SEP during their scheduled session. Counselors develop one to two semester course plans to address academic personal goals keeping in mind assessment levels and school life balance/external factors.
Special Programs
Comprehensive student education planning is provided for students served in the Special Programs.
4.
Describe the type of assistance provided to help students develop a comprehensive student education plan that identifies the student’s education goal, course of study, and the courses, services, and programs to be used to achieve them.
General Counseling
Front Desk Counselors refer students for a Comprehensive SEP counseling appointment based on student category and need. For students requiring a full SEP (all remaining course work), an hour-long appointment is scheduled that identifies the student’s education goal, course of study, and the courses, services, and programs to be used to achieve them. Considerations of work schedule, type of major, family/living situation, and other external factors are incorporated as much as possible as well as assessment results and other colleges attended. Referrals are often made to the Career & Transfer Center workshops, services, university representatives and discipline-based faculty members for more guidance on choosing a major or 4-year college or university to consider transferring to.
Special Programs
The counselor completes a comprehensive educational plan during a scheduled appointment. The student educational plan maps out the general education classes and the educational goal of the student.
The student educational plan identifies all of the courses and unit requirements necessary for student success. This includes general education, major and elective courses, in addition to transfer requirements if applicable. The counselor can update or modify the plan and make course changes as necessary.
Students will have access to Eureka Online. This service provides students with access to career and educational information. Counselors direct students to use the program. The Career/Transfer Center also provides students with assistance in the use of this program along with various career/transfer workshops.
5.
Identify the staff providing counseling, advising and other education planning services, including the number of positions, job titles and a one-sentence statement of their roles. Indicate the number of fulltime counselors and their negotiated student contact hours. Indicate the number of part-time counselors and the number of full-time equivalent counselors (total full time and part time counseling hours divided by 2080).
General Counseling
Currently, 8 full-time counselors (8.0 FTEF) and 11 part-time counselors (5.3 FTEF) provide core Student
Success and Support services in General Counseling. Four additional full-time Counselor/Instructors are being hired during the Fall 2014 semester. Full-time counselors provide 25 contact hours (minus assigned time and teaching) per week and part-time counselors provide up to 16 contact hours per week.
General Counseling assignments include work with the following specific student groups or services:
• Online Counseling
• Transfer Coordination
• Psychology-Counseling Course Coordination
• Mental Health Coordination
• International Student Counseling

• Veterans Counseling
• Articulation
Special Programs
The learning communities, programs, and services included in Special Programs are staffed by six full-time counselors who provide 25 contact hours and part-time counselors who provide up to 16 student contact hours per week as follows:
Program # Full-time
Counselors
#Part-time
Counselors
Total FTEF
Aspire
Athletics
CalWorks
Daraja
0
1
0
0
3
2
0
3
3
2
1.40
1.00
1.02
1.02
3.98 Disabled Student Programs and Services (DSPS)
Extended Opportunities
Programs and Services
(EOPS)
Excel
Hayward Promise
Neighborhood (HPN)
1
0
0
3
2
2
2.16
1.28
.94
Program for Adult College
Education (PACE)
0 1 .46
Puente 1 (2 interns) 1.00
Our plan is to hire a Transcript Evaluator for Course Placement to evaluate incoming transcripts from external institutions for course placement and pre-requisite clearance. This transcript analysis will also directly contribute to the development of a Student Education Plan by evaluating and identifying courses to be applied toward the education goal prior to scheduled counseling appointments. This will greatly increase the efficiency of the SEP planning/counseling process for each SEP counseling appointment.
Additionally, a Degree Audit/Student Education Planning Coordinator is planned to assist in the planning, evaluation and implementation of the College’s Student Success and Support Plan (SSSP) in areas related to Degree Audit/Student Education Planning (SEP) systems. The incumbent will also work collaboratively to develop systems to support efforts to increase degree and certificate completion; ensure priority enrollment systems to meet SSSP mandate requirements; and to provide continual training and workshops to end users and students on the use of the degree audit/student education planning systems.
Additionally, the position will serve in a lead capacity in creating processes to ensure evaluations and incoming transcript course-to-course articulation methods are efficient and responsive to SSSP mandates for SEP development.
6.
Identify any technology tools used for education planning. For third-party tools, be specific about the product and how it is used. Identify any technology tools used for support of counseling, advising and other education planning services, such as scheduling or degree audit. For third-party tools, be specific

about the product and how it is used.
The Chabot-Las Positas Community College District owns the Ellucian DegreeWorks system for degree audit and student education/program planning. Its functionality includes a planner which allows users to create and save student educational plans. DegreeWorks integrates fully with the District SIS, Ellucian
Banner, and is currently being piloted by counselors at Chabot College with wide release to all counselors and students in the upcoming year. Students will be able to access DegreeWorks from the self-service online registration system, CLASS-Web, and the portal, The Zone. Counselors and other staff access
DegreeWorks from the web-based client on their desktop PC’s. Completed student educational plans are marked as complete and made available for staff to view in Banner, and for students to view in CLASS-
Web and The Zone.
Areas doing academic counseling use the third-party product, SARS·GRID, to schedule appointments for educational planning and other types of counseling. Students check at computer kiosks located in each area which run SARS·TRAK which works in conjunction with SARS·GRID. Additionally, appointment reminders are sent via telephone and email using SARS·CALL, another product working in conjunction with SARS·GRID. SARS·CALL is also used to send out SSSP-related correspondence to students via email.
The District will be migrating from SARS·CALL to SARS·MSGS to add texting (SMS) capability in the near future.
7.
Include in the Budget Plan, all staff costs (salaries and benefits) for each position and the direct cost to purchase, develop or maintain technology tools specifically for counseling, advising and other education planning services.
There are currently eight, soon to be twelve by Spring 2015, full-time Counselor/Instructors in general counseling and six full-time Counselor/Instructors in Special Programs. There are two Student Counseling
Assistants (1.5 FTE) and one Counselor Assistant II (1.0) in general counseling and four Counselor Assistant
II’s in EOPS/CARE/CalWORKs Special Programs (4.0) and two in DSPS (2.0) that support the counseling/advising/student education planning functions. Part-time Counselors in each area as outlined in the staffing chart above also support the counseling/advising/student education planning function.
New Positions
Counselor Assistants - Several more temporary Counselor Assistants will be hired by Spring 2015, with permanent positions being recruited to support Daraja, Puente, FYE and Transfer
Counselors/Coordinators. Please see the Budget Plan for staff costs for each position.
Incoming Transcript Evaluator (1.0 FTE) = this position will evaluate incoming transcripts from external institutions for course placement and prerequisite clearance as well as evaluate courses that will directly contribute on the development of a student education plan during counseling sessions.
Degree Audit/Student Education Planning Coordinator (1.0 FTE) = This position will assist in the planning, evaluation and implementation of the College’s Student Success and Support Plan (SSSP) in areas related to Degree Audit/Student Education Planning (SEP) systems. The incumbent will also work collaboratively to develop systems to support efforts to increase degree and certificate completion; ensure priority enrollment systems to meet SSSP mandate requirements; and to provide continual training and workshops to end users and students on the use of the degree audit/student education planning systems.
Additionally, the position will serve in a lead capacity in creating processes to ensure evaluations and incoming transcript course-to-course articulation methods are efficient and responsive to SSSP mandates for SEP development.
1.
Describe the target student audience according to title 5 section 55525, including an estimate of the

annual number of students to be provided at- risk follow-up services, and the college’s process to identify them. Describe the strategies for addressing the needs of these students, including: a.
Types of services are available to these students; how they are notified and when. b.
Strategies for providing counseling, advising, or other education planning services to assist them in selecting an education goal and course of study. c.
How the services identified in “a” and “b” above are provided (online, in groups, etc.). d.
How teaching faculty are involved or encouraged to monitor student progress and develop or participate in early alert systems.
Target Audience
Chabot College defines At-Risk students as:
• Students enrolled in Basic Skills courses. These students are identified after the completion of the
English and Math assessment and sent emails about the importance of enrolling in the basic skill coursework as early as possible (e.g. first semester of enrollment). There are about 2,125 new basic skills students each year (over 80% of new students place into basic skills English or math as evidenced in our institutional research: http://www.chabotcollege.edu/ir/StudentCharacteristics/ChabotFacts-
DiversityFirstGenAssessF13.pdf
) and
• http://www.chabotcollege.edu/ir/StudentCharacteristics/AssessmentRecsNewStudsFall13.pdf
.
Students who have not identified an educational goal and course of study. These students are identified after the completion of the application for admission to the college.
• Students on Academic or Progress Probation. o
Academic and Progress Dismissals-New or Continuing on status o
Progress Probation, Warning 1- New or Continuing on status o
Progress Probation, Warning 2- New or Continuing on status o
Academic Probation, Warning 1- New or Continuing on status o
Academic Probation, Warning 2- New or Continuing on status o
We provide follow-up services for approximately 3000 students annually who are on some probationary status and need to receive at-risk follow-up services.
How Students are Identified - Students without a major
At-Risk Students – No Educational Goal/Course of Study – Identification/Strategies/Services
• This student population is identified at the time of the application. Reports are generated for special populations to reach out to the various student groups such as First Year Experience, Veterans, Basic
Skills, students identified as TANF for CalWORKs, EOPS, etc.
• Through group program planning sessions (Psychology Counseling - PSCN 25) for the Abbreviated SEP guide, students are instructed to explore possible academic pathways/career choices.
• Strategies/Activities – Follow-Up Services: o
Students can meet with a counselor in person to discuss educational planning. o
Students are encouraged to enroll in FYE and a personal development course. o
Students are invited to career development /planning workshops. o
Students have access in the Career Transfer Center for career exploration resources.
Probation students are identified by the district’s ITS after grades are posted. Admissions and Record’s mails a letter to these students informing them of their academic status, which includes directions to make an appointment with a counselor. Students are also notified of their probation status in their
Chabot College CLASS-Web account.
Within the 5 th or 6 th week of the following term, the Probation Coordinator will send a color coded letter to students explaining; academic status, upcoming hold preventing registration, and necessary steps to release holds. The purpose of this letter is to alert the students early so their registration for the next term will not be delayed and appointments with counselors would be available. The Probation

Coordinator works closely with A&R staff to ensure students are cleared of academic holds.
• Academic Probation I - Students will receive a yellow colored letter and Self-Report Contract. These students do not make appointments. They fill out their contract and return it to the Counseling department. The Probation Coordinator will review and approve the contracts. Next, the contracts will be sent to A&R for hold release.
• Academic Probation II - Students will receive an orange letter and will be instructed to make an appointment with a counselor. The counselor will complete an Academic Success Contract with the student. They will discuss strategies to get off of probation, complete a plan for one- two semesters and recommend different resources needed by the student.
• Academic and/or Progress Dismissal Students will receive a red letter and will be instructed to fill out a Petition for Readmission and make an appointment with a counselor. The petition must be submitted to Admission and Records for possible reinstatement. Counselors will work closely with the student and explain necessary steps for improvement and resources needed.
• Progress Probation – Students will receive an email regarding their progress probation status, encouraging them to make an appointment with a counselor to complete an Academic Success
Contract. Holds have not been placed on student registration for progress probation to date, but these may apply as counseling services are restored with SSSP funding.
1a. Types of services available to at-risk students
Tutoring Services
The Learning Connection below areas:
•
How Provided
Learning Labs across campus are provided with Tutors/LA’s in
ESL Language Center
• Math Lab
• WRAC (Writing and Reading Across the Curriculum)
• Communications Studies Lab
Career Center
Referrals to local job listings
• Building your resume
• Reviewing effective job interview techniques
Self-service with Peer Advisor support
Counselor/Instructor lead group workshops
• Workshops
• Personality/Interest inventories PSCN class & CTC with individual interpretation
Tabling at campus health events Health Center
Examinations
Lab Work
Mental Health Counseling/Crisis Intervention
Over the counter medications
Mental/Physical/Sexual screenings
Vaccinations
Flu shots
TB tests
Health education materials
Financial Aid

Fee Waivers, Federal/State Grants, Loans
General financial aid information
Online BOG Waiver Application
Financial Aid Office & Special Programs
Workshops FAFSA Online and Financial Aid Office
Career Pathways and Education Program - Provides CTE students with education and career training programs that can be completed in two years or less and prepares individuals for employment.
Academic Counseling
Career Counseling
IEP (Individual Employment Plan) and SEP Development
Employment Search
Employment Coordinator
Employment Referrals
Resume Review
Workforce Development Workshops:
• Resume Development
• Interview Techniques
• Job Search Strategies
• Career/Job Fairs
Individual Counseling Appointments
Career & Transfer Center Job Listings
1b. Strategies for providing counseling, advising or other educational services to assist students in selecting an educational goal or course of study
Email all at- risk (undecided) students to engage with the following resources:
Individual Counseling Appointments Counseling Services
Academic Counseling
Student educational planning
Selection of course major
University transfer requirements
Graduation requirements
Transfer Center
Exploring and choosing a major
Applying and transferring to baccalaureate colleges and universities
Center
Information about Major preparation & general education
Searching for scholarships
Workshops & University Representatives
Transfer Day/Night Fairs
Peer Advisor assistance
Transfer Counselor assistance in Transfer
Disabled Student Counseling Center
Academic Counseling and Tutoring services
Determine the functional limitation presented by student’s disability as it applies to their education and learning process
Provide academic accommodations (testing, shared-note taking, digital recording forms, etc.)
Assessment from English 116, “Learning Skills-Diagnostic Clinic”
Other Special Programs & Services
First Year Experience Program Learning Communities/Pathway Cohorts
EOPS/CARE/CalWORKs/TRiO-ASPIRE/TRiO-EXCEL/Hayward Promise Neighborhood
/Daraja/Puente/PACE/Athletics/SBBC (Striving Black Brothers Coalition)
Academic and Personal Counseling

Book grants
Priority Registration
CalWorks work-study jobs
Scholarships
Tutoring services
College tours
Success Workshops
Cultural Events
Veterans – Individually contacted by Veterans Benefits Office
International Students
Counseling Support Classes
PSCN 15- College Study Skills
PSCN 10- Career and Educational Planning
PSCN 12- Self Esteem for Success
PSCN 18- University Transfer Planning
PSCN 20- The College Experience
PSCN 21- Strategies for College Success
PSCN 23- College Readiness
PSCN 36- Women in Transition
First Year Experience (FYE) for Basic Skills Students and students with undeclared majors
Our FYE community is designed to help incoming students maximize their first year of college by getting comfortable on campus, connecting with new friends, and thinking of Chabot as home. Students in FYE get to explore their own interests while they work toward their degree in themed academic pathway cohorts. The FYE program is becoming a college-wide response to assisting Basic Skills and
Undecided/Undeclared students with early enrollment in basic skills courses and early interventions for deciding on a career pathway and educational goal. FYE is a collaboration between discipline based and counseling faculty, academic and student support services.
FYE Pathways include :
STEM (Science, Technology, Engineering, & Mathematics)
Business (Accounting, Management, Entrepreneurship, Marketing, Retail)
Change it Now! (Explores Social Justice themes)
Chabot College Athletes
Hayward Promise Neighborhood (Students from Hayward or Tennyson HS)
Daraja (Explores African-American themes)
Puente (Explores Latino themes)
All Pathway courses are paired with Basic Skills math and/or English classes. The FYE website outlines these programs: http://www.chabotcollege.edu/Counseling/FYE/index.asp
.
1c. How the services identified in “a” and “b” above are provided (online, in groups, etc.)
Each SSSP service area provides a variety of group, individual and online service delivery formats as identified to the right of each service name in “a” and “b” above. For example, DSPS courses in Adaptive
Physical Education, Computer Application Systems, English Learning Skills and Psychology Counseling are taught in a group setting but they work with the students based on their individual needs. These courses support students with understanding their disabilities while instructing them on utilizing compensatory strategies to enhance their learning process, assistive technology, how to communicate their needs with

instructors, their legal rights, Chabot College academic regulations and conduct codes, enhancing their physical strength, etc. This curriculum provides the student with a disability a strong foundation which will lead them to academic success. The DSPS Counselors work closely with the DSPS Instructors to better support the student. EOPS primarily serves students in individual counseling appointments, drop-in counseling and in small, in-person groups. Puente has both a PSCN class, as well as individual counseling appointments, field trips and other special events, coupled with a pre-English 1A class in a learning community format. The Daraja program will re-initiate the PSCN class to couple with the pre-English 1A as it had in the past prior to the recession, and includes individual counseling follow-up, group activities such as study groups and a for-credit study hall class through General Studies.
Teaching Faculty Participation
At the sixth week of the Fall and Spring Semesters, instructors report the progress of their students using the online Mid-Term Progress Report (MTPR) system. The Probation Coordinator reminds all Faculty to submit their MPTRs online by the end of the eighth week of instruction. Students who receive comments from instructors that indicate academic problems are mailed and emailed a list of available support services and interventions available on campus including counseling for academic advisement.
Students who receive intervention recommendations from their instructor are contacted. The MTPR comment information is stored in BANNER and counselors, special programs staff, and athletic coaches have ready access to the information when working with students.
In addition to the Mid-Term Progress Report, the College also has an online Retention Comment program.
The program provides faculty an opportunity to communicate with the intervention advisors for assistance with students at any point in the term. The intervention advisors (IAs) are supervised by the
Dean of Counseling and Director of Admissions and Records. Any communication with the student is usually by phone. The IAs follow up with the faculty member and students are given support services information and are encouraged to meet with a counselor.
When a student with a disability is informed of being at risk academically by the Mid-Term Progress
Report or Missing Student Program, the DSPS Counselor and the student reassess their accommodations,
SEP, major, and enhance course referrals. They may also determine more campus, community and/or
State referrals.
Disabled Student Programs & Services (DSPS)
There are about 1000 Students with Disabilities enrolled at Chabot College. Many students identify themselves by:
•
•
Bringing in their high school Individual Education Plans, (IEP)
Disclosing their having a disability by bringing in verification documentation from a medical or State professional
• Assessment from English 116, “Learning Skills-Diagnostic Clinic”
• Referrals from Instructors by informing the student and/or a DSPS staff member of a student possibly benefiting from DSPS services.
The DSPS Counselor and the student determine the functional limitation presented by their disability as it applies to their education and learning process. Through this process, academic accommodations are discussed and put in place and the student is referred to the specific DSPS staff member who provides the student with the policy/procedure for requesting their accommodations. Their academic accommodations may include, but are not limited to: alternative testing shared note taking, digital recording, etext, Braille transcription, real time captioning, sign language interpreting or cart service. At this time, referrals are provided to the student based on their individual need to other college programs
(EOPS, Learning Connections, Math Lab, Financial Aid, Veterans, etc.), community (Community Resources for Independent Living (CRIL), Regional Center of the East Bay, Second Chance, LesFamilia, etc.) and State

agencies (State Department of Rehabilitation, (DOR), Social Security, etc.).
DSPS Counselors work closely with students by examining majors and the courses required. If the student is undecided, the Counselor will enroll the student in PSCN 10, “Career and Education Planning.”
The student and the DSPS Counselor develop Student Education Plans, (SEP), based on their English 116 assessment, English Placement Test, Math Placement Test, major requirements, General Education requirements for AA/AS degrees a and/or transfer.
DSPS courses in Adaptive Physical Education, Computer Application Systems, English Learning Skills and
Psychology Counseling are taught in a group setting but they work with the students based on their individual needs. These courses support students with understanding their disabilities while instructing them on utilizing compensatory strategies to enhance their learning process, assistive technology, how to communicate their needs with instructors, their legal rights, Chabot College academic regulations and conduct codes, enhancing their physical strength, Etc. This curriculum provides the student with a disability a strong foundation which will lead them to academic success. The DSPS Counselors work closely with the DSPS Instructors to better support the student.
A student with a disability is informed of being at risk academically by their instructor in person or by mail through Mid Semester reports, the college Admission & Records through academic progress/ probation mailings and/or their DSPS Counselor in person, by phone or email. At this time the DSPS Counselor and the student reassess their accommodations, SEP, major, enhance course referrals, i.e . PSCN 15, 901-4.
They may determine more campus, community and/or State referrals.
DSPS students are supported by DSPS, Special Programs, faculty, staff and administrators throughout the campus. This support provides the students with skills and confidence which enables them to achieve their academic and career goals.
Extended Opportunities Programs and Services (EOPS)
EOPS also plays an important role in providing student follow-up services. EOPS Counselors work with students individually and in small groups in helping students explore and declare majors, utilize academic support services such as tutoring and writing labs, and in developing education plans that help students in basic skills move efficiently to degree and transfer-applicable coursework. The EOPS Counselors also develop Academic Success Contracts for students on Academic or Progress Probation, indentifying appropriate course loads and student support services to help these students stay on track to not lose priority registration and/or BOG Fee Waiver. EOPS also provides students with a variety of career, transfer and study skills workshops, as well as field trips in collaboration with the Career and Transfer Center.
TRiO Student Support Services
The TRiO ASPIRE program provides the following student follow-up services for students in their program:
• Individualized case management and mentoring
• Academic, financial, and personal counseling
• Multi-tiered academic support:
•
•
College Readiness and College Success courses
Supplemental Instruction
• Tutorial & Study Groups
• Priority registration and enrollment assistance
• Career exploration workshops
• Cultural enrichment activities
• Direct financial assistance (grant aid) to current SSS participants who are receiving Federal Pell Grants
• Transfer assistance

• Campus visits to local four-year colleges and universities
The TRiO EXCEL program offers eligible students in-depth academic support, including personal counseling, transfer assistance, and career exploration with emphasis on ESL support courses.
CalWORKs
The CalWORKs / Work-Study Program combines welfare benefits with education, job training and job placement, while providing childcare, transportation, and school supplies. Both programs provide counseling, career planning, and personal development workshops. Work study students can work on campus up to 20 hours per week.
2.
Identify the staff providing follow-up services (including the numbers of positions, job titles and a onesentence statement of their roles).
• Counselor/Instructor assigned to Probation/Student Follow-up Coordination (.25 FTE)
• Counselor Assistant assigned to support Probation/Student Follow-up Coordination (.75 FTE)
• FYE Coordinator assigned to coordinate Student Follow-up for Basic Skills and Undecided Students (.5
•
FTE)
Peer Advisors/Pathway Coaches assigned to Career/Transfer Center, Student Online Services, and
First Year Experience (FYE) program
• DSPS Counselor Coordinator (1 F/T ), DSPS Counselors (2 F/T and 2 P/T) o
Provide academic, career and personal counseling. Including SEP’s, registration, orientation.
Liaison with community and state agencies, etc.
• DSPS Counselor Assistant II (2 F/T) o
Provide academic accommodations (testing, shared-note taking, digital recording forms, etc.).
Liaison with faculty throughout the campus.
• EOPS/CARE/CalWORKs Counselor Coordinator (1 F/T), EOPS Counselors (2 PT) o
Provides academic, career and personal counseling related to student follow-up activities and services
• EOPS Counselor Assistants (2 F/T)
• o
Provide counselor support and logistical coordination with students related to student follow-up
TRiO Director (1 F/T) o
Provides overall direction and grant administration for TRiO grant-funded student support services
• TRiO Counselor Assistant (1 F/T) o
Provides support for Director and logistical coordination for student follow-up activities
• Daraja Counselor Coordinator (1 F/T) o
Will provide counseling and coordination (once hired) for Daraja student follow-up activities
• Puente Counselor Coordinator (1 F/T)
• o
Provides counseling and coordination to Puente student follow-up activities
Puente Counselor Assistant (P/T .5 FTE) o
Will provide counselor support and logistical coordination with Puente students related to student follow-up
• Transfer Counselor Coordinator (1 F/T) o
Provides counseling and coordination related to transfer student follow-up activities (undecided students, basic skills students, students on probation and/or facing dismissal)
• Transfer Counselor Assistant (1 P/T .5 FTE) o
Provides counselor support and logistical coordination with students related to student follow-up
3.
Identify any technology tools used for follow-up services. For third-party tools, be specific about the product and how it is used.
Banner, Class-Web, SARS Grid, Call/Text Messaging and eAdvising, SARS Track and Email.

How used: Checking students’ academic records, assisting with registration, advising to completing orientation assessment and SEP requirements, gathering contacts and information in support of students, and college-wide/student communication about academic support units and external agencies that serve students.
Websites and Agencies used: Assist. Org, CSU/UC/Private College websites, Career Café, Galvin
Group/CAPED/AHEAD, Bookshare/Learning Ally/ATPC, LD/Director/Alt Media listserve, HTCTU, and OCR.
How used: Checking articulation agreements, reviewing academic and career programs, associations providing information on reasonable accommodations for students with disabilities, providing textbooks in digital format for students, providing information in the field pertaining to students, training faculty and staff on innovations in technology to better serve our students, provide legal guidance in the determination of academic accommodations for students.
4.
Include in the Budget Plan, all staff costs (salaries and benefits) for each position and the direct cost to purchase, develop or maintain technology tools specifically for follow-up services.
Please see Budget Plan for staff costs and positions associated with follow-up services. Primarily in-house technology tools are used for student follow-up services (Banner, ClassWeb, SARS, etc.) currently, though additional third party products may be explored to enhance student follow-up tracking and communication services through the SSSP Advisory Council.
1.
Describe the types of Institutional Research will be provided that directly relate to the provision or evaluation of SSSP Services.
Institutional Research provides the following types of research on assessment, orientation, SEP’s and other related SSSP services
• Use of services – numbers of students who received each service each semester.
• Which SSSP services were received by the priority student groups—the state-mandated enrollment priority groups (Veterans, EOPS, DSPS and CalWORKs), the college priority groups (Athletes, Trio, and
Aspire students) and all other types of students, such as Early Decision students, full-time and parttime students, etc.
• Follow-up monitoring of the effect of the SSSP services on each group of students – tracking students over subsequent semesters to record their success outcomes after the services, to show how the
• services enhance student success.
Satisfaction with the services – the biennial student survey provides ongoing data on student satisfaction with the services, based on intensity of use.
• Cohort studies of students who start Chabot in the same semester, to see which types of students with which types of services achieve their educational goals. This allows the college to target additional services to those students who most need it.
• All studies will have an equity component to measure any differences in services or outcomes based on identified at-risk student groups.
• Ad hoc studies requested by any SSSP service to study the student characteristics or outcomes of the students they serve.
1.
Describe the types of services provided through the use of technology that directly relate to the delivery

of services, such as online orientation, advising and student educational planning.
An in-house, web-based interactive online orientation, detailed under section i of Item IIa Core Services is currently in use. Additional products will be explored, or the in-house product will be enhanced to include video segments that illustrate college Student Success and Support Programs and Services.
English and math assessment are done using the third-party, web-based system ACCUPLACER. Because these assessments are done online, they can be completed by students off-site in controlled, proctored environments. Results are uploaded daily and made available to staff view on the District SIS, Ellucian
Banner, and for students to view online from the self-service online registration system, CLASS-Web and the student portal, The Zone.
Advising is available to qualified (currently enrolled) students in an online, asynchronous format via the eAdvising module of the third-party product, SARS·GRID. User-authenticated interactions between students and counselors are recorded and data is uploaded on a weekly basis and made available to staff to view on Banner and for students to view on CLASS-Web and The Zone.
Ellucian DegreeWorks is currently being piloted by the college for degree audits and online student educational planning interfacing with Banner student records in a real-time, user-authenticated environment. Details can be found under section iii of Item IIa Core Services.
1.
Recognizing the challenges some districts face in restoring services after the 2009-10 budget cuts, districts may also count expenditures for costs that were allowable as of 2008-09, even though they are no longer allowable under SB 1456 and current SSSP regulations. These include Admissions and Records, Transfer and Articulation Services, Career Services and other Institutional Research. Describe what types of services are provided during this transition period that are being used for district match.
The following types of services are being used for district match during this transition period:
• Admissions and Records Services
• Transfer and Articulation Services
•
•
Career Services
Institutional Research Services
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& P
D

1.
Exemption Policy
Provide a description of the college or district’s adopted criteria for exempting students from participation in the required services listed in title 5 section 55520 consistent with the requirements of section 55532.
The following students may be exempted from participation in required services:
• Students who have completed an associate degree or higher may be exempted from participation in assessment and student education plan development. These students are identified by the student: o
self-identifying as having completed an associate degree or higher on their admission application, or o submitting an official college transcript showing completion of an associate degree or higher with a
Request to Review Priority Registration Status form to the Counseling Division.
• Students who have enrolled at the college for a reason other than career development or advancement, transfer, attainment of a degree or certificate, or completion of a basic skills or English as a Second Language course sequence may be exempted from participation in assessment and student education plan development. These students are defined as those who have declared “personal development” as their major and “educational development” as their education goal.
• Students who submit proof of successfully completing an alternate assessment with the Request to Review
Priority Registration Status form to the Counseling Division may be exempted from participation in assessment. The following alternate assessments are accepted: o
Advanced Placement (AP) English and calculus exam with a score of 3 or higher. o
Early Assessment Program (EAP) score of “College Ready” or “College Conditionally Ready” in English and math. o
DSPS diagnostic evaluation administered within the district. (Within the district or just at Chabot?)
• Students who submit an official transcript reflecting successful completion (“C” grade or better) of collegelevel English and math courses with the Request to Review Priority Registration Status form to the Counseling
Division may be exempted from participation in assessment.
Students who have been exempted from participation in required services are notified through their online CLASS-
Web account. Students may log into this account at anytime to check their completion and/or exemption of required services (orientation, assessment, and student education plan). Students who have been exempted may still participate in orientation, assessment, and student education plan development if they so choose.
• Appeal Policies
Describe the college’s student appeal policies and procedures.
Students may appeal their loss of priority registration status due to extenuating circumstances, or where a student with a disability applied for, but did not receive timely, reasonable accommodation. Students may also appeal their loss of priority registration status due to being placed on academic or progress probation for two consecutive semesters or earning 100 or more degree-applicable semester units in the Chabot-Las Positas
Community College District (CLPCCD).
To appeal loss of priority registration status, the student must submit a Loss of Priority Registration Appeal
Petition with supporting documentation to the Counseling Division for evaluation by a counselor. For students appealing due to either an extenuating circumstance (e.g., death in the family, serious accident, illness, etc.) or failing to receive a reasonable, timely accommodation, approval is based on documentation verifying the situation. For students appealing due to being placed on academic or progress probation for two consecutive semesters, approval is based on the student having demonstrated significant academic and/or progress improvement (i.e., achieving at least a 2.0 GPA and 50% completion rate in the last term). For students appealing due earning 100 or more degree-applicable semester units in the Chabot-Las Positas Community College District
(CLPCCD), approval is based on the student’s education plan showing that he/she is (a) enrolled in a high unit major/program and/or (b) completing his/her final semester before graduating from CLPCCD.
Once a decision has been made, the petition is forwarded to the Admissions and Records Office for record

keeping and to notify the student of the outcome. If approved, the student’s priority registration status is reinstated for one semester and the student’s registration date is adjusted accordingly.
• Prerequisite Procedures
Provide a description of the college’s procedures for establishing and periodically reviewing prerequisites in accordance with title 5 section 55003 and procedures for considering student challenges.
Prerequisite Establishment and Review Process
Within a discipline - the faculty do a content review that says that one course is a prerequisite for another.
They have to assert this in the curriculum form that approves the course and the prerequisite and obtain approval from the Curriculum Committee after a discipline vetting process using the online content management system, Curricunet.
Outside a discipline are various levels of scrutiny, the highest being a math or English course as prerequisite for another discipline. Based on content review, a review process is developed with institutional research, discipline-based faculty and the SSSP Advisory Council. Faculty identify the necessary and appropriate body of knowledge or skills students need to possess prior to enrolling in a course, or which students need to obtain through concurrent enrollment in a corequisite course. The review process is undertaken that determines what skills or knowledge are required for success in a given course and how that preparation can be obtained in order to advise or require students to acquire the necessary preparation prior to enrolling in (prerequisite) or while taking (corequisite) a given course. Faculty also examine how the course is taught and all components of the
Course Outline of Record (COR).
The content review process is initiated by reviewing the Course Outline of Record (COR). The
COR delineates the content and competencies a student is expected to achieve in the course, the assignments and the assessments that will be used to measure student outcomes.
Faculty participating in content review also develop course syllabus and tests, instructional materials, pedagogical considerations, and grading criteria.
Prerequisites are reviewed at least every two years, looking at assessment cut scores as well as course sequence success rates, with attention to disproportionate impact on specific groups.
Prerequisite Challenge Process
Students may challenge a prerequisite for the following reasons:
1.
A prerequisite is not made reasonably available to a student
2.
A student believes the prerequisite was established in violation of state regulation or in violation of the
District approved prerequisite process;
3.
The student believes the prerequisite is discriminatory or being applied in a discriminatory manner.
(Discrimination is defined as prerequisite being arbitrarily enforced with some group(s) of students and not with others or having disproportionate impact on a particular group of students.);
4.
Student has documented knowledge and abilities equivalent to those specified in the prerequisite course.
To challenge a perquisite, a student may obtain the Prerequisite Challenge form from the Counseling Division, complete the form citing one of the four reasons for the challenge above, and attach supporting documentation
The student must provide appropriate documentation when filing a challenge form that may include, but is not limited to, high school or college transcripts, additional test results, work experience, or writing sample.
Prerequisite website: http://www.chabotcollege.edu/counseling/prerequisite-clearance.asp
.
• Professional Development
Describe plans for faculty and staff professional development related to implementation of the Student Success and Support Program.
The Counseling Division and Special Programs and Services Division have been holding SSSP planning retreats each

semester since Fall 2012. Chabot also included Las Positas Counseling and Admissions/Enrollment Deans and SSSP coordinating faculty at the last two retreats in 2013-2014. These retreats have provided a basis for understanding the SSSP regulations, and for dialogue on how to best implement them for Chabot and Las Positas Colleges and students, including areas of intra-district coordination given that we share the Banner student administration and registration system. Coordination outcomes have included a new Priority Registration system that meets the new requirements of SSSP including the requirements of all new, non-exempt student to complete the core services prior to registration and an early registration time for new students who complete the requirements before open registration in the summer prior to the fall term. Common appeals for loss of priority registration policies have been developed, as well as commonalities on definitions of different types of students such as returning students, inter-college students (taking courses at both campuses), and high unit majors. While differences exist as appropriate, clear communication strategies to students have been established where differences reside.
The Retreats have been faculty-lead, with input and resources support from the college administration (e.g. Dean of Counseling, Director of A&R and VPSS). A fall retreat was held in 2014, and a spring 2015 SSSP planning retreat is also planned to continue to provide professional development support for SSSP implementation and outcomes assessment. The SSSP funding restoration has allowed for Part-time/Adjunct Counselors to be included as well so students receive the same quality of support and guidance, regardless of FTE status of the counselor they are working with.
Counseling faculty also continue to participate in a variety of conferences related to SSSP, counseling/advising and student follow-up services such as UC/CSU and ETS Counselor conferences, Veterans Administration conferences,
Assessment Association conferences, WACAC, and a variety of other specialized academic pathway conferences such as the UC Davis Pre-Medical and Pre-Health Professions National Conference.
Additionally, lead counseling faculty use the 2 nd and 4 th weekly Counseling Division meeting times to train the other counseling faculty on specific topics such as: TAA/TAG changes and updates, SARS eAdvising platform,
Tech Prep high school and ROP articulation agreements and processes, Early Decision program updates, and use of specific Banner student administration system screens for use in counseling students. Continued training in the DegreeWorks student educational planning online system is also part of our professional development goals for 2014-2015 so we can provide more real-time and student accessible planning information to students in the counseling process.
• Coordination with Student Equity Plan and Other Planning Efforts
Describe how the SSSP Plan and services are coordinated with the college’s development of its student equity plan and other district/campus plans and efforts, including Accreditation Self-Study, educational master plans, strategic plans, the Basic Skills Initiative, and departmental program review.
We have coordinated SSSP planning with the development of the student equity plan and basic skills plan using a combination of cross-representation between the planning committees, sharing drafts with the other planning groups, and holding break-out meetings with members of each planning group to coordinate on specific initiatives and braided funding. For example, the SSSP Advisory Group is co-chaired by the Dean of Counseling and Director of
A&R, who both sit on the Student Equity Coordinating Council. The Basic Skills Faculty Coordinator is also on the
Student Equity Council, and is basing the current year BSI plan to complement the goals and activities of the
Student Equity plan, with attention to gaps in areas of support need to assist basic skills students in progressing efficiently into degree and transfer-applicable coursework. Basic Skills website: http://www.chabotcollege.edu/basicskills/ . The VPSS chairs the Student Equity Council, and is also the Co-chair of the Standard IIB Accreditation Self-Study Committee, as well as a participant in the Educational Master Planning coordinating group. All of the above BSI, SSSP and Basic Skills chairs also sit on the primary integrating shared governance body, the Program Review and Budget Council (PRBC) who is responsible for the Program Review process and evaluation as well as the development and monitoring of the college’s Strategic Plan. http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf
. PRBC website: http://www.chabotcollege.edu/prbc/ . Finally, the SSSP Program Review is conducted annually along with the rest of the programs: http://www.chabotcollege.edu/prbc/2014-15programreview.asp
.

• Coordination in Multi-College Districts
In districts with more than one college, describe how policies and Student Success and Support Program services are coordinated among the colleges.
Chabot-Las Positas Community College District has two colleges: Chabot and Las Positas. We work collaboratively together in sharing the same Banner student administration system and ClassWeb web-based, student records/registration interface portal, as well as the The Zone Email student accounts. The colleges meet at least twice per semester with the Deans/Directors of A&R, Counseling, Special Programs and VPSS’s to coordinate upcoming registration cycles, new position descriptions such as the new Degree Audit/Student Education Planning
System Coordinator, and appeal processes. Discussions are also held at the SSSP planning retreats and joint counselor meetings held at least once per year, often each semester.
S
.
A
Please provide a list of attachments to the SSSP Plan and a one-sentence description of each attachment, if the title is not self-explanatory.
The following attachments are required:
Attachment A, Student Success and Support Program Plan Participants. Please attach a listing of all individuals with their job titles, who were involved with creating the SSSP Plan.
Attachment B, Organizational Chart. Please attach a copy of your colleges’ organization chart and highlight the Student Success and Support Program Coordinator’s position. Please include all positions that work directly in the program providing SSSP services.
If your district has a district SSSP Coordinator in addition to the college SSSP Coordinator, please attach a copy of the district organization chart, and highlight the district SSSP
Coordinator's position (if it is not identified as such on the chart). If a recent or accurate organization chart is not available at this time, please draw one that includes the minimum elements listed above.
Attachment C, SSSP Advisory Committee. Attach a list of the members of the college's SSSP
Advisory Committee. This can be a list of individuals and their positions or simply the positions.
If the committee is chaired by someone other than the SSSP Coordinator, please highlight the chair on the list of members, and identify the correct name of the committee, (advisory committee, coordinating council, steering committee, etc.). If the committee has standing or formalized subcommittees (e.g., SEP, orientation, budget, training, etc.), please list those also
.
Other Attachments (optional)
Additional attachments may include SSSP forms or templates that illustrate section responses.
You may also submit any documents, handbooks, manuals or similar materials that your district/campus has developed as SSSP materials.
DDITIONAL
NFORMATION

Questions regarding the development of the college SSSP Plan may be directed to:
Debra Sheldon
California Community College Chancellor's Office
1102 Q Street, Suite 4554
Sacramento, CA 95811-6549
(916) 322-2818

Attachment A
Student Success and Support Program Plan Participants
Title 5 Section 55510 (11)(b) requires that the Student Success and Support Program Plan for each college "be developed in consultation with representatives of the academic senate, students, administrators, and staff with appropriate expertise." Please list the persons and their stakeholder group (e.g., Student Senate, Academic Senate, Curriculum Committee, etc.), of the individuals who participated in the development and writing of this Plan. Add more pages as needed.
Name:
Title:
Stakeholder Group:
Name:
Title:
Stakeholder Group:
Name:
Title:
Stakeholder Group:
Name:
Title:
Stakeholder Group:
Name:
Title:
Stakeholder Group:
Name:
Title:
Stakeholder Group:
Name:
Title:
Stakeholder Group:
Name:
Title:
Stakeholder Group:
Name:
Title:
Stakeholder Group:
Name:
Title:

Stakeholder Group:
Name:
Title:
Stakeholder Group:
Name:
Title:
Stakeholder Group:
Name:
Title:
Stakeholder Group:
Name:
Title: Counselor Asst. II
Stakeholder Group:
Name:
Title:
Stakeholder Group:
Name:
Title:
Stakeholder Group:
Name:
Title: Counselor Asst. II
Stakeholder Group:
Name:
Title: Computer Programmer
Stakeholder Group:
Name:
Title:
Stakeholder Group:

R
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 Student Success and Support Program Student Equity Plan
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