Chabot College
Student Services Program Review
Report
Year One of 2013
Program Review Cycle
Student Services Mental Health &
Wellness Program
Submitted on March 1, 2013
ValJeán Dale
Final Forms, 1/19/13
Table of Contents
Section 1: Who We Are ............................................................ 1
Section 2: Where We Are Now ................................................. 2
Section 3: The Difference We Hope to Make ............................. 3
Required Appendices:
A: Budget History .........................................................................................4
B: Student Learning and Service Area Outcomes Inventory .........................5
E: New Initiatives .........................................................................................6
F2 F1: New Faculty Requests ........................................................................7
F2: Classified Staffing Requests ....................................................................8
F3: FTEF Requests ........................................................................................9
F5: Supplies and Services Requests ............................................................10
F6: Conference/Travel Requests ................................................................11
F7: Technology and Other Equipment Requests ........................................12
F8: Facilities Requests ................................................................................13
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1. Who We Are
Limit your narrative to no more than one page.
Describe your unit--your mission, vision, responsibilities and the goals of your area. How does your unit
support other student services, administrative, and academic units? What impact do you have on
student learning? Describe the number and types of staff in your office, both now and historically.
Mission: The mission and primary goal is to provide mental health services that promote the mental, emotional,
and developmental well-being of the student campus community. The primary components of the program are:
individual counseling, crisis intervention and emergency response, as well as consultation and training for faculty
and staff. Psychosocial stressors create insurmountable barriers for students. Removing barriers to learning
would improve student academic outcomes and retention; the health and mental health services provided in the
Student Health Center offices assists in removing barriers to their well-being and academic success in college.
Students cannot learn effectively if they are struggling with mental health problems, such as depression, grief,
stress, PTSD, and/or feel overwhelmed by academic, social, or family pressures. Life demands and other personal
issues, such as homelessness, victims of abuse and bullying, and more, can negatively impact a students’ progress.
It is important to recognize that mental health is not simply the absence of mental illness; it also means having the
skills necessary to cope with life’s challenges. Students, families, schools, and society at large benefit when
students learn social-emotional skills, emotional regulation, life-coping skill and receive information that may assist
in identifying and preventing mental health problems in the future. Recent research studies have revealed that
two thirds of school districts reported that the need for mental health services is steadily increasing over the last
few years.
It is important to note that the Mental Health Counseling Services should be viewed as an integral part of the
retention programs. More often than not, sufficient coping strategies = persistence + retention. An interpersonal
issue or crisis, many times, causes our students to drop classes or drop out of school completely. They sometimes
catastrophize and leap to unrealistic conclusions and actions. We perform ongoing written service evaluations
whereby students can provide anonymous feedback about their experience and make suggestions (every 4 to 6
weeks). The evaluations are also utilized as a quality assurance measure, and most importantly as a training and
development tool. The MH Clinical Supervisor use the Mental Health Services Survey/Evaluations (and MH Intern
Counselors’ evaluations) for ongoing training, advisement, and program evaluation. Many students have
communicated to us that without the Mental Health Counselors’ interventions, providing coping strategies, and
advisement, they believed they would not have been able to remain in school.
General Program Components
Mental Health Care Services
 Crisis management and Intervention
 Short-term mental health counseling
 Crisis assessment and screening
 Community Services Referrals
 Faculty/staff Training such as At-Risk Suicide Prevention/Dealing with a Distressed Student
 Campus educational events
 Campus Emergency Response and Planning in collaboration with Campus Security
 Assist Campus Security with mental health crisis.
Historically the staff has change. Initially, the Mental Health Clinical supervisor function was a contractor hired by
Valley Care Medical, the hospital Chabot contracts with for the health services staff. Up to 3 Mental Health
masters-level MFT Clinical Interns were hired to provide direct counseling services to students. After 4 years,
Chabot administration negotiated to eliminate the supervisor contractor position, that I held, and instead asked if I
would be interested in providing the supervision as part of tenured faculty load. For the last 3 years my assigned
faculty load includes from 75% - 85% to the Mental Health Clinical Supervisor and Mental Health Program role.
Note, supervising MFT Clinical Interns is required by the state of California and must be provided by a licensed
clinician with specific clinical supervisory training. The staff now includes: .MH Clinical Supervisor/Program Dir.,
a-.50 FTE Mental Health Licensed Counselor, and a MFT Intern Counselor. Requests have been made to increase
the number of MFT Interns in order to increase the counseling appointment availability for students.
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2. Where We Are Now
Complete Appendix A (Budget History) and Appendix B (Student Learning Outcomes/Service Area
Outcomes Inventory) prior to writing your narrative. Limit your narrative to no more than two pages.
As you enter a new Program Review cycle, reflect on your achievements over the last few years. What
did you want to accomplish?
What are your Student Learning Outcomes (SLOs) and Service Area Outcomes (SAOs), and what progress
have you made toward achieving them?
Describe how changes in resources provided to your office have impacted your achievements. What
are you most proud of, and what do you want to continue to improve?
Discuss important trends that will have a significant impact on your unit over the next three years.
Those could include technology, facilities, equipment, student demand. What opportunities and
challenges do your foresee in the next three years?
Research and trends shows that the mental health challenges that students experience continues to
increase annually. Therefore, it is imperative that Chabot address the need and requirement to expand
the mental health counseling services as a top priority. At present, it is merely an afterthought unless or
until the NEWS media reports a another student- involved shooting causing a crisis on a college campus.
One request was awarded, the .50 FTE Licensed MFT Counselor which has been helpful; the hours have
been reduced to 16-hours per week versus 18, however. The 2 hours per week represent a loss of
potentially 8 hours, or 8+ students, per month which is a critical reduction of service since we are
critically understaffed. Unfortunately, other important requests in regards to increased personnel,
technology, facilities, nor equipment were awarded. Yet, the student health fees have increased during
this period with a promise that mental health services availability would also increase. We cannot
increase MH counseling services without an additional office and more MFT counselor Interns. MFT
Counselor Interns are extremely inexpensive, while they are highly trained and very effective. (I have
requested to increase the $500 per month stipend to $700 per month--which is still less than $12/hr.
pay, for the MFT Clinical Interns. Student assistants and student peer advisors make nearly $9+ without
the knowledge and responsibility, masters degrees, nor clinical training. What message are we
communicating in regards to value and importance of a holistically healthy campus community with this
wage inequity fact? Students are paying for and deserve to have more availability of services that can
be delivered with an increase in Mental Health Interns as well as an expansion on time (i.e., evening
students also pay health fees, however, most evenings the health center is closed. Therefore, Mental
Health Counseling is not available.) At a minimum, the health center should be open until 7:00 p.m.
Monday—Thursday, which was the schedule before the most recent cuts.
We are most proud of the quality of the program and how well it has been received by the students
utilizing the services. Faculty and administration has also recognized our contributions to the campus as
well. A written survey (anonymous) evaluation is provided to each student utilizing the services
whereby they are asked to rate their experience. The newly formed Mental Health Services Advisory,
comprised of faculty, classified professionals, hopefully students will attend, will provide important
advice in regards to the program. Feedback from the campus at large is always invited.
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3. The Difference We Hope to Make
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-3 and 5-8 (Resource
Requests) as relevant to your needs to further detail your narrative. Limit your narrative to
three pages, and be very specific about what you hope to achieve, why, and how.
a) What initiatives would you like to undertake to improve or strengthen your unit or to
address demand for your services? b) What initiatives are underway in your area, or
could you begin, that would support the achievement of our new Strategic Plan goal and
strategies and/or improve student learning? c) Identify specific, measurable goals and
the resources needed to achieve them.
Without being redundantly by repeating already mentioned initiatives, I will list various initiatives that
are planned and underway.
Inclusion in New Faculty Orientations annually
Inclusion in the "FLEX DAY" programs -- I have requested through my Dean and have not been included
Inclusion in the Convocation program plans annually
Increase Group Counseling opportunities (requires more MH Interns)
Kognito Suicide Prevention Gatekeeper Training for: Faculty -- Div.Meeting Presentations -- Sp/Fall 2013
Kognito Suicide Prevention Gatekeeper Training for: Staff - Sp/Fall 2013
Kognito Suicide Prevention Gatekeeper Training for: Peers/Students/ASCC - Sp/Fall 2013
Kognito Suicide Prevention Gatekeeper Training for: Veterans
Mental Health First Aid Training Presentation -- Spring 2014
Veteran Events participation -- ongoing
SHC Health Fair Participation -- ongoing
Develop Bi-monthly speakers forum with related subjects Fall 2013
Student Health 101 Web-based Magazine Presentations/Outreach- collaborate with ASCC -- Sp/Fall 2013-15
(If the 2 year license/contract is approved in March/April 2013)
Active Minds Club -- assist in forming the club and attract a faculty advisor - Fall 2013
Mental Health Services Advisory -- Bi-Monthly meetings
Increased events such as the Moving Through Loss and Grief Event - 2nd Annual event March 26, 2013
Design and develop a computer-based Anger Management program for utilization for all students,
and as an intervention required for students who are referred for “probation” because of conduct
relevant behavioral and conduct issues.
Identify and provide additional “stress reduction” workshops; the level of stress our students
experience is high, even outside of the “FINAL EXAM” periods and could use alternative coping
methods.
In terms of completion goals, it is dependent on the personnel available to increase the outreach
potential. I have provided the ideal timing for the initiatives. Presently, the Mental Health Counselor
Interns priority is serving students with counseling services, one-to-one or class presentation. My role
as Clinical Supervisor and Program Director includes the development of programs, implementation and
rollout which includes classroom presentations. One of the Academic Counselors has actively
participated in development and assisted with the special events, such as the grief event mentioned
above.
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Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years
and the impacts of funds received and needs that were not met. This history of documented
need can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the
budget decisions.
ESTIMATES HAVE BEEN PROVIDED. DEAN OF COUNSELING IS IN CHARGE OF THE BUDGET
2011-12
2011-12
2012-13
2012-13
Category
Budget
Budget
Budget
Budget
Requested
Received
Requested
Received
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other -- MFT Interns (Stipend)
10,000.00
5,000.00
14,000.00
5,000.00
.50 FTE MH Counselor
@37,696.00 @37,696.00 @42,408.00 @37,696.00
(licensed)
TOTAL
1. How has your investment of the budget monies you did receive improved your Service Area
Outcomes? When you requested the funding, you provided a rationale. In this section, assess if the
anticipated positive impacts you projected have, in fact, been realized.
A .50 FTE Counselor was requested, which, in essence, took the place of one Non-licensed Mental
Health MFT Internship stipend slot. Given the fact that the types of issues our students present can be
better served with a Licensed MFT/Counselor, who is an adjunct counselor who was previously an MFT
Intern with Chabot, allows for immediate response (part time) for crisis intervention in the health center
at a more experienced level. General crisis support, faculty consultation, referrals, MFT MH Intern
Supervision and training, et.al. is provided by the MH Clinical Supervisor who is located in Building 700,
and responds to Health Center crisis and requests as well.
2. What has been the impact of not receiving some of your requested funding? How has your ability to
serve the college and our students been impacted, or safety compromised?
Mental Health Counseling is a profession that has very stringent guidelines and laws in regards to
consumer protection, safety, quality of services, office space, licensed supervision of Counselor Interns,
marketing of services, record keeping, and more. The more information and training we can provide to
the students and campus, overall, the potential for emergency/crisis situations is reduced. With more
dedicated staff, more programs and services can be provided.
Our Mental Health& Wellness Services Program is an integral partner with the Chabot Student Health
Center where health services are provided to our students on campus. While the Health Center Director
is in charge of the health program; my role and function is the Mental Health Clinical Supervisor and
Program Director for the mental health program and services provided on campus.
The Mental Health counseling office is located within the Health Center and allows for immediate triage
services when needed. It is an extremely successful partnership maintained over the past 6+ years. The
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Health Center Director's program reviews over the last few years has requested and indicated the need
for an expanded workspace in order to serve the increasing student demands. Our request is in concert
with the SHC requests, however, specifically we will require an additional office as well as a one-way
mirror installed for supervisory observation/training purposes. Two offices, side by side would allow for
installation of the mirror. Without it, listening to cassette tapings of hour long counseling sessions is the
only method I am left with for supervisory evaluation and training.
An additional office, dedicated to Mental Health Counseling, was requested. It is required in order to
increase appointment service hours for Mental Health Counseling. Two Counselors are presently
sharing the one office that is now available in the Health Center and there are no available office hours
for another Counselor presently. Further, the Health Center has reduced the number of hours open in
the evening, which further reduces the possibility to add an additional Mental Health Intern in the
present limited office space situation. Confidentiality is mandated for mental health counseling by law.
(The front-desk counseling model, which has been extremely successful for academic counseling, since
the budget cuts, is strictly prohibited for mental health services.)
Presently there are approximately 14,000 students. The negative impact of not receiving requests for
additional office and an additional MFT Mental Health Intern is as follows:
Given the huge ratio of students who need mental health counseling service, the 21 hours per week for
direct student contact, between the two part-time Counselors, is prohibitive and restrictive. Students
who are paying rising "health fees" are not receiving the benefit of service.
Contact hours (at 1 hour per student in the Health Center) is as follows:
.50 FTE Mental Health Counselor
16 hrs. per week (3 hrs week admin = 13 students avail.
MFT Mental Health Intern
10 hrs. per week (2 hrs week admin = 8 students avail
Total:
21
Record keeping, treatment planning, and case management/progress notes are also a requirement,
therefore, there are hours per week used for that purpose.
Group Counseling allows for multiple students to be served within an 1.5 hour period. However, most
students prefer, and receive one-to-one counseling. With the restrictions described above, the services
have been severely restricted.
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Appendix B: Student Learning and Service Area Outcome Inventory
Audience: PRBC and Administrators
Purpose: This analysis enables us to track progress on key learning and student service goals,
and to meet our accreditation standards.
Instructions: Please provide the requested information, noting ongoing SLOs/SAOs as well as
any new goals.
Mental Health & Wellness Program counseling services is an area that does not lend itself to the same
student learning outcome (SLO) evaluation processes. It is not based on a "group" learning goal because
psychotherapy is "individualized" and developed singularly with each student. This challenge is one that
is experienced with Community College Colleagues in like position and roles and we are in agreement
that it is a "misfit" for the specific services provided. However, we have developed the following SLO's
as a participant in this process. I would like to note, however, that an evaluative survey is provided to
each student who receives Counseling services. It is completed during the 4th session, of six, is
submitted in an envelope to the Health Center Front desk staff with no identification (therefore
anonymous) with only the Counselor's identifier on the envelope. The surveys are evaluated for general
student satisfaction and quality of service information on a quarterly basis.
Services and Counselor interaction is rated on a survey rating, 1 to 5 (best/high); the average is 4.9 with
the least positive comment stated is (“not enough sessions,” or “6 sessions is not enough” and students
are asking for more) even though they are informed in the beginning of service that it will be short-term.
The information is further utilized as part of training and evaluation of MFT Interns for feedback and
training purposes. SLO 1a, 2a, and 3a is listed below:
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SLO 1a:
Students will be able to identify “life issues” and the facts and feelings related to education, that interfere with academic
and personal success; student learns to use functional coping mechanisms to help them to succeed.
Criteria
0. No
measurable
achievement
“Life Issues”
identified in
Student Success
Contract and
Intake Form)
issues that
interred with
academic and
personal success
Contract nor
Intake not
completed
Student identifies
functioning coping
mechanism to
help them
succeed
No functional
coping
mechanism
identified
1. Beginning
1 Life issue
identified that
inters with
academic and
personal
success
1-2 Functional
coping
mechanism
identified to
help them to
succeed
2. Developing
2-3 Life issues
identified along
with associated
coping strategies
learned
Utilizes 2-3
Functioning
coping
mechanisms to
help them to
succeed and
applies to current
situations
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3. Competent
Identifies 2-3 of
students own
academic motivation
strengths to employ
along with coping
strategies.
Student
communicates action
plan, and
demonstrates
knowledge required to
find resources as
needed in the future
in order to maintain a
healthy balance.
4.
Accomplished
SLO 2a:
Students will be able to identify “life issues” that interfer with academic and personal success and learns to use functional
coping mechanism to help them to succeed.
Criteria
0. No
measurable
achievement
1.
Beginning
2. Developing
in Student Success
Contract that interfered
on academic and
personal success
Student
success
contract not
completed
1 Life issues
identified
2-3 Life issues
identified that
interfered on
academic and
personal
success
Student identified
functioning coping
mechanism to help
them to succeed
No functional
coping
mechanism
identified
1-2 Functional
coping
mechanism
identified to
help them to
succeed
2-3 Functioning
coping
mechanism to
help them to
succeed
“Life Issues” identified
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3.
Competent
4. Accomplished
SLO 3a:
Students anger identified as an uncontrollable response to emotional conflicts; states lack of impulse control.
Criteria
Uncontrollable anger
response when
confronted with
emotional conflicts
Lack of impulse control
experienced as a
normal reaction to
emotional conflicts
0. No
measurable
achievement
1. Beginning
2.
Developing
3.
Competent
Intake
document and
interview not
completed
Student
describes
circumstances
when gets
angry and
loses control
Student
identifies 3
phases in the
cycle of
violence and 2
personal
triggers
causing anger
Student
accepts
referral for
Anger Control
Group
Counseling
Intake
document and
interview not
completed
1-2 Functional
coping
mechanism
identified to
help control
angry
impulses.
Engages in
weekly
counseling
sessions to
learn “self-talk”
and other
strategies to
extinguish
anger that
promote
healthy
interactions
Student
applies coping
strategies and
identifies
personal plan
to “remove”
self when
agitated until
self-control
returns
4. Accomplished
Note: Anger Management is a issue the many students are struggling with, both genders.
However, students are not interested in signing up for anger management workshops.
However, It may be possible to develop a "mandated anger management workshop series" that
the VP of Student Services can mandate student to attend that are on academic probation
because of conduct issues. In that regard, we could develop specific "anger management"
student learning goals.
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Appendix E: Proposal for New Initiatives (Complete for each new initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic
Plan. The project will require the support of additional and/or outside funding. The information you
provide will facilitate and focus the research and development process for finding both internal and
external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student
learning?
Physical and mental health is required in order for a student to arrive on campus. If a student is
physically or mentally ill, it will negative impact the potential that they will arrive on campus and persist.
While it is not explicitly referred to in the Strategic Plan in any substantive manner, it is a prevailing
truth. Building and promoting a health campus is the ultimate goal, in partnership with the Student
Health Center.
What is your specific goal and measurable outcome?
Our program goal is to continue to enhance service offerings, increase hours of Mental Health
Counseling available for students, and increase campus outreach& information modes.
What is your action plan to achieve your goal?
Target
Completion
Date
Kognito At-Risk Suicide Prevention Gatekeeper Trainings On-going
Required Budget (Split out
personnel, supplies, other
categories)
Paid by Chancellors Office
Student Health 101 web-based Health Magazine
$3500 year license/2 year
eval period per requested
Additional Mental Health
Intern
Activity (brief description)
Monthly - Coping with Life Challenges workshops
Ongoing
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
X Other, explain
ADDITIONAL MFT INTERN HIRED -- $700.00 MO STIPEND MO
also, utilization of Peer Advisors and ASCC members to assist in outreach/marketing plan for Student Health 101 Web-based Magazine and
the Kognito Suicide Prevention Gatekeeper Training
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At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Student Health 101 Web-based magazine -- annual license proposed as a 2 year project - 2013-Fall
2015.
Kognito At Risk Suicide Prevention Training (Faculty, Peers, Vets) 2013-2015 ongoing (paid by
Chancelor's Office
Will the proposed project require facility modifications, additional space, or program relocation?
No
X Yes, explain:
need an additional office space
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
X
No
Yes, list potential funding sources:
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Appendix F1: Full-Time Faculty or Counselors/Adjunct Staffing Request(s) [Acct.
Category 1000]
Audience: Faculty Prioritization Committee and Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time
faculty/counselors and adjuncts
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request,
including enrollment management data (EM Summary by Term) for the most recent three years, student
success and retention data , and any other pertinent information. Data is available at
http://www.chabotcollege.edu/ProgramReview/Data2012.cfm .
1. Number of new faculty or counselors requested in this discipline: ____
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Mental Health Intern
To provide Mental Health Counseling services
to students. Paid Stipend only – not hourly
2.
3. Rationale for your proposal. Please use the enrollment management data. Additional data that will
strengthen your rationale include FTES trends over the last 5 years, persistence, FT/PT faculty ratios,
CLO and PLO assessment results and external accreditation demands.
N/A – See description of services
4. Statements about the alignment with the strategic plan and your student learning and service area
goals are required. Indicate here any information from advisory committees or outside accreditation
reviews that is pertinent to the proposal.
The ratio of students to be served and the number/hours of available Mental Health Counseling
provides hard evidence that more staff is needed.
A newly formed Mental Health Advisory board met for the first time Fall, 2012. we are scheduled to
meet again in late March. The committee agrees that more available mental health counseling hours
would be beneficial. There are times when we have a wait list of students that can not been seen;
referrals are provided. Of course, students "in crisis" are seen and assessed/evaluated immediately.
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Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct.
Category 2000] (MENTAL HEALTH INTERNS – PAID BY STIPEND FROM HEALTH
FEE BUDGETS
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for new and replacement positions for full-time and
part-time regular (permanent) classified professional positions (new, augmented and replacement
positions). Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal, safety, mandates, accreditation issues. Please cite
any evidence or data to support your request. If this position is categorically funded, include and
designate the funding source of new categorically-funded position where continuation is contingent
upon available funding.
1. Number of positions requested: _____
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3. Rationale for your proposal.
Presently we are attempting to serve a campus of 14,000+ students with a part time staff providing
counseling services, which totals 27 hours per week (4 hours of which requires administrative and
progress notations). Mental Health appointments are no less than 50 minutes each-- at a minimum.
Therefore, approximately 23 students can be served for the mental health counseling hour (excluding
crisis intervention students) in total. The trend is a minimum of 4 Mental Health interns, a .50 FTE
Licensed MFT, and the full-time Faculty/Mental Health Clinical Supervisor-Program Coordinator to serve
a college this size.
4. Statements about the alignment with the strategic plan and program review are required. Indicate
here any information from advisory committees or outside accreditation reviews that is pertinent to
the proposal.
California Community College Mental Health & Wellness Association (MHWA) has done studies and provides a
recommended staffing for the size of our student population to be served. They include 2 licensed Clinicians, as
well as MFT Interns, and the full-time Clinical Supervisor/Program Director.
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Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and
CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty
Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data at
http://www.chabotcollege.edu/ProgramReview/Data2012.cfm .
None
15
Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of
funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000
and 5000 in priority order. Do NOT include conferences and travel, which are submitted on Appendix
M6. Justify your request and explain in detail any requested funds beyond those you received this year.
Please also look for opportunities to reduce spending, as funds are very limited.
Project or Items
Requested
2012-13 Budget
Requested Received
$2975
0
2013-14
Request
$7,000
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Rationale
$2975 was a special 1-year negotiated
price for 2012; the regular price is
$3500. A grant was written for a small
grant application and $500 was
received for the project. In February
the Vice-President of Student Services
recommended pursuing and
negotiating a 2-year license agreement
to provide ample time to
train/outreach to full campus, and
evaluate the product at negotiated
reduced price in Dec. 2012 or full price.
Two year full price would be $7,000.
Presentation details to Vice President
will happen week of March 4.
Appendix F6: Conference and Travel Requests [ Acct. Category 5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development
Committees in allocation of funds.
Instructions: Please list specific conferences/training programs, including specific information on the
name of the conference and location. Note that the Staff Development Committee currently has no
budget, so this data is primarily intended to identify areas of need that could perhaps be fulfilled on
campus, and to establish a historical record of need. Your rationale should discuss student learning goals
and/or connection to the Strategic Plan goal.
Conference/Training
Program
California Association
Marriage & Family Therapist
Annual Conference
Mental Health Specific
specialization and crisis
intervention workshops
PTSD, Suicidality, Anxiety,
Veteran specific issues,etc.
2013-14 Request
Rationale
$2000.00
Shared annual conference attendance for Program
Coordinator or staff members
$700.00
Represents budget for Program coordinator and/or
staff members to attend various workshops offered
to strengthen knowledge and skills to provide
services for the respect mental health areas.
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Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology
Committee.
Instructions: Please fill in the following as needed to justify your requests. If you're requesting classroom
technology, see http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the
brands/model numbers that are our current standards. If requesting multiple pieces of equipment,
please rank order those requests. Include shipping cost and taxes in your request.
Please note: Equipment requests are for equipment whose unit cost exceeds $200. Items which are
less expensive should be requested as supplies. Software licenses should also be requested as
supplies.
Project or Items
Requested
One-Way Mirror
Installed between 2
contiguous offices
Video system
installed
2012-13 Budget
Requested Received
estimated
$400
2013-14
Request
$
Rationale*
First of all, expansion of office area,
and an additional office needs to be
assigned. Needed for Mental Health
Intern training and observations.
To be installed in the counseling
Offices for video-taping MFT Interns
Counseling Meetings for training
purposes
Estimated
$1800.00
* Rationale should include discussion of impact on student learning, connection to our strategic plan
goal, impact on student enrollment, safety improvements, whether the equipment is new or
replacement, potential ongoing cost savings that the equipment may provide, ongoing costs of
equipment maintenance, associated training costs, and any other relevant information that you believe
the Budget Committee should consider.
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Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities
Committee (FC) has begun the task of re-prioritizing Measure B Bond budgets to better align with current
needs. The FC has identified approximately $18M in budgets to be used to meet capital improvement
needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two
to be used as match if and when the State again funds capital projects, and to fund smaller projects that
will directly assist our strategic goal. The FC has determined that although some of the college's greatest
needs involving new facilities cannot be met with this limited amount of funding, there are many smaller
pressing needs that could be addressed. The kinds of projects that can be legally funded with bond
dollars include the "repairing, constructing, acquiring, equipping of classrooms, labs, sites and facilities."
Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests. If requesting more than one
facilities project, please rank order your requests.
Brief Title of Request (Project Name):
Mental Health & Wellness Program
Building/Location:
Relocation to Building 700.
Description of the facility project. Please be as specific as possible.
If the Student Health Center moves to 700 building, Mental Health & Wellness requires 2 offices
dedicated to Mental Health Counseling, located side by side, and a one-way mirror needs to be
installed between them. The Mental Health Counseling Clinical Supervisor will observe (live) Interns
session/appointments with students clients for training purposes. When not evaluating through oneway mirror, the second office will be utilized full time by an additional counselor or used for small
group counseling meetings.
What educational programs or institutional purposes does this equipment support?
Mental Health & Wellness Counseling services serves all student, in all programs, for support and
training purposes as an enhancement from the cassette tape recorded sessions the Clinical Supervisor
listens to presently. The level of training and development will be enhanced by the supervisor's ability
to observe the entire interaction in real-time
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
A healthy campus includes all students, faculty, administration, and classified professionals. While
counseling services are not provided on anyone except students, who pay health fees, consultation is provided to
all areas on the campus.
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