Chabot College
Student Services Program Review
Report
Year One of
Program Review Cycle
[CalWORKs]
Submitted on [February 28, 2013]
[Dr. Jeanne Wilson]
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
F2F1: 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.
In 1996 the Personal Responsibility and Work Opportunity Reconciliation Act was enacted resulting in
federal welfare reform. The former Aid to Families with Dependent Children (AFDC) was replaced with
the Temporary Assistance to Needy Families (TANF). In response to this welfare reform, California
instituted the California Work Opportunity and Responsibility to Kids (CalWORKs) program.
The CalWORKs program provides comprehensive support services to TANF recipients while they
participate in pre-approved employment and/or training related activities. The CalWORKs program
provides intake services to determine program eligibility; academic advising and personal and career
counseling; books and supplies verification with collaboration with the Alameda County Social Services
Agency (ACSSA); and work study placement. Currently, childcare services are not provided through
Chabot CalWORKs students because their childcare needs are met by the Alameda County Social
Services Agency (ACSSA).
How does your unit support other student services, administrative, and academic units?
As needed, the CalWORKs counselors meet with staff from other pertinent student services units and
programs as well as with faculty to ensure a comprehensive case management approach for the
students. The CalWORKsand EOPS/CARE programs collaboratively provide services to students who are
participants in both programs and work closely with the DSPS counselors to discuss accommodations
and other needs of students with learning and physical disabilities.
CalWORKs coordinates services with the following college units:
1. Admissions and Records
2. Associated Student of Chabot College (ASCC)
3. ASPIRE/EXCELL (TRIO)
4. Chabot College Bookstore
5. Chabot College/District Business Office
6. Counseling/Early Decision/Mega Day
7. Financial Aid Office
8. Daraja& Puente
9. PATH Center
10. Fresh and Natural Food Services
11. Health Center Services
12. Career & Transfer Center
13. Child Development Careers—TANF
The Chabot College CalWORKS program consistently collaborates with EOPS / CARE to offer workshops
on such topics as anger management, self-esteem, parenting, money and time management, selfdefenseetc.
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In addition, CalWORKs collaborates with the:
1. Language Arts/ESL program and Tutorials Center to benefit CalWORKs ESL students
2. Applied Technology/Business Division
3. Service Learning program
4. Child Development Careers—TANF
5. Foster Care Students
6. Varies Campus Departments for Student Work-study placements
Describe the number and types of staff in your office, both now and historically.
Academic Year(s)
1990’s
2010-2011
2011-2012
Students Served
Full-time FTEF
Part-time FTEF
Full-time Staff
Part- time Staff
623
2 Counselors
0
2
1
319
0 Counselors
2
1
0
299
0 Counselors
3
1
0
In previous years the CalWORKsstaff was comprised of two full time counselors, one of whom had 50%
coordination time, and 2 full-time classified staff. Budget cuts to CalWORKs in the 90’s resulted in
reduction of staff, leaving only one full time Coordinator/Counselor and two part time classified staff.
In 2009 the full time Coordinator/Counselor retired resulting in a program being reduced to a part-time
Coordinator/Counselor (8 hours a week) two part time counselors and 1 full-time classified staff.
The employment specialist was hired as a professional expert in spring 2007 and the laid off in 2010.
CalWORKs is mandated to expend 30% of its budget annually for student college work study. The
program is requesting to hire one full time Counselor/Coordinator and one part-time employment
specialist for 2013-14 in order to provide a comprehensive work study program for the students.
What impact do you have on student learning?
CalWORKs primary goal is that students successfully complete an academic program approved by the
Alameda County Social Services Agency (ACSSA) that leads to self-sufficiency either into the world of
work or into a transfer program. This must be accomplished within a prescribed time frame set by the
county.
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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.
Describe how changes in resources provided to your office have impacted your achievements
Due to statewide budget cuts in 2010/11 categorical programs, including CalWORKs, EOPS, CARE and
DSPS, saw our program budget(s) slashed by 40%! As a direct result cutbacks have pared down the
program, including theWork-study program which places students in on campus, as well has off campus
jobs in order to develop the necessary employment skills needed to join the workforce after graduating
from Chabot. We also lost ouremployment specialist position and have had to piece meal the workstudy program together, no longer offering off campus employment opportunities for students. All
services imperative to student success.
Program Achievements /What We Are Most Proud Of
Self-Improvement & Soft Skills Workshops
Because CalWORKs students have an interest in developing soft skills and in self-improvement
opportunities, interactive workshops are offered each semester on topics such as: Resume Writing & Job
Interviewing Techniques, Dress for Success, Stress Management, Money & Time Management, True
Colors, Transfer, Career Exploration, Business Etiquette, etc.
Work-Study Program
Approximately 20 students participate in the CalWORKs work study program each year and are
employed on campus in various departments including EOPS, DSPS, Financial Aid, Aspire, Admissions &
Records, Counseling, Assessment, Campus Safety, ASCC, Media Services, and the Children Center.
Students learn valuable on the job training that prepares them for the real work world while
departmentsbenefit from the low cost of student workers that includes a 75/25 split. 75% of the
students’ salary is paid by CalWORKs and a minimal 25% of their salary is paid by the departments.
Example- a student makes $8.75 per hours. CalWORKs pays 75% ($6.56 per hour) the employer pays
25% ($2.19 per hour) a huge cost savings to departments who are finding creative ways to stretch their
budgets.
“Critical Pathway” Counseling
Each student completed the CalWORKs intake process that included completion of a student education
plan (SEP) and a verification of education that were then provided to the student’s County employment
counselor. The SEP outlines all major and general education courses needed, in a term-by-term format,
helping them to define a goal and helps the counselor closely monitor student progress along their
educational pathway. Approximately ninety-five percent (95%) of these students were provided with
books and supplies through a verification process in collaboration with the Alameda County Social
Service Agency.
CalWORKs End of Year Celebration
Each May in collaboration with the EOPS & CARE programs, CalWORKsholds its annual Student
Recognition Celebration. Students receive Certificates of Achievement in recognition of their successful
completion of AA/AS Degrees and/or Certificates. Students are also honored and recognized who have
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been accepted and will be transferring to four year colleges and universities. Students with academic
honors with GPA’s of 3.5 and up and those who receive scholarships are also recognized for their
accomplishments.
CalWORKsBlue Ribbon Appreciation Week
Each spring, in collaboration with EOPS, CalWORKssponsors a Blue Ribbon Appreciation Luncheon for
EOPS students to recognize and appreciate an on campus faculty, staff and/or administrator with a blue
ribbon that reads, “Who I Am Makes A Difference”. Students are able to thank Chabot faculty, staff and
administrators who have gone “Above &Beyond” to ensure their success.
What are your Student Learning Outcomes (SLOs) and Service Area Outcomes (SAOs), and
what progress have you made toward achieving them? What we will continue to improve?
Ongoing SLO
Students are mastering the learning objectives as set by our ongoing SLO of:Student will formulate an
SEP that reflects the Welfare to Work plan and educational goals of the student.It is our continuing goal
that 90% of all CalWORKs students complete a full Student Educational Plan (SEP). Fall 2010 though
Spring 2012 students averaged about 95% completion rate of SEP’s. In exceeding our original goal of
90% completion rates, further analysis revealed that the remaining 5% who did not have SEP’s on file
came to the first intake appointment, which includes the verification process with the county welfare
office to confirm their eligibility for Chabot’s CalwWORKs program, but then withdrew from school with
No Grade of Record (NGR) or a Withdrawal (W) before making to their second SEP appointment.We will
continue to monitor our progress with the ultimate goal of having 99% and higher with SEP’s completed.
The heart of theCalWORKs program is the design of academic support services that are specifically
designed for each student’s needs. In previous year’s analysis has been conducted by comparing
CalWORKs student’s persistence rates to the collective body of NON-CalWORKs students at Chabot.
Since CalWORKs is charged to provide education and training to welfare recipients receiving Temporary
Assistance for Needy Families (TANF), we decided to conduct an “apples to apples” analysis of low
income CalWORKs students compared to low income NON- CalWORKs students at Chabot. Data
provided by Chabot’s Office of Institutional Research reveals CalWORKs students have higher rates of
persistence from semester to semester compared to non- CalWORKs (92 percent vs. 77 percent).
Based on the personalized program services and regular follow-up, faculty and staff work directly with
individuals to monitor and develop intervention strategies and referrals to assist students. The helping
hand and personal encouragement is the cornerstone that leads to student achievement and success, as
proven by the institutional data.
Discuss important trends that will have a significant impact on your unit over the next three
years. What opportunities and challenges do your foresee in the next three years?
New SOA Opportunities
Important trends that are coming out of the State Chancellor’s Office that will significantly impact
CalWORKs students over the next three years will be that of SB 1456 (Lowenthal), the Student Success
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Act of 2012. Areas that will have the greatest effect on CalWORKs students will be Priority Registration,
Repeatability, and Financial Aid Reform.
The new regulatory changes to Priority Registration, proposed for Fall 2014, will mandate a new tiered
priority that may have adverse effect for our most vulnerable students. Since students will begin to lose
their priority registration if they have not completed the full Matriculation process of assessment,
orientation and counseling, we in CalWORKs will create a new SAO to measure our efforts to inform
students of the impending changes to priority registration, course repeatability and financial aid, in
order to ensure the effectiveness and efficiency of the program continues for students.
New Services Area Outcomes (SAO) #1
CalWORKs students utilizing these services will be able to:
1. Acknowledge that CalWORKs program(s) and services increased their academic confidence and
academic goal clarity.
Performance Indicator (How Measured): 85% or higher will have acknowledged that the
CalWORKs program and services increased their academic confidence and academic goal clarity.
2. Confirm they have completed the full Matriculation process at Chabot as indicated by
assessment scores, previous college transcripts and/or banner screens.
Performance Indicator (How Measured):95% or higher will demonstrate that theyhave
completed the full Matriculation process at Chabot College as indicated by assessment scores,
previous college transcripts and/or banner screens.
Other New Services Area Outcomes (SAO) for the program will include:
New Services Area Outcomes (SAO) #2
CalWORKs students utilizing these services will be able to:
1. Acknowledge that the CalWORKs program and services increased their academic confidence and
academic goal clarity.
Performance Indicator (How Measured): 85% or higher will have acknowledged that the
CalWORKs program and services increased their academic confidence and academic goal clarity
New Services Area Outcomes (SAO) #3
CalWORKs students utilizing these services will be able to:
1. Develop a presence via social media (Facebook, Linkdin) or email to encourage students to
check in regularly with the program to receive updates about program events and offerings.
Performance Indicator (How Measured): 85% or higher will have acknowledgedthey check in
regularly (at least once a month) with the program to receive updates about program events
and offerings.
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Technology, facilities, equipment request and student trends
The 21st century student has an increased demand and reliance on social media, computer access,
discussion boards (Blackboard), digital materials and online homework submission. With such a reliance
on computers it is “not” beneficial to Chabot EOPS & CARE students to be subjected to such antiquated
library and tutorial centers with insufficient computers and staffing for tutors. We are in support of any
departmental initiatives requested by the tutorial center and/or library, requesting funds for
technology, facilities and equipment, as it would be a direct benefit to our CalWORKsstudents.
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3. The Difference We Hope to Make
Review the Strategic Plan goal and key strategiesat
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdfprior 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.
What initiatives would you like to undertake to improve or strengthen your unit or to address
demand for your services? 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? Identify specific, measurable goals and the resources needed to achieve
them.
At this time we have no “new” initiatives that will require funding outside of the purview of the
CalWORKsbudgets. Chabot College’s CalWORKsProgram is in direct alignment with the College’s goal
and strategic plan of “Increasing the number of students that achieve their educational goal within a
reasonable time by clarifying pathways and providing more information and support.” The
CalWORKsPrograms directly serves students to ensure they are successful in their academic and
personal pursuits. The direct services and case managed support ensures students have access to
resources that are over and above what the College offers. This has direct correlation to the high
numbers of students that graduate and transfer from the program.
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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.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2011-12
Budget
Requested
N/A
2011-12
Budget
Received
2012-13
Budget
Requested
2012-13
Budget
Received
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.
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?
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Appendix B: Student Learning and Service Area Outcomes Inventory
Audience: PRBCand 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.
How Measured
SLO/SAO
Results/Discussion
SLO #1:(Ongoing)
Completed a Full Student
Educational Plan (SEP)
Fall
2010 92%
Spring 2011 95%
Fall
2011 94%
Spring 2012 96%
Student will formulate an SEP
that reflects the Welfare to
Work plan and educational
goals of the student.
90% of Student will
formulate an SEP that
reflects the Welfare to
Work plan and educational
goals of the student.
SAO #1: . (New)
95% or higher will
demonstrate that they
have completed the full
Matriculation process at
Chabot College as indicated
by assessment scores,
previous college transcripts
and/or banner screens.
N/A
85% or higher will have
acknowledged that the
CalWORKs program and
services increased their
academic confidence and
academic goal clarity.
85% or higher will have
acknowledgedthey check in
regularly (at least once a
month) with the program
to receive updates about
program events and
offerings.
N/A
Confirm students have
completed the full
Matriculation process at
Chabot as indicated by
assessment scores, previous
college transcripts and/or
banner screens.
SAO #2: (New)
Acknowledge that the
CalWORKs program and
services increased their
academic confidence and
academic goal clarity.
SAO #3: (New)
Develop a presence via social
media (Facebook, Linkdin) or
email to encourage students
to check in regularly with the
program to receive updates
about program events and
offerings.
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N/A
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?
N/A
What is your specific goal and measurable outcome?
What is your action plan to achieve your goal?
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
Activity (brief description)
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)
Other, explain
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):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
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?
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 Committeeand 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. Discussanticipated improvements in student
learning and contribution to the Strategic Plangoal. 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: __1__
2. If you are requesting more than one position, please rank the order the positions.
Position
Description
1. Counselor/Instructor
CalWORKs
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.
We are requesting the college make it a priority to identify and hire a full-time “non-tenure track”,
CalWORKs Coordinator/Counselor. The CalWORKs coordinator/counselor and a full-time
counselor/instructor both retired at the end of fall 2009. The goals of the program are not as effectively
accomplished with only a part-time faculty (8 hours a week) in the coordinator position. With the
significant number of students served by this program and the broad array of academic and preemployment services engaged in; it would strengthen the program to hire a full-time
coordinator/counselor.
Full funding of this position could be sustained through CalWORKs categorical funds with “no match”
required by the general fund.
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.
With the broad array of academic and personal counseling services engaged in; it is our goal to get
students onto their “critical path quickly” and it would strengthen the program to hire a full-time
counselor to assist with these efforts.
If hired, a full time counselor will be able to help “Increase the number of students that achieve their
educational goal within a reasonable time by clarifying pathways and providing more information and
support” to our CalWORKsstudents.
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Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct.
Category 2000]
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: ___1___
2. If you are requesting more than one position, please rank the order the positions.
Position
Description
1. Employment Specialist
Part-time employment specialist
Range 25 or 26
2.
3. Rationale for your proposal.
Because the CalWORKs program is required to expend 30% of its program funds on work study, the
Chabot CalWORKs program is requesting to hire a part-time employment specialist, range 25 ($17.00) or
range 26 ($17.85).Full funding of this position could be sustained through CalWORKs categorical funds
with “no match” required by the general fund.
CalWORKs state regulations recommend that students work study employment should reflect, as closely
as possible,to a student’s educational goal. When hired the employment specialist will collaborate with
on and off-campus community businesses and organizations to develop these placements, with a goal of
40 Work-study students being employed in on campus and reinstate the off campus placements by
2017-2018, an increase of 50% in job placements! There is a need for work sites in the health field,
administration of justice, education, and mass communications.
Currently the coordinator, an adjunct counselor and the Dean of Special Programs administrative
assistant oversee these duties.
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.
Hiring a part-timeCalWORKs Employment Specialist for the CalWORKs program aligns with the colleges
strategic plan of building pathway learning communities to support students. Students in this pathway
will be supported by the employment specialist who meets with then routinely to develop softkills such
as resume writing, mock interviews, how to dress for an interview. These interactions occur in small
group and individual settings thus the Employment Specialist establishes a “mentor” role in the students
life.
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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
athttp://www.chabotcollege.edu/ProgramReview/Data2012.cfm.
N/A
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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
N/A
2012-13 Budget
Requested Received
$
2013-14
Request
$
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Rationale
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
N/A
2013-14 Request
Rationale
$
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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
N/A
2012-13 Budget
Requested Received
$
2013-14
Request
Rationale*
$
* 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): N/A
Building/Location:
Description of the facility project. Please be as specific as possible.
What educational programs or institutional purposes does this equipment support?
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
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