Chabot College
Student Services
Program Review Report
2014 -2015
Year One of
Program Review Cycle
Student Success and Support Program
(formerly Matriculation)
Submitted on November 1, 2013
Contact: Becky Plaza
Team: Stefanie Cutley, Katrin Field, Carey Harbin, Naoma Mize,
Patricia Molina, Stacey Moore, Becky Plaza
Final Forms, 1/18/13
Table of Contents
__X_ Year 1
Section 1: Where We’ve Been
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New Initiatives
F1: New Faculty Requests
F2: Classified Staffing Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies and Services Requests
F6: Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
_X___ YEAR ONE
1. Who We Are
Matriculation is a state-mandated group of services, stemming from the Seymour-Campbell
Matriculation Act of 1986. Matriculation oversees high school workshops, the Chabot College
application, assessment, orientation, counseling, and student follow-up, including probation.
Matriculation now has been re-legislated as the Student Success Act of 2012. This new law requires a
series of enhanced services going beyond that of the original Seymour-Campbell Act, including
mandatory assessment and student education plans. Limited restoration funding has been provided to
implement these services as of this date. Enrollment growth and increased basic skills populations,
coupled with all the budget reduction efforts, further complicate and stress the ability of our former
Matriculation to address the mandates of the Student Success and Support Program. Our mission is to
provide a full complement of support services that help students succeed, while addressing the
mandates of the Student Success and Support Program (SSSP). Our vision is to provide full SSSP core
services to all Chabot Students, although we will need additional support to do so.
SSSP services provide the foundation for student success. Matriculation has been severely reduced over
the past few years (62%-67%), and yet has been asked to assume more and more responsibilities. All
steps of matriculation are tied together. For example, you can’t attend PSCN 25 without first having
assessed and oriented. The class is a culmination of matriculation components that result in students
leaving with their first semester courses planned, or initial SEP under SSSP. Now, SSSP, when fully
implemented, ties 80% of Chabot College funding to the provision of these services. It is essential that
we ramp up our efforts and provide additional support to guarantee the delivery of these services.
Because our charge is so broad, we have a number of continuing goals. They are:
 Continue Early Decision participation with funding to support the Early Decision Program
 Expanding retention and follow-up services to include ALL students on academic
probation/progress probation/dismissal status with funding to support, including
individualized counseling services for all returning students on any probation status.
 Increasing the number of students completing the mandated SSSP services of Assessment,
Orientation, and Counseling
 Achieving mandatory SSSP services of Assessment, Orientation, and Counseling for all new,
first time college students
 Coordinate with input to the General Counseling Program Review team – include SSSP
information in dissemination efforts.
 Update the official Counseling website to better inform new students of SSSP components
and required contacts.
 Oversight and coordination of all core services per the Student Success Act.
 Development of a campus-wide, standard process for prerequisite challenges.
 Increase staffing in the Assessment Center to support the increased demand for testing,
including English/Math; Chemistry; and Vocational Testing Services, especially since the
passage of the Student Success Act
 Maintain the accurate and timely reporting of the Assessment Component to BANNER
 Maintain accuracy of and improve the automation of the online orientation’s student name
and ID collection process
 Maintain and update regularly the Online Orientation materials
 Increase the availability of one-to-one Counseling services to students on probation with
focused case management for identified faculty
 Improve the reporting of students who have completed core services of SSSP to BANNER
1



Acquire permanent staffing to coordinate SSSP at Chabot College
Acquire permanent and dedicated Counselors to target probation students as a caseload
Acquire permanent and dedicated professional classified staff to support SSSP and the
probation students as a caseload
SSSP supports other units on campus by managing all new student in-take, and directing students to the
correct classes and support services. Assessment not only directly places students in their appropriate
math and English courses, but also can assist math and English in allocating their FTE loads to specific
courses to meet student needs. For example, in 2011, 84% tested into remedial English, 16% tested into
college English, 86% tested into MTH 65 or lower, and 14% tested into MTH 55 or higher. The
orientation process provides students with essential college survival information, and helps give
students a blueprint to navigate our college systems. SSSP also directs students to resources on campus
that help them be successful in college. This includes PSCN support classes, counseling services,
tutoring, DSRC, special programs, Veterans Services, financial aid, etc.
SSSP currently consists of 1.5 classified staff members and 9 counseling hours, split between two
counselors. All other staffing is adjunct (PSCN 25). With the original implementation of matriculation,
we had three full time faculty members hired with that focus, in addition to our assessment center staff.
As cuts have occurred over the years, we are now down to our present staffing levels.
2. Where We Are Now
Over the past few years, Matriculation has been cut over 62%-67%. We are very proud that we have
been able to maintain our Early Decision Program, growing every year in spite of the budget cuts. We
have lost 50% of our counselors over the past few years. In response, we’ve created Front Desk
Counseling, where students can speak quickly (less than five minutes) with a counselor. This is not an
ideal situation, but it is one way we have adapted to our economic realities, and maintained student
access. We developed our online orientation program, streamlining that process. We also are proud
that we have been able to continue to increase the number of students who go through the
matriculation process through these tight budget times.
Cuts to counseling have affected the number of student appointments available and how we provide the
core services. We currently only have enough appointments to see about one third of our student
population in a given semester. We have had to make the difficult decision to drop academic probation
one counseling appointments, and have moved to a self-reported contract for students with that status.
The cuts also have affected how we do business when it comes to educational planning. Our traditional,
comprehensive Student Education Plans (SEP) cover six semesters of coursework, and we take an hour
with each student to create the plan. Because of new Financial Aid requirements at a time when
matriculation resources have been severely limited, we developed a three semester Student Academic
Plan to be used in place of a true SEP for Financial Aid purposes.
Our ongoing SAO’s are:
 Increase the number of Chabot College students completing Assessment, Orientation, and
Student Educational Planning, per the Student Success and Support Program mandates.
 Develop, maintain, and regularly update SSSP materials, such as counseling website information,
online orientation, and the assessment website.
 Expand retention and follow-up services to include all students on all levels of academic and/or
progress probation/dismissal.
In response to the Student Success Act, we have added the additional SAO of:
 Develop cost-effective and effectual services and processes to implement SSSP mandates.
2
We also have had a number of goals over the past few years that we have managed to accomplish in
spite of our budget cuts. We’ve been able to
 Develop a fully-functional online orientation
 Increase the accuracy of the online orientation’s student name and ID collection process
 Maintain and even increase the Early Decision program for new students directly from local
catchment area high schools
 Maintain Chabot College’s commitment to providing the required SSSP services to students
 Continuously update the official Counseling website to better inform new students of SSSP
components and required contacts
Over the past three years, there have been additional projects designed to help foster student success
that we hoped to implement, but because of the budget cuts have not been able to so. We hoped to
create short videos and animations addressing frequently asked questions on college processes and
student success strategies for inclusion on our website. Unfortunately, with the loss of so many of our
faculty and staff, we have not been able to create them. We have many technology-driven ideas and
products, such as Degree Works, but these require the staff to keep them up and running. Without the
additional staffing it will be difficult, if not impossible, to implement these ideas and utilize our products
to their full extent. As we implement new technology-driven tools, we also need to plan for faculty and
staff training.
With the passage of the Student Success Act, and the new mandates it brings, SSSP in its current
incarnation will struggle to address the mandates. With over 3,000 new students arriving each fall, SSSP
will need additional support in both staffing and funding. In the short term, we will need to purchase
additional assessment test units and add additional Assessment Center staffing to increase our ability to
test all students. The Assessment Center only accommodates 43 students at a time, so facility space and
computer availability is an issue. Once the state decides on its statewide assessment tool, Chabot will
need to invest in its implementation, possibly requiring additional training and the development of new
cut scores.
Another major issue facing SSSP with the passage of the act is how to provide first semester SEPs for all
new students. If we gave each new student a 60 minute appointment with a counselor to create a
traditional SEP, we would have less than 600 hours of counseling remaining in that semester to see
additional students, meaning we would be able to serve just over a third of our student population. We
are looking at ways to address these types of issues, and have a counseling retreat scheduled for
November 15, 2013 to discuss how we will implement the Student Success and Support Program and
where we can form partnerships with Chabot faculty and staff from other disciplines.
We would like to create new resources, especially online, to address some of these issues. The videos
and animations previously mentioned are high on our list, as is creating an online version of our PSCN 25
Transition to College class. We would like to provide assessment, orientation, and counseling/SEP
services with as much flexibility as possible, not only because students who complete these components
have higher success rates, but also because they will be required for priority registration.
New equipment and technology will be required to address the Student Success Act. Our conference
rooms that are used to teach PSCN 25 and Assessment Center will need to be outfitted as thought they
were smart classrooms, requiring the addition of three document cameras. Additional projectors,
screens, and printers for these rooms are necessary, along with the supplies to keep them running, such
as toner, light bulbs, etc. The Assessment Center could potentially need to be remodeled, depending on
3
student demand, to accommodate the larger groups of students it was originally planned to host. An
enlargement would require additional computers and monitors.
There also a number of conferences and trainings that are essential for matriculation faculty and staff to
attend each year. These include SSSP Coordinators meetings, annual assessment conferences, and SSSP
conferences. With the loss of most staff development funds, it is key that these core conferences and
trainings are somehow funded.
3. The Difference We Hope to Make
What: Develop a plan where ALL new college students (never attended college before) can be afforded
access to PSCN 25, which is the initiative begun as an academic planning service, along with the
Assessment and On-line Orientation targeted specifically to new college students.
Why: The Student Success and Support Program requires that Assessment, Orientation, and a Student
Education Plan are complete to receive priority registration. PSCN 25 could be modified to address the
Student Education Plan requirement. This also ties into Strategic Plan Strategies 4, 5, and 6, helping
students get on their paths quickly, teaching them how to monitor their progress, and streamlining their
pathway.
How: Increase the number of counselors and classified staff to support the additional PSCN 25 sections.
Create an online version of the course to serve more students
Goals: Every new college student (never attended college before) takes PSCN 25 prior to enrolling in
their first semester at Chabot College.
Resources: Funding for additional counselors and classified professionals to support the program.
Technology support for the development of the online PSCN 25, as well as the current PSCN 25
classrooms. Release time to develop the online version of the class. Funding to backfill release time.
What: Develop a plan where all Chabot College students could be accommodated for Assessment.
Why: The Student Success and Support Program requires that Assessment, Orientation, and a Student
Education Plan are complete to receive priority registration.
How: Make assessment a mandatory requirement. Accept assessments from other colleges. This ties
into Strategic Plan Strategy 4 and 6, as it would let students know from the beginning which pathways
they need to take in math, English, and ESL, as well as streamlining their ability to feed into the priority
registration system.
Goals: Every student will complete math and English or ESL assessment or submit coursework
successfully completed at another college that fulfills the assessment requirement.
Resources: Funding for additional testing units. Funding for additional classified staff member
(Counseling Assistant 2). Possible expansion of Assessment Center, which would include the need for
additional computers and monitors. Extended Assessment Center Hours, including more evening and
Saturday hours. Funding for additional student assistants to support Assessment Center staff.
What: Continue to update the Online Orientation to make it more user friendly, including video and
animation, with a goal of mandatory orientation for all students not exempt.
Why: The Student Success and Support Program requires that Assessment, Orientation, and a Student
Education Plan are complete to receive priority registration. This ties into Strategic Plan Strategies 4 and
6, helping students to learn about college systems to get on their pathway quickly, and streamlining
their matriculation process.
How: Make orientation mandatory. Revamp the current online orientation, utilizing tools such as
Camtasia, to make it more interactive.
Goals: Have an updated online orientation in place by Fall 2014.
4
Resources: Release time to create and update online orientation. Technology support to troubleshoot
and assist in getting the new online orientation up and running. Funding to backfill release time in
counseling.
What: Offer Counseling Services to all Chabot College students and community members as needed.
Why: The Student Success and Support Program requires that Assessment, Orientation, and a Student
Education Plan are complete to receive priority registration. Resources are limited and it’s difficult to
meet all student needs. Technology-based solutions can help address some of these limitations, and
help us meet Matriculation and Student Success Act requirements. This ties into Strategic Plan
Strategies 3, 4, 5, 6, and 7, which address student support, engagement, and direction. Increasing the
number of counselors we have available is critical to meet the goals of these strategies.
How: Hire additional counselors to accommodate student need. Explore new ways to see groups of
students, such as a small group with the same major and math and English course placements. Develop
online counseling program. Develop online success contracts and probation videos.
Goals: By Fall 2014, bring back extended counseling hours to include additional evening hours and add
an online counseling component. By Fall 2014, develop an online success contract and probation video.
Resources: Funding for additional counseling positions to meet student need. Funding and technology
support to purchase and develop an online counseling program. Time to work together to brainstorm
how to implement these programs. Release time to develop the online success contract and probation
video. Funding to backfill release hours in counseling.
What: Provide Student Educational Planning appointments to all Chabot College students who make
such a request.
Why: The Student Success and Support Program requires that Assessment, Orientation, and a Student
Education Plan are complete to receive priority registration. This ties directly into Strategic Plan
Strategies 3, 4, 5, and 6. As SEPs help students define their goals, get them on their pathways quickly,
help them monitor their progress along the way, and streamline the path they walk at Chabot.
How: Hire additional counselors to meet student need.
Goals: 80% of all Chabot students will have some form of qualifying student education plan on file by
Fall 2014 registration.
Resources: Funding for marketing campaign to promote necessity of completing matriculation
components, especially the SEP. Funding for additional counseling hours to accommodate student
need.
What: Continue to improve the Application process, along with ongoing technology services which
could update data elements such as major, goal, etc.
Why: One of the requirements of the Student Success and Support Program is that we clean up our
data, starting Spring 2013. Having accurate information on educational goals and majors to tie to
student success measures is going to become more important over the next three years, and could
eventually tied to funding. Additionally, helping students input and update the correct educational goals
and majors will help us provide more appropriate services for them. This ties into Strategic Plan
Strategies 3, 4, 5, and 6.
How: Create a screen that must be updated with current educational goal and major prior to registering
for classes.
Goals: By Fall 2014, have screen requiring educational goal and major updates in order to register for
classes.
Resources: IT support to develop and implement the screen.
5
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
2012-13
Budget
Requested
5
$30,000
$0
$351,000
$381,000
2012-13
Budget
Received
0
$3,001
$1,678
$0
$4,679
2013-14
Budget
Requested
5
$10,700
$56,100
$10,000
$76,800
2013-14
Budget
Received
0
1. How has your investment of the budget monies you did receive improved student learning? 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.
We did not receive any additional monies during the 12-13 academic year. We had to reduce our
expectations, and try to do the best we could do with what we had left after the matriculation cuts. We
just this month have received limited restoration funding from the state, but are still prioritizing how
that money will be utilized to support student success.
2. What has been the impact of not receiving some of your requested funding? How has student
learning been impacted, or safety compromised, or enrollment or retention negatively impacted?
Not receiving the additional monies to replace faculty and classified professionals has severely impacted
our ability to fully serve students. We have had to cut back and eliminate services, such as academic
probation counseling appointments for Academic Probation One status students and not answering a
main counseling phone line. We currently have the capacity to serve just one-third of our student
population per semester.
Even with the restoration funding we just received, many services are in danger of not being restored,
putting us in danger of losing state funding. We will need funding to implement additional PSCN 25
sections and other counseling, orientation, assessment, and follow-up services to address SSSP.
6
Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A.
No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be
submitted with this Year’s Program Review. Note: All courses must be assessed once
at least once every three years.
PSCN Course-Level Student Learning Outcomes are covered in the PSCN Academic Program
Review, so we’ve included our Service Area Outcomes here:
How
ONGOING SLO/SAO
Measured
Results/Discussion
SAO #1: Increase the number of
Chabot College students completing
Assessment, Orientation, and Student
Educational Planning, per the Student
Success Act mandates.
SAO #2: Develop, maintain, and
regularly update matriculation
materials, such as counseling website
information, online orientation, and
assessment website.
SAO #3: Expand retention and followup services to include all students on
all levels of academic and/or progress
probation/dismissal.
NEW SLO/SAO
SAO #4: Develop cost-effective and
effectual services and processes to
implement the Student Success Act
mandates.
Banner
Data
Ongoing
How often
information
is updated
(goal is
monthly)
Ongoing
SARS Data
Ongoing
How
Measured
To be
determined
Results/Discussion
Ongoing
7
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?
What is your specific goal and measurable outcome?
What is your action plan to achieve your goal?
Activity (brief description)
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
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
8
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
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:
9
(obtained by/from):
Appendix F1: Full-Time Faculty/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 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/Data2013.cfm.
1. Number of new faculty requested in this discipline: ___
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
Description
1.
SSSP
Counselor/Instructor Coordinator
Academic
2.
Success and
Counselor/Instructor Intervention
Faculty (1000)
Program/Unit
Division/Area
Counseling
Student Services
Counseling
Student Services
10
Rationale for your proposal. Please use the enrollment management data. Data that will strengthen your rationale include FTES trends over
the last 5 years, FT/PT faculty ratios, recent retirements in your division, total number of full time and part-time faculty in the division, total
number of students served by your division, FTEF in your division, CLO and PLO assessment results and external accreditation demands.
The Student Success Act requires mandatory services performed by counselors, such as all Student Educational Plans and probation follow-up
services. Without additional counselors, we will be hard-pressed to meet the mandates.
2. Statements about the alignment with the strategic plan and your student learning goals are required. Indicate here any information from
advisory committees or outside accreditation reviews that is pertinent to the proposal.
These additional positions tie directly into the implementation of the Student Success and Support Program and Strategic Plan Strategies 3, 4, 5,
and 6. SSSP is a state mandate we are required to follow. If we want to be fully funded by the state in future years, we must hire additional
counselors to assist in the provision of core services for all of our students. We cannot ignore this mandate, as 80% of future funding will
depend on the provision of these services. Additional counselors will allow us to not only monitor student progress, but also to better help
undecided students to define their goals, get students on their path faster, streamline their time at Chabot. Also, Academic Senate for California
Community Colleges recommends a counselor to student ratio is 1:370, which we acknowledge would be difficult to meet in these budget times,
as it would require Chabot to have the equivalent of 37 counselors on staff. When you consider assign time and teaching responsibilities, we
currently have an effective counselor to student ratio of 1:1,583. Without assign and teaching time, that ratio is 1:1,035.
11
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, and 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: __5__
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
Position
1. SSSP Technology
Specialist
2. Assessment
Coordinator
3. Counseling Assistant 1
Classified Professional Staff (2000)
Description
Program/Unit
We need someone who can
assist us with web site
design and development,
social media, and
Banner/SARS programming
to make implementation of
SSSP more automated
Counseling
Upgrade existing Assessment
Specialist to Assessment
Coordinator to match current
job duties
Assessment Center
Additional staffing required to
meet SSSP mandates
Assessment Center
PLEASE LIST IN RANK
ORDER
Division/Area
Student Services
Student Services
Student Services
4. Counseling Assistant 2
5. Counseling Assistant 1
Additional staffing required to
meet SSSP mandates
Needed to support
Assessment Center
Counseling
12
Student Services
Student Services
counselors providing
probation/follow-up services
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Postion
Description
Student Assistants (2000)
Program/Unit
PLEASE LIST IN RANK
ORDER
Division/Area
2. Rationale for your proposal.
In order to meet Student Success Act mandates, such as mandatory assessment and faster student progress, additional classified support is
required. Without it, our programs will lack the administrative support needed to grow, and will stay at current capacities. We will have
difficulty meeting Student Success Act mandates, and endanger college funding from the state.
3. 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.
These additional positions tie directly into Strategic Plan Strategies 3, 4, 5, 6, and 7, as well allowing us to meet the requirements for state
funding under the mandates of the Student Success and Support Program. Additional classified professionals will allow us to get students
connected to resources and on their paths faster, more closely help students monitor their progress along their pathway, streamline pathways,
and build a sense of community.
13
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/Data2013.cfm.
COURSE
CURRENT
FTEF
(2013-14)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
14
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors, learning assistants, lab assistants,
supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal. 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.
4.
3. Rationale for your proposal based on your program review conclusions. Include anticipated impact on student learning outcomes and
alignment with the strategic plan goal. Indicate if this request is for the same, more, or fewer academic learning support positions.
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.
Supplies Requests [Acct. Category 4000]
Instructions:
1. There should be a separate line item for supplies needed and an amount.
For items purchased in bulk, list the unit cost and provide the total in the "Amount" column.
2. Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not
received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be nice to have and would bring additional benefit to the program.
2013-14
2014-15
Request
needed totals in all areas Request
Requested Received
Description
Amount
Yes
No
Projector Bulbs - As
we more heavily utilize our
current PSCN 25
classrooms and
Assessment Center, we will
need to replace our
supplies more frequently.
$2,700
Vend
or
16
Division/Unit
Priority #1
Counseling/
Assessment
Center
x
Priority #2
Priority #3
Toner - As we more
Yes
No
heavily utilize our current
PSCN 25 classrooms and
Assessment Center, we will
need to replace our
supplies more frequently.
SSSP Marketing
Materials - We are
required by law to inform
students of SSSP changes
starting Spring 2013.
Paper - As we more
heavily utilize our current
PSCN 25 classrooms and
Assessment Center, we will
need to replace our
supplies more frequently.
Yes
Yes
$2,000
Counseling/
Assessment
Center
x
$5,000
Counseling/
Assessment
Center
x
$1,000
Counseling
x
No
No
Contracts and Services Requests [Acct. Category 5000]
Instructions:
1. There should be a separate line item for each contract or service.
2. Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril) or to meet mandated
requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not received in
the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be nice to have and would bring additional
benefit to the program.
17
augmentations only
Description
Amount
Vendor
Division/Unit
18
Priority #1
Priority #2
Priority #3
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.
Description
Annual Assessment
Conference
SSSP Coordinators Meetings
Additional Student Success
and Support Program
Conferences
Amount
$3,000
$2,000
$5,000
Vendor
Division/Dept
Counseling/Assessment
Center
Counseling/Assessment
Center
Counseling/Assessment
Center
19
Priority Priority Priority
#1
#2
#3
Notes
x
Required for continued use of
Accuplacer
x
Attendance is critical, as we
work together to most
effectively and efficiently
implement SSSP.
x
To stay up-to-date on current
SSSP updates, counselors must
attend conferences each
semester. Currently, no funds
are dedicated to support
conference attendance.
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.
Instructions:
1. For each piece of equipment, there should be a separate line item for each piece and
an amount. 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.
2.
For bulk items, list the unit cost and provide the total in the "Amount" column.
Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be
in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to
jeopardize the life of a program if not received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be
nice to have and would bring additional benefit to the program.
Description
PSCN
25 offerings and address SSSP
mandates, we need to update our
current PSCN 25 classrooms and
Assessment Center. Usage of these
items ties into Strategic Plan Strategies
Amount
Vendor
Division/Unit
Priority #1
3 document cameras - As we expand
$2,100
Counseling
20
x
Priority #2
Priority #3
2, 3, 4, 5, 6, and 7.
3 projectors - As
we expand PSCN 25
offerings and address SSSP mandates,
we need to update our current PSCN 25
classrooms and Assessment Center.
Usage of these items ties into Strategic
Plan Strategies 2, 3, 4, 5, 6, and 7.
3 printers - As we expand PSCN 25
offerings and address SSSP mandates,
we need to update our current PSCN 25
classrooms and Assessment Center.
Usage of these items ties into Strategic
Plan Strategies 2, 3, 4, 5, 6, and 7.
Additional testing units - As we expand
assessment opportunities to meet SSSP
mandates, we will need to purchase
additional testing units to met student
need. The additional units tie into
Strategic Plan Strategies 4 and 6.
$2,000
Counseling
x
$2,000
Counseling
x
$50,000
Assessment Center
x
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 reprioritizing 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.
21
Brief Title of Request (Project Name):
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?
22