Special Programs & Services
Deans Summary 2014
About our students, career goals, and pathways:
In response to the unique community needs of the college’s Feeder Area’s; Chabot has
thoughtfully developed a service area which is known today as “Special Programs and Services”.
Each of the colleges special programs units, have a unique guideline for governing their focus
and utilization of resources, yet at the same time, they all share the fundamental goal of
advancing the colleges ongoing commitment to student access, student equity and student
success. These programs support students in achieving their educational objectives and goals;
including but not limited to, obtaining job skills, vocational certificates, associate degrees, and
/or transferring to four-year colleges and universities.
The special programs and services units are comprised of the following programs and services:
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California Work Opportunities and Responsibilities to Kids (CalWORKs)
Cooperative AgenciesResourcesforEducation(CARE)
DARAJA Project
DisabledStudents ProgramsandServices(DSPS)
ExtendedOpportunityProgramsandServices(EOPS)
Hayward Promise Neighborhood (HPN)
PUENTE Project
Temporary Assistance for Needy Families (TANF)
TRIO/ASPIRE
TRIO/ETS
TRIO/Excel
WIA Project
Common Observation:
There are three commonalities within the Special Programs that are needed to assist students
with meeting the social, financial, and academic requirements of completing a college
education.
 Restore Critical Staffing
 Unmet Facility Needs
 Possible Adverse Effects from Student Support Services Program (SSSP)
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Adequate funding:
All of the “Special Programs” are categorically funded, except Daraja and Puente, which are
supported by the college district. From 2010-2013 categorical programs, including EOPS, CARE,
CalWORKs, DSPS and TRIO programs, saw program budgets cut between 10- 40%. As a result
many of the programs services were pared down which included reductions to student grants,
book vouchers, reduced tutoring services for students, reductions in hours for student
assistants, as well as reduced student activities and supplies. All services imperative to student
success. During the 2013/14 academic year many of the programs saw increases to their
allocations (still not full restoration) and were able to adequately provide services to students.
Facilities:
DSPS needs more testing space and student computer work stations in order to adequately
serve over 1,000 students each year. A center for cultural diversity was reiterated throughout
many of the programs as the need for quiet study group areas, as well as “social” outlet areas,
is apparent even in the new Student Services Bldg. 700.
Challenges for the divisional program areas:
Special Programs provides services to high-risk students with multiple barriers to educational
success who are affected by language, social and economic hardships and/or disabilities and
require restored critical staffing in order to provide quality service.
The following is a synopsis of staffing needs:
Human Resources
1. Full-time Counselor/Instructor (DSPS) Granted during 2013/14 Faculty Prioritization
Process.
2. Full-time Counselor/Coordinator (Daraja) not granted during 2013/14 Faculty
Prioritization.
3. Full-time Counselor/Coordinator (CalWORKs) request to use categorical funds to fill.
4. Two Part-Time Counselors (HPN) categorical funds to be used.
5. Two Part-Time Counselor Assistant II positions (Daraja& Puente) will follow classified
prioritization process to request.
6. Full Time Counselor Assistant II positions (DSPS) pending May board approval.
Goals & New Initiatives for the divisional program areas:
Important trends coming out of the State Chancellor’s Office that may significantly impact
Special Programs students will be that of SB 1456 (Lowenthal), the Student Success Act of 2012.
Areas that may have the greatest effect on Special Programs 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 effects for our most vulnerable students. Since students
will lose their priority registration if they have not completed the full SSSP, (formally
Matriculation) process of assessment, orientation and counseling, as well as their financial aid if
on probation two semesters in a row, Special Programs will need to create a new SAO to
measure unintended adverse outcomes that may affect students’ persistence.
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