Chabot College
Program Review Report
2014 -2015
Year ?of
Program Review CycleYear 1
“You are in the same cycle as last year!”
Academic Program: Disabled Students
Program & ServicesAdaptive Physical Education
Computer Application Systems
Learning Skills
Psychology Counseling
Submitted on 11/01/13
Contact: Kathleen R. Allen
Final Forms, 1/18/13
Table of Contents
Divisions/Programs remain in the same cycle year for2013-2014
___ Year 1
Section 1: Where We’ve Been
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section A: What Progress Have We Made?
Section B: What Changes Do We Suggest?
___ Year 3
Section A: What Have We Accomplished?
Section B: What’s Next?
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
____ YEAR ONE
1. Where We’ve Been - Complete Appendix A (Budget History) prior to writing your
narrative. Limit your narrative to no more than one page. As you enter a new Program
Review cycle, reflect on your achievements over the last few years. What did you want
to accomplish? Describe how changes in resources provided to your discipline or
program have impacted your achievements. What are you most proud of, and what do
you want to continue to improve?
Disabled Student Programs and Services (DSPS) includes a Student service component the Disabled
student Resource Center (DSRC) and 4 academic components; Adaptive Physical Education, Computer
Application Systems, Learning Skills and Psychology Counseling. The faculty and staff work closely to
ensure that each student with a disability understands their strengths and weaknesses, compensatory
strategies that will benefit their learning process and the reasonable accommodations they are eligible
for. Thus, it is essential that DSPS staff know and understand each student. Through the expertise of
each staff member, working together as a team, students with disabilities are successful in achieving
their educational goals.
DSPS is most proud of the positive impact our course offerings have on the success of students with
disabilities achieving their educational goals. All DSPS courses are consistently filled over 100%. Through
the excellent course curriculum specifically developed to teach DSPS students compensatory strategies,
understanding their disabilities and becoming aware of their strengths and weaknesses. As a result,
students are successful in college level courses in English, Mathematics and Computer Application
Systems by providing them with a strong foundation and teaching them to become critical thinkers.
DSPS courses support students with disabilities to become comfortable with their disabilities, utilizing
academic reasonable accommodations and asking for assistance when needed. The curriculum of DSPS
courses are designed to develop the whole person; build self-esteem, social skills, social cognition,
Problem solving, and becoming independent participants in their academic process. Thus, assisting
students with disabilities to reach their full potential.
DSPS has been diligent in reducing our funding requests and we are grateful for the funding we received.
. The received funds allowed us to follow required State assessment guidelines to determine eligibility
for learning disability services and provide mandated reasonable accommodations for students with
disabilities.
Due to the severe budget cuts to DSPS allocation and Chabot College, our course offerings have been
affected. DSPS lost English 116 E72 and English 120 in the last few Spring semesters and English 118A
and 119 in the last 2 Summer Sessions. The loss of English 120 has affected DSPS students concurrently
enrolled in college level English courses, i.e. English 101A, 101B, 102, 1A, 4 and 7. Students struggle
more without the English study skills strategies offered in this course. The loss of English 116 has greatly
affected evening students, since they must wait until the Fall semester to determine their eligibility for
learning disability services. These evening students are enrolled in classes without the benefit of utilizing
the appropriate reasonable accommodations plus the pervasive student services offered to day
students. It is our hope that these valuable courses can be reinstated.
In light of the fiscal crisis in the State, we are concerned with how we will be able to enhance our course
offerings to provide a strong academic foundation for the increasing number of students with acquired
brain injuries, developmental disabilities, Wounded Warriors, etc. These students would greatly benefit
from a cognitive learning course. Our hope is to offer this course in the next 2 years.
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2. Where We Are Now - Review success, equity, course sequence, and enrollment
data from the past three years
athttp://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
Please complete Appendices B1 and B2 (CLO's), C (PLO's), and D (A few questions)
before writing your narrative. Limit your narrative to two pages.
After review of your success and retention data, your enrollment trends, your
curriculum, and your CLO and PLO results, provide an overall reflection on your
program. Consider the following questions in your narrative, and cite relevant data (e.g.,
efficiency, persistence, success, CLO/PLO assessment results, external accreditation
demands, etc.):
• What are the trends in course success and retention rates (based on overall
results and CLO assessments) in your program? Do you see differences based
on gender and/or ethnicity? Between on-campus and online or hybrid online
courses? Provide comparison points (college-wide averages, history within
your program, statewide averages).
1. Success and persistence rates.
2. Distance education vs. face-to-face courses.
All DSPS courses are consistently filled over 100%: Adaptive Physical Education, Computer Application
Systems, Learning Skills and Psychology Counseling. Every semester we turn away many students who
want to enroll in DSPS courses. The majority of Adaptive Physical Education and Learning Skills courses
have been offered over 30 years. CAS and PSCN courses have been offered over 20 years. The
curriculum and courses have been enhanced to meet the needs of our growing population. Case
managers, Special Education teachers and faculty from other colleges from the greater Bay Area have
referred students to our program and courses. This reflects the respect and confidence other
professionals have for our DSPS program. We even had a visit from a Professor at Tel Aviv University
wanting information on the curriculum for PSCN 20, “The College Experience”. He wanted to develop a
similar entry course for students with disabilities at his university.

All DSPS courses show a diverse representation in gender and ethnicity.

 English 117 “Reading”, and English 119 “Problem Solving” show ethnicity is displayed across the
board with a significant percentage of African Americans. We feel this indicates a need for
reading and quantitative reasoning skills among this population.

 There are no significant trends in PSCN classes between African American, Asian American,
Latino and white students.
CAS classes leans towards a greater female population with Asian American Students leading
the percentage as compared with other DSPS classes. Many female students, especially re-entry
women have expressed their need to learn how to use computers.


It is very interesting that from the reflections for CAS 100 many students have not used a
computer; this is their first experience with technology. This reflects the economic
disadvantage of our students; they could not afford to purchase a home computer.”
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



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It is clear that the learning outcomes for CAS 102 must be changed to directly reflect the
curriculum of the course. The outcomes currently reflect the student’s knowledge of different
assistive technology software. Therefore, the results were skewed, since the students learn the
assistive technology based on their disability. The outcomes should reflect what a student has
learned to do with the software, i.e. read, write an essay, read the web, etc. There is no
difficulty with the curriculum but the learning outcomes must be changed.
In discussions with other CAS instructors on the campus, they express the need to continue
DSPS CAS courses so that students with disabilities are prepared for their classes. They do not
have the expertise to instruct students based on their physical and learning needs of their
disability. After taking DSPS CAS courses many students with disabilities have obtained a strong
technology foundation that has ensured their success in college CAS courses. Many students
have gone on to earn CAS AS degrees.
English 119 and 121 are very difficult to assess. The curriculum is extremely individualized. In
English 119 students are learning addition, subtraction, multiplication, division, fractions,
percentages, decimals or algebra. At the beginning of the semester each student is assessed to
determine what level of mathematics they should begin with. The students progress individually
to the next book. Despite the difficulty in assessing the students’ outcome levels, it is clear that
the curriculum is working. Students are proceeding to college courses and passing to the next
sequence. DSPS students require this individualized method when learning mathematics.
Many faculty have referred their students to our DSPS courses. When an English instructor has a
student that is struggling in their class, they discuss with the DSPS Counselors and faculty
strategies to support their student.
It is clear that our courses play a key role in a student with disability academic success. After
taking learning Skills English courses, students are progressing through college level English
courses 101A, 101B, 102,1A, 4 and 7. SPS PSCN courses enhance their personal growth,
accepting their disability, the value of utilizing reasonable accommodations, resources on
campus and becoming independent participants in their academic process.
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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/SP forPR.pdf prior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resource
Requests) 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 are
underway in your discipline or program, or could you begin, that would support the
achievement of our Strategic Plan goal? Over the next three years, what improvements
would you like to make to your program(s) to improve student learning? What are
your specific, measurable goals? How will you achieve them? Would any of these
require collaboration with other disciplines or areas of the college? How will that
collaboration occur?
DSPS service and academic areas work together to support students with disabilities at Chabot College.
It is essential that students understand their disabilities; their functional limitations. Then the students
must be aware of the compensatory strategies and academic accommodations that will support them in
their classes. Ultimately, students will understand the benefit of these strategies and accommodations,
thus they will become independent using and requesting these strategies and accommodations.
Therefore they will complete their educational goals in a reasonable time. This process for students is
very individualized, but once the students become aware of their needs and academic accommodations
they are self-empowered. It is imperative that we know and fully understand each student. The success
of our students has been due to the DSPS team working together to know and understand our student’s
disabilities.
Within the next year and a half DSPS will be losing 2 counselors and 2 Learning Disability
Specialist to retirement. This will also mean the loss of an Assistive Technology Instructor since 2009.
The loss of 5 DSPS faculty positions will greatly affect general counseling, faculty and staff throughout
the campus. DSPS Counselors, Learning Disability Specialists and the Assistive Technology Instructor as
previously mentioned work with personnel on the campus in support of students with disabilities. Thus
without these 5 DSPS positions Students will not be provided with the needed skills that will ensure their
academic success. Currently DSPS is serving more students with complex needs and issues, which
requires the expertise of faculty trained to work with students with disabilities. As mentioned in the
previous responses, DSPS courses provide the needed foundation for students with disabilities which
prepare and support them towards their achieving their educational goals. Without faculty to teach
DSPS courses, Students with disabilities will take a longer time to achieve their educational goals. If the 2
Counselor, 2 Learning Disability Specialist and the Assistive Technology Instructor positions are not
replaced it will be devastating for students with disabilities, DSPS and Chabot College.
Each semester DSPS offers 3 Adaptive Physical Education courses and 1 course in the Summer. These
courses have been consistently filled 100%. All of our APE courses are taught by a full time instructor at
30% of his load. With this limited schedule we are unable to increase our course offerings. DSPS
students and community agencies have requested that we offer Adaptive Swimming, Wheelchair
Basketball, etc. Our students would benefit from a0.5 unit Assessment course where the instructor
evaluates their physical limitations to develop an exercise program that meets their physical objectives.
In this way the instructor and the student can track their progress. It is essential that the Adaptive
Physical Education Instructor visit community agencies to ensure that Chabot College is meeting the
needs of the community. In 2008, the Chancellor’s Office Program Review recommended that Chabot
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College hire a full time Adaptive Physical Education Instructor in order to meet the needs of our
students.
DSPS also requires a full time Instructional Assistant II for our Learning skills program. The
Instructional Assistants work closely with the Learning Disability Specialists during class. Since the
curriculum is extremely individualized the courses may be subdivided into smaller learning units to
better meet the students’ needs. DSPS English 116 course requires that the Instructional Assistant
administer many of the assessment tools to the students as the instructor is administering the
assessment instruments that are required to be administered individually. The Instructional Assistant
assists with the inputting much of the scores in order for the instructor to have all materials ready and
available to complete the evaluation to determine eligibility for learning disability services for each
student. We currently offer English 116 in the and 119 in the evening without the support of a
permanent Instructional Assistant. .
It is crucial for Chabot College to reinstate English 116 E72. Without this course evening students
struggling in classes cannot be assessed until the Fall semester. This puts evening students at a
disadvantage because without the assessment they are not eligible for accommodations. These students
also do not have the services available to them as day students have. At least with the assessment
completed, we can put through the appropriate accommodations to support them in their classes
sooner.
Since English 116 “Diagnostic Clinic” was developed as a 1 unit, 1.75, 1 hour lecture and 1 hour lab
course, The DSPS Chancellor’s Office changed the assessment requirements. More assessment tools are
required to do a comprehensive assessment. As a result the 1unit value no longer meets the curriculum
requirement. It is necessary that we present this course to the Curriculum Committee in order to adjust
the course unit value.
As mentioned above our evening students with learning disabilities are at a disadvantage as compared
with our day students. These students are having difficulty completing English 101A/B and 102 because
they do not have the strong foundation in reading and writing. Many years ago we offered English 117 in
the evening. At that time the instructor enhanced the curriculum to include writing skills. If DSPS offered
An English 118A “Reading/Writing” in the Fall semester and English 118B “Writing/Reading” in the
Spring semester evening students would be provided with the needed foundation in reading and writing
to prepare them for higher level English courses. IT would not be necessary for students to repeat these
courses. Thus evening students would complete their educational goals in a reasonable time.
In order to meet the needs of a growing number of students with acquired brain Injuries (ABI),
Developmental Disabilities Stroke victims, etc. it is essential that DSPS offers a 3 unit Learning Skills
Cognitive Learning course. This course would train student with memory retention and comprehension
issues. California Association of Post-Secondary Educators and the Disabled (CAPED), California
Community Colleges Student Services Conference and the Chabot College Advisory Committee state
that with the growing number of students in this population including Wounded Warriors would benefit
from this type of course.
As we have described the curriculum in our previous response for English 119 “Problem solving”, we
could better meet the needs of our students if we made the curriculum of this course a 2 semester
sequence. Many students are progressing through the different levels of mathematics but they cannot
complete them in 1 semester. If English 119 were offered as n A/B 3 unit each sequence, it would not
be necessary for students to repeat the course. With the new repeatability requirements in place by
Financial Aid, State Department of Rehabilitation and the college, this would benefit DSPS students. This
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would also place students at similar mathematic levels in each course, instead of all levels of
mathematics (addition to algebra) being presented in 1 class.
All of the requests made for DSPS faculty and staff positions with the increase of FTEF would greatly
increase the success of DSPS students attending Chabot College. These requests would ensure equity for
all students on the campus.
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____ YEAR TWO
A. What Progress Have We Made?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should also review your most recent success, equity, course sequence,
and enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:





What were your year one Program Review goals?
Did you achieve those goals? Specifically describe your progress on the goals you set for
student learning, program learning, and Strategic Plan achievement.
What are you most proud of?
What challenges did you face that may have prevented achieving your goals?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
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B. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdfprior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested) to
further detail your narrative. Limit your narrative to two pages, and be very specific about
what you hope to achieve, why, and how.
Given your experiences and student achievement results over the past year, what changes do
you suggest to your course/program improvement plan? What new initiatives might you begin to
support the achievement of our Strategic Plan goal? Do you have new ideas to improve student
learning? What are your specific, measurable goals? How will you achieve them? Would any of these
require collaboration with other disciplines or areas of the college? How will make that collaboration
occur?
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___ YEAR THREE
A. What Have We Accomplished?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should also review your most recent success, equity, course sequence, and
enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:

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What program improvement goals did you establish?
Did you achieve the goals you established for the three years? Specifically describe your
progress on goals you set for student learning, program learning, and Strategic Plan
achievement.
What best practices have you developed? Those could include pedagogical methods,
strategies to address Basic Skills needs of our students, methods of working within your
discipline, and more.
Are these best practices replicable in other disciplines or areas?
What were your greatest challenges?
Were there institutional barriers to success?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
B. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the
development of future strategic initiatives for the college. In your narrative of one page or less, address
the following questions. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested)
to further detail your narrative and to request resources.




What goals do you have for future program improvement?
What ideas do you have to achieve those goals?
What must change about the institution to enable you to make greater progress in
improving student learning and overall student success?
What recommendations do you have to improve the Program Review process?
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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
2012-13
Budget
Requested
5.5
$4,610.00
$20,013.55
2012-13
Budget
Received
5.5
$3,343.00
$0
2013-14
Budget
Requested
6.5
$5,100.00
$21,013.55
2013-14
Budget
Received
Unknown
?
?
$24,623.55
$3,343.00
$26,113.55
?
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.
The funding requested, allowed us to follow required state assessment guidelines to
determine eligibility for learning disability services and provide legally mandated
accommodations for students with disabilities. This funding helped us to meet our
desired goal of supporting DSPS students with mandated reasonable accommodations.
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?
We are grateful for the funding we received, but our students are still not receiving alternative testing
accommodations compliant with Title V, PL504, and ADA. Because of the increasing number of students
we serve, and in light of the limited testing lab area, we are open to legal consequences regarding safety
and compliance legalities.
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Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A. Check One of the Following:
X 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.

Yes, CLO-CTL were completed for one or more courses during the current Year’s
Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed
this year and include in this Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing
The Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one course per line.
Add more rows as needed.
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s
Program Review
2-Years Prior
*Note: These courses must be
assessed in the next PR year.
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
CAS 100
CAS 101
CAS 102 1 unit,
CAS 102 2 units
CAS 102 3 units
CAS 103
English 116
English 117
English 118A
English 118B
English 119
English 120
English 121
PSCN 20
PSCN 901
PSCN 902
PSCN 903
PSCN 904
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Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
CAS 100:
CAS 101:
CAS 102 1 unit
CAS 102 2 unit
CAS 102 3 unit
CAS 103:
English 116
English 117
English 118A
English 118B
English 119
English 120
English 121
PSCN 20
PSCN 901
PSCN 902
PSCN 903
PSCN 904
(CLO) 2:
CAS 100
CAS 102 1 unit:
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Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
75%
75%
50%
50%
50%
75%
100%/59 ACT.
23 ACT.
100%/48 ACT.
15 ACT.
100%
17 ACT.
100%
75%
75%
75%
75%
75%
75%
>75%
25%
18%
10%
76%
96%/54ACT.
22 ACT.
na/33 ACT.
13 ACT.
Na
15 ACT.
Na
78.4%
92.3%
76.9%
83.4%
80%
75%
60%
75%
88%
CAS 102 2 unit
CAS 102 3 unit
English 116
English 117
English 118A
English 118B
English 119
English 120
English 121
PSCN 20
PSCN 901
PSCN 902
PSCN 903
PSCN 904
(CLO) 3:
CAS 100
CAS 102 1 UNIT
CAS 102 2 UNIT
CAS 102 3 UNIT
English 116
English 117
English 118A
English 118B
English 120
English 121
PSCN 901
PSCN 902
PSCN 903
PSCN 904
(CLO) 4:
CAS 100
ENGLISH 117
ENGLISH 118B
ENGLISH 120
English 121
60%
60%
100%/59ACT.
9 ACT.
100%/49 ACT.
15 ACT.
100%
18 ACT.
100%
70%
75%
75%
75%
75%
82%
52%
96%/49 ACT.
8 ACT.
Na/ 34 ACT.
13 ACT.
Na
17 ACT.
Na
73.9%
92.3%
84.6%
88.9%
80%
75%
60%
60%
60%
100%/59 ACT.
23 ACT.
100%/49 ACT.
15 ACT.
18 ACT.
100%
75%
75%
75%
75%
75%
88%
82%
52%
96%/54 ACT.
19 ACT.
Na/34 ACT.
13 ACT.
17 ACT.
Na
92.3%
83.3%
88.9%
80%
75%
23 ACT.
15 ACT.
18 ACT.
100%
75%
22 ACT.
13 ACT.
16 ACT.
Na
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
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PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
CAS 100 The current scores exceed the above definition of success.
CAS 101 The current scores exceed the above definition, which lead me to believe the majority
of students were able to understand the subject matter. They were able to effectively produce the
material through adaptive learning examples.
CAS 102 1 unit: Assessment revealed lower scores than expected at 25%.
CAS 102 2 unit: Assessment revealed lower scores than expected at 18%.
CAS 102 3 units: Assessment revealed lower scores than expected at 10%.
CAS 103: Assessment reveals higher scores than expected at 76%.
English 116: The scores indicate that over 90% of the students are achieving the outcome.
English 117 Well over 89% of students achieved this outcome.
English 118A About 69% of the students met this goal.
English 118B Over 87% of the students met this outcome.
English 119 Since this course is taught on an extremely individualized basis, it is difficult to
assess the class as a whole; but students are making progress with their mathematic skills.
English 120 88% of the students are making progress by meeting this outcome.
English 121 This outcome is very difficult to assess but students are becoming better self
advocates as they communicate their needs to Math 103, 104, 65, 55, 43 instructors.
PSCN 20 Assessment reflected higher scores than expected.
PSCN 901 Students scored higher than expected at 92.3%.
PSCN 902 Students scored higher than expected at 76.9%.
PSCN 903 Students scored higher than expected at 83.4%
PSCN 904 Students scored higher than expected at 80%
CAS 100The student shall demonstrate keyboarding techniques by touch.
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75% of the class scored a 3 or 4.
The current scores exceed the above definition of success.
CAS 101 Student will be able to create and print a word document.
The scores that indicate success for me is a 3 or a 4, meaning more than 75% of
the class scored 3 or 4.
The data clearly shows many students are able to produce basic word
documents, when prompted. I feel that many of the students could benefit from
a year long course in Microsoft office. I also believe technology that is taught,
such as Kurzweil and Dragon, while effective, would benefit my students if they
were added to the computers my students use in my class.
CAS 102 1 unit Upon completion of the course the student will be able to use
screen reading, speech recognition and screen enlargement software.
50% of the class scored 3 or 4. Assessment revealed lower scores than expected at
25%.
CAS 102 2units: Upon completion of the course the student will be able to use
screen reading, speech recognition and screen enlargement software.
50% of the class scored 3 or 4.Assessment revealed 18% of students scored 3
or 4.
CAS 102 3 units: Upon completion of the course the student will be able to use
screen reading, speech recognition and screen enlargement software
50% of the class scored 3 or 4.Assessment revealed lower scores than expected
at 10%
CAS 103: Demonstrate proficiency with the basic functions of his/her appropriate
assistive technology, keyboarding, word processing and internet access.
76% of the class scored 3 or 4; higher than expected.
English 116: Students will demonstrate newly acquired study skills.
Over 90% of the students assessed acquired study skills.
English 117 The ability to articulate and demonstrate which reading and
compensatory strategies work for them.
English 118A Students will identify support details and transition words while
distinguishing the differences between major and minor details.
Students are making progress with some difficulty.
The majority of the students meet this outcome.
English 118B An ability to write a 500 word essay.
Students have met this outcome at 87% of the class.
English 119 Students will increase their ability to perform (addition, subtraction,
multiplication, division, fractions, decimals, percents, algebra and linear equations.
Since this course is taught on an extremely individualized basis, it is difficult to
15
assess the class as a whole; but students are making progress with their mathematic
skills.
English 120 Ability to apply self-advocacy techniques with instructors.
Students are making progress by becoming self advocates.
English 121 Students will increase their ability to apply self advocacy techniques
with instructors and staff.
This is difficult to assess but they are making progress in their level math courses.
PSCN 20 Students will be able to identify what level of GPA would place a student
on Academic Probation
Students met this goal at a higher percentage than expected.
PSCN 901 A student will become comfortable advocating for the academic
accommodations they are eligible to utilize based on their disabilities with their
instructors.
Students scored higher than expected.
PSCN 902 A student will become comfortable advocating for the academic
accommodations they are eligible to utilize based on their disabilities with their
instructors.
Students scored higher than expected.
PSCN 903 A student will become comfortable advocating for the academic
accommodations they are eligible to utilize based on their disabilities with their
instructors.
Students scored higher than expected.
PSCN 904 A student will become comfortable advocating for the academic
accommodations they are eligible to utilize based on their disabilities with their
instructors.
Students scored higher than expected.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
CAS 100:Thestudents are making progress and meeting the goals of the course.
CAS 101: The students are making progress and meeting the goals of the
course.
CAS 102 1 unit: The student learning outcomes need to be changed. The
student that scored 3 or 4, the form of instruction and materials work for them.
The student that scored 3 or 4, the form of instruction and materials work for them.
16
Change SLO.
CAS 102 2 units: 50% of the class scored 3 or 4. Assessment revealed lower
scores than expected at 18%.The student learning outcomes need to be changed.
The student that scored 3 or 4, the form of instruction and materials work for
them. Change SLO.
CAS 102 3 units: The student learning outcomes need to be changed. The
student that scored 3 or 4, the form of instruction and materials work for them.
Change SLO.
CAS 103 : The students are making progress but they must be taught on an
individual basis according to their disability.
English 116: Students are making progress and achieving the outcome.
English 117 Students are making progress and meeting the goals of the course.
English 118A The majority of students are making progress and meeting this
outcome. .
English 118B It is great that 87% of the students showed ability to write a 500 word
essay.
English 119 Since this course is difficult to accurately access but students are
making progress in Math 103 and 104.
English 120 For many persons this is very difficult to achieve; but the students
are making great progress.
English 121 Students are making progress by passing their higher level math
courses.
PSCN 20 Students have successfully met this outcome.
PSCN 901 Students have successfully met this outcome.
PSCN 902 Students have successfully met this outcome.
PSCN 903 Students have successfully met this outcome.
PSCN 904 Students have successfully met this outcome.
17
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
CAS 100: Keyboarding alphabetic characters by touch.
The majority of students were able to type up to 20 wpm by touch with less than 3
errors.
CAS 102: Outcome: Use scan/read software.1unit:50% of the class scored 3 or
4. Assessment revealed lower scores than expected at 25%.
2units: 60%.Assessment revealed higher scores than expected at 82%.
3units: 60%.Assessment revealed lower scores than expected at 52%. The student
that scored 3 or 4, the form of instruction and materials work for them.
English 116: Students will increase their understanding of applying
compensatory learning strategies based individualized learning styles.
More than Over 85% of the students assessed understands their learning style.
English 117 An ability to visually recognize and pronounce new and familiar words
using a multisensory approach.
The majority of students were able to complete this outcome.
English 118A Students will increase their ability to identify the main idea of
presented passages.
Over 69% of the students assessed, achieved this outcome.
English 118B Improved ability to identify and apply grammar rules in their own
writing.
Over 87% of the students achieved this outcome.
English 119 Students will increase their ability to problem solve basic arithmetic
word problems.
As shown by the students making progress in Math 103 and 104; it is clear that
students are meeting this outcome.
English 120 Familiarity with services available to him/her.
Students are meeting this outcome at 94%.
English 121 Students will increase their ability to use compensatory arithmetic
strategies.
Students are making progress by improving their compensatory strategies in
mathematics.
PSCN 20 Students will be able to identify 4 resources on campus that will assist
them in becoming successful students
Students met this outcome at a higher level than expected.
PSCN 901 A student will become comfortable communicating their needs to
18
persons employed at state and community agencies.
Students have successfully met this outcome at a level higher than expected.
PSCN 902 A student will become comfortable communicating their needs to
persons employed at state and community agencies.
Students have successfully met this outcome at a level higher than expected.
PSCN 903 A student will become comfortable communicating their needs to
persons employed at state and community agencies.
Students have successfully met this outcome at a level higher than expected.
PSCN 904 A student will become comfortable communicating their needs to
persons employed at state and community agencies.
Students have successfully met this outcome at a level higher than expected.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
CAS 100: The students are making progress and meeting the course goal.
CAS 102:
1unit: The student learning outcomes need to be changed. The student that
scored 3 or 4, the form of instruction and materials work for them.
2units: Despite the results the SLO needs to be changed. The student that
scored 3 or 4, the form of instruction and materials work for them. SLO needs
to be changed.
3units: SLO needs to be changed.
English 116: Students are making progress and achieving the outcome.
English 117 Students are making progress and achieving this outcome.
English 118A Since the majority of students achieved this outcome, they are
making progress.
English 118B The data reveals that the students are making progress with their
writing.
English 119 Students are meeting this goal; since they are successful in Math
103 and 104.
English 120 Students are becoming more familiar with the services needed for
their disability.
19
English 121 Students are performing better in their higher level math courses.
PSCN 20 Students have met this outcome at a higher level than expected.
PSCN 901 Students are successfully communicating their needs to State and
community agencies.
PSCN 902 Students are successfully communicating their needs to State and
community agencies.
PSCN 903 Students are successfully communicating their needs to State and
community agencies.
PSCN 904 Students are successfully communicating their needs to State and
community agencies.
20
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
CAS 100: Perform basic computer operations.
Met or exceeded the above definition.
CAS 102 1 unit Use assistive to access the internet.
Higher scores than expected at 88%.
CAS 102 2 unit: Use assistive technology to access the internet.
Assessment reveals higher scores than expected at 82%.
CAS 102 3 units: Use assistive technology to access the internet.
Assessment lower scores than expected at 52%.
English 116: Students will increase their understanding of their learning strengths
and weaknesses. Over 90% of the students are understanding their learning
strengths and weaknesses.
English 117 Since the students are achieving this goal; no changes to the course are
indicated.
English 118A Students will increase their receptive and expressive vocabulary
skills.
Students are making progress and meeting this outcome.
English 118B Increased confidence as a writer.
87% of the students are becoming more confident as writers.
English 120 The ability to use compensatory strategies suitable to his/hers specific
learning disability and learning style.
Students are making significant progress by meeting this outcome at 94%.
English 121 Students will increase their ability to use quantitative based study skills
appropriate to the arithmetic materials being used.
Students are meeting this outcome, since they show improved quantitative based
study skills.
PSCN 901 A student will obtain the skills to effectively communicate with their
family and friends in an assertive manner.
Students made progress by meeting this outcome as reflected in their scores.
PSCN 902 A student will obtain the skills to effectively communicate with their
family and friends in an assertive manner.
Students made progress by meeting this outcome as reflected in their scores.
21
PSCN 903 A student will obtain the skills to effectively communicate with their
family and friends in an assertive manner.
Students made progress by meeting this outcome as reflected in their scores.
PSCN 904 A student will obtain the skills to effectively communicate with their
family and friends in an assertive manner.
Students made progress by meeting this outcome as reflected in their scores.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
CAS 100 Most of the students had prior computer knowledge, however there were
some students who had no knowledge of the computer. These students needed
instruction on an individual basis.
CAS 102 1 unit: Even though the students scored higher; the CLOs should be
changed.
CAS 102 2 units: Even though the students scored higher; the CLOs need to be
changed.
CAS 102 3 units: Even though the students scored higher; the CLOs need to be
changed.
English 116: Students are making progress and achieving the outcome.
English 117 No changes are indicated, since there students are making progress.
English 118A Students are successfully meeting this outcome.
English 118B Students are making progress and meeting this outcome.
English 120 Students are making progress by meeting this outcome.
English 121 Students are making progress, since they are understanding quantitative
study skills in their higher level math courses.
PSCN 901 Students have made progress by becoming more assertive with their
family and friends.
PSCN 902 Students have made progress by becoming more assertive with their
family and friends.
PSCN 903 Students have made progress by becoming more assertive with their
family and friends.
22
PSCN 904 Students have made progress by becoming more assertive with their
family and friends.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
CAS 100: Demonstrate correct posture and finger placement based on each students’
disability.
They exceeded the above definition of success.
English 117 Increase reading comprehension
Students are exceeding our expectations and achieving this outcome.
English 118B Increased reading comprehension.
Students are making progress with their reading comprehension.
English 120 The ability to use study skills appropriate to the materials being used.
Students are meeting this outcome by 89%
English 121 Students will increase their awareness of on and off campus and online services available.
With the increasing number of students utilizing PATH, Math Lab and online math
tutorials; it is apparent they are meeting this outcome.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
CAS 100: The students are making progress and meeting this outcome.
English 117 Students are making progress and meeting this outcome.
English 118B Student are making progress at 87% of the class.
English 120 Students are making progress and meeting this goal.
English 121 It is clear that students are making progress in their math courses by
meeting this outcome.
23
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
CAS 100: None
CAS 101 None
CAS 102 1, 2 and 3 units: Changes will be made to the CLOs that better reflect the course
curriculum.
CAS 103: None
English 116: None
English 117 None
English 118A None.
English 118B None.
English 119 None
English 120 None
English 121 None
PSCN 20 None
PSCN 901 None
PSCN 902 None.
PSCN 903 None
PSCN 904 None
2. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
CAS 100: Since the course is very successful, no changes are indicated.
CAS 101: Since the course is very successful, no changes are indicated.
24
CAS 102 1, 2 and 3 units: We are working on CLOs that accurately reflect the course
curriculum.
CAS 103: Since the course is very successful, no changes are indicated.
English 116: Since the course is very successful, we would like to reinstate English 116 E72 to
the Spring schedule.
English 117 Since the curriculum is successfully improving students’ reading comprehension;
no changes are indicated.
English 118A Since the students are making progress with their reading/writing skills, no
changes are indicated.
English 118B Since the students are making progress with their writing and reading skills, no
changes are indicated.
English 119 Since the students are making progress, the course should not be changed.
English 120 Since students are making great progress with study strategies, no changes are
indicated.
English 121 Students are benefiting and making progress based on the curriculum provided
in this course as shown by their successfully completing higher level math courses.
PSCN 20 The data indicates that the students are making progress and no changes are
indicated.
PSCN 901 The scores indicate that the students are making progress in their personal
growth. No changes are necessary.
PSCN 902 The scores indicate that the students are making progress in their personal
growth. No changes are necessary.
PSCN 903 The scores indicate that the students are making progress in their personal
growth. No changes are necessary.
PSCN 904 The scores indicate that the students are making progress in their personal
growth. No changes are necessary.
3. What is the nature of the planned actions (please check all that apply)?
X Curricular
 Pedagogical
 Resource based
X Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
25
Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Program: Disabled Students Programs & Services

PLO #1:
Interpret and apply compensatory learning strategies based on their individual learning style.
Engl. 116, 117, 120, 121
CAS 102

PLO #2:
Demonstrate a Competency with increasing vocabulary skills, ability to identify main idea and
supported ideas in passages, computation of math problems and in computer keyboarding.
CAS 100 and 103, English 118A and 119

PLO #3:
The ability to write a 500 word essay, create and edit Microsoft word documents, use assistive
technology to complete their research and course assignments, request and utilize academic
accommodations according to their individual needs to enhance their college success
CAS 101, English 118A, 118B and 119, PSCN 20 and DSRC

PLO #4:
Demonstrate an ability to communicate effectively for student success based on their individual
needs.
PSCN 20, 901-4, English 120, 121 and DSRC
What questions or investigations arose as a result of these reflections or discussions?
Explain: How can we better serve evening students? Offer Learning Skills, CAS and PSCN
courses in the evening.
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
Since DSPS Program courses are consistently filled over 100%, students are successfully
meeting these outcomes. We have an increasing number of students who are becoming more
aware of their individual needs and requesting accommodations through the DSRC. Therefore
DSPS students are passing higher level English and Math courses and completing their
educational goals of earning Certificates, AA/AS degrees and transferring to 4 year colleges.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
Reinstate English 116 E72 in the Spring semester.
26
Program: _____
 PLO #1:

PLO #2:

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
What program-level strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
27
Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers :-)
1. Have all of your course outlines been updated within the past five years? Yes
2. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog? Yes
3. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester. Yes
4. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and
your timeline for completing that work this semester. Yes
5. Have you developed and assessed PLOs for all of your programs? If no, identify programs which
still require this work, and your timeline to complete that work this semester. Yes
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)? Yes
7. Does successful completion of College-level Math and/or English correlate positively with
success in your courses? If not, explain why you think this may be. Yes
28
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?
In the DSPS Student Services Program Review, we discussed 2 Initiatives for the DSRC.
What is your specific goal and measurable outcome?
See DSPS student services program review.
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
29
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:
30
(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: Three (3), plus one (1) in DSPS Student Services Review
STAFFING REQUESTS (1000) FACULTY
PLEASE LIST IN RANK ORDER
Faculty (1000)
Position
Description
Program/Unit
(1) Learning
Disability Specialist
(1) With the retirement of one of our learning disability specialist DSPS Learning
in August 2014, it is crucial that this position be filled. During the Skills
Fall and Spring we offer 29 sections of Learning Skills courses.
All of these courses are consistently filled 100%. These courses
are critical to the academic success of students with learning
disabilities because the students greatly benefit from the essential
foundational skills learned through the English and math
curriculum.
Special Programs
(2) Adaptive
Physical Education
Instructor.
(2) Currently DSPS offers 3 Adaptive Physical Education (APE)
courses each semester and 1 course in the summer. We have
filled these courses each semester. Our current APE courses are
taught by a 30% DSPS instructor. With this limited schedule we
are unable to increase our APE course offerings. Students have
expressed a need for and a wish for Chabot College to offer
adaptive swimming, wheel chair basketball, etc. Our students
would benefit from a .5 unit course that would allow the
instructor to evaluate the student’s physical limitations and set
Special Programs
31
DSPS APE
Division/Area
(3) Assistive
Technology
Instructor:
(4) Learning
Disability Specialist
goals for the student to work on to improve their strength and
flexibility. This would support the student in determining their
progress. It is essential that the APE instructor visit community
agencies that offer programs to persons with physical disabilities
in order for Chabot College to meet the personal enrichment of
persons in the community. The Chancellor’s Office DSPS
Program Review in February, 2008 recommended that Chabot
College hire a full time APE instructor to meet the needs of
students at the college and in the community.
(3) In December, 2009 the DSPS Assistive Technology Instructor
retired. We offer CAS 100 “Adaptive Keyboarding”, CAS 101
“Adaptive Word Processing” since 1990 and 1992. These courses
have been consistently filled 100%. After completing these
courses DSPS students have gone on to complete their AA, AS
Degrees and Certificates in Computer Application Systems. Our
DSPS CAS 102”Assistive Technology” and CAS 103 “Adapted
Lab” provide our students with the needed instruction in
Kurzweil 1000/3000 (scan/read), Dragon Professional (speech
recognition) and SuperNova (screen reader software programs).
These courses have also filled over 100%. Learning these
assistive technology software programs directly support students
with disabilities with achieving their education goals. This
position is essential by keeping up with the current trends in
assistive technology instruction.
(4) Priority#4: In order to serve the needs of our evening students
with learning disabilities, it is necessary to hire a full time
Learning Disability Specialist. We do not offer an English 117,
118A, 118B or 120 in the late afternoon or evening. Many
evening students have difficulty passing English 101A without
the needed basic skill foundations offered in the DSPS Learning
Skills courses. During the Fall and Spring we offer 29 sections of
Learning Skills courses. All of these courses are consistently
32
DSPS CAS
Special Programs
DSPS Learning
Skills
Special Programs
filled 100%. With our 2 full time Learning Disability Specialists,
it is difficult to enhance our Learning Skills offerings to meet the
changing needs of our students and increase the unit value of
English 116 “Diagnostic Clinic” which is greatly needed.
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.
All of our adaptive physical education/Computer Application Systems/Learning Skills classes are consistently filled over 100%.
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.
As indicated in the descriptions, these positions were recommended by Chancellor’s Office, Program Review; and DSPS Advisory
Committee. With these positions students with disabilities will be in a better position to achieve their educational goals and will ensure
equity on the campus.
33
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: One (1) plus student Assistants in the Student Services Review
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
PLEASE LIST IN RANK
ORDER
Classified Professional Staff (2000)
Position
(1) Instructional
Assistant II
Description
Program/Unit
DSPS
1. Full time instructional assistant for late afternoon and evening
Learning Skills Program. To meet the needs of our learning disabled Learning
evening students it is necessary to hire and provide stable support to Skills
an evening Learning Skills Instructor. English 116 requires that an
Instructional Assistant administer many of the assessment tools to
the students as the Instructor is administering the assessment
instruments that are required to be administered individually. The
IA assists with inputting much of the scores in order for the
Instructor to have all materials ready and available to complete the
evaluation to determine eligibility for learning disabilities services.
The reading, writing and mathematics curriculum offered in English
118A, 118B and 119 is extremely individualized to meet the needs
of students. It is essential for the success of the student and the
support of the Instructor that there be a permanent IA in the evening
to meet this need. .
Division/Area
Special
Programs
PLEASE LIST IN RANK
ORDER
34
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Position
See DSPS Student Services
Program Review
Description
Student Assistants (2000)
Program/Unit
Division/Area
2. Rationale for your proposal.
To meet the needs of our late afternoon and evening students. It is essential that we expand our Learning Skills Program for the
college’s evening students. Currently these students are having difficulty completing English 101A./102 without a strong foundation
in reading/writing.
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.
With this positions students with disabilities will be in a better position to achieve their educational goals and will ensure equity on the
campus.
35
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
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT
# SERVED
ADDITIONAL
STUDENT #
SERVED
English 116E72
(reinstate for
Spring
semester)
English 116
(revision, from
1 unit to 2 units)
English 118A
1.75
1.75
1
1
15
15
19.25
19.25
11
0
165
0
0
3.0
0
1
0
20
0
3.0
0
1
0
20
0
1.75
0
1
0
20
0
3.0
0
1
0
20
(evening, new
offering)
English 118B
(evening, new
offering)
Learning Skills
Cognitive
Learning course
(new, 1 unit
lecture/lab)
English 119A/B
(new, 3 units)
To reinstate English 116-E72 1 unit 1.75 FTEF in the Spring semester. Without this course,
evening students are unable to be assessed to determine eligibility for learning disability services
available through the DSPS until Fall semester. As a result, this jeopardizes their academic
success because they cannot receive accommodations without the assessment.
36
English 116 “Learning Skills – Diagnostic Clinic” (1 unit 1.75 FTEF). It is necessary for the 1
hour lecture, 1 hour lab for English 116 be revised and presented to the Curriculum Committee
in order for the unit value to meet the required curriculum of the course. Since this course was
developed, the DSPS of California Community Chancellor’s Office has made changes in the
assessment tool used in the evaluation to determine eligibility for learning disability services.
More assessment tools are required to determine a comprehensive assessment. As a result the
unit value no longer meets this requirement.
English 118A “Learning Skills Reading-Writing” (3 units .20 FTEF) in the Fall, semester. In
order to support the basic skill needs in reading/writing of students with learning disabilities
attending classes in the evening it is essential that this course be added. This course would
support our evening students who need a firm foundation in reading/writing because they are
having difficulty completing English 101A/102.
English 118B “Learning Skills Writing /Reading” (3 units .20 FTEF) Spring semester. After
evening students complete English 118A in the Fall semester students will have the opportunity
to work more intensely on writing as it relates to reading essays. This sequence of courses will
provide students with learning disabilities with the needed skills to be successful in English
101A/102.
Development of a Learning Skills Cognitive Learning course (3 units .20 FTEF). In order to
meet the needs of a growing number of students with acquired brain injury (ABI), stroke victims,
developmental disabilities, etc. This course would train individuals to strengthen memory
retention/comprehension issues. Currently it is necessary for us to refer the majority of these
students to College of Alameda. The California Association of Post Secondary Educators of the
Disabled (CAPED), California Student Services Conference and Chabot College DSPS Advisory
Committee feel that this is a growing population of students especially due to the increased
enrollment of Wounded Warriors. The creation of this course is essential to meet the growing
needs of this population.
Implement an English 119A/B course. All sections of English 119 are filled over 100% capacity
thus many students are turned away. Implementing an English 119A and B, the curriculum
would be offered over two semesters, reducing the number of times the student would repeat the
course
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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: not at this time
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.
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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.
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
Vend
or
(see DSPS student
services program review)
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Division/Unit
Priority #1
Priority #2
Priority #3
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.
augmentations only
Description
Amount
Vendor
Division/Unit
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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
Amount
Vendor
Priority Priority Priority
Division/Dept
#1
#2
#3
$2,400.00
California Post-Secondary
Educators & Disabled
CAPED
DSPS
Improve and stay current on
ways to provide
accommodations and educate
students with disabilities.
x
$600.00
California State University,
Northridge Assistive
Technology Conference
CSUN
DSPS
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Notes
x
To determine more cost
effective ways to provide
technology for students with
disabilities.
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
Amount
Vendor
Division/Unit
(See DSPS Student Services Program Review)
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Priority #1
Priority #2
Priority #3
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, and 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):
Building/Location:
Description of the facility project. Please be as specific as possible.
(See DSPS Student Services Program Review)
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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