Chabot College
Program Review Report
2015 -2016
Year 2 of
Program Review Cycle
Disabled Students Programs& Services
(DSPS)
Adaptive Physical Education
Computer Application Systems
Learning Skills
PsychologyCounseling
Special Programs
Submitted on October 24, 2014
Contact: Kathleen R. Allen
Table of Contents
___ 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 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 alsoreview 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.).
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. The DSPS class curriculum and services
provide students with disabilities the skills needed to be 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. Most 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.
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During the years of budget cuts, DSPS has been diligent in reducing our funding requests. We have
always been 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.
During the budget crisis DSPS 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 since the budget is turning around.
We want to enhance our course offerings to provide a strong academic foundation for the
increasing number of students with acquired brain injuries, Autism (It is projected that 1 in 64 males will
be diagnosed with Autism and entering college in the next 7 years),developmental disabilities, Wounded
Warriors, etc. These students will 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 basedon gender
and/or ethnicity? Between on-campus and online or hybrid onlinecourses? Provide
comparison points (college-wide averages, history withinyour program, statewide
averages).
1. Success and persistence rates.
2. Distance education vs. face-to-face courses.
Most 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.”
The learning outcomes for CAS 102 will be changed this year to directly reflect the curriculum of
the course. The outcomes previously reflected the student’s knowledge of different assistive
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•
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•
•
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technology software. Therefore, the results were skewed, since the students learn the assistive
technology based on their disability. The outcomes will 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 had to 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 A.S. 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.
4
•
B. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategiesat
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdfprior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (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.
Note:Chabot is in the process of creating our next Educational Master Plan, to last six years.
Educational Master Plans are generally large enough in scope to be flexible. They are used in
particular at the District Level to guide in facility and community planning.
Please take this moment to reflect on your program’s larger term vision(s) and goals (6 years),
and to incorporate them into Program Review under the section below as a separate paragraph
or otherwise. The drafters of the Educational Master Plan will be mining Program Review for
contributions to the plan, with a commitment to read what programs have submitted. IR has
offered to work with programs to determine future market trends to be incorporated into this
year’s program review in relation to long-term goals. Please contact Carolyn Arnold for support.
We will have other avenues to communicate with the Educational Master Plan Consultants. This
is simply one avenue.
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?
What is your longer term vision(s) or goals? (Educational Master Plan)
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 1 counselor and 1 Learning Disability
Specialist to retirement. This will also mean the loss of an Assistive Technology Instructor since 2009.
The loss of 3 DSPS faculty positions will greatly affect general counseling, faculty and staff throughout
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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 3 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
Counselor, 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
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 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
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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), Autism,
Developmental Disabilities Stroke victims, etc. it is essential that DSPS offer a 1 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
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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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.
Classified Staffing (# of positions)
Supplies & Services
2013-14
Budget
Requested
5.5
0
2013-14
Budget
Received
5.5
0
2014-15
Budget
Requested
7.25
0
2014-15
Budget
Received
Unknown
0
Technology/Equipment
Other
Total
21,013.55
0
$21,013.55
$7, 013.55
0
$7,013.55
$23,328.36
0
$23,328.36
Unknown
0
Unknown
Category
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.
2. 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 have been provided with a temporary alternative testing area in bldg. 2300 which enables us to
provide over 40 tests at a time. Unfortunately, we do not know how long this area will be available to us
and this area is not wired for technology. Therefore, we are unable to provide as many requests for the
use of assistive technology at a given time.
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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:
XNo 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
To be done next year
CAS 100
X
CAS 101
X
CAS 102 3 Units
X
CAS 102 2 units
X
CAS 102 1 unit
X
CAS 103
X
English 116
X
English 117
X
English 118A
X
English 118B
X
English 119
X
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English 120
X
English 121
X
PSCN 901
X
PSCN 902
X
PSCN 903
X
PSCN 904
X
PSCN 20
X
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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:
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 2:
(CLO) 3:
(CLO) 4:
 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?
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?
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?
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?
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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?
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?
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?
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?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
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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?
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?
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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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 (DSPS)
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, 102 & 103
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, 901902, 903, & 904,
English 120, 121 and DSRC
What questions or investigations arose as a result of these reflections or discussions?
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.
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What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Reinstate English 116 E72 in the Spring semester to insure that all evening students with
learning disabilities have the opportunity to be assessed. Day students would greatly benefit from
English 120 during the Spring semester to support them in college level English courses.
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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?
a. I do not know. If it has been 5 years, we will make certain it is done.
2. Have you deactivated all inactive courses? (courses that haven’t been taught in five years or
won’t be taught in three years should be deactivated)
a. Yes
3. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog?
a. Yes
4. 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
a. Yes
5. 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.
a. Yes
6. 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.
a. Yes
7. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
a. Yes
8. 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.
a. Yes
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Appendix E: Proposal for New Initiatives (Complete for each new initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic Plan. The project will require the support
of additional and/or outside funding. The information you provide will facilitate and focus the research and development process for finding both
internal and external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
Please refer to the DSPS Student Services Program Review for our initiative for the DSRC details.
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
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At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
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(obtained by/from):
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization Committeeand Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty and adjuncts
Instructions: Please justify the need for your request. Discussanticipated improvements in student learning and contribution to the Strategic
Plangoal. Cite evidence and data to support your request, including enrollment management data (EM Summary by Term) for the most recent
three years, student success and retention data , and any other pertinent information. Data is available at
http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
1. Number of new faculty requested in this discipline: Three (3)
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Faculty (1000)
Position
Description
Program/Unit
1.Learning
Disability
Specialist
(1) With the retirement of one of our learning disability
specialist in May 2015, it is crucial that this position be filled.
During the 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. The critical Engl. 116
“Diagnostic Clinic” course determines eligibility for LD
Services as determined by the Chancellor’s Office.
DSPS
Special
Learning Skills Programs
2. Assistive
Technology
Instructor
(2) In December, 2009 the DSPS Assistive Technology
DSPS CAS
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
20
Division/Area
Special
Programs
3. Adaptive
Physical
Education
Instructor
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
JAWS (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.
(3) Currently DSPS offers 3 Adaptive Physical Education
DSPS ADPE
(ADPE) courses each semester and 1 course in the summer.
We have filled these courses each semester. Our current ADPE
courses are taught by a 30% DSPS instructor. With this limited
schedule we are unable to increase our ADPE 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 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 Adaptive
Physical Education 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 ADPE instructor to meet the needs of students
at the college and in the community.
21
Special
Programs
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 DSPS Learning Skill, Computer Application System & Adaptive Physical Education courses have beenconsistently filled.
Last year DSPS served 1,200 students with disabilities. These students are successful due to the strong, specialized individualized curriculum
presented in DSPS courses.
Last year The total FTES was .
This will be the second full time Learning Disability Specialist we will be losing in May 2015. We are currently in the process of hiring a full time
LD Specialist to replace the LD Instructor that retired in May 2014. It is critical that DSPS have 2 full time LD Specialists to meet our growing
population.
DSPS has been without an Assistive Technology Instructor for the past 5 years. This has been very difficult for students with disabilities at Chabot
College. The students need stability,we have been holding the DSPS CAS program together with 1 part time instructor and 1 instructor as part of
her load. Since the College is mandated to offer the expensive assistive technology to students as a mandated accommodation; it would benefit
the students and the college to offer these courses with a full time instructor. Thus the instructor would have the time to better research the
technology & equipment available while attending trainings on the latest ways to deliver their lessons to the students.
Chabot College has never had a full time Adaptive Physical Education Instructor. We have had excellent instructors teaching as part of their load
or part time Instructors to teach our ADPE courses. In reality our students would greatly benefit from offering different courses as mentioned
above.
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 the DSPS Advisory
Committee.
(1) In order to verify students as having a learning disability, they must be assessed by a Community College Learning Disability
Specialist. Without this specific documentation they are not determined eligible to receive LD Services. As mentioned in the
description above, each semester we offer 29 sections of Learning Skills courses: assessment, reading, writing and mathematics.
These courses provide an excellent foundation which provides them with the needed strategies to be successful in college level
courses. Many students are referred to Learning Skills courses by their instructors teaching college level courses who do not have
the expertise to provide the needed foundation.
22
(2) We developed the DSPS CAS program at the request of CAS(then it was CIS) instructors who did not have the expertise to teach
students with physical as well as hidden disabilities. This same sentiment was mentioned to last Spring by a full time Instructor.
Therefore, to insure equity for students with disabilities Chabot College needs a strong DSPS CAS program. This can be realized
through the hiring of a full time Assistive Technology Instructor. Many of our students are successful in college level CAS
courses after taking DSPS CAS courses.
(3) As mentioned above one of the recommendations of the Chancellor’s Office Program Review in 2008, was that Chabot College
hires a full time Adaptive Physical Education Instructor. In the area of ADPE Chabot College students with physical disabilities
are unable to participate in team sports. Previously we offered an Adapted Swimming class; now students must request an
assistant in the pool rather than have specialized swimming training. With the hiring of these positions students with disabilities
will be in a better position to achieve their educational goals and will ensure equity on the campus.
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Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct. Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for new and replacement positions for full-time and part-time regular (permanent) classified
professional positions(new, augmented and replacement positions).Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal, safety, mandates, 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 one (1) 75%& Student Assistants in the DSPS Student Services Program Review
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
PLEASE LIST IN RANK
ORDER
Classified Professional Staff (2000)
Position
Description
(1) Instructional
Assistant II
1. Full time instructional assistant for late afternoon and evening
Learning Skills Program. To meet the needs of our evening students
with learning disabilities, it is necessary to hire and provide stable
support to 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 SpecialPrograms
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 DSPS Learning
permanent IA in the evening to meet this need. .
Skills
Program/Unit
Division/Area
Special
Programs
PLEASE LIST IN RANK
ORDER
24
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Position
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 to meet the
needs of the college’s students. Currently these students are having difficulty completing English 101A./102 without a strong
foundation in reading/writing. The evening LD Specialist must have an Instructional Assistant II to provide the individualized needs in
assessment, English & mathematics.
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.
The hiring of this position,evening students with disabilities will be in a better position to achieve their educational goals of
earning AA/AS degrees as well as transferring to four year colleges and will ensure equity on the campus for students with
learning disabilities.
25
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
(2014-15)
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
(evening, new
offering)
English 118B
0
3.0
0
1
0
20
0
1.75
0
1
0
20
0
3.0
0
1
0
20
(evening, new
offering)
Learning
Skills
Cognitive
Learning
course
(new, 1 unit
lecture/lab)
English
119A/B
(new, 3 units)
Rationale:
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
26
academic success because they cannot receive accommodations without the assessment. DSPS
lost this section due to the budget crisis. Since the budget is turning around, it is essential that
this section be reinstated.
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 be changed to 2 units 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 (1 unit 1.75 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 &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 needs of
this growing population of students.
ImplementanEnglish119A/Bcourse.AllsectionsofEnglish119arefilledover100%capacitythusmany
studentsareturnedaway.ImplementinganEnglish119AandB,thecurriculumwouldbeofferedovertwo
semesters,reducingthenumberoftimesthestudentwouldrepeatthecourse
27
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.
28
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 criticalrequests 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 an 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 requeststhat would be nice to have and would bring additional benefit to the program.
2014-15
2015-16
Request
needed totals in all areas Request
Requested Received
Description
Amount
Vend
or
29
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 criticalrequests 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 an accrediting body for a program.
Priority 2: Are needed requests that w ill 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 enhancem ents, non-critical resource requests that would be nice to have and would bring additional
benefit to the program.
augm entations only
Description
Amount
Vendor
Division/Unit
30
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
31
Notes
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 criticalrequests 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 an accrediting body for a program.
Priority 2: Are needed requests that w ill 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 enhancem ents, 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
32
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, 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.
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?
33