Chabot College
Program Review Report
2015 -2016
Year One of
Program Review Cycle
[EOPS/CARE]
Submitted on October 27, 2014
Contact: Patricia Molina
Final Forms, 1/18/13
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
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1. Who We Are
Chabot College offers Extended Opportunity Program and Services (EOPS) to assist students
with meeting the social, financial, and academic requirements of completing a college
education. A California-funded student support program, EOPS was established in 1969 by the
passage of Senate Bill 164 (Alquist), to provide services to students affected by language, social
and economic hardships to achieve their educational objectives and goals; including but not
limited to, obtaining job skills, vocational certificates, associate degrees, and/or transferring to
four-year institutions. The Cooperative Agencies Resources for Education (CARE) program was
also established by the Legislature in 1982 with the passage of Assembly Bill 3103 (Hughes). The
CARE program was created to expand services for EOPS students who are welfare-dependent
single heads of household enrolled full-time in community college. According to the mandate of
the State, students participating in EOPS must receive support services that are “above and
beyond” regular student support services available at Chabot College.
The EOPS and CARE programs provide a comprehensive and coordinated foundation of support
services to high-risk students with multiple barriers to educational success. These students are
low-income, academically under-prepared or at-risk, and often from historically
underrepresented racial or ethnic groups.
An EOPS& CARE student s has access to the following services:
•
•
•
•
•
•
•
•
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Academic / Career&Personal Counseling
Assistance in completing federal, state, and
college financial aid applications
Complimentary graduation cap and gown
Counseling workshops
Fee waivers for UC and CSU admission
application
Fieldtrips related to academic motivation and
career exploration
Grants based on state funding and student
eligibility
Monitoring of academic progress
•
•
•
•
•
•
•
•
•
Newsletter regarding EOPS updates and
deadlines
Priority Registration
Referrals to on- and off-campus resources for
academic and career support
Scholarships
Scholarship recommendation letters
Study skills instruction and mentoring
Textbook vouchers
Transfer assistance to four-year schools
Tutorial services
University transfer letters of recommendation
The CARE Program provides single parent students with additional support services including grant
funds, school supplies and meal tickets.
Academic Year(s)
1990’s
2012-2013
2013-2014
Students Served
Full-time FTEF
Part-time FTEF
Full-time Staff
Part- time Staff
590
4 Counselors
0
3
0
275
1 Counselors
0
3
0
299
1 Counselor
0
3
0
The EOPS/CARE staff consists of an EOPS Director who dedicates 5% of her time (Interim
Dean of Special Programs) to EOPS/CARE, a full-time Coordinator/Counselor, three part-time
counselors, and three full-time classified staff.
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2. Where We Are Now
Describe how changes in resources provided to your office have impacted your achievements
Due to statewide budget cuts in 2010/11categorical programs, including EOPS, CARE, CalWORKs and
DSPS, saw our program budget(s) slashed by 40%! As a result cutbacks have pared down the program as
EOPS book vouchers,which are granted each semester to eligible students, were reduced by 50% from
$400 to $200 per semester. We also had to reduce hours for student assistants, extra tutoring services
for students, student activities and supplies. All services imperative to student success.
During the 2013-2014 academic year, state budgets improved and we were able to restore our book
vouchers to $300 per semester. Grants were now given to students as an incentive to complete their
three required program contacts. Even though our funding increased, we are still lacking in our staff. We
currently have one full-time counselor/coordinator and three adjuncts to provide counseling for our
students. We are hoping to hire another full-time counselor in the next academic cycle. It is very
important to have another full-time counselor so that this will bring stability to our students.
Program Achievements /What We Are Most Proud Of
EOPS Blue Ribbon Appreciation Week
Each Spring EOPS sponsors a Blue Ribbon Appreciation Luncheon for EOPS students to recognize and
appreciate an on campus faculty, staff and/or administrator with a blue ribbon that reads, “Who I Am
Makes A Difference”. Students are able to thank Chabot faculty, staff and administrators who have gone
“Above &Beyond” to ensure their success.
CARE Holiday Celebration
Each year CARE holds its annual Holiday Celebration for the CARE students and their children. Chabot ,
Las Positas, and District faculty, staff, administrators and students, contribute gifts for the children and
they are awarded an EOPS Holiday Angel Certificate of Appreciation for their contribution to the CARE
Holiday Celebration. Over the last three years approximately 108 parents and 396 children were helped
through these efforts.
EOPS/CARE End of Year Celebration
Each May EOPS & CARE holds its annual Student Recognition Celebration. All students received
Certificates of Achievement in recognition of their successful academic year.
In the last three years one hundred seventeen (117) students graduated, transferred and/or received an
Associate in Arts or Associate Science degree. Twenty four (24) students completed certificates of
achievement or completion. Twenty eight (28) maintained a 3.5 or above cumulative grade point
average and out of the (28), fifteen (15) students maintained a 4.00 cumulative GPA.
Thank you to The Associated Students of Chabot College (ASCC) for co-sponsoring all of the above
events.
Scholarships Awarded to EOPS/CARE Students
In the last three years thirty (30) students received a total of forty-eight (48) scholarships and/or awards.
Eighteen (18) of the scholarships were awarded by the ASCC; six students received the Melinda Matsuda
EOPS Scholarship Award, six more received the Melinda Matsuda Striving Black Brothers Scholarship,
three the Region IV East Bay Consortium Scholarship, six the Chabot College Bookstore Scholarship, one
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the Schuyer C. Joynee Scholarship, one the Gladiator of the Year Award, one the outstanding Student
Assistant and one the Athletics Scholarship.
Chabot EOPS & Social Networking
In an effort to increase student success our EOPS website has been enhanced to make it a resource
where students are able to print forms (Mid-term Progress Reports, Priority Registration), find out about
upcoming workshops and get to know the staff. A student list-serve was also created to remind students
of upcoming events, the three program contacts etc. An EOPS Facebook (EOPS Chabot) page was
created in order to remind students of upcoming deadlines and events. Students now also receive
reminders for appointments by email and phone.
Striving Black Brothers Coalition (SBBC)
The Striving Black Brothers Coalition is a unique support system designed to help African American
males understand their purpose in the collegiate arena and in life, by developing an authentic sense of
self, committing to a purpose and building meaningful relationships with peers, family, and Chabot
College faculty.The SBBC’s activities over the last three years have include raising over $6,000 for
educational scholarships and Southern California College & University tours, participating as panelist for
numerous African American Male Summits in the Bay Area and Southern California and attending
weekly meetings/workshops that include the SBBC Reading Club.
MentorsAmong Us
An important component of the SBBC is the Mentors Among Us Program. Each of the 24-30 SBBC
members are matched with a mentor who is a faculty, staff or administrator at Chabot College. Over the
years three Chabot Presidents, one LPC President, Vice-Presidents, Deans, Board Members and a host of
faculty and classified professionalshave served as mentors to a Striving Black Brother.
What are your Student Learning Outcomes (SLOs) and Service Area Outcomes (SAOs), and
what progress have you made toward achieving them? What we will continue to improve?
Ongoing SLO
Students are mastering the learning objectives as set by our ongoing SLO of: EOPS/CARE students will
learn to utilize the EOPS/CARE program by completing the three EOPS program contacts, as mandated in
Title V regulations, each semester to ensure students reach their educational goals in a timely manner.
Data provided by Chabot’s Office of Institutional Research shows that from Fall 2001-Spring 2011,
persistence rates of new students who receive the Matriculation services of orientation, assessment,
counseling, or who participated in Extended Opportunities Programs & Services (EOPS) have higher
persistence rates than new students without those services. It is of great significance to note that EOPS
students have the highest persistence rates (81%) over Non-EOPS students.
The heart of the EOPS program is the design of academic support services that are specifically designed
for each student’s needs. Based on the personalized program services and regular follow-up, faculty
and staff work directly with individuals to monitor and develop intervention strategies and referrals to
assist students. The helping hand and personal encouragement is the cornerstone that leads to student
achievement and success, as proven by the institutional data.
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Discuss important trends that will have a significant impact on your unit over the next three
years. What opportunities and challenges do your foresee in the next three years?
New SOA Opportunities
Important trends that are coming out of the State Chancellor’s Office that will significantly impact EOPS
and CARE students over the next three years will be that of SB 1456 (Lowenthal), the Student Success
Act of 2012. Areas that will have the greatest effect on EOPS/CARE students will be Priority Registration,
Repeatability, and Financial Aid Reform.
The new regulatory changes to Priority Registration, proposed for Fall 2014, will mandate a new tiered
priority that may have adverse effect for our most vulnerable students. Since students will begin to lose
their priority registration if they have not completed the full Matriculation process of assessment,
orientation and counseling, we in EOPS will create a new SAO to measure our efforts to inform students
of the impending changes to priority registration, course repeatability and financial aid, in order to
ensure the effectiveness and efficiency of the program continues for students.
In January 2014, our staff ran a report to determine how many of our students hadn’t completed the
three core services. Once identified, our staff reached out to these students and alerted them of their
missing core service. Our efforts raised awareness to our students and 235 students completed their
core services and were able to participate in priority registration.
Because of the implications that probation has on priority registration, students were identified and
contacted to make an appointment with a counselor. Also, we created an “Understanding Your
Probation Status” workshop. Students were encouraged to attend to learn how to get off of probation
and understanding their GPA.
New Services Area Outcomes (SAO)
1. EOPS/CARE students will be able to confirm they have completed the three core services, which
are:
a. Assessment
b. Online Orientation
c. Student Education Plan (SEP)
Once completed, students will be able to register during the Priority Registration Period.
Performance Indicator (How Measured): 75% or higher demonstrated that they have
completed the three core services as indicated by Student Success and Support Program.
2.
EOPS/CARE students will understand the implications any type of probation will have on their
priority registration due to new state mandates.
Performance Indicator (How Measured): 25% of EOPS/CARE students have been identified with
some type of probation (Academic Probation 1, 2, Progress Probation 1, 2 and Academic and
Progress Dismissal) and met with counselor.
Technology, facilities, equipment request and student trends
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The 21st century student has an increased demand and reliance on social media, computer access,
discussion boards (Blackboard), digital materials and online homework submission. With such a reliance
on computers it is “not” beneficial to Chabot EOPS & CARE students to be subjected to such antiquated
library and tutorial centers with insufficient computers and staffing for tutors. We are in support of any
departmental initiativesrequested by the tutorial center and/or library, requesting funds for technology,
facilities and equipment, as it would be a direct benefit to our EOPS students.
3. The Difference We Hope to Make
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 F1-3 and 5-8 (Resource
Requests) as relevant to your needs to further detail your narrative. Limit your narrative to
three pages, and be very specific about what you hope to achieve, why, and how.
What initiatives would you like to undertake to improve or strengthen your unit or to address
demand for your services? What initiatives are underway in your area, or could you begin, that
would support the achievement of our new Strategic Plan goal and strategies and/or improve
student learning? Identify specific, measurable goals and the resources needed to achieve
them.
At this time we have no “new” initiatives that will require funding outside of the purview of the EOPS &
CARE budgets. Chabot College’s EOPS/CARE Program is in direct alignment with the College’s goal and
strategic plan of “Increasing the number of students that achieve their educational goal within a
reasonable time by clarifying pathways and providing more information and support.” The EOPS & CARE
Programs directly serves students to ensure they are successful in their academic and personal pursuits.
The direct services and case managed support ensures students have access to resources that are “over
and above” what the College offers. This has direct correlation to the high numbers of students that
graduate and transfer from the program.
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.
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Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2011-12
Budget
Requested
N/A
2011-12
Budget
Received
N/A
2012-13
Budget
Requested
N/A
2012-13
Budget
Received
N/A
$0.00
$0.00
$0.00
$0.00
1. How has your investment of the budget monies you did receive improved your Service Area
Outcomes? When you requested the funding, you provided a rationale. In this section, assess if the
anticipated positive impacts you projected have, in fact, been realized.
N/A
2. What has been the impact of not receiving some of your requested funding? How has your ability to
serve the college and our students been impacted, or safety compromised?
N/A
Appendix B: Student Learning and Service Area Outcomes Inventory
Audience: PRBCand Administrators
Purpose: This analysis enables us to track progress on key learning and student service goals,
and to meet our accreditation standards.
Instructions: Please provide the requested information, noting ongoing SLOs/SAOs as well as
any new goals.
SLO/SAO
SLO #1 (Ongoing)
EOPS/CARE students will learn to utilize
the EOPS/CARE program by completing
the threemandated EOPS program
contacts each semester to ensure
students reach their educational goals in
a timely manner.
SAO #1:(Ongoing)
Collaborate with other student services
How Measured
85% or higher will utilize the
EOPS/CARE program by
completing the three
mandated EOPS program
contacts each semester to
ensure students reach their
educational goals in a timely
manner.
90% Collaboration with
other student services
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Results/Discussion
Completed all 3 program
contacts
Fall 201179%
Spring 2012- 77%
Fall 201375%
Spring 2014- 72%
EOPS was able to
programs such as Daraja/Puente,
Aspire, and Transfer, Employment,
Career Services in offering workshops
and campus tours to 4 year Colleges and
Universities.
SAO #2:(New)
3. EOPS students will be able to
confirm they have completed
the three core services, which
are:
a. Assessment
b. Online Orientation
c. Student Education Plan
(SEP)
SAO #3:(New)
EOPS/CARE students will understand
the implications any type of probation
will have on their priority registration
due to new state mandates.
programs such as
Daraja/Puente, Aspire, and
Transfer, Employment,
Career Services in offering
workshops and campus tours
to 4 year Colleges and
Universities.
75% or higher
demonstrated that
they have completed
the three core
services at Chabot
College as indicated
by Student Success
and Support
Program.
15% of EOPS/CARE students
have been identified with
some type of probation
(Academic Probation 1, 2,
Progress Probation 1, 2 and
Academic and Progress
Dismissal) and met with
counselor.
successfully collaborate
with Daraja/Puente, Aspire
(TRIO), Transfer,
Employment, and Career
Services in offering twelve
combined workshops and
campus tours to 4 year
Colleges and Universities in
Spring 2012 and Fall 2012.
For Summer and Fall 2014
registration, 76% of all
EOPS/CARE students had
all three core services
completed before
registration.
For Spring 2015
registration, at least half of
the students with
probation have met with a
counselor or attended the
Probation workshop. It’s
still ongoing.
Appendix E: Proposal for New Initiatives (Complete for each new initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic
Plan. The project will require the support of additional and/or outside funding. The information you
provide will facilitate and focus the research and development process for finding both internal and
external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student
learning?
N/A
What is your specific goal and measurable outcome?
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What is your action plan to achieve your goal?
Required Budget (Split out
Target
Completion personnel, supplies, other
categories)
Date
Activity (brief description)
How will you manage the personnel needs?
New Hires:
Faculty # of positions Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
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Appendix F1: Full-Time Faculty or Counselors/Adjunct Staffing Request(s) [Acct.
Category 1000]
Audience: Faculty Prioritization Committeeand Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time
faculty/counselors and adjuncts
Instructions: Please justify the need for your request. Discussanticipated improvements in student
learning and contribution to the Strategic Plangoal. Cite evidence and data to support your request,
including enrollment management data (EM Summary by Term) for the most recent three years, student
success and retention data , and any other pertinent information. Data is available at
http://www.chabotcollege.edu/ProgramReview/Data2012.cfm.
1. Number of new faculty or counselors requested in this discipline: _1___
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Counselor (EOPS)
Counselor/Instructor
2.
3. Rationale for your proposal. Please use the enrollment management data. Additional data that will
strengthen your rationale include FTES trends over the last 5 years,persistence,FT/PT faculty
ratios,CLO and PLO assessment results and external accreditation demands.
The EOPS program has lost two full time counseling positions over the last three years due to
retirements and a voluntary department transfer. While our adjunct faculty possess a plethora of
counseling knowledge and expertise, the continuity of a full time counseling faculty member who can
participate in shared governance committees and who students can build an invariable relationship
with, is ideal for this type of intrusive counseling program.
Partial funding of this position could be subsidized through EOPS categorical funds(50% - 75%) with a
partial match (25% - 50%) from the general fund (to assist with the EOPS Title V mandated “college
match” requirements ($220,444 College match required annually).
4. Statements about the alignment with the strategic plan and your student learning and service area
goals are required. Indicate here any information from advisory committees or outside accreditation
reviews that is pertinent to the proposal.
With the broad array of academic and personal counseling services engaged in; it is our goal to get
students onto their “critical path quickly” and it would strengthen the program to hire a full-time
counselor to assist with these efforts.
If hired, a full time counselor will be able to help “Increase the number of students that achieve their
educational goal within a reasonable time by clarifying pathways and providing more information and
support” to our EOPS and CARE students.
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Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct.
Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for new and replacement positions for full-time and
part-time regular (permanent) classified professional positions(new, augmented and replacement
positions).Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal, safety, mandates, accreditation issues. Please cite
any evidence or data to support your request. If this position is categorically funded, include and
designate the funding source of new categorically-funded position where continuation is contingent
upon available funding.
1. Number of positions requested: __N/A____
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3. Rationale for your proposal.
4. Statements about the alignment with the strategic plan and program review are required. Indicate
here any information from advisory committees or outside accreditation reviews that is pertinent to
the proposal.
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Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and
CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty
Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data
athttp://www.chabotcollege.edu/ProgramReview/Data2012.cfm.
N/A
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Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of
funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000
and 5000 in priority order. Do NOT include conferences and travel, which are submitted on Appendix
M6. Justify your request and explain in detail any requested funds beyond those you received this year.
Please also look for opportunities to reduce spending, as funds are very limited.
Project or Items
Requested
N/A
2012-13 Budget
Requested Received
$
$
2013-14
Request
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Rationale
Appendix F6: Conference and Travel Requests [ Acct. Category 5000]
Audience: Staff Development Committee,Administrators, Budget Committee, PRBC
Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development
Committees in allocation of funds.
Instructions:Please list specific conferences/training programs, including specific information on the
name of the conference and location. Note that the Staff Development Committee currently has no
budget, so this data is primarily intended to identify areas of need that could perhaps be fulfilled on
campus, and to establish a historical record of need. Your rationale should discuss student learning goals
and/or connection to the Strategic Plan goal.
Conference/Training
Program
N/A
2013-14 Request
Rationale
$
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Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology
Committee.
Instructions: Please fill in the following as needed to justify your requests.If you're requesting classroom
technology, see http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the
brands/model numbers that are our current standards. If requesting multiple pieces of equipment,
please rank order those requests. Include shipping cost and taxes in your request.
Please note: Equipment requests are for equipment whose unit cost exceeds $200. Items which are
less expensive should be requested as supplies. Software licenses should also be requested as
supplies.
Project or Items
Requested
N/A
2012-13 Budget
Requested Received
$
$
2013-14
Request
Rationale*
* Rationale should include discussion of impact on student learning, connection to our strategic plan
goal, impact on student enrollment, safety improvements, whether the equipment is new or
replacement, potential ongoing cost savings that the equipment may provide, ongoing costs of
equipment maintenance, associated training costs, and any other relevant information that you believe
the Budget Committee should consider.
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Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities
Committee (FC) has begun the task of re-prioritizing Measure B Bond budgets to better align with current
needs. The FC has identified approximately $18M in budgets to be used to meet capital improvement
needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two
to be used as match if and when the State again funds capital projects, and to fund smaller projects that
will directly assist our strategic goal. The FC has determined that although some of the college's greatest
needs involving new facilities cannot be met with this limited amount of funding, there are many smaller
pressing needs that could be addressed. The kinds of projects that can be legally funded with bond
dollars include the "repairing, constructing, acquiring, equipping of classrooms, labs, sites and facilities."
Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests.If requesting more than one
facilities project, please rank order your requests.
Brief Title of Request (Project Name):
N/A
Building/Location:
Description of the facility project. Please be as specific as possible.
What educational programs or institutional purposes does this equipment support?
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
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