FINAL 9/24/15

Administrative Offices include the following:
President's Office
Institutional Research
Grant Development
Chabot Foundation
VP Academic Services Office
First Year Experience
Division Offices (aggregated)
VP Student Services Office
VP Administrative Services Office
Business Services
Mail Room and Switchboard
Reprographics
Safety and Security
ITS-Chabot Computer Support
[Bookstore and Cafeteria are private] Library
Learning Connection
Overview:
Administrative Services support student learning by creating the conditions under which it can occur. While most Administrative Service units provide services to and for staff, some also serve students directly.
Each Administrative Services office will conduct a program review to:
 determine its strengths, effectiveness and the satisfaction of its primary users
 identify areas for improvement
 align administrative services goals with the college's new strategic plan
 define the unit's major goals and outcomes for the next three years, and request resources needed for the next year
Process:
 Program Review is a three-year process, with a more in-depth report in year 1 of the cycle and progress updates and resource requests in Years 2 and 3
 Program Review team is led by administrator/coordinator of the office o Includes small representative group of staff from the office o Collects and discusses survey and other Service Area Outcomes data o Compiles and discusses future implications information o Discussions conclusions and unit goals
 Administrator/coordinator of office o Writes or delegates narrative summary, action plan, and resource requests o Reviews and discusses draft with staff prior to final submission
Outcomes:

3-5 page narrative summary of the program review findings, including goals and outcomes and justification for resource requests (used by PRBC for college planning)

Resource requests (used by Budget Committee to evaluate resource allocations)

Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single
Resource Request Spreadsheet: a.
Follow the link to the spreadsheet provided in Appendix F2A, save the spreadsheet where you can continue to access it and add requested resources from each appendix to it as appropriate.
Once completed, submit to your Dean/Area Manager with this finalized Program Review
Narrative. b.
Requests should be made for augmented/ additional resources (more than what you are already receiving). If you have questions about what constitutes an “additional/augmented” request, please talk with your administrator who can tell you what maintenance resources you are already receiving. c.
Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a master spreadsheet and prioritize for his or her entire area. d.
Submit resource requests on time so administrators can include requests in their prioritization and discuss with their area at November division meetings.
1. Who We Are
Limit your narrative to no more than one page.
Describe your unit--your mission, vision, responsibilities and the goals of your area. How does your unit support other student services, administrative, and academic units? What impact do you have on student learning? Describe the number and types of staff in your office.
VISION
The Chabot College Grant Development Office provides leadership in planning for and securing external funding.
MISSION
The mission of the Grant Development Office is to obtain external funding that supports the
Strategic Plan.
RESPONSIBILITIES
The Grant Development Office (GDO) serves as a centralized grants clearinghouse for Chabot
College as a part of its larger funding raising, development and institutional advancement efforts. GDO staff work with faculty, staff, and administrators to research, identify, develop, and write grant proposals that advance the mission and strategic plan of Chabot College. The
GDO facilitates funding of the college’s strategic priorities by researching and advising on funding sources; designing, developing and writing proposals; facilitating partnerships; providing the planning team with writing and editing assistance; submitting proposals for funding and providing pre- and post-award technical assistance. In addition, the GDO, coordinates with other college departments to maximize funding opportunities, submit proposals in line with current research and needs and improve pre- and post-award grants processes.
1

Staffing
The GDO is currently led by a Director of Grants who was promoted from the Grant Developer/Writer position. That position remains vacant and the GDO remains a one-person office. Periodic support from student assistants and professional experts have staffed the GDO throughout the years.
2. Where We Are Now
Complete Appendix A (Budget History) and Appendix B (Service Area Outcomes Assessment) prior to writing your narrative. Limit your narrative to no more than two pages. As you enter a new Program
Review cycle, reflect on your achievements over the last few years: a.
What did you want to accomplish? What did you accomplish? b.
What were your Service Area Outcomes (SAOs), and what progress have you made toward achieving them? c.
Describe how changes in resources provided to your office have impacted your achievements. d.
What are you most proud of, and what do you want to continue to improve? e.
Discuss important trends that will have a significant impact on your unit over the next three years. Those could include technology, facilities, equipment, and demand for your services. f.
What opportunities and challenges do your foresee in the next three years?
The GDO was able to accomplish many of the goals set out in the previous program review and unit planning work while also accomplishing some new goals.

The GDO developed and submitted over 58 proposals since 2006

As of June 2015, 59% of GDO proposals (34 of 58) funded. There is 1 proposal where we are awaiting notification.

In addition to writing and submitting proposals, the Interim Director of Grants was also responsible for coordinating and managing several grant projects: Hayward Promise
Neighborhood, the CTE Community Collaborative grant, the CTE Transitions grant and the
Career Pathways Trust grant.

Facilitated several Hispanic-serving Institutions Title V grant development meetings to develop HSI initiatives in preparation for submitting Title V HSI grants.

Provided post-award technical assistance to grant project coordinators by supporting the approval of grant agreements and fiscal processes.
 Led the Grants Advisory Committee.
 Attended several regional and national resource development conferences to support the
GDO professional development.
 In the Spring 2014 Faculty/Staff Accreditation Survey, 66% of college administrators, faculty and staff strongly agreed or agreed that the Grant Development Office writes grant proposals to support major college priorities
 However, only 44% of respondents indicated that they knew how to initiate the grants process at Chabot
In light of the Accreditation Survey results, it is evident that more needs to be done about communicating the grant initiation and development office processes and services. Some faculty and staff may be unaware of how or even when to come seek GDO services. They may also be unclear of what services the GDO provides.
2

The number of grant proposals submitted has gone down in the last several years due to the interim position and then subsequent promotion of the Grant Developer/Writer. Additionally, efforts should be made to maintain the large number of proposals submitted and funded.
Without building upon the internal capacity of the college to develop, submit and write proposals, the outcomes for the GDO will remain plateau and remain stagnant. This leads to the increased focus on particular goals this upcoming year as detailed below. Additional resources such as staffing, a grant management software system and subscription services to grant databases will support the increase in grant procurement as well as grant management.
Overall, the GDO is most proud of the impact that grant funding has on student outcomes.
Many programs are funded by grants have made significant impacts on student learning. This includes projects such as Hayward Promise Neighborhood, the MESA program, the Title III project, TRiO programs such as ASPIRE and EXCEL and others. Although the GDO does not directly serve students, the funding that it raises supports programs with strong impacts on student outcomes.
3. The Difference We Hope to Make
Review the Strategic Plan goal and key strategies at http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf
prior to completing your narrative.
Please complete Appendices E (New and Ongoing Initiatives and Projects) and F2 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 Strategic Plan goal and strategies and/or improve student learning?

Identify specific, measurable goals and the resources needed to achieve them.
The long-term vision for the GDO is to serve as the central clearinghouse for all college preaward grant-seeking functions and all post-award grant technical assistance. The following goals have been set to achieve this vision:
Goal 1: Improve the GDO infrastructure by establishing systems, clarifying processes and procedures, and centralizing services (e.g., Grants Management Manual, coordinating with district and college business offices and HR, grants database, central filing system).
Goal 2: Identify college needs and funding priorities and apply for grant opportunities from federal, state, and foundation sources.
Goal 3: Increase funding to support college programs and initiatives.
Goal 4: Clarify, strengthen, improve and communicate the Grant Approval Process and how to initiate grants.
Goal 5: Support the development and training of faculty and staff to apply for grants.
Goal 6: Improve communication to the campus about GDO activities and accomplishments
(e.g., updating GDO website, newsletter, articles about Chabot grant programs).
3

Pre-award grant functions : These grant functions include researching and communicating grant opportunities, providing training to college faculty and staff on grant seeking, writing and editing grant proposals, supporting grant development by convening grant development teams, maintaining online grant submission processes, facilitating final approvals, submitting proposals, convening the Grants Advisory Council and communicating to the campus the status of GDO activities and Chabot grant awards. All grants that are approved to be submitted are reviewed by the Grants Advisory Committee who ensures that all grants pursued support the
Chabot Ed Master Plan and Strategic Plans.
In order to maintain the level of productivity while continuing to meet the college’s grant procurement needs, the previously vacated Grant Developer/Writer position needs to be filled.
In addition, there are many materials and processes that need to be updated and clarified including:

Grants Workshop materials and workshops held
 Grant Approval Form with additional instructions about the vetting process, expectations and signatures required.
 Grant Alerts restarted and disseminated on a regular basis
 Grants Year-End Newsletter with articles highlighting successes of grant programs
 Grants website
Post-award technical assistance :
As more grants are awarded and then subsequently managed by deans and other area administrators, the college has come to a point where managing grants has become cumbersome and the additional workload makes implementing grants difficult, impacting their effectiveness in improving student outcomes. It also makes pursuing future grants unattractive to faculty and administrators.
Significant delays and cumbersome processes at both the district and college levels have prevented the timely implementation of grant projects. This includes an inefficient board approval process of new awards and award amendments, delayed set-up and loading of grant budgets, slow hiring processes, and confusing policies of hiring grant-funded personnel that all lead to the delay in timely processing of grant expenditures and thus implementation of activities to improve student learning outcomes. These issues will require clarifying roles and coordinating functions with district business and HR offices.
In addition, there will be a greater need to increase the capacity of the Chabot GDO and the college business office to include some post-award grant management functions and make movements towards a greater centralization of grants coordination and services. This could include the hiring of a Grants Accountant or Fiscal Coordinator to help alleviate the special processing and tracking of grant revenue and expenditures.
Further, future GDO post-award tasks include developing new systems, processes and resources to support managers and faculty coordinators in implementing and managing grants:
4


Developing a Grants Management Manual

Seeking timely Board approvals on new and amended grants, contracts, and MOUs

Support for managing grant budgets and expenditures

Work with Marketing/Public Information departments to publicize grant-funded program accomplishments

Establishing a grants database and centralized filing system

Developing processes, systems and/or procedures to better coordinate with district HR and Business offices
 Establishing a federally-negotiated indirect cost rate (district function)
In order to accomplish some of the above administrative tasks, the previously vacated Grant
Developer/Writer position needs to be filled in order to free up the Interim Director of Grants’ time to develop and establish these systems. Once systems are developed, a part-time administrative assistant could maintain these systems, keep them updated and improve upon them.
In order to sustain and expand GDO functions, it is important that the district also establish a federally-negotiated indirect cost rate for both Chabot and LPC to use. This could be used to establish post-award fiscal management functions such as a Grants Accountant or Fiscal
Coordinator and an Administrative Assistant for the GDO (see attached DRAFT Org Chart and
Personnel Requests).
Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single
Resource Request Spreadsheet: a.
Follow the link to the spreadsheet provided in Appendix F2A, save the spreadsheet where you can continue to access it and add requested resources from each appendix to it as appropriate.
Once completed, submit to your Dean/Area Manager with this finalized Program Review
Narrative. b.
Requests should be made for augmented/ additional resources (more than what you are already receiving). If you have questions about what constitutes an “additional/augmented” request, please talk with your administrator who can tell you what maintenance resources you are already receiving. c.
Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a master spreadsheet and prioritize for his or her entire area. d.
Submit resource requests on time so administrators can include requests in their prioritization and discuss with their area at November division meetings.
1. What Progress Have We Made?
Complete Appendix A (Budget History) and Appendix B (Service Area Outcomes Assessment) prior to writing your narrative.
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
5

Budget Committee to assess progress toward achievement of our Strategic Plan and to inform future budget decisions. In your narrative of two or less pages, address the following questions:
 What were your year one Program Review goals?
Goal 1: Improve the GDO infrastructure by establishing systems, clarifying processes and procedures, and centralizing services (e.g., Grants Management Manual, coordinating with district and college business offices and HR, grants database, central filing system).
Goal 2: Identify college needs and funding priorities and apply for grant opportunities from federal, state, and foundation sources.
Goal 3: Increase funding to support college programs and initiatives.
Goal 4: Clarify, strengthen, improve and communicate the Grant Approval Process and how to initiate grants.
Goal 5: Support the development and training of faculty and staff to apply for grants.
Goal 6: Improve communication to the campus about GDO activities and accomplishments
(e.g., updating GDO website, newsletter, articles about Chabot grant programs).
 Did you achieve those goals? Specifically describe your progress on the goals you set and your progress on service area outcomes, and Strategic Plan achievement.
Goal 1: Improve the GDO infrastructure by establishing systems, clarifying processes and procedures, and centralizing services (e.g., Grants Management Manual, coordinating with district and college business offices and HR, grants database, central filing system).
Very little progress was made on this goal due to the lack of staffing and software systems needed in the GDO. A large majority of the Grants Director’s time was spent on providing technical assistance to grant projects, administering grants while staffing was hired, and submitting proposals.
Goal 2: Identify college needs and funding priorities and apply for grant opportunities from federal, state, and foundation sources.
The GDO has done very little proactive work with researching grant opportunities.
Rather, partnerships and opportunities have presented themselves to Chabot leadership or faculty have already selected a funding source to which to apply. Because the
Director’s time should focus on developing a grants infrastructure for the college, the vacant Grant Developer/Writer position is needed to maintain the level of grant funding levels we currently have.
Goal 3: Increase funding to support college programs and initiatives.
If additional growth in procuring funding is desired, then the proposed Prospect
Research and database subscriptions are necessary.
6

Goal 4: Clarify, strengthen, improve and communicate the Grant Approval Process and how to initiate grants.
Very little progress was made on this goal due to the lack of staffing. A large majority of the Grants Director’s time was spent on providing technical assistance to grant projects, administering grants while staffing was hired, and submitting proposals. As some of the administration of grants workload is alleviated, this goal can be accomplished within the next year. It will require a vetting process with the Deans Council, Grants Advisory
Council and College Council. Changes will also be announced to the college.
Goal 5: Support the development and training of faculty and staff to apply for grants.
Very little progress was made on this goal due to the lack of software systems needed.
There are several subscription services available if the college wanted to increase the amount of grant funding available.
Goal 6: Improve communication to the campus about GDO activities and accomplishments
(e.g., updating GDO website, newsletter, articles about Chabot grant programs).
Very little progress was made on this goal due to the lack of staffing needed in the GDO.
A large majority of the Grants Director’s time was spent on providing technical assistance to grant projects, administering grants while staffing was hired, and submitting proposals.
 What are you most proud of?
I am most proud of the strategic braiding and improved coordination of our grant funding sources that directly support the Strategic Plan Goal. Many of the grant funds we have support programs and activities that complement each other and that also effectively leverage college general funds. The awareness, discussion and planning around the sustainability of grant-funded positions and effective practices has also improved. I am also very proud that through these opportunities, Chabot has been able to do a lot of innovative things such as our FYE and pathway programs, improving placement and establishing strong relationships with our K-12 districts and adult schools to look at dual/concurrent enrollment options and improving transitions from those systems.
 What challenges did you face that may have prevented achieving your goals?
 Cite relevant data in your narrative (e.g., efficiency, productivity, SAO assessment results, external demands, user surveys, etc.) .
The SAO’s listed in Appendix B support the need for improved communication and processes to the college campus about GDO processes and services and maintaining the productivity of the
GDO. As discussed previously, the largest challenges have been lack of staffing and time needed to improve the infrastructure of the GDO. Staffing is needed to alleviate the Director’s workload and support the setting up of systems and improving communication to campus. Additional staffing is needed to maintain a sufficient level of grant writing and research support and improving grant knowledge among faculty.
7

2. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategies at http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf
prior to completing your narrative.
Please complete Appendices E (New and Ongoing Initiatives and Projects) and F2 and 5-8 (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 service area outcomes results over the past year, what changes do you suggest to your 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 areas of the college? How will that collaboration occur?
There would be no changes to the program improvement plan. Rather, I would be more specific about what each of the GDO’s goals would entail so that there is a clearer plan of action. It would include:
Goal 1: Improve the GDO infrastructure by establishing systems, clarifying processes and procedures, and centralizing services.
 Collaborate with the Office of Administrative Services to hire the Fiscal Coordinator for
Grants and Special Programs

Work with the Grants Advisory Committee and College Council to establish clear policies for grants (e.g., indirect cost rate revenue distribution, initial budget loads, etc.)

Establish a Grant Closeout process that includes highlighting successes and institutionalizing programs and staffing

Work with the Fiscal Coordinator and VP of Administrative Services to establish clear fiscal procedures for grant implementation, management and reporting (e.g., standard estimates on faculty/staff pay and benefits, time and effort reporting and stipends, etc.)

Draft a Grants Management Manual that has clear record-keeping guidelines that are in line with the new federal Uniform Guidance

Establish a centralized grants database and filing system for all grants on campus
Goal 2: Identify college needs and funding priorities and apply for grant opportunities from federal, state, and foundation sources.
Goal 3: Increase funding to support college programs and initiatives.

Re-establish more frequent Grant Alerts to the college and Grants Matrix
 Research grants subscription databases that would be useful for faculty
Goal 4: Clarify, strengthen, improve and communicate the Grant Approval Process and how to initiate grants.
 Revise the Grant Approval Form and add instructions to include presentations to the
Grant Advisory Committee
8

Goal 5: Support the development and training of faculty and staff to apply for grants.

Research grants subscription databases that would be useful for faculty

Reinstate periodic Grant Writing Workshops

Establish a stipend for faculty who participate in developing and writing grant proposals to be awarded if a grant is not funded
Goal 6: Improve communication to the campus about GDO activities and accomplishments

Update GDO website with current grants and allowed activities

Publish at least annually a Year-end Newsletter with articles about Chabot grant programs and their progress and successes
Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single
Resource Request Spreadsheet: a.
Follow the link to the spreadsheet provided in Appendix F2A, save the spreadsheet where you can continue to access it and add requested resources from each appendix to it as appropriate.
Once completed, submit to your Dean/Area Manager with this finalized Program Review
Narrative. b.
Requests should be made for augmented/ additional resources (more than what you are already receiving). If you have questions about what constitutes an “additional/augmented” request, please talk with your administrator who can tell you what maintenance resources you are already receiving. c.
Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a master spreadsheet and prioritize for his or her entire area. d.
Submit resource requests on time so administrators can include requests in their prioritization and discuss with their area at November division meetings.
1. What Have We Accomplished?
Complete Appendix A (Budget History) and Appendix B (Service Area Outcomes Assessment) prior to writing your narrative.
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.
In your narrative of two or less pages, address the following questions:


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 service area outcomes, and Strategic Plan achievement.
What best practices have you developed? Those could include improvements in your methods particular to your service area.
 Are these best practices replicable in other areas?
 What were your greatest challenges?
 Were there institutional barriers to success?
9

 Cite relevant data in your narrative (e.g., efficiency, SAO assessment results, external demands, etc.) .
2. 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 and Ongoing Initiatives and Projects) and F2 and 5-8 (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 your service area outcomes and other program goals?
10

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
2015-16
Budget
Requested
Classified Staffing (# of positions) 3.5
(1.0 was for a position in the VP of
Admin Serv office)
2015-16
Budget
Received
1 – for the
VP of Admin
Serv office postion
2016-17
Budget
Requested
2
2016-17
Budget
Received
Supplies & Services
Technology/Equipment
Other
TOTAL
2910
0
2910
0
13,000
300
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.

The Fiscal Coordinator has not been hired yet and there were no other monies received
2.
What has been the impact of not receiving some of your requested funding? How have your service area outcomes or student learning outcomes been impacted, or safety compromised, or enrollment or retention negatively impacted?
 Progress on grants infrastructure has not improved
 Although the amount of funds has increased, the number of grants submitted and awarded in a year has not increased due to decreased staffing
 Grant Project Coordinators have suffered from slow project start-up and slow expenditure of funds
11

Service Area Outcomes are written and assessed for some administrative offices, such as
Institutional Research.
Purpose:
Administrative Services support student learning by creating the conditions under which it can occur. Most Administrative Services provide services to and for staff, although some also serve students. The purpose of assessing Service Area Outcomes is to monitor the effect of these services on clients and/or students, and to see if improvements are needed.
Definition of Service Area Outcomes
Service Area Outcomes are the effects of your services on your users – what do your clients or students do or know differently as a result of your service? These can include trends in any measurable outcomes tracked by your office, satisfaction survey results of your primary users/clients, and student learning outcomes, if any.
Instructions
Choose at least 3 distinct outcomes that can be observed or measured and write as a statement. Indicate how and when it will be measured, the results, and the discussion of the results.
When determining your Service Area Outcomes, consider your primary role or function in relation to serving the campus. Who are your major users? How do you know when they are satisfied with your services, or have been affected by your services?
Examples:
SAO: Users of Institutional Research will use research in the evaluation of their programs. How measured: Faculty/Staff Survey question, Spring 2014. Results: 66% agreed. This is higher than in previous years, but we would like it to be higher, and will continue to…..
SAO: Users submitting PAFs to Business Office will know that they are signed and sent to HR in
__X days. How measured: Business Office logs.
Results: 95% are within this time. We are proud of this level and will work to keep it there.
SAO How Measured When Measured Results/Discussion
Grant tracking spreadsheet
Annually 
Submitted over 58 proposals since 2006
SAO #1: Number of proposals submitted
SAO #2: Number of proposals funded
Annually  As of June 2015, 59% of GDO proposals (34 of 58) funded

Maintain or increase funding rate
12

SAO #3: GDO writes proposals that support major college priorities
Accreditation
Survey
Biannually
SAO #4: College staff know how to initiate the grants process
Accreditation
Survey
Biannually

In Spring 2014, 66% of all college staff strongly agreed or agreed that the GDO writes grant proposals to support major college priorities
 We would like to maintain and improve upon this
 In Spring 2014, only
44% indicated that they knew how to initiate the grants process at Chabot

We would like to improve upon this
13

Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, Equity, BSC, College Budget
Committee
Purpose: The project will require the support of additional and/or outside funding.
How does your project address the college's Strategic Plan goal, significantly improve student learning or service, and/or address disproportionate impact?
What is your specific goal and measurable outcome? (Note: Complete the Equity/BSI proposal in Appendix E1 if you would like to request these funds and indicate “see Equity/BSI proposal for detail”)
What learning or service area outcomes does your project address? Where in your program review are these outcomes and the results of assessment discussed (note: if assessment was completed during a different year, please indicate which year).
What is your action plan to achieve your goal?
Activity (brief description)
Target
Completion
Required Budget
(Split out personnel, supplies, other categories)
Date
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?
14

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:
Project Name:
Contact Name:
Division/Discipline/Program/Office:
Contact info: (email, campus phone, and cell phone)
Check the student success indicator(s) your project will address
__ ACCESS: Enroll more of a population group to match their representation in community.
__ COURSE COMPLETION: Increase success rates in identified courses.
__ ESL AND BASIC SKILLS COMPLETION:
Increase success rates in ESL or Basic Skills courses, and
Increase the completion of degree/transfer courses by ESL or Basic Skills students.
__DEGREE AND CERTIFICATE COMPLETION:
Increase percent of degrees/certificates among degree/certificate-seeking students.
__TRANSFER
Increase percent of transfers to 4-year colleges among transfer-directed students.
Check the type of project you are proposing
___ Curriculum/Program improvement ____ Outreach
___ Direct student intervention ____ Instructional Support
___ Faculty development
___Other:
____ Research and Evaluation
____ Coordination and Planning
To determine whether your project can be funded by Equity funds:
1) Does your proposal address disproportionate impact for any of the following target student populations marked with an “X”? Please highlight the “X” that corresponds with your target populations. (Equity funds must address specific opportunity gaps identified below with an “X”)
GOALS Goal A: Access Goal B:
Course
Completion /
Success Rates
Goal C:
ESL/Basic
Skills Success
Goal D1:
Degree
Completion
Goal D2: Cert
Completion
Goal E:
Transfer
Males
X
Foster Youth
X X X
Students with disabilities
Low-income
X X X
Veterans
X
15

American Indian or
Alaska Native
Asian
X X X
Black or African
American
Filipino
X X X X X
X X X
Hispanic or Latino
X X X X
Hawaiian or Pacific
Islander
White
X X X
X X X X X
2) COLLABORATIVE PARTNERS
In what ways does your project include collaboration between academic and student services and/or with the community? (Equity proposals that partner to reach target populations are prioritized over proposals that do not)
To determine how your project fits into your discipline’s or program’s planning:
1) Is your project mentioned in your area’s latest program review?
__ Yes __ No
2) Does your immediate administrator support this project?
__ No __ Yes
3) How have you shared this proposal with others in the relevant area, discipline, or division? When did this conversation take place and who was involved?
GOAL
What does your project hope to achieve overall?
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
ACTIVITIES
Please list all the activities (A.1, A. 2, A.3, etc.) that you propose to do to reach your goal.
List activities by target date in chronological order.
Identify the responsible person/group for each activity, and who will be involved.
16

BUDGET
Provide a budget that shows how the funds will be spent to support the activities .
EXPECTED OUTCOMES and EVALUATION
How will you know whether or not you have achieved your goal?
What measurable outcomes are you hoping to achieve for the student success indicator and target population you chose?
How will you identify the students who are affected (are they part of a class, a program, or a service, or will you need to track them individually)?
17

Audience: Administrators, PRBC, Classified Prioritization Committee
Purpose: Providing explanation and justification for new and replacement positions for full-time and parttime regular (permanent) classified professional positions (new, augmented and replacement positions).
Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please complete a separate Classified Professionals Staffing Request form for each position requested and attach form(s) as an appendix to your Program Review.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet AND a separate Classified Professionals Staffing Request form must be completed for each position requested.
You can find the template for the spreadsheet here: http://www.chabotcollege.edu/prbc/adminservicesprogramreview.asp
Add your requests to your spreadsheet under the 2000a tab and check the box below once they’ve been added.
Please click here to find the link to the Classified Professional Staffing Request form: http://www.chabotcollege.edu/prbc/ASPR/2016-17%20Classified%20Professionals%20Staffing%20Request%20Form.pdf
This is a fillable PDF. Please save the form, fill it out, then save again and check the box below once you’ve done so. Submit your Classified Professionals Staffing Request form(s) along with your Program Review
Narrative and Resource Request spreadsheet.
Total number of positions requested (please fill in number of positions requested):
☒
3
Separate Classified Professionals Staffing Request form completed and attached to Program
Review for each position requested (please check box to left)
☒
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
18

Audience: Administrators, PRBC
Purpose: Providing explanation and justification for student assistant 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 these positions are categorically funded, include and designate the funding source of new categorically-funded positions where continuation is contingent upon available funding.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add your requests to your spreadsheet under the 2000b tab and check the box below once they’ve been added.
Total number of positions requested (please fill in number of positions requested) :
☐
Summary of positions requested completed in Resource Request Spreadsheet (please check box to left)
Rationale for proposed student assistant positions (please describe below) :
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 proposed positions (please describe below) :
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service area outcomes (SAO’s) support this request?
19

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 additional/augmented funding requests for categories 4000. Do NOT include conferences and travel, which are submitted on Appendix F6. Justify your request and explain in detail the need for any requested funds beyond those you received this year.
Request and Rationale:
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service area outcomes (SAO’s) support this request?
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add your requests to your spreadsheet under the 4000 tab and check the box below once they’ve been added.
☐ SUPPLIES tab (4000) completed in Program Review Resource Request Spreadsheet (please check box to left)
20

Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for contracts & services and conference attendance, and to guide the Budget and
Staff Development Committees in allocation of funds.
Instructions: Please list contracts and services. For conferences/training programs, including specific information on the name of the conference and location. Your rationale should discuss student learning goals and/or connection to the Strategic Plan goal.
Rationale for Contracts and Services:
Rationale for Conferences and Travel:
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service area outcomes (SAO’s) support these requests?
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add your requests to your spreadsheet under the 5000 tab and check the box below once they’ve been added.
☐
TRAVEL/SERVICES tab (5000) completed in Program Review Resource Request Spreadsheet
(please check box to left)
21

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 follow the link here to make your request and summarize below http://intranet.clpccd.cc.ca.us/technologyrequest/default.htm
Summary of request and rationale:

Grants Management Software is needed to track college grant pre- and post-award program and budgeting functions. This will help improve grant tracking and reporting functions.

A color printer is needed to print documents in color for reports and meetings

Additional RAM for desktop computer to improve the speed of the computer – grant writing and research entails multiple windows being open simultaneously which slows down the computer’s performance
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add your requests to your spreadsheet under the 6000 tab and check the box below once they’ve been added.
☒
EQUIPMENT tab (6000) completed in Program Review Resource Request Spreadsheet (please check box to left)
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.
22

Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Although some of the college's greatest needs involving new facilities cannot be met with the limited amount of funding left from Measure B, smaller pressing needs can be addressed. Projects that can be legally funded with bond dollars include the "repairing, constructing, acquiring, and equipping of classrooms, labs, sites and facilities." In addition to approving the funding of projects, the FC participates in addressing space needs on campus, catalogs repair concerns, and documents larger facilities needs that might be included in future bond measures. 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:
Type of Request
___ Space Need _ _ Building Concern
___ Small Repair ___ Larger Facility Need
___ Large Repair ___ Other (grounds, signage…)
Description of the facility or grounds project. Please be as specific as possible.
What educational programs or institutional purposes does this request support and with whom are you collaborating?
Briefly describe how your request supports the Strategic Plan Goal?
23