Chabot College
Administrative Offices
Program Review Report
2016 -2017
Year in the Cycle:
Program/Area:
Administrative Services
 Business Office
 Reprographics
 Computer Support
Chabot College
Administrative Offices
Program Review Report
2016 -2017
Year in the Cycle:
Program/Area:
Business Office & Administrative Services
Submitted on (10/22/15)
Contact:
Billy delos Santos/Connie Willis
Table of Contents
Overview of Process and Offices
___ Year 1
Section 1: Who We Are
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section 1: What Progress Have We Made?
Section 2: What Changes Do We Suggest?
___ Year 3
Section 1: What Have We Accomplished?
Section 2: What’s Next?
Required Appendices:
A: Budget History
B: Service Area Outcomes Assessment
E: New and Ongoing Initiatives and Projects
E1: Equity and BSI Fund Requests
F2A: Classified Staffing Requests
F5: Supplies and Services Requests
F6: Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
Administrative Offices include the following:
President's Office
Institutional Research
Grant Development
Chabot Foundation
VP Academic Services Office
Division Offices (aggregated)
First Year Experience
Library
Learning Connection
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]
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)
YEAR ONE
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.
Business Services is dedicated to providing services which assist Academic Services
and Student Services in delivering quality educational programs and services to
students and members of our local community. This will be achieved by working with
faculty and staff to promote efficiency and control operating costs. Business Service is
committed to provide prompt and courteous response to all requests for help or
information. The Business Service Office is under the umbrella of Administrative
Services Office. Business Service Office is functionally organized into the areas of
Accounting/Business Office, Facilities rentals, Switchboard and Mailroom. Services
provided by this office impact virtually the entire campus population and can have a
significant bearing on the general public’s first impression of the College community,
Major services provided by the Accounting/Business Office include management of trust
and agency funds, including Co-curricular and ASCC; deposit of payments and cash
receipt; and processing of all requisitions and disbursement. Services provided by the
Switchboard and Mailroom include operation of the College’s main switchboard;
informational services to faculty, staff, students and campus visitors; and processing of
incoming and outgoing campus, inter-campus and U.S. mail
Business Service Department mainly focuses on the business function of the college. It
involves almost all of the accounting, budget, and business services related to overall
college functions. These areas have overall budget and business responsibilities for the
college.
As of Now, we have 6(FTE) employees in the Business Office.
1. College Administrative Services Officer (1FTE) full time employee and the supervisor
in the Business office. under the general direction of the Vice President of
Administrative Services responsible for the day-to-day operations of the College
financial, business and related services; supervise, assign, review, and participate in the
work of staff responsible for the fiscal and business activities of the department
including but not limited to mailroom, reception/communication desk, cash
management, and financial reconciliations; oversee college general fund budget,
accounts receivable, accounts payable, grant accounting, auxiliaries, co-curricular and
associated students’ trust fund management; establish procedures to ensure internal
control, budgetary control and the accurate classification of revenue and expenditure
reporting; and ensure work quality and adherence to established policies and
procedures.
2. Fiscal and Administrative Services Technician (2 FTE) full time position. These
positions provide essential technical accounting functions and administrative services in
support of the college operations. This includes maintaining a wide variety of general
and specialized financial records and documents. Work is performed under general
supervision. Originality and independent reasoning are a necessity. Incumbents are
required to perform a variety of duties in connection with the college fiscal and
administrative operations office. Fiscal and Administrative Services Technician collect
and receive monies, write receipts and deposit funds. Maintain revolving cash fund,
prepare bills for payment, prepare and disburse warrants. Create and maintain financial
files and computer spreadsheets and enter financial data into computerized District
Finance system, including requisitions, registers, journals, budget transfers, bank
reconciliations, and reconciliations. Close and re-open books of account. Prepare,
review and disburse financial and statistical reports, using computer spreadsheets and
computerized District Finance system including monthly balance sheets, statement of
operations, and fund analysis. Make regular contact with students, staff and public to
resolve and discuss financial issues and to coordinate use of college facilities and
equipment. Act as liaison between contract vendors and students and staff. Answer
staff questions regarding area budgets. Assist staff with various business and fiscal
forms. Input annual college budget into computerized District Finance system.
3. Mailroom Clerk (1FTE) a full time employee under supervision of the College
Administrative Services Officer. Perform a variety of clerical duties associated with the
operation of the mailroom; receive, sort, and distribute District mail; oversee and
operate production copier and other assigned office equipment and machines for
assigned area; and act as relief for the College Telephone Operator/ Receptionist.
Receive, sort, distribute, and deliver outgoing, incoming, and interoffice mail. Process
outgoing mail; weigh, meter, and affix correct postage for various out-going mail.
Accept all postal deliveries including special delivery, insured mail, registered mail, and
all mail requiring special handling including flats, parcels, books, and films. Assist and
advise staff with mail regulations, preparation, and costs. Maintain various records
including those related to postage meter, bulk permit, postage due, business reply, first
class pre-sort, and bulk accounts. Set-up and assign mail boxes to faculty and staff as
needed. Distribute communication materials to faculty and staff. Oversee and operate
assigned office equipment and machines including a production copier, fax machine,
and other assigned office equipment and machines. Order and maintain paper stock for
copy and fax machines. Clean and perform minor adjustments on copy and fax
machines. Type a simple material including staff listings and memoranda. Act as relief
for Telephone Operator/Receptionist. Maintain necessary files, records and statistics for
the mailroom and related equipment.
4. Telephone Operator Clerk is (1FTE) a full time employee under supervision of the
College Administrative Services Officer. This is clerical work, which requires operation a
one-person switchboard. Under general supervision, the employee performs routine
tasks and works within well-defined procedures. There is heavy contact with the public
on the telephone and at the counter for exchange of information. Answers all calls and
provides prompt, courteous and accurate service; makes station connections; screens
calls to determine proper destination; takes message (for example, calls from
instructors who will be missing class) and relays information promptly; tests all
extensions to ensure that they are operational; places long distance calls and calls from
restricted phones; logs long distance calls; screens collect calls to determine
acceptability; handles emergency calls and procedures in accordance with established
policies and procedures; greets general public at the counter and provides direction
such as location of offices, telephone numbers, schedules of activities, etc.; ensures
that the counter is equipped with informational brochures; maintains related calendar of
activities and schedules; maintains staff directory; files and keeps instructor office
cards; orders telephone books and maintains a count for all areas as to type and
quantity of books needed; assists in the auditing of telephone bills as directed; types
simple materials including staff listings and memoranda; monitors the emergency radio
as necessary; works as relief in the mailroom which involves taking meter reading,
weighing, sealing and stamping outgoing mail, preparing certified letters; sorting and
distributing incoming mail, etc.
4. Facility Rentals is to coordinate the college's facility use and rental program with the
college community, external agencies and the public; process Facility Use Applications
in accordance with the provisions of District Board Policies and the California Education
Code; arrange for college staffing in support of facility rentals and events; collect and
deposit of payments for facility rentals
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?
Over the last few years of Business Office/Accounting, we have a good internal and
budgetary control to protect the finances and the assets of the College. We maintain
good financial records and an accurate reporting of revenue and expenditure. We
ensure in compliance in Budget and Accounting Manual, Board Policies, CA Education
Code and Generally Accepted Accounting Procedure.
Based on the history, we been shorthanded for quite sometimes. The Administrators
are very supportive which makes it easier for us to achieve our goal. They are always
available to support us in any proposal for the improvement of procedure to protect the
College, staff and student. When Administrators approved the increase our 5.5 FTE to
6.0 FTE, it makes significant changes in our Department. We have enough personnel to
accomplish the ideal services we always try to strive. To be precise, Fiscal and
Administrative Services Technician was increased from 1.5 (FTE) to 2.0 (FTE). The
achievements over the last few years are following:
 There is a major impact in the processes of documents (e.g. Disbursement
Request, Requisitions, Conference Request, Travel claims, etc.). Our process in
all documents is faster than before that benefit the Staff, Students and
specifically under SSCC (Student Senate Chabot College).
 Continue to improve the on-line processing of Requisitions to speed up the
processing of Purchase Order (PO)
 Continue to monitor/administer the strong internal control in the Business Office.
 Accuracy of the information we shared with the Administrator for operational
decision making.
 We always met our deadline. (e.g. Year-end closing, State and Federal reporting,
etc.)
 High quality of services to Faculty, Staff and Students
 It increases the productivity.
 We also continue to support and assist the Program operating expenses of each
department so they can serve the students very well.
As of now, I don’t foresee any challenges in the next three years, but I can foresee
many opportunities to improve the procedures and have high quality and efficient
services to students, staff members and to our local community.
Mailroom Clerk job description is to provide coverage for the switchboard, which is
the hub of the college and the information desk. In order to provide accurate
information, Mailroom Clerk strives to remain current on general information, class
schedule, important dates to remember, process to fill out application for admissions
and registration process, request transcripts, office hours, instructor’s contact
information and to help student get around our website to find information. Additional
services the communication center and mailroom can continue providing an outstanding
service would be to have access to reset pin numbers for students when they are
unable to reach Admissions and Records due to the high volume of calls. Cross-training
between around department would be also ideal to help each other out in those days
short in staff. Additionally, the mailroom is in need of better and updated equipment
(postage machine). The current machine owned by the campus is outdated technology,
takes up a lot of spaces which is limited in the area and last but not least has not been
working up to standards regardless of endless calls to Neopost representatives for
regular maintenance and repairs.
Telephone Operator Clerk will continue to strive to keep our students and
general public satisfied. She will continue to gather information on various departments
and keep information updated so it can serve as a resource and provide excellent
customer service to our students, public, faculty and staff, and the surrounding
communities we serve. The most important thing to do is continue to provide customer
service to students, public as well as the faculty and staff at Chabot College. Providing
excellent customer service is one thing that can be kept a constant and is so
appreciated. In today’s changing times when one is more likely to reach and automated
answering machine, a warm friendly voice is welcome and that along with quality
customer service helps keep Chabot College a positive image in our community. When
the switchboard computer was changed by IT, they did not have the software reinstalled for completing display changes or to reset voicemail for staff. I started doing
these two things to save the college money when I started working here since we were
charged every time one of the service men came out and did it for us. I have also
informed IT staff in the past that I would be happy to reset student pin numbers which
would be a great help to them when they are unable to reach A&R or online student
services. A rolling door to secure the area the switchboard area was discussed in the
past since this area is open and there are mailboxes that could be easily accessed.
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.
Business Office/Accounting wants to make sure that the college remains
Financially stable. The goal of our office is to provide accurate, comprehensive, and
useable financial information to all of Chabot College. The information we provide
would allow all departments and groups to fully understand how, where, and for what
purpose funds are expended at Chabot College. We should be as transparent as
possible. We want to train all Administrative Assistants to process Requisitions using the
Banner system. Create a new procedure to limit the sign-off of all the documents
submitted to the District. Activate use of a check-writing machine. Schedule trainings on
budget monitoring and printing reports (Revenues & expenses, operating cost, and
salaries). Research software needed to balance copy machine cash. Not being able to
balance the cash taken in copiers causes a vulnerability to our internal control. Install
the device in Business Office copier to have faxing capabilities. We need software to do
Bank Reconciliations and Financial Statements for ASCC and Co-curricular to save time
doing in Microsoft excel. On-line processing of disbursements request will definitely
expedite our process, help increase efficiency and productivity. We need a good
procedure sending check to the District. It might be misplaced or lost in transit. Several
employees have their payroll check sent to the Business Department, but never pick up
their check. The checks that are mailed every month takes time and cost money. To
continue setting up new procedures to have strong and effective the internal control. To
continue providing excellent service not only to staff, administrators and instructors but
also to students
Mailroom mission is to continue providing an excellent service not only to staff,
administrators and instructors but students as well by delivering the mail its final
destination, to help out with questions regarding mail processing, rates, regulations,
overnight packages, placing final projects, exams, homework in instructors’ mailboxes,
efficient and prompt exchange of books and materials between the campuses’ libraries,
just to name few examples. As the person responsible for the mailroom I am
continuously striving to provide an adequate, fast and precise mail processing. My goal
from day one has been to make communication via mail as accurate, accessible and
easy as possible.
The Telephone Operator’s mission is to continue to provide excellent service to
all of our students, staff, and general public. Since Telephone Operator Clerk is the first
live voice the community hears when they call Chabot College. She will continue to
strive to make their experience with Chabot College a positive one. She will also do her
best to provide friendly and efficient service by providing information and answering
questions the caller has. The goal is to ensure a pleasant and efficient experience for
those that contact me whether it is by phone or in person or via email. The college has
maintained its long-standing tradition of 54 years by having a communications center
that is staffed with a full-time switchboard operator, something our community has
requested the college to retain and they appreciate being able to reach a live contact.
YEAR TWO
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
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?
 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.
 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, productivity, SAO assessment results,
external demands, user surveys, etc.).
Business Office/Accounting, the Progress we made are the following:
 Fiscal and Administrative Services Technician was increased from 1.5 (FTE) to
2.0 (FTE).
 There is a major impact in the processes of documents (e.g. Disbursement
Request, Requisitions, Conference Request, Travel claims, etc.). Our process in
all documents is faster than before that benefit the Staff, Students and
specifically under SSCC (Student Senate Chabot College).
 Continue to improve the on-line processing of Requisitions to speed up the
processing of Purchase Order (PO)
 Continue to monitor/administer the strong internal control in the Business Office.
 Accuracy of the information we shared with the Administrator for operational
decision making.
 We always met our deadline. (e.g. Year-end closing, State and Federal reporting,
etc.)
 High quality of services to Faculty, Staff and Students
 It increases the productivity.
 We also continue to support and assist the Program operating expenses of each
department so they can serve the students very well.
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?
Business Office/Accounting will be more effective from the following changes:
 On-line processing of “Disbursement Request” was one of the solution to speed
up the process of Disbursement Request. It normally takes too longer to process
due to require too many signatures
 Assists Department Deans and Supervisors to strictly monitor their budgets to
avoid the deficit of the campus wide budget.
 Having workshop to all Faculty and Staff on the proper procedures to process the
document in the Business Office.
 We need to have software or module to balance the cash taken in at campus
copiers.
 We need a strong internal control for sending large amount of checks to District
Office for deposit.
 Persuade employees to use direct deposit in their payroll check so will not
spending too much time distributing payroll checks in the Business Office
window.
 Financials statement and Bank Reconciliation for ASCC and Co-Curricular should
create thru Accounting software or module.
 Security camera in the front of the Business Office to record who comes in and
out.
 Push button panic alarm to protect the people in Business Office.
Mailroom could greatly benefit from the following changes:
 New mailing equipment. For the past two years, as the mailroom clerk I have
experienced first-hand the struggles with the equipment we currently use. The
dynamic scale has stopped working yet again even after several calls to Neopost
for parts replacement and service calls. The issue is temporally resolved for a
few weeks then goes back to nonworking. Neopost representatives have also
mentioned how parts for the postage machine are expensive and hard to find
due to its age. (Current equipment is approximately 10 years old).


Remodeling of the mail room and new mailboxes. No updates have been done to
the infrastructure since the college was first opened to the public back in the
1960’s. Some mailboxes are missing doors, there is no combination needed to
open the mailboxes; Thus, allowing free access to anyone who is authorized
inside the mailroom right outside of building 200.
Security door. Reimbursement checks, payroll checks and confidential
information are placed in mailboxes often; therefore in order to protect
staff/faculty/student’s privacy and safety, the mailroom should be able to remain
closed and locked during nonbusiness hours.
Telephone Operator:
 Send out schedules and catalogs to main and branch libraries and colleges.
 Since the office is adjacent to the mail room and there are mail boxes next to
my work station I get their mail and packages for them. Also Mailroom Clerk
and Telephone Operator Clerk provide coverage for each other during our
breaks, lunches and Telephone Operator Clerk cover the area and vice a versa
when there is no coverage for vacations or sick leave.
 It would be nice to have more than one on call person in case one of us or both
of us should be out at the same time. Always in past years this area was staffed
with several on call persons. Meantime Mailroom Clerk and Telephone Operator
Clerk do the best to always make sure we provide coverage in this area.
YEAR THREE
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?
 Cite relevant data in your narrative (e.g., efficiency, SAO assessment results, external demands,
etc.).
Business Office/Accounting, Fiscal and Administrative Services Technician was increased
from 1.5 (FTE) to 2.0 (FTE).
The accomplished that we made are the following:
 The process of all documents is much faster than before.
 Deadline always met. It increases the productivity.
 We maintained the strong internal control in the Business Office.
 Accurate information we shared with the Administrator, to Faculty, Staff and
Students
 High quality of services to Administrator, Faculty, Staff and Students
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?
Business Office/Accounting, here are the following goals we have for improvement for
the future program:
 To continue to provide excellent service not only to staff, administrators and
instructors but also students
 To continue setting up new procedures to have strong and effective the internal
control.




On-line processing of all forms will definitely expedite our process and help
increase efficiency and productivity.
Training to all Admin Assistants to process Requisition using the Banner system.
To set up training on budget monitoring and printing reports (Revenues &
expenses, operating costs, and salaries).
Create a new procedure to limit the sign-off of all the documents submitted to
the District.
Telephone Operator Clerk:
 Continually update the information on a daily basis regarding hours of operation,
events, phones and staff and faculty names.
 Keep the campus voice mail greetings and messages updated to reflect change
in hours and important college reminders.
 Create and maintain several binders of college information.
 Check the incoming faxes and distribute them to the proper destination.
 Send out schedules and catalogs to main and branch libraries and colleges.
 Keep the counter stocked with college information and ensure I have all
necessary college materials available when the public and students stop by for
reference information.
Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met.
This history of documented need can both support your narrative in Section A and provide
additional information for Budget Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other VP’s Office
TOTAL
2015-16
Budget
Requested
2015-16
Budget
Received
2016-17
Budget
Requested
2016-17
Budget
Received
14,000
30,000
15,000
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.
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?
Appendix B: Service Area Outcomes Assessment
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
SAO #1: : Users have
submitting
PAFs/Disbursement
Request/Requisition
SAO #2: Users have
requesting Financial
Statement
SAO #3: Users have
requesting Rush
Check
How Measured
When Measured
Results/Discussion
Business Office
logs.
Observed daily
and users
express verbally
Faculty and staff are
satisfied with the
quality of service.
Business Office
files/record
Observed daily
and users
express verbally
Faculty and staff are
satisfied with the
quality of service
Business Office
Revolving fund
Observed daily
and users
express verbally
Faculty and staff are
satisfied with the
quality of service
Appendix F5: Supplies Requests [Acct. Category 4000]
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:
Software campus copiers. $5K
Accounting software for ASCC and Co-Curricular. $2K
New meter machine supplies $5K
Push button panic alarm $1K
Security door in Mail room $1K
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 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:
Meter machine used on campus $15K
Video camera $5K
New mailboxes $10K
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.
See Next Page
Reprographics
Chabot College
Administrative Offices
Program Review Report
2016 -2017
Year Three
Reprographics Center
Submitted on Oct 23, 2015
Contact: Craig Shira/Connie Willis
Table of Contents
Overview of Process and Offices
___ Year 1
Section 1: Who We Are
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section 1: What Progress Have We Made?
Section 2: What Changes Do We Suggest?
Year 3
Section 1: What Have We Accomplished?
Section 2: What’s Next?
X
Required Appendices:
A:
B:
E:
E1:
F2A:
F5:
F6:
F7:
F8:
Budget History
Service Area Outcomes Assessment
New and Ongoing Initiatives and Projects
Equity and BSI Fund Requests
Classified Staffing Requests
Supplies and Services Requests
Conference/Travel Requests
Technology and Other Equipment Requests
Facilities
Administrative Offices include the following:
President's Office
VP Student Services Office
Institutional Research
VP Administrative Services Office
Grant Development
Business Services
Chabot Foundation
Mail Room and Switchboard
VP Academic Services Office
Reprographics
Division Offices (aggregated)
Safety and Security
First Year Experience
ITS-Chabot Computer Support
Library
[Bookstore and Cafeteria are
Learning Connection
private]
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)
YEAR THREE
Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a
single Resource Request Spreadsheet:
e. 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.
f. 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.
g. Prioritize your requests using the criteria on the spreadsheet. Your Administrator will
compile a master spreadsheet and prioritize for his or her entire area.
h. 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?
 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?
Year Three
What Have We Accomplished?
Our goals for the past two years of Program Review have been: 1. Continue providing a high
level of service; 2. Ensure the quality of the printed identity of Chabot; 3. Adapt our capabilities
to the changing demands of Chabot.
In these past two years, we have accomplished quite a bit in our work to achieve these goals.
New Staff
In March 2014, our full-time Reprographics Technician II retired, leaving only one full-time
Graphic Arts Technician III and one part-time Reprographics Assistant. In June 2014, we hired
a new full-time Reprographics Technician II who has worked to achieve our department goals.
Customers have said that he provides high level of service. He strives to produce high quality
materials by checking printing substrates, supervising the machines, and running quality
assurance on the final product. He also brought new ideas to help streamline service including:
making the request forms easier to fill out by adding division codes at the bottom, suggesting
equipment to automate hand-labor tasks, and implementing a quicker way to package finished
print projects.
Increase in Wide Format Production
In 2013 we purchased a new wide-format printer, making wide format print production more
efficient and higher quality. Wide-format printing is used for posters (job fairs, Health Center
events and information, Performing Arts, Student Senate, clubs), used for campus signage
(Campus Safety, Financial Aid, commencement), and in-class teaching materials. With each
passing year, the demand for wide-format materials has increased. Three years ago, the
average order was approximately 2 to 5 prints per project and about 15 projects per semester.
Now we have between 15 to 30 posters being printed per project and about 75 projects per
semester.
Increase in Booklet Making
Over the past two years, we have had an increased demand for bound books. Where much of
our demand had been the Chabot bookstore with a few projects for faculty and staff (namely
the Performing Arts department), we have had an increase in projects for faculty and staff. In
addition to our previous set of projects, we have started printing magazines for the Special
Programs division, had an increase in materials for Campus Safety, designed and produced the
materials for special presentations by the Law and Democracy Club/Path to Law School,
produced the books for accreditation, printed and bound catalog addendums, produced booklets
and study guides for faculty use in the classroom, and even produce newsletters for Las Positas
College.
Efficiency
Unfortunately, when our Reprographics Assistant retired in July 2015, our timeliness for many
projects dropped and we have missed meeting some production deadlines; however, we have
strived to adapt.
Whereas finished jobs were individually wrapped in Kraft paper, sealed with tape, and the
requestor’s name hand-written on the package, now we photocopy the request form, put it on
top of the printed materials, and shrink-wrap it. This is an improvement because shrinkwrapping is cheaper, faster, and identifies the package easier.
Over the past few years, more instructors e-mail their print requests to us, allowing us to print
jobs in batches when we schedule the time to print them as opposed to dropping everything we
are doing to offer Express service when someone comes in.
Customer Satisfaction
Faculty and staff that use our services tell us what works and what challenges they face when
using the Reprographics Center. In the past year, we have had many instructors comment that
morning Express services have improved and that the simplified request forms are more user
friendly. We have also been told that our dedication to trying to get projects done quickly given
our challenges is appreciated. We have received commendations from the accreditation
committee, the Nursing department, and Institutional Research, among others. Many part-time
faculty who work at other college campuses have told us that we are faster, friendlier, and offer
more options than any other college at which they teach.
Year Three
What is Next?
While we have achieved much in the past two years, we still have goals that we need to achieve
in Year Three and beyond.
Aging Machines
In 2010, Chabot purchased Ricoh machines not only for the Reprographics Center but also for
the whole campus. Now that the Reprographic Center machines, division copiers, and satellite
printers are over 5 years old, ITS reports that they are beginning to break down more
frequently and suggest that they may need to be replaced in the next year. In addition to the
cost to replace printers campus-wide, we need to find a solution to the cost of disposing the old
machines. Since we own them and they are not leased, disposal (and the associated costs) is
the college’s responsibility.
Replacing the current generation of machines with leased machines is preferred because it
allows Chabot more flexibility. If we receive a defective machine, it is easier to swap it out; if
new technology is developed, it is easier to replace old technology with new technology; it is
the photocopier company’s responsibility to cover the costs of removing old leased machines.
Administrative Services continues the discussion of ownership vs. leasing. Machines were
purchased with Bond funding. Leasing would require a significant obligation to the general fund,
which cannot absorb that cost at this time.
One other consideration is the company leasing/selling the equipment. While Ricoh sales
representatives have been unhelpful at best, their technicians are top-notch and it is worth
attempting to arrange a deal for them to pick up their old machines when they deliver the next
generation. Going with another company, such as Konica Minolta or Xerox, might allow for
better service and might allow the college to get a better deal on a lease if these companies
compete to pick us up as a new client. I’ve been told that if we use a contract similar to one
they have with another state agency, the process of going out to bid can be omitted.
Efficiency
Unfortunately, with our reduced staff and the equipment in use, there is still significant room for
improvement, which is evidenced by the Reprographics Center missing deadlines on certain
projects: namely bindery projects and graphic design. Any increase in efficiency means less
work on one time-intensive task and more time that can be given to others.
Reprographics has a vacant funded Reprographics Tech II position. The VP of Administrative
Services submitted a Request to Announce and has been informed by HR that the position will
be posted in the near future.
One issue about which the faculty have complained the most is our electronic submission
system. There are times e-mails don’t arrive in our in-box and instructors experience anxiety
over whether we received it or not. The process is complicated and, while instructors may
submit their print requests in electronic form, many end up filling out paper request forms.
Once a paper request is submitted, we don’t have the human resources to manage them or
gather any information from them and they end up stored in a box in no order. This makes it
impossible to keep track of any print shop statistics for reports such as Program Review. Under
the current system, only requests with a division account number that begins with a 3 or 9 are
separated, billed, and filed.
Since Year One, we have been working with Chabot ITS in an attempt to set up an online print
system. This will allow instructors to submit jobs from the Chabot website in almost any format
(currently, they are limited to PDF only), it will save us time by being a more efficient way to
queue our print jobs, and it will allow us to keep data on our print requests (such as costs,
billing, print trends, quantity). Previous attempts to implement an electronic system have run
into problems and need to be addressed.
We frequently produce magazine-styled booklets; however, our system is inefficient because
each book has to be handled one at a time. An order for 3,000 copies of the Special Programs
magazine took three days to bind, which delayed not only other books that also need to be
bound, but prevented other Reprographic Center print requests being completed. A solution
would be to purchase an in-line booklet maker for the C651 EX printer, which will print, fold,
and staple books without requiring an operator to feed or supervise it.
Producing comb-bound books is more inefficient. Each page in a book needs to be punched by
hand in 20 page increments before they are inserted by hand into a plastic comb. While combbinding 15 accreditation books, the Reprographics Center’s productivity dropped for two straight
days and we were unable to work on other projects and had to decline service to customers.
While the accreditation book is a rare case, we produce comb-bound projects for the bookstore
and for faculty who produce new handbooks for their classrooms each semester. We
recommend an in-line paper punch so that the printer punches each sheet as it is printed and
all the operator needs to do is assemble the book, entirely removing punching sheets by hand.
Service on the punch unit is covered by our current Ricoh contract and it allows us to add other
punch dyes in the event we decide to switch from comb binding to another binding method.
Space
The Reprographics Center is short on space storing printing materials, binding materials,
printing equipment, binding equipment, equipment parts, workspace, desk space, and finished
print requests. Moving equipment, materials, and boxes to perform routine tasks takes time
and prevents us from focusing on the job at hand. While we have tried to put as much as we
could on wheels so we can move equipment around as needed, we are still frequently running
out of space for what we are working on. We have little space for large-format supplies and no
space for any new equipment that would increase our workflow and productivity. Having an
additional location to safely store materials and idle equipment would free the necessary space.
Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two
years and the impacts of funds received and needs that were not met.
This history of documented need can both support your narrative in Section A and provide
additional information for Budget Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the
budget decisions.
Category
2015-16
Budget
Requested
2015-16
Budget
Received
2016-17
Budget
Requested
201617
Budget
Receive
d
Classified Staffing (# of
positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
3. 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 money received has allowed us to purchase materials to produce the media used by
faculty and staff to serve the students of Chabot College and to ensure the quality of
those materials. In addition to paper costs, we use our funding to cover wide-format
printing supplies and bindery (shrink-wrapping, lamination, board mounting, comb
binding, tape binding). As a result, we have been able to process the vast majority of the
projects brought to us for printing without having to outsource them, which saves the
college money, provides a faster turn-around time, and provides a consistent level of
quality.
4. 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?
By not receiving funding, we have been unable to purchase equipment that would
make production faster, which is necessary at a time when we are understaffed.
Demand for comb binding and magazine-style saddle-stitching has increased to
the point where delays are occurring because these are time-intensive projects.
On the horizon, we are going to need to replace the current generation of printers
across campus, which is going to require a significant amount of money. Without
the money for replacements, divisions will be without working printers.
Appendix B: Service Area Outcomes Assessment
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
SAO #1: Users have
class materials
printed quickly.
How Measured
This is measured
verbally and
through IR
satisfaction polls.
When
Measured
Users express
their satisfaction
verbally; IR 2013
satisfaction
survey results.
Results/Discussion
Faculty and staff are
satisfied with the
quality of service.
SAO #2: Users have
media designed for
their needs in class
and across campus.
Quantity of
design job
requests for
projects/events.
Observed daily
and users
express verbally.
SAO #3: Users have
media prepared for
them in a variety of
finishing options.
Quantity of
bindery job
requests.
Observed daily
and users
express verbally.
Many faculty and
staff use and are
satisfied by design
services, but there
are delays.
Many faculty and
staff use and are
satisfied by bindery
services, but there
are delays.
Appendix E: Proposal for New and Ongoing Initiatives and
Projects (Complete for each initiative/project)
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?
Does not apply
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”)
Does not apply
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).
Does not apply
What is your action plan to achieve your goal?
Activity (brief description)
Does
Does
Does
Does
not
not
not
not
apply
apply
apply
apply
Target
Required Budget
Completion Date (Split out personnel,
supplies, other categories)
Does not apply
Does not apply
Does not apply
Does not apply
Does not apply
Does not apply
Does not apply
Does not apply
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:
Appendix E1: Equity and Basic Skills Initiative Fund Requests:
Project Name: Does not apply
Contact Name: Does not apply
Division/Discipline/Program/Office: Does not apply
Contact info: (email, campus phone, and cell phone) Does not apply
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 ____
___ Direct student intervention
____
___ Faculty development
____
___ Other:
____
Outreach
Instructional Support
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”)
Goal A: Access Goal B: Course Goal C:
Goal D1:
Goal D2: Cert
Goal E: Transfer
GOALS
Completion /
ESL/Basic Skills Degree
Completion
Success Rates
Success
Completion
Males
Foster Youth
Students with
disabilities
Low-income
Veterans
American
Indian or
Alaska Native
Asian
Black or
African
American
Filipino
Hispanic or
Latino
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Hawaiian or
Pacific
X
X
Islander
White
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)
X
X
Does not apply
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?
Does not apply
PROJECT GOALS, ACTIVITIES, BUDGET, OUTCOMES, AND
EVALUATION
GOAL
What does your project hope to achieve overall?
Does not apply
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
Does not apply
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.
Does not apply
BUDGET
Provide a budget that shows how the funds will be spent to support the activities.
Does not apply
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)?
Does not apply
Appendix F2A: Classified Staffing Request(s) [Acct. Category 2000]
Audience: Administrators, PRBC, Classified Prioritization Committee
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 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/201617%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): 0
☐
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)
Appendix F2B: Student Assistant Requests [Acct. Category 2000]
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: NONE
☐
Summary of positions requested completed in Resource Request
Spreadsheet (please check box to left)
Rationale for proposed student assistant positions (please describe below):
Does not apply.
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):
Does not apply.
How do the assessments that you preformed to measure student learning
outcomes (SLO’s) or service area outcomes (SAO’s) support this request?
Does not apply.
Appendix F5: Supplies Requests [Acct. Category 4000]
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:
Our request is to have the same funds we received in 2014/2015
How do the assessments that you preformed to measure student learning outcomes
(SLO’s) or service area outcomes (SAO’s) support this request?
The funds we use for supplies ensure that the campus has paper in every
machine on campus in addition to the materials used for signage, posters, and
book making.
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)
Appendix F6: Contracts & Services, Conference & Travel
Requests [Acct. Category 5000]
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:
Our current contract with Ricoh provides the campus with supplies and repairs to
every copier and multifunction device on campus.
Establishing a contract with Shutterstock would provide Reprographics with stock
imagery to be used in media. When designing print media (brochures, posters,
mailers), imagery is among the most important parts of the media and is the
hardest to generate. This would increase the quality of imagery used, make
developing media projects faster, and ensure imagery comes from a reliable
source so the college doesn't get sued for copyright violation.
Rationale for Conferences and Travel:
Computer technology and equipment technology changes and we need to be
aware of the changes so that we can more effectively and efficiently serve the
Chabot community.
How do the assessments that you preformed to measure student learning outcomes
(SLO’s) or service area outcomes (SAO’s) support these requests?
Without this contract, the machines used to produce the paperwork used in
classrooms, offices, or divisions will not be able to be repaired when they break and
supplies for these machines cannot be ordered.
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)
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 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:
Booklet maker for Ricoh 651EX • $33,000 plus shipping • This machine would
improve workflow and ergonomics.
Punch unit for Ricoh 651EX • $6,900 • This machine would greatly improve
workflow and speed producing books. Installation included in cost. Covered
under current Ricoh contract.
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.
Appendix F8: Facilities Requests
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
_x_ Space Need
___ Small Repair
___ Large Repair
___ Building Concern
___ Larger Facility Need
___ Other (grounds, signage…)
Description of the facility or grounds project. Please be as specific as possible.
Reprographics needs space for storage of materials and equipment—there is not
enough workspace and not enough space for equipment.
What educational programs or institutional purposes does this request support and
with whom are you collaborating?
This supports the college as a whole by being able to produce media used by for
enrollment, admissions, financial aid, student life, materials for class use, and other
college functions that require print material, signage, or mailers.
Briefly describe how your request supports the Strategic Plan Goal?
We support the Strategic Plan goal by providing the media used across campus:
supplying the learning and information aids used in class, in marketing, and in
communicating with the student body and community.
See Next Page
Computer Support/AV
Chabot College
Administrative Offices
Program Review Report
2016 -2017
Year in the Cycle:
Program/Area:
Computer Support/Audio Visual
Submitted on 10/20/15
Contact: Michael Seaton
Table of Contents
Overview of Process and Offices
___ Year 1
Section 1: Who We Are
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section 1: What Progress Have We Made?
Section 2: What Changes Do We Suggest?
___ Year 3
Section 1: What Have We Accomplished?
Section 2: What’s Next?
Required Appendices:
A: Budget History
B: Service Area Outcomes Assessment
E: New and Ongoing Initiatives and Projects
E1: Equity and BSI Fund Requests
F2A: Classified Staffing Requests
F5: Supplies and Services Requests
F6: Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
Administrative Offices include the following:
President's Office
Institutional Research
Grant Development
Chabot Foundation
VP Academic Services Office
Division Offices (aggregated)
First Year Experience
Library
Learning Connection
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]
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)
YEAR ONE
Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single
Resource Request Spreadsheet:
e. 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.
f. 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.
g. Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a
master spreadsheet and prioritize for his or her entire area.
h. 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.
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:
g. What did you want to accomplish? What did you accomplish?
h. What were your Service Area Outcomes (SAOs), and what progress have you made toward
achieving them?
i. Describe how changes in resources provided to your office have impacted your achievements.
j. What are you most proud of, and what do you want to continue to improve?
k. 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.
l. What opportunities and challenges do your foresee in the next three years?
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.
1
YEAR TWO
Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single
Resource Request Spreadsheet:
e. 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.
f. 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.
g. Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a
master spreadsheet and prioritize for his or her entire area.
h. 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
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?
 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.
 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, productivity, SAO assessment results,
external demands, user surveys, etc.).
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?
2
YEAR THREE
Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single
Resource Request Spreadsheet:
i. 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.
j. 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.
k. Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a
master spreadsheet and prioritize for his or her entire area.
l. 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?
 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?
3
Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met.
This history of documented need can both support your narrative in Section A and provide
additional information for Budget Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2015-16
Budget
Requested
7
10000
10000
58000
76000
2015-16
Budget
Received
7
6100
11350
37200
54650
2016-17
Budget
Requested
8
11000
15000
58000
84000
2016-17
Budget
Received
5. 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.
Unable to provide adequate support in a timely manner.
6. 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?
Unable to perform repairs on specialized equipment.
4
Appendix B: Service Area Outcomes Assessment
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
SAO #1:
SAO #2:
SAO #3:
5
Results/Discussion
Appendix E: Proposal for New and Ongoing Initiatives and Projects (Complete for each
initiative/project)
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?
Provide Wiring for data and phones to building 1000/2000/1600. This will provide enhanced services to the
students For network access and safety with phones.
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”)
Provide wired and wireless to the building.
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?
Target
Required Budget
Completion (Split out personnel, supplies,
other categories)
Date
$75000
Activity (brief description)
Install fiber to 1000/2000/1600
Installing wiring in 1000/2000/1600
$25000
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:
6
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain: Contractor to wire building.
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
Appendix E-2: Proposal for New and Ongoing Initiatives and Projects (Complete for
each initiative/project)
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?
Expand VmWare Connect to convert desktops computers to virtual machines.
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”)
Reduce total cost of ownership and improve the ability to program multiple machines within a short period.
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).
Provides a better learning experience and minimizes interruptions to students.
What is your action plan to achieve your goal?
Target
Required Budget
Completion (Split out personnel, supplies,
other categories)
Date
$45000
Activity (brief description)
Install new unit and add licenses
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
7
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: Contractor to wire building.
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
8
Appendix E1: Equity and Basic Skills Initiative Fund Requests:
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
_x__ Instructional Support
___ Faculty development
____ Research and Evaluation
___Other:
____ 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:
Goal C:
Goal D1:
Goal D2: Cert Goal E:
Course
ESL/Basic
Degree
Completion
Transfer
Completion / Skills Success Completion
Success Rates
Males
X
Foster Youth
Students with
disabilities
Low-income
Veterans
X
X
X
X
X
X
American Indian or
Alaska Native
Asian
Black or African
American
Filipino
X
X
X
X
9
X
X
X
X
X
X
X
X
Hispanic or Latino
Hawaiian or Pacific
Islander
White
X
X
X
X
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?
PROJECT GOALS, ACTIVITIES, BUDGET, OUTCOMES, AND EVALUATION
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.
BUDGET
Provide a budget that shows how the funds will be spent to support the activities.
10
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)?
Appendix F2A: Classified Staffing Request(s) [Acct. Category 2000]
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.
11
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):
1
☒
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)
Appendix F2B: Student Assistant Requests [Acct. Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for student assistant positions. Remember, student
assistants are not to replace Classified Professional staff.
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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?
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Appendix F5: Supplies Requests [Acct. Category 4000]
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)
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Appendix F6: Contracts & Services, Conference & Travel Requests [Acct.
Category 5000]
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)
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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 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:
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.
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Appendix F8: Facilities Requests
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
___ Small Repair
___ Large Repair
___ Building Concern
___ Larger Facility Need
___ 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?
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