Chabot College
Student Services
Program Review Report
2016 -2017
Year in the Cycle: Three
Program: Financial Aid
Submitted on 2015-11-06
Contact: Kathryn Linzmeyer,
Director of Financial Aid
FINAL 9/24/15
Table of Contents
Year 3
Section 1: What Have We Accomplished?
Section 2: What’s Next?
Required Appendices:
A: Budget History
B1: Student Learning Outcomes/Services Area Outcomes Assessment Schedule
E: New and Ongoing Initiatives and Projects
E1: Equity and BSI Fund Requests
F2A: Classified Staffing Requests
F2B: Student Assistant Requests
F5: Supplies Requests
F6: Services/Contracts and Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
YEAR THREE
Recap From Year One – Who We Are & Where We Have Been –
The Chabot Financial Aid Office (FAO) supports the college mission and strategic plan of assisting
students to reach their educational goal within a reasonable time by providing financial aid information
and support. We recognize that financial aid is vital to student access and retention, and a critical
component to ensure and facilitate student learning and success. That recognition is shared by the
college community. Our mission continues to be focused on service to students and stewardship of
funds, working with departments and divisions on campus to coordinate and provide services and
information to our students.
FAO staff provides advisement on financial and academic eligibility, determines potential and actual
eligibility, and awards and disburses financial aid funds to eligible students according to multiple layers
of federal, state and institutional mandates, regulations, policies and best practices. Application of
professional judgment is used when extenuating or unusual circumstances warrant a change to the
federal methodology or to make exceptions for a student’s failure to maintain satisfactory academic
progress. We have been compliant with complex administrative requirements for fund management,
including recalculation, student repayments and reconciliation, which are typical and frequent audit
findings elsewhere. When adequately staffed, we had no audit findings.
Federal programs include the Federal Pell Grant, Supplemental Educational Opportunity Grant (SEOG),
Federal Work Study (FWS), and Federal Direct Student Loan programs. State programs include the
California Board of Governor’s Fee Waiver (BOG) program, Cal Grants B & C, Chafee Grant (for Foster
Youth), and state scholarship programs, such as Osher and Governor’s/Goldenshare. 2013-14 saw the
introduction of the CA Dream Act program for undocumented students, and expansion of the BOG Fee
Waiver program to AB540 students. As required by Federal regulation, we must take into account and
incorporate all educational funds a student may receive from the institution or external third parties
when determining a student’s financial aid awards, including TRIO, EOPS, CalWorks, AmeriCorps,
scholarships, and money given to students for books, bus passes, etc.
The Financial Aid Office is comprised of the Director; the FA Systems Coordinator (an advanced technical
position that applies knowledge of financial aid regulations to implement, maintain, and improve
financial aid computer systems and processes); Financial Aid Advisor III (who handles
adjustments/abatements to awards and disbursements for changes to enrollment and eligibility, Return
to Title IV and Unofficial Withdrawals, and reconciliation of the multiple funds); six Financial Aid Advisor
II staff [who share front counter, processing, awarding, and correction of student files, student
advisement, review of Special Circumstances and Petitions for Reinstatement, as well as each
coordinates at least one of the funding programs (FWS, student loans, Cal Grant, posting of
scholarships/3rd party payments, Chafee, Dream Act, and required mass email communication)]; one
Financial Aid Advisor I [who works a greater number of hours at our front counter service and phones,
monitors the Board of Governor’s (BOG) Fee Waiver A&B applications, and provides support to the staff
and office]. A part time Administrative Assistant position is in process of second recruitment, to provide
the Director and staff with clerical support that frees them to concentrate on the responsibilities they
were hired and trained to do. We endeavor to hire staff that reflect our students, with particular
thoughtfulness in hiring bilingual staff to work with Chabot’s 35+% Latino population.
The vital position of FA Outreach Liaison was created in 2004 and laid off in 2011; those duties
(assistance in community, especially local high schools, and on campus with applications, information,
regular website updates, mandated email and electronic communication) have largely been unfulfilled,
and the impact is addressed further in this document, referred to as FA Outreach & Communications.
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1. What Have We Accomplished?
Our goals for Year One were to maintain basic financial aid services, rebuild our office staffing and
training, and maximize our use of technology. Our focus was to maintain compliant and student
centered services, specifically meeting the required program and regulatory changes from both State
and Federal sources. Our specific goal and measurable outcome was to have more students complete
their financial aid application correctly, provide proper follow up in a timely manner, and reduce our
processing time from 7-12 weeks to an ideal 2-4 week period during most parts of the academic year.
We aimed to increase staffing and use of technology. We maintained these same goals in Year Two.
We installed a 70” TV screen in Bldg 700 at the front of the lines where students queue up for Financial
Aid and Admissions & Records, using 100% financial aid categorical funding. This will help Financial Aid
as well as Admissions & Records to communicate more quickly with our students as things change
seasonally, weekly, daily, minute to minute, and to reduce the time waiting in line unnecessarily. The
goal remains to share information with students in line regarding critical dates, deadlines, reminders,
disbursements/refund issues, etc., and remind students that much of what they have traditionally stood
in line for can be accomplished online themselves. This will free financial aid staff to spend more time
with those students who cannot have their needs met online, and who do need our attention.
Staffing
We have worked to rebuild our office staffing and structure over the past three years, reinstating the FA
Systems Coordinator in April 2013, and again refilled the position in February 2015. With each new hire
in this critical position, we estimate the need of nine months to a year of transition and training, just to
reach a point of normalcy, and before we can once again consider implementing planned initiatives. The
Systems Coordinator position allows us to maintain compliance with ongoing systems issues, multiple
federal and state regulatory changes, and to implement the necessary technology to efficiently manage
increased processing and awarding of federal and state financial aid. This investment by Chabot College
benefits students across the district, as it cannot help but aid LPC processes as well, and lessens
potential financial liability to the college and district.
We hired a part time but permanent Administrative Assistant for the first time ever in Financial Aid, in
May 2015. Unfortunately, that position is again vacant and is in the process of being reposted now. The
benefit of that support to the Director and office was experienced for a short time, but proved its need.
Lastly, we were approved to hire a Financial Aid Advisor III through the last program review process, and
are still in the process of finalizing a draft job description for posting before the end of the semester.
This advanced position will serve as lead processor to research, resolve and respond to more complex
student and policies issues, including implementation of new regulations, unique student situations, and
fraud investigations.
We have spent a significant amount of categorical funds to provide current staff with much needed
training at district, state and federal levels.
Technology
Since 2013, our office has gone through multiple major upgrades to our operating system, to meet
federal regulatory changes to student loan programs, enrollment reporting and gainful employment, in
addition to the normal major upgrades 2-3 times per academic year. We implemented the online BOG
Fee Waiver application in 2013, and then transitioned to the Open CCCApply BOG Fee Waiver offered by
the State Chancellor’s Office, which resulted in reduced manual entry of information by office staff.
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Direct Student Aid
We have worked very hard to provide direct aid to students, truly the essence of what we do. Each
year, we disburse or distribute multiple forms of institutional, community, state or federal financial aid
in the forms of fee waivers, grants, scholarships, 3rd party payments, FWS to over half of the students
attending Chabot.
2012-13:
2013-14:
2014-15:
2015-16:
$20,499,504 to 10,886 students
$19,883,446 to 11,329 students
$19,785,058 to 10,879 students
$ 9,712,752 to 8,630 students (Fall15 semester only, 8 months to go)
Continued Efforts for Improvement & Challenges
While we are making progress on our goals, we cannot say that we have accomplished them all. We
made significant progress in reducing the processing time, however, based on the volume of corrections
required to each file, we did not meet our specific goals to increase the number of students completing
their applications early and correctly, or providing us with follow up documents in a timely manner.
More students than ever waited until the weeks before and first weeks of the fall semester to submit
required verification documents in Fall 2015, resulting in a gridlock that lasted well into late October.
This directly and negatively impacts students. Staff dedicated most of their working hours to addressing
that pressing need, which strained our ability to address other needs in the office and of our students,
whether immediate needs or beginning the planning process for the next financial aid cycle.
One of our great challenges has been turnover in staffing, and difficulty in finding suitable substitutes
when needed due to the increasingly complicated and extensive required knowledge of financial aid.
Important trends that impact our unit, and will continue to do so over the next years include same or
increased number of student applicants/served*, and increased regulations.
The volume of student applicants had more than tripled from 2001-02 to 2010-11. Peaking in 201213 at over 18,200, it has reduced slightly over the next two years, to 16,663 in 2014-15. The number
of duplicated applications, which indicate the number of corrections made by students and staff, is
double those numbers.
o
o
o
o
o
o
o
0102 5,349 unduplicated
1011 15,539 unduplicated*, 28,921 duplicated** applicants
1112 16,372 unduplicated, 28,358 duplicated applicants
1213 18,205 unduplicated, 32,422 duplicated applicants
1314 17,004 unduplicated, 28,799 duplicated applicants
1415 16,663 unduplicated, 30,356 duplicated applicants
1516 13,781 unduplicated, 25,641 duplicated applicants (YTD)
(YTD 11/05/2015 – 8 months remaining, through 06/30/16)
*unduplicated = original or last ISIR/application per student
**duplicated = all ISIR/applications, including corrections made by staff 
Changes in regulations continue to impact us and make our jobs more challenging and demanding.
Federal regulations have shifted workload to the local, school level with the same or greater number of
applicants and staff.
o New programs and regulations in past two years include:
o
o
o
o
o
CA Dream Act, providing BOG and Cal Grant to eligible undocumented AB540 students
Customized verification (currently six potential groups)
Federal Unusual Enrollment History (UEH) tracking, advisement and monitoring
PELL Grant Lifetime Eligibility Used (LEU) tracking, advisement and monitoring
150% Subsidized Loan Limits
3
o
o
Default Prevention activities (not currently addressing)
Increased requirements for corrections:
 examples include: corrections required for any discrepancy greater than $25; students
failing to answer high school graduation status correctly; requiring additional
verification if a student/family had what could be considered insufficient income to live.



Former tolerance had been $300 or greater; now reduced to $25 or greater;
Too many students not completing their HS graduation information correctly, which
prevents disbursement of aid until corrected.
All of these result in huge increase in workload due to required follow up and
corrections
These changes may result in more limited, or curtailed, student eligibility, which has increased the need
for student advisement. Each time regulations change, and thus student eligibility, it requires a greater
demand for student advisement, as students do not understand why they may no longer be eligible, or
the “rules” have changed. We spent more time on each file in 2014-15 than we did in 2010-11. We have
staffing to provide adequate (not excellent) advisement and services to potential and actual applicants.
If we cannot provide timely and strong advisement services to students, they will either not enroll, stop
attending, or they will be unsuccessful, lose eligibility and discontinue enrollment entirely. The
increased workload due to multiple changes to federal and state financial aid programs, subsequent
additional advising requirements, and inability to implement technology initiatives, has resulted in
increased errors, duplicative or unnecessary work, and potential fiscal liability.
Six years ago, the Financial Aid Office had made great strides in managing the increasing number of
applicants with a strong, well-trained and cohesive team working together to provide timely and
accurate services year round to the campus and community. Now, we have the same or more
applicants, new required programs and increased regulations, several new staff members, and we are
stretched beyond our limits, often unable to meet our goals of timeliness and accuracy. Mistakes are
made more frequently, and we all struggle to provide adequate and timely advisement to students. This
is unacceptable, but a reality with our staffing levels.
With all the adversity, I continue to be most proud of the current staff in the Financial Aid Office. They
have taken on much more than they should have had to, just to maintain basic services. We have put
aside services that we know are valuable to students, and taken on new duties, to ensure that we
remain compliant and timely in providing the most critical of tasks. They endure criticism by students for
circumstances well beyond their control and they support each other. Many work overtime, spending
countless hours investigating problems with technology and regulations, and are a truly amazing team.
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2. What’s Next?
The continued investment of staff resources and maximizing the potential of technology for efficiency
and developing innovations remain our top priorities to improve the services we provide to our students
and campus/district. Adequate staffing and stronger use of technology to reduce the repetitive tasks
required in applying, processing and awarding of financial aid, would allow staff to devote more of their
valuable time to student advisement, communication and determination of eligibility.
There is an inadequate ratio of staff to student applicants. This is exponentially increased not just by the
number of students, but the increased responsibilities of processing and correction requirements that
come with each student due to new state and federal programs, mandates and regulations, as discussed
in the previous section, without a corresponding increase in staff to handle the workload.
The FAO recognizes the critical need of early advisement and intervention in the financial aid application
process, to reduce complications and work at the back end of the process. Financial aid education and
information on campus and in the community has necessarily been minimal without dedicated financial
aid outreach and communication, at a time when there is more critical information to share regarding
changing program criteria, etc. Creating a Financial Aid Outreach & Communications position is a
priority for our office, as a key and strategic position to address and coordinate front end advisement.
Additional processing staff is required to provide student advisement, file review, and more rapid
response on student eligibility. With existing and any new staff, the Director needs to spend more time
with each to train, strengthen their programs, strategize, and plan for future improvements and
innovations. We are including 1 FTE Outreach & Communications, 2 FTE Student Services Specialist II,
1 FTE Student Services Specialist I, and to increase the .75 FTE Administrative Assistant to 1.0 FTE
positions in our Request for Classified Staffing.
We will continue to improve our technology to combat the increased workload, and achieve more
efficiency, specifically those technology initiatives that will help our office to work “smarter not harder”.
If we are able to achieve some of the technology enhancements we have identified, staff would be able
to spend more time providing the advisement that students need, and less time performing the current
manual review, awarding and communication required by federal and state financial aid
programs/entities.
We continually evaluate our service delivery as we face extraordinarily difficult challenges given our
current staffing levels and ever increasing workload, in order to be able to get funds to our students in a
timely manner, and to remain compliant with federal and state regulations. We continue to identify
policies and practices to streamline, improve or eliminate, and make changes when possible. We strive
to simplify our procedures and eliminate ‘red tape’ as much as possible while still ensuring compliance.
We will continue to invest resources into the training of Financial Aid staff, and appropriate ITS technical
staff and programmers that support us, to ensure they have the best, most updated training and
information available to them. Consideration of an increased level of campus financial support will
enable us to continue to meet these challenges. We are prepared to share in the cost of additional staff
with categorical, administrative allowances, and funds earned by the Financial Aid Office whenever
possible. However, categorical funding cannot bear the load of adequate staffing. We know that
providing quality, timely financial aid services and programs to Chabot students is a priority for the
Chabot campus.
The institution could make it easier to hire permanent staffing using the substantial categorical funding
that we receive to provide financial aid services to our students.
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Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years
and the impacts of funds received and needs that were not met. This history of documented
need can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the
budget decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2015-16
Budget
Requested
5
0
5800
0
5 + $5800
2015-16
Budget
Received
1
0
0
0
1
2016-17
Budget
Requested
4.25
0
0
0
4.25
2016-17
Budget
Received
n/a
0
0
0
n/a
1. How has your investment of the budget monies you did receive improved student learning? Which
service or learning outcome were supported? Have the anticipated positive impacts been realized?
Not hired yet, finalized creation of job description is still on Director’s task list.
2. What has been the impact of not receiving some of your requested funding? How has student
learning or service been impacted, or safety compromised, or enrollment or retention negatively
impacted?
The accuracy and timeliness of financial aid services is impacted by the current staffing levels. Chabot serves a low
income, first generation, ethnically diverse, and educationally underserved population. We must be able to provide
financial aid services that meet their needs. We recognize the need for dedicated outreach and communication
throughout the year to aid students from application through completion of classes each term. The lack of such a
position has significantly impacted our ability to serve the increased number of financial aid applicants, the
campus, and our local community. We are unable to adequately communicate the rapidly changing federal and
state regulations in a timely manner, nor provide the guidance and assistance necessary at the front end of the
application process. We are unable to dedicate the time needed to provide targeted messages to students. For
example, with the number of vocational programs Chabot offers, we could provide a far greater number of Cal
Grant C awards than we do, with the dedicated time needed to work with that student population. The Foster
Youth population needs additional support than perhaps many of their peers, just to navigate systems they may
not have experienced yet.
The number of applicants and considerable changes to federal and state regulations has increased the workload of
both processing and student advisement significantly. We are in need of additional staff to provide both services to
students and required processing adequately and in a timelier manner. Imagine the positive impact on FYE,
Daraja/Puente, DSRC, EOPS, Foster Youth, Striving Black Brothers, athletes, and so many confused new students on
campus should we have the capacity to provide faster and more complete financial aid services.
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Appendix B1: Student Learning Outcomes and/or Service Area Outcomes
Assessment Reporting Schedule.
Service Area Outcomes: Financial Aid Office
SLO/SAO
SLO #1: Students will be able to apply
for financial aid independently, online
and on time.
This includes students taking personal
responsibility for financial aid eligibility
and process, making informed decisions
and taking appropriate action when
needed during the financial aid
application process.
How
Measured
Documentation
Results/Discussion
Evaluate
numbers of
students
applying by
3/2 each
year,
With statewide efforts to reach
students at their high schools,
HS freshmen and returning
students are increasingly more
apt to complete their FAFSA
application by 3/2 each year.
Far fewer, however, follow up
with our office in a timely
manner to provide the
necessary paperwork to
complete their file and allow us
to determine their eligibility.
7/1 is priority deadline for first
fall disbursement.
Meets College Strategic Goal
Development of the Whole Person
Personal responsibility in the
learning and planning process
Timeliness and punctuality
SAO #1: Provide a financial aid
award process that is fair, equitable,
and meets the needs of qualified
students needing assistance while
ensuring compliance with federal,
state and institutional requirements.
Review of intake and awarding
process over past several years
shows that we have been
consistent with awarding
financial aid to students in a
fair and equitable manner.
Review of
office data,
frequent
monitoring
Clear, communicated deadlines
and priority dates are shared
with students throughout the
year. For example, students
who submit their documents
by 7/1 are promised a response
on eligibility by the first Fall
disbursement.
Deadlines for appeals, special
circumstances, consortium
agreements, etc., have the
deadlines for submission each
semester on the forms
themselves, and on website.
7
(Where can assessments be
found? Provide link if possible)
We pull data from
Banner and manually
determine how many
students apply by 3/2
each year.
1213 – 8188 / 18205 = 45%
1314 – 7276 / 17004 = 43%
1415 – 7133 / 16632 = 43%
1516 – 5678 / 13781* =
(year not yet completed)
It is much more difficult
to determine the number
of students who follow
up and respond to us in a
timely manner. Using the
number of students with
packaged files by first Fall
disbursement:
1213 – 2287
1314 – 1724
1415 – 2237
1516 – 2277
We review and award
files in the date order
received. All students
deserve to have their
review done
thoughtfully. Only in the
rarest of cases do we pull
a file ahead of those
received before it.
We have met our goal of
providing students with a
response prior to the first
Fall disbursement. If
eligible, they are
awarded. If ineligible, or
file incomplete, they
receive that response in
writing.
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?
Our focus for the upcoming academic year continues to be our efforts to maintain compliant and student centered
services, specifically in meeting the required program and regulatory changes from both State and Federal sources. We do
not require additional outside funding other than for staffing requests, seen in Appendix F2, and in Equity proposal
(Appendix E1). The staffing requests are vital to turning things around.
We have submitted a proposal for Equity funds that would allow us to provide more dedicated and direct services to
students in some of the target populations. Please see Appendix E1 for details.
We are committed, as part of this college, to “increasing the number of students that achieve their educational goal with
in a reasonable time by . . . providing more information and support.”
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”)
Dedicated outreach efforts and communication, paired with focused, dedicated processing and advisement will result in
more students completing applications correctly, providing proper follow up in a timely manner, and reducing our
processing time from 7-12 weeks to 2-4 weeks during most parts of the academic year.
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).
Students will be able to apply for financial aid independently, online and on time. They will demonstrate personal
responsibility by completing the verification process by the 7/1 priority document date each year for potential fall
disbursement.
What is your action plan to achieve your goal?
Target
Required Budget
Completion (Split out personnel, supplies, other
categories)
Date
Activity (brief description)
Hire additional staffing in various positions in office – Potential funding
sources to combine with college funding:
- Request full use of BFAP 2% funding each year (additional $43,534)
- Apply for funding from Student Equity plan to assist with hiring of 1.0
FAA2 and .50 Outreach positions.
- Apply for funding for future T5 or other initiative grants
Ongoing to
6/2016
Work on a more structured staffing, training, retention and
turnover plan
6/2016
Outreach & Communications (36) - $48,366
salary + $14,509 benefits
FAA2 (36) - $48,366 salary + $14,509 benefits
FAA1 (32) - $43,716 salary + $15,000 benefits
FAA2 (36) - $48,366 salary + $14,509 benefits
Admin Assistant .25 (33) - $11,206 salary +
benefits
n/a
Needs time from Director
With increased staffing to share in providing services, the time of
Ongoing to n/a
the Director will also be relieved to spend in staff development and 6/2017
Needs time from Director
training, to improve services and processes
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions 4.25
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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):college
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain: There are currently two available, vacant offices within FAO. If four positions
were funded, we would need office space for two staff.
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:
- Student Equity funding
- Fully assume campus allocated BFAP 2% funding (additional $43,534)
- Local allowance to roll forward annually any unspent Administrative Allowance (earned from
-
FWS/SEOG awarding)
Inclusion in future T5 or other initiative grants for funding of staffing to work with grant
population
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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)
Focused Financial Aid Processing and Outreach
Kathryn Linzmeyer
Chabot Financial Aid Office
klinzmeyer@chabotcollege.edu,
510-723-6751 office, 510-432-9862 cell
Check the student success indicator(s) your project will address
_X_ 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.
_X_DEGREE AND CERTIFICATE COMPLETION:
Increase percent of degrees/certificates among degree/certificate-seeking students.
_X_TRANSFER
Increase percent of transfers to 4-year colleges among transfer-directed students.
Check the type of project you are proposing
___ Curriculum/Program improvement _X__ Outreach
_X_ Direct student intervention
____ 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:
Goal B:
Goal C:
Goal D1:
Goal D2: Cert Goal E:
Access
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
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Hispanic or Latino
Hawaiian or Pacific
Islander
White
X
X
X
X
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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)
Our proposal starts with working with established cohorts of students from some of the targeted populations
already on campus (for example: Foster Youth, Daraja, Striving Black Brothers, Puente, Veterans, and specific
athletic teams*). Working with existing cohorts and easily identified students in target populations will allow
us to pilot the project to establish process and procedure, communications and identify specific needs of target
student populations. It will also allow us to determine how much time and staffing would be needed to
provide this caseload-type of service to the students identified in target populations to be served by equity
funding.
For example, we already collaborate with EOPS, DSRC, Daraja, Puente and athletics regarding students in their
programs. Currently, Puente may send us a list of students to review for financial aid status, so that they may
better guide and assist them. With our existing staff, it has been very difficult to dedicate time to this review
and therefore it has been inconsistent. We have identified better reports from Banner to provide more
automated information more quickly, but still have lacked the staff to do much about the findings. In
particular, with the advent of new Foster Youth Initiative coordination on campus, the possibilities are greater
that we can provide more individual attention to these most vulnerable of students.
*Current Chabot football and basketball teams are comprised of African American, Pacific Islander, and Latino males
(football ~85%, basketball ~90%). An additional obstacle that many athletes from these two teams (38% of football and
59% of basketball) face is that they are charged out-of-state tuition, but do not realize the importance of taking care of
their financial aid. Getting their financial aid established early and accurately will assist them in not maintaining high
account balances that prevent registration each term.
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?
_x_ Yes
__ No
2) Does your immediate administrator support this project?
__ No _x_ 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?
I have shared the concepts of this proposal over the past several months with FAO staff, Student Services
Administrators, key staff in initially identified cohort areas, and in Equity Committee meetings. I have
discussed how to navigate the technical needs with staff and faculty in a number of the cohorts.
PROJECT GOALS, ACTIVITIES, BUDGET, OUTCOMES, AND EVALUATION
GOAL
What does your project hope to achieve overall?
If students have financial resources in place before they begin their semester/academic year, they can
concentrate on the classwork itself, rather than how they will be able to buy their books, pay rent, or buy
groceries. They are more likely to successfully complete each semester, and their immediate academic goals. I
believe that this direct student intervention proposal may aid in addressing virtually all the student success
indicators of the Equity Plan, but especially “access”. We propose that with requested staffing, we will be able
to provide more direct and dedicated individual financial aid services to selected target populations. Getting
students in target populations to apply for and qualify for aid early and accurately (.5
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Outreach/Communications) will aid in both access to the college and completion of courses and academic
program (whether it be Associate, Certificate or Transfer). Financial Aid Advisor staff would work more directly
with these students to complete their verification process, and advise them throughout the year on eligibility,
disbursement, and academic progress issues.
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
Equity data shows that financial aid students (those who at least receive CA BOG Fee Waiver) are not
“disproportionately affected” as a population. This has been translated as “financial aid works”. It makes a
difference in the students’ ability to successfully complete their classes and programs of study. We wish to
expand on that by providing more dedicated and individualized services to students identified as being in one
of our targeted populations.
Using data from the 1415 academic year, there were 16,949 applicants. There are six FT classified staff who
review financial aid files and verification documents, and 10,880 students were disbursed some form of state or
financial aid. These six staff review appeals for academic and financial eligibility throughout the year,
participate in FAFSA assistance during the winter application period, and assist in presentations on and off
campus as they can.
In addition to verification and awarding of aid, each of these staff work approximately 6-8 hours per week at
the front counter, and are assigned approximately 6-8 hours per week to answer phones. They each are
assigned a financial aid program to coordinate – Cal Grant, Federal Work Study, Dream Applicants, Student
Loans, posting of scholarships, 3rd party payments, Chafee Grant, BOG Fee Waiver, outgoing emails.
This documents that there are far too few staff to be able to give individualized attention in providing financial
aid services to students. We cannot give those students who need the most assistance the help that they need.
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.
A.1. Hire 0.5 FTE Financial Aid Outreach/Communications (FAOC) to work on campus with target populations to
communicate regularly throughout the academic year on established financial aid campaigns (Fall, Winter,
Spring & Summer). FAOC would maintain updated webpages for FAO, coordinate presentations and workshops
on and off campus to help students and their families apply for financial aid, and assist in providing FA training
for non-FA student services staff on campus. Propose the FAOC be funded 50% by Equity and remainder by
FAO. The FAOC would assist in collecting evaluative data regarding activities, including time-work study, survey
or assessment results, and reporting.
A.2. Hire 1.0 FTE experienced Financial Aid Advisor II (FAA2) to work with students in target populations to
apply for financial aid and provide required follow up documentation to complete financial aid file accurately
and timely. FAA2 would need to have significant financial aid experience. FAA2 would work with staff and
faculty of cohorts to identify specific needs of students, and meet with students to assist with applications,
verification documentation, and completion of file for awarding. FAA2 would utilize Banner and other reports
to identify and communicate more directly with students (see detail below), and prioritize processing of the
targeted student files. This position would collect and post other equity funding (meals, travel, emergency
funds, books, etc.) that student may receive. The FAA2 would assist in collecting evaluative data regarding
activities, including time-work study, survey or assessment results, and reporting.
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BUDGET
Provide a budget that shows how the funds will be spent to support the activities.
Salary Financial Aid Advisor II - $48,366/annual
Benefits Financial Aid Advisor II – $14,509/annual (assume 30%)
Salary Financial Aid Outreach/Communications (FAOC) - $24,183/annual (FT position shared 50% with FA funds)
Benefits Financial Aid Outreach/Communciations (FAOC) - $7,255/annual (assume 30%, FT position shared 50%
with FA funds)
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)?
We can establish a baseline average in 1415 and 1516 of how many students in each target population A) apply
for financial aid, B) complete their verification and financial aid file, and C) are disbursed financial aid. We can
then review in May 2016 and again in 2017 those same populations of students to determine if our efforts
resulted in increased numbers which would reflect increased access to financial aid.
We will request data from IR to see if increased access to financial aid in fact improved course and degree
completion over a three year period. (See attached data over three year period). We recognized that financial
aid is but one factor in a student’s improved completion of course and program, however, we believe that it is
at least a positive contributing factor. A specific student survey each year may also reveal student perception
of the impact of financial aid on course and program completion.
There are a number of ways that we can identify students in the target populations. We already have an
established report that we can run in Banner to pull students with a specific cohort attribute, such as Daraja,
Puente, and athletes, for example. I have already requested one such report be modified to test our ability to
identify if a student has applied for aid, is receiving the BOG Fee Waiver, their CA residency status, SAP, and
other data that will assist us in providing them with more specific services. Once I have determined the report
will provide us as much valuable data as possible, I will have replicated for other student populations.
For those students who are not tagged in this way in Banner, such as Foster Youth, we are able to create
reports from Banner of those students who identify on either/both the admissions application or the FAFSA as
former Foster Youth. Students who receive services from Disabled Student Resource Center can be identified
by referral by DSRC staff and counselors, who already work very closely with us on their students.
Lastly, communication with staff and faculty who already may work with an existing cohort of students will, as
always, be important. Having a point of contact in the Financial Aid Office, other than the Director, dedicated
to this task will aid greatly in addressing student needs.
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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.
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.
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/SPR/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):
4.25
X
Separate Classified Professionals Staffing Request form completed and attached to Program
Review for each position requested (please check box to left)
X
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
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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.
Rationale for proposed student assistant positions:
N/A - We hire student assistants using FWS and BFAP funds
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 2000b tab and check the box below once they’ve been added.
Total number of positions requested (please fill in number of positions requested):
☐
0
Summary of positions requested completed in Resource Request Spreadsheet (please check
box to left)
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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:
Supplies and services are paid for out of the BFAP and administrative allowance funding we earn. No
division / district funding has been requested in the past eleven years.
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:
Supplies and services are paid for out of the BFAP and administrative allowance funding we earn. No
division / district funding has been requested in the past 12 years.
Rationale for Conferences and Travel:
The Financial Aid Office must participate in training throughout the year to keep abreast of everchanging federal and state programs and regulations, and Banner updates. Conference and training
expenses are paid for out of the BFAP and administrative allowance funding we earn. No division /
district funding has been requested in the past 13 years.
How do the assessments that you performed 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:
N/A
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): N/A
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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