PACE
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: Monies for Counselor
Peer advising
Tutors
TOTAL
2011-12
Budget
Requested
Clerical help,
Part time (10
hrs/week)
$0
$0
$0
5 hrs/wk
5 hrs/wk
?
2011-12
Budget
Received
0
$0
$0
$0
0
0
$0
2012-13
Budget
Requested
Clerical help
Part time (10
hrs/week)
$0
$0
15 hrs/wk
5 hrs/wk
5 hrs/wk
?
2012-13
Budget
Received
0
$0
$0
0
0
0
$0
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
None of our requests were honored.
2. What has been the impact of not receiving some of your requested funding? How has student
learning been impacted, or safety compromised, or enrollment or retention negatively impacted?
2.1. PACE STUDENT POPULATION AND PROGRAM STAFF
According to Carolyn Arnold, there were 1,196 PACE-flagged (Major Code 2) students in fall 2012.
According to our unofficial count, we currently serve between 350 and 400 active PACE students who
are taking at least one PACE course every semester. This may be a conservative estimate. Most of our
students are working adults who cannot attend day classes and need a flexible, non-traditional course
schedule. The PACE program offers courses that allow our students to transfer, primarily to CSU, East
Bay PACE Program, majoring in either Human Development or Liberal Studies. Our students depend on
our course offerings to fulfill their transfer requirements. In addition, PACE has partnered with ECD, and
provides general education courses for ECD majors. PACE has also partnered with ACOE (Alameda
County Office of Education) Paraeducator Program, and provides all general education and lower
division courses so students in this program can fulfill their transfer requirements to CSU, East Bay.
The PACE program staff currently consists of a PACE coordinator (Mireille Giovanola – 3CAHs/semester
reassign time), a counselor (Julie Machado – 7-8 hours/week) and course instructors, most of whom are
adjunct. Social Sciences Administrative Assistant Cheryl Sannebeck provides some clerical support.
2.2. PACE COUNSELING AND THE IMPACT OF NOT GETTING ADEQUATE FUNDING FOR OUR
COUNSELOR:
PACE counselor Julie Machado does the following:
1. Reviews prospective PACE students’ applications with PACE coordinator.
2. Evaluates new applicants’ transcripts for proper placement into classes.
3. Conducts mandatory information meetings for prospective PACE students (4-6 meetings per
semester).
4. Meets with individual PACE students, and devises study plans for them (afternoon and evening
hours).
5. Maintains case files for individual T3 students (Paraeducator program, funded by ACOE).
6. Responds to students’ e-mails.
7. Meets on a regular basis with the PACE coordinator to discuss Program needs, criteria, staffing,
scheduling, and specific PACE students, as needed.
8. Regularly communicates with PACE students and faculty via newsletter.
According to Carolyn Arnold’s data (e-mail of 2/26/2013), there were 1,196 PACE-flagged (Major Code 2)
students in fall 2012. Since July 1, 2011, we have not had adequate funding for the PACE counselor. We
are requesting college funding for 15 hours of counseling per week. Basis for request: PR Yr One: A.I.
Basic success and Equity; A.III. Course Review; A.IV. Budget Summary; C. Action Planning. PR Yr Two:
IA/B.3). We simply cannot serve our students as well as we should, despite streamlining the
application process and requesting new students to attend a mandatory meeting so they can learn
more about the program and the services it offers. An ed plan requires ½ hour on the part of a
counselor, and that is a best-case scenario. Many of our students are coming back to school after several
years, and many have attended several schools in the past. All their transcripts must be evaluated for
proper class placement. Also, we cannot keep good track of our students and make sure they follow
their Ed plan and honor their commitment to take PACE classes to fulfill their GE requirements.
2.3. THE NEED FOR ADMINISTRATIVE/CLERICAL HELP
We need some type of clerical help. Basis for request: PR Yr 1: A.2. Basic Success and Equity.
The PACE coordinator and counselor positions are “part-time” positions. Without an administrative
assistant, the tasks usually performed by this individual have become the responsibility of the program
coordinator and counselor which essentially takes time away from working directly with students to
answer phones, make appointments, explain the program to everyone who calls in or emails for
information. However, I would like to note that this past year we have received help from Social Science
Administrative Assistant Cheryl Sannebeck for the following: classroom scheduling, PAFs for counselor
and instructors, and course schedule.
2.4. THE NEED FOR TUTORING/PEER ADVISING
As stated earlier, evening and Saturday students do not have access to the same academic and support
services as other students. However, while we cannot say how access to library services and academic
support would boost student persistence and success rates because we do not have the relevant data, it
is fair to say that our students’ persistence and success rates would be expected to increase with
increased access to these services