Program Planning and Assessment (PPA)
for Services, Offices & Non-Instructional Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2015
The purpose of Program Planning and Assessment at Hartnell College is to obtain an honest and authentic view of a service/office/program and
to assess its strengths, opportunities, needs, and connection to the mission and goals of the college. The process is based on the premise that each
area reviews assessment data and uses these data to plan for improvement. The results of these annual cycles provide data for a periodic
comprehensive review that shows evidence of improvement and outlines long-range goals.
The Program Planning and Assessment process improves and increases the flow of information and data at Hartnell College. The result of the
process also improves institutional effectiveness.
Service/Office/
Non-Instructional Program
Date Completed (must be in final
form by 3/27/15)*
March 27, 2015
Date Submitted
to VP
Assessment
*Please note that you should work with your colleagues and supervisor/director/dean to ensure that this report is completed, revised as needed, in
its final form and submitted no later than the end of March.
List of Contributors, including Title/Position
Name
Dr. Mark Sanchez
Ariana Rodriguez
Title/Position
Dean of Student Affairs, Student Success
Assessment Coordinator
VP/Division Head’s Comments (required):
I have read this annual review of the Hartnell College Assessment Center and concur with its findings and resources request. I
appreciate the data breakdown between Accuplacer and faculty scored assessment tests. - RJ
_Dr. Romero Jalomo_________
Typed Name of VP/Division Head
_August 7, 2015_____________
Date
This PPA report is organized in 3 sections and 9 subsections as follows:
I.
II.
III.
Comprehensive Review – a. Overall Service/Office/Program Effectiveness,
b. Staffing Profile, and c. Service/Office/Program Goals.
Annual Review – a. Data & Trends, b. Service/Program Modality, c. Outcomes,
and d. Previously Scheduled Activities.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
 For services/offices/non-instructional programs scheduled for comprehensive review in spring 2015, please
complete Sections I, II, and III.
 For services/offices/non-instructional programs scheduled for annual review, please complete Sections II and
III.
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I.
COMPREHENSIVE REVIEW
Please complete this section for services/offices/non-instructional programs scheduled for comprehensive review
in spring 2015. Go to Section II for services/offices/non-instructional programs scheduled for annual review in
spring 2015.
A. OVERALL SERVICE/OFFICE/PROGRAM EFFECTIVENESS
1. Describe your service/office/non-instructional program in terms of its overall effectiveness over the past several
years.
Please consider the questions below in describing your area.









What are your area’s primary functions?
How are students/employees served by the service/office/program?
What are the unique aspects of the service/office/program?
How does the service/office/program relate to the needs of the community?
How does the service/office/program interface/collaborate with other areas on campus?
What is working well in service/program provision?
Have state and/or federal mandates/rules/certifications particular to the service/program been met?
What policies and/or practices, both institutionally and departmentally, have been implemented to improve functions over the past
few years?
What professional activities have staff recently (last three years) participated in?
[Begin response here]
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B. STAFFING PROFILE
1. In the table indicate the number in terms of FTE. For instance, 1 full-time staff person is 1.0, and a half-time person is .5.
Positions
2012-13
2013-14
2014-2015
Management, Supervisors
Classified Staff
Classified Staff- Part-time
Faculty Staff
Faculty – Part-time
Student Workers
Professional Experts
Total Full Time equivalent Staff
2. What staffing factors/challenges have influenced the effectiveness of the service/office/program?
[Begin response here]
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C. SERVICE/OFFICE/PROGRAM GOALS
1. List and describe service/office/program goals for the next comprehensive review cycle. Be sure to highlight
innovative, unique, or other especially noteworthy aspects.
In considering your service’s/office’s/program’s future goals, please review Hartnell’s vision and mission statements.
VISION STATEMENT
Hartnell College will be nationally recognized for the success of our students by developing leaders who will contribute to the
social, cultural, and economic vitality of our region and the global community.
MISSION STATEMENT
Focusing on the needs of the Salinas Valley, Hartnell College provides educational opportunities for students to reach academic
goals in an environment committed to student learning, achievement and success.
[List and describe service/office/program goals here]
1)
2)
3)
4)
5)
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II. ANNUAL REVIEW
This section must be completed for ALL services/offices/non-instructional programs, including those scheduled for
a comprehensive review in spring 2015.
A. DATA & TRENDS
1. Provide available data and information that define target recipients of the service/office/non-instructional program,
including numbers/size, types and characteristics/needs of current and potential users, students, clients, and/or
other relevant populations. List the sources of this data and information.
Hartnell College Assessment Center Data
Assessment Services
Main Campus
High School
ESL
Total Assessments
July 1, 2013 - June 30, 2014
3771
1284
297
5352
July 1, 2014 – April 23, 2015
2205
1693
310
4208
Course Placements
1300 ENG 253
1400 ENG 101
1500 ENG 1A
July 1, 2013 - June 30, 2014
1830
1191
918
July 1, 2014 – April 23, 2015
1670
1073
826
1142
833
927
1274
136
40
20
15
934
621
782
1206
149
41
19
14
2200 MAT-200
2300 MAT-201
2400 MAT-121
2500 MAT-122/123
2600 MAT 10/12/13/16
2700 MAT 24
2800 MAT-2/25
2900 MAT-3A
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Accuplacer ESL Course Placements
4100 ESL 225
4200 ESL 235
4300 ESL 245
4400 ESL 255
4500 ESL 265
4600 ESL 101
July 1, 2013 - June 30, 2014
2
2
5
6
12
37
July 1, 2014 – April 23, 2015
2
5
2
5
12
22
ESL Faculty Course Placements
ESL 225
ESL 233
ESL 243
ESL 255
ESL 265
ESL 101
July 1, 2013 - June 30, 2014
26
54
73
33
36
12
July 1, 2014 – April 23, 2015
21
50
87
42
47
15
Based on the figures in the chart above, we are right on target to serve the same or have a slight increase in the numbers of students
assessed between fiscal year 13-14 and 15-16. The number of high school students assessed in 14-15 exceeds the number for 13-14 in a
less significant time frame. Current year to date data (April 23, 2015) leaves a 10 week window of time until June 30, 2015 to meet our
assessment targets for fiscal year 14-15. Our Assessment team has been extremely active in assessing students interested in enrolling at
Hartnell College. Since we have implemented a College Pathways Coordinator position and Full-time Assessment Coordinator position,
the team has been very active in working with our high schools and other partners to provide assessment services to prospective Hartnell
College students.
2. Analyze and report on salient patterns and trends in this data. Given these patterns and trends in users, needs, usage
and/or other key factors, identify particularly challenging issues in service/program provision, office functioning,
and the evaluation of the service/office/non-instructional program.
The assessment data for program years 13-14 and 14-15 illustrates we still have a significant issue with students testing at remedial
levels. In program year 13-14 all students who took the English portion of the assessment test, 47% assessed at English 253 (2 levels
below transfer); 30% assessed at English 101 (1 level below transfer); 23% assessed at English 1A (transfer level English).
Assessment levels for math were also very low. In program year 13-14, students assessed significantly at Math 200 (26% of total) which
is 5 levels below transfer. 29% of 13-14 students assessed at Math 123, which is 1 level below transfer. 4% of students assessed at
transfer level math courses in program year 13-14.
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3. Provide any other relevant data and describe any other relevant qualitative factors that affect service/program
provision, office functioning, and the evaluation of the service/office/non-instructional program. List the sources of
this data and information.
In order to ensure students are prepared to take the assessment test, we will need to engage in a full marketing campaign with the
messaging for students to prepare in advance for the assessment test. It will be critical for Hartnell College to continue to develop
assessment test preparation workshops, while at the same time incentivizing student attendance. Updates to the Hartnell College
website currently lists resources that can assist students in preparing for the assessment test e.g. Khan Academy and Accuplacer
Study Guides. We will also continue to work with our High School partners to create venues for content refreshers for students.
B. SERVICE/PROGRAM MODALITY
1. Describe the different physical locations (campuses, sites, etc.) at which, the various delivery vehicles (phone, online,
face-to-face, etc.) through which, and the times (of day, evening, week, etc.) at which the service/program is provided to
intended recipients. Consider staffing and other resources available to serve user needs for each location, vehicle, and
time specified.
Hartnell College currently offers morning, afternoon, evening, and Saturday testing times in English and for our English as a Second
Language learners. The difficulty with our current staffing structure is we have one full-time Assessment Coordinator and two parttime Assessment Technicians. Oftentimes, the Assessment Coordinator is in the field working with our partners e.g. high schools and
community based organizations. In the event on our part-time Assessment Technicians is sick or absent it causes an operational issue
for the Assessment office. We also provide testing services in conjunction with our Alisal campus and King City Center. In order to
ensure full staffing coverage at all times, the Assessment office is exploring the possibility of temporary workers that can provide
office coverage when staff is absent.
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2. Compare service/program quality provided across locations, vehicles, and times. Are there differences? To what do you
ascribe the differences in your service/ program? Discuss any other relevant factors regarding diverse service/program
modalities and environments.
Hartnell College offers day, afternoon, evening and Saturday testing in English and English as a Second Language across all of our
campus and center sites. The Alisal Campus and King City Center both have two part-time staff that provides assessment testing services to
matriculating students.
3. Describe the process to change and improve service/program quality for the more challenging locations, vehicles, and/or
times.
In order to change and improve service/program quality an annual program plan must be completed outlining the needs for resources,
staffing, technology and/or other resources. The annual program plan is reviewed by the Student Affairs team and requests are prioritized by
Division. Once the requests have been agreed upon by the Student Affairs team our requests are forwarded on to the Student Affairs Council.
The Student Affairs Council then votes to support/modify the requests, if they are supported the requests then proceed to the College Planning
Council. It is at the College Planning Council where the Superintendent/President reviews all of the resource requests and makes a final
decision on allocations.
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C. OUTCOMES
SERVICE AREA OUTCOMES
Each service unit/office/non-instructional program develops its own Service Area Outcomes (SAOs). The outcomes should be directly related
to the work of the service unit/office/non-instructional program, challenging but attainable, and measureable. SAOs should articulate what
specifically is to be achieved; their measurement should assess how well the service unit/office/non-instructional program is performing.
1. Please complete the following tables.
List Service Area Outcome(s) scheduled for
assessment as previously specified
What changes have occurred in the
service/office/ program as a result of
dialogue?
Was a Service Area Outcome
Assessment Summary completed
(if expected)?
1.As a result of receiving comprehensive
instructions students will demonstrate a clear
understanding of the purpose of the assessment
test
2.As a result of developing test preparation
workshops students will demonstrate increase
readiness for the assessment test
The assessment team has enhanced their
script for students prior to students taking
the assessment test
Yes
Messaging on the importance of students
preparing in advance for the Accuplacer
assessment test
Yes
List Service Area Outcome(s) scheduled for assessment in
AY 15-16
How will the Outcome(s) be assessed?
1.As a result of participating in a test preparation workshop, students
will demonstrate increased readiness in English and math
Assessment test scores for those students who
participated in a test prep workshop and a comparison
group of students with like characteristics who did not
participate in a test prep workshop
2.
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2. Describe how service area outcomes were specifically addressed by the service/office/program during the past year.
Was there review and analysis of the data? How did the staff engage in discussion? Were any interventions conducted? Are there any
plans to make changes/improvements in the service/office/program?
The Assessment team at Hartnell College reviewed the analysis and data at our annual counseling retreat and also at an assessment
team meeting. The staff was able to engage in discussion on strategies for working to increase student readiness for the assessment test. The
Hartnell College website was updated with messaging for students to prepare for the assessment test and resources (link to Khan Academy,
Accuplacer Study Guides and Sample test questions) to assist students with the preparation. Plans to increase the effectiveness of
assessment testing on campus are to have test prep workshops offered by faculty year round. Also, ensure staff professional development to
ensure a proactive approach in the development of programs and services better designed to more effectively assist students for assessment
testing. Finally, a review of staffing levels to ensure we have the appropriate staffing hours to ensure a fully operational Assessment office.
3. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving these
improvements?
Hartnell College must work diligently to create an institutional culture that prepares students with solid reading, writing and math
skills. Messaging must be delivered to students that emphasizes the significance of the assessment test while also educating students on the
use of multiple measure criteria at Hartnell College. The Division of Student Affairs will work to continue to develop programs and services
that prepare students for the rigors of the assessment test by preparing students for the expectations of the assessment in reading, writing and
math.
D. PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on activities that were previously scheduled. An activity can address many different aspects of your service/office/program,
and ultimately is undertaken to improve or enhance your service/office/program, and keep it current.
Activity scheduled
1. Assessment test
preparation
workshops
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What success has been
achieved to date on this
activity?
What challenges
existed or continues to
exist?
Will activity continue
into AY 15-16?
Two (2) Assessment test
preparation workshops
were conducted in Spring
2015.
Low student test scores
(1 to 2 levels below
transfer in English and
1 to 5 levels below
transfer in math).
Yes
Will activity continue
into AY 16-17?*
Yes
2.
3.
* For each activity that will continue into AY 2016-17 and that requires resources, submit a separate resource request in Section III.
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1. Evaluate the success of each activity scheduled, including activities completed and those in progress. What measurable
outcomes were achieved? Did the activities and subsequent dialogue lead to significant change in service or program
success?
III. ANNUAL ACTION PLAN
This section must be completed for ALL services/offices/non-instructional programs, whether scheduled for
annual or comprehensive review in spring 2015.
A. NEW ACTIVITIES
This subsection addresses new activities for, and continuing new activities into, AY 2016-17. An activity can address many different aspects of your
service/office/program, and ultimately is undertaken to improve, enhance, and or keep your service/office/program current. A new activity may or
may not require additional resources. The first activity listed should be the most important; the second activity listed the second most important, etc. Activities
can include but are not limited to:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
NEW CURRICULUM
FURTHER DEVELOPMENT OF THE PROGRAM OR SERVICE
GRANT DEVELOPMENT AND PROPOSALS
FACULTY AND STAFF TRAINING
MARKETING/OUTREACH
ENROLLMENT MANAGEMENT
STUDENT SERVICES
ADMINISTRATIVE SERVICES
SUPPORT OPERATIONS
FACILITIES
1. List information concerning new projects or activities planned. The first activity listed should be the most important; the second
activity listed the second most important, etc. Please keep in mind that resources needed, if funded, would not be approved
until spring 2016 and provided until FY 2016-17. Ongoing activities involving resources that will no longer be available
from grant funds starting FY 2016-17 must be planned for appropriately.
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Activity
1.Assessment testing
preparation workshops
Strategic Plan
Goal(s)
No. & Letter
(e.g., 5A)*
1 and 2
Related SAOs, SLOs,
PLOs, or goals
Increased student
assessment test
preparation resulting in
higher test scores
Desired
Outcome(s)
Resources Needed
Higher
assessment test
scores in
reading,
writing and
math
Funding for faculty
and staff training and
facilitation of
workshops
2.
3.
4.
5.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
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Person
Responsible
Estimated Date of
Completion (can be
more than one year
in length)
Dr. Mark
Sanchez
June 30, 2016
Comments
*** Please complete items 2a-e immediately below for EACH new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will support the service/office/program.
Assessment testing preparation workshops will be offered to all new incoming students as a way to refresh students on the contents of
the Accuplacer assessment test. The goal is to ensure students are maximally prepared for the assessment test by ensuring they have been
refreshed on the content of the assessment test. Furthermore, the workshops will ensure students have a clear idea on the format and average
time to completion for the English and math portions of the assessment test.
a) Describe the new activity or follow-on activity that this resource will support.
This activity will support student access and success. We are hoping that by working with students to refresh them on the content in
the assessment test they will score higher on the Accuplacer assessment test.
b) Describe how this activity supports all of the following that apply:
1) Service Area Outcome (list applicable service area outcome)
2) Program level Outcome (list applicable program level outcome)
3) Course level Outcome (list applicable course level outcome)
4) Service/Program Goal (list applicable service /program goal outcome)
5) Strategic Plan Goal (list applicable strategic plan outcome)
This activity provides access and success (Strategic Priorities 1 and 2) to students by ensuring they are maximally prepared for the
assessment test and hopefully assessing at non-remedial course levels. This would expedite the time it takes students to achieve their
educational goals. Providing quality service to students is aligned with the mission and values of the college. Finally, this activity aligns with
the service area outcome for the assessment office which states ―as a result of participating in test prep workshops, students will demonstrate
increased readiness for the assessment test‖.
c) Does this activity span multiple years?
☐ YES
☒ NO
If yes, describe the action plan for completion of this activity.
Not Applicable
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d) What measureable outcomes are expected from this activity? List indicators of success.
Indicators of success would be more students scoring at transfer level on the reading, writing and math portions of the assessment test.
Additionally, an indicator of success would be less students scoring at remedial levels in reading, writing and math on the Accuplacer
assessment test. Better preparation in reading, writing and math will hopefully result in higher course success rates combined with other
programs and services offered to support students at Hartnell College.
e) What are the barriers to achieving success in this activity?
There are several barriers to achieving success in this activity. The barriers are as follows:
1.
2.
3.
4.
5.
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Ensuring students are aware of Accuplacer test preparation workshops as early as possible to give students time to participate. This
includes achieving success in the messaging on the significance of the assessment test on course placement.
Working with English, ESL and math faculty to develop and refine the content and format for the test preparation workshops.
Developing ways to incentivize student participation in the workshops.
Scheduling these workshops during days, afternoons, evenings and Saturdays to provide broad access to potential student groups.
Collaborate with our high schools, adult schools, alternative schools, community based organizations, one-stop career centers, and
other partners to market availability of these workshops.
B. RESOURCE REQUESTS
If new/additional resources are needed for your service/office/program, it is important that you identify them and project their cost, and that these
resources and costs be considered through the College’s integrated planning (budget development, funding decision making, and resource
allocation) processes. A resource is likely to be something needed to support an activity that you have identified in IIIA above, in which case you
must link the resource with a specific activity number (first column below). The first activity listed should be the most important; the second activity listed
the second most important, etc. A resource could also be something necessary for your service/program to function properly to improve student
learning, such as updated equipment in a room/facility; in such case be sure to note that the resource is NOT tied to a specific activity.
Activity
No.
1.
2.
3.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
One (1) Fulltime
Assessment
Technician
Supplies/Equipm
ent
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Services
Two (2) new
laptops
Training
Travel
Staff training One
on
conference
curriculum per staff
readiness
Faculty and
staff training
on student
content
preparation.
Faculty
Stipends (2
math = 6k and
2
Reading/writin
g = 6k)
4.
5.
* Personnel: Include a C or F after the amount to indicate Classified Staff or Faculty.
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Library Facilities/Space Projected
e.g. Science
Materials
Costs
Labs
$77,924
$10,000
$12,000
** S for Supplies, E for Equipment.
*** H for Hardware, S for Software.
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APPENDIX A. Strategic Priorities & Goals
(from Hartnell College Strategic Plan 2013-2018)
Priority 1: Student
Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong
learning opportunities—with seamless pathways—to all of the college’s present and prospective
constituent individuals and groups.
Priority 2: Student
Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
Priority 3: Employee
Diversity and Development
Goal 3A: Hartnell College is committed to 1) increasing diversity among its employees; 2)
providing an environment that is safe for and inviting to diverse persons, groups, and
communities; and 3) becoming a model institution of higher education whose respect for
diversity is easily seen and is fully integrated throughout its policies, practices, facilities, signage,
curricula, and other reflections of life at the college.
Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to
providing and supporting relevant, substantial professional development opportunities.
Priority 4:
Effective Utilization of Resources
Goal 4A: To support its mission, Hartnell College is committed to the effective utilization of
its human resources.
Goal 4B: Hartnell College is committed to having its physical plant, furnishings, and grounds
maintained and replaced in a planned and scheduled way to support learning, safety, security,
and access.
Goal 4C: Hartnell College will maintain a current, user-friendly technological infrastructure
that serves the needs of students and employees.
Goal 4D: Hartnell College is committed to maximizing the use and value of capital assets,
managing financial resources, minimizing costs, and engaging in fiscally sound planning for
future maintenance, space, and technology needs.
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Priority 5:
Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the realworld needs of its diverse student population, while also developing and employing a culture of
innovation that will lead to improved institutional effectiveness and student learning.
Priority 6: Partnership
with Industry, Business Agencies and Education
Goal 6A: Hartnell College is committed to strengthening and furthering its current
partnerships, in order to secure lasting, mutually beneficial relationships between the college
and the community that the college serves.
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