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 (every
five years) comprehensive review that shows evidence of improvement and outlines long-range goals.
The Program Planning and Assessment process will improve and increase the flow of information and data at Hartnell College. The result of the
process will also improve institutional effectiveness.
Service/Office/
Non-Instructional Program
Department of Supportive Program
& Services
Date Completed (must be
in final form by 3/31/15)*
3/31/15
Date Submitted
to VP
3/31/15, 5/15/15
*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
Amy Burnett, DSPS Part-time Counselor
Theresa Carbajal, Full-time Counselor, LD Specialist
Paul Casey, Director/Coordinator
Heidi Gentry, Lead DSPS Specialist
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Vince Lewis, Part-time Counselor/ LD Specialist
Silvina Zepeda, DSPS Specialist
VP/Division Head’s Comments (required):
I have read and concur with the findings of this comprehensive review of the Hartnell College DSPS program. I agree with the finding that argues for a full-time
administrator to lead the program and to coordinate LSK course offerings.. I do not agree with the request to hire an Interpreter Coordinator. I feel that a new
department administrator should be able to handle the interpreter coordination duties. I agree with the request to expand test proctoring into another room
nearby but space is at a premium in 2015 and if an additional space is truly needed, it may have to go through a facility request process. Finally, I agree that an
administrative assistant is needed by the program and the Categorical Programs manager.
Romero Jalomo
_______________________
Typed Name of VP/Division Head
August 9, 2015
______________
Date
This PPA report is organized in 3 sections and 9 subsections as follows:
I.
Comprehensive Review – a. Overall Service/Office/Program Effectiveness,
b. Staffing Profile, and c. Service/Office/Program Goals.
II.
Annual Review – a. Data & Trends, b. Service/Program Modality, c. Outcomes,
and d. Previously Scheduled Activities.
III.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
➔ For services/offices/non-instructional programs scheduled for comprehensive review in spring 2014, please
complete Sections I, II, and III.
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➔ For services/offices/non-instructional programs scheduled for annual review, please complete Sections II and
III.
I.
COMPREHENSIVE REVIEW
Please complete this section for services/offices/non-instructional programs scheduled for comprehensive review
in spring 2014. Go to Section II for services/offices/non-instructional programs scheduled for annual review in
spring 2014.
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
2011-12
2012-13
2013-2014
Management,
Supervisors
1 full-time
1 full-time
1 full-time
Classified Staff
1 full-time
1 full-time
1 full-time
1 full-time
1 full-time
1 full-time
Faculty Staff
1 full-time
1 full-time
1 full-time
Faculty – Part-time
1 part-time
2 part-time
2 part-time
Classified Staff- Parttime
Student Workers
2
Professional Experts
1
1
1
Total Full Time
equivalent Staff
4
5
5
2. What staffing factors/challenges have influenced the effectiveness of the service/
office/program?
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Members of the DSP&S staff will continue to advocate for services and staff to be returned to precut back status.
With an increase in job demands and duties many classified DSP&S employees have eluded to need to change their job
descriptions and duties and get step increases.
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C. SERVICE/OFFICE/PROGRAM GOALS
1. List and describe service/office/program goals for the next comprehensive review cycle—Fall 2014 through fall 2018.
Be sure to highlight innovative, unique, or other especially noteworthy aspects.
A new mission and vision is currently before the board for approval in February. In considering your service’s/office’s/program’s future
goals, please review the proposed new mission and vision 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.
The distribution of types of disabilities of the students registered with DSPS in the past three academic years is presented in the following table:
Data Element
2011-2012
+
/
%
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2012-2013
+
\
%
2013-2014
DSPS Student Appointment Attendance
583
1122
1094
Full-Time Equivalent Students (FTES)
Unduplicated Number of Students Served
455
+
436
-
526
Acquired Brain Injury:
29
26
29
Female: 11, Male: 18
Developmentally Delayed Learner:
22
22
27
Female: 10, Male: 17
Hearing Impaired:
18
15
22
Female: 10, Male: 12
Learning Disabled:
82
75
83
Female: 62, Male: 21
Mobility Impaired:
59
41
55
Female: 30, Male: 25
155
162
186
Female: 80, Male: 106
76
85
105
Female: 53, Male: 52
Speech/Language Impaired:
3
1
3
Female: 0, Male: 3
Visually Impaired:
Student Learning Outcomes:
11
9
16
Female: 7, Male: 9
$334,828
$339,580
$393,318
$29,246
$48,246
$49,731
N/A
Program Effectiveness Student Survey
(1)Director/Coordinator,
(1)DSPS Specialist, (1) Lead
Specialist/Alt Media, (1)FT LD
(1)Director/Coordinator, (1) DSPS Specialist, (1) Lead
Specialist/Alt Media, (1) FT LD Specialist/Counselor,
(2)PT Counselors
Other Disability:
Psychological Disability:
Transfer
Graduation
Grade Point Average GPA
Majors
Total Budget
DHH
Growth Trends
Student Survey
Faculty/Staff Survey
Staffing Numbers Admn,Fac,Class
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(1)Counselor/Coordinator, (1)
DSPS Specialist, (1)DSPS Lead
Specialist/Alt Media, (1)FT LD
Students Demographics
Ethnicity and
Gender
Specialist/Counselor, (2)PT
Counselors
(1) Professional Expert-Lead
Interpreter
Specialist/Counselor, (2) PT
Counselors
(1) Professional Expert-Lead
Interpreter
(1)Professional Expert-Lead Interpreter
1 _____
1 _____
4 _____ 7_____
1 _____ 4_____ 7_____
4 _____ 7 _____
2 _____
5 _____
M: 199
2 _____
5 _____ M: 221_
2 _____ 5_____ M: _263
3 _____
6 _____ F: _256
3 _____
6 _____ F:215_
3 _____ 6_____
2011-12
2012-13
2013-14
455
436
526
ABI
29
26
29
DDL
22
22
27
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F:_263
HHD
18
15
22
LD
82
75
83
MI
59
41
55
OD
155
162
186
PD
76
85
105
SP Imp
3
1
3
VI
11
9
16
The above data was obtained from the Chancellor’s Office DataMart.
Additional data element to be provided by IT
● Ethnicity for 2011-12, 2012-13, 2013-14
● Education level: HS, College, GED, Adult School and non high school same reporting year
● What are DSPS student’s educational goals?
● Citizenship?
● Educational Goals
● Currently in High school
●
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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 above data was pulled from State Chancellor’s Office DataMart and In House data through Access program. The DSPS staff met on
several occasions to discuss the above data and interpret the patterns, trends and challenges. Some of the data in particular are addressed
below.
Primary Disabilities
Acquired Brain Injury:
Developmentally Delayed Learner:
Hearing Impaired:
Learning Disabled:
Mobility Impaired:
Other Disability:
Psychological Disability:
Speech & Language Impaired:
Visually Impaired:
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When looking at the salient patterns or trends over the past three academic years, the number of students served in each disability category has remained
relatively constant except for two categories where there has been a significant increase. \
The two categories are:
1. students with psychological disabilities
2. students in the “other disability” category
One of the challenges when working with students with psychological disabilities is the initial process of obtaining verification of disability. Many
students cannot afford to seek private mental health treatment where they can obtain verification from a qualified mental health professional. DSPS staff
researched this issue by looking at what other area community colleges have done to overcome this challenge and found that other area community
colleges utilize campus mental health services with licensed clinicians to provide verification. DSPS staff met with Crisis Counseling staff to discuss the
possibility of referring students to Crisis Counseling for evaluation and when appropriate, providing verification of disability. Crisis Counseling is
supervised by a licensed marriage and family therapist who approves all requests for verification of disability. Another challenge when working with
students with psychological disabilities is the stigma of having a mental disorder diagnosis. Periodically Hartnell staff or faculty come to DSPS seeking
help with students who display signs or symptoms of psychological distress. Often these students are not affiliated with DSPS or are disengaged from the
DSPS program and therefore do not seek support from DSPS staff. The challenge is to help these students to become engaged in the DSPS program where
support and resources can be offered.
As more Veterans are returning to school, they will eventually need DSP&S services and increasing our workload under Psych- disability. A new
proposed weighted category Autism will be created July 2015.
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.
The most critical challenging elements of the DSPS Program that serve over 400 unduplicated students, continue to be in the program organizational
structure. For the size of our program and twelve month of service, the department cannot continue to provide service to meet the needs of our students
with 1 full-time Counselor, 2 full-time support staff, 2 part-time counselors and the remaining staff are student workers. In the past few years, the DSPS
budget allocations have fallen short to provide the financial support and our ability to meet the increase demands of students for DSPS services. DSPS
staff members have express the need for additional staffing meet the student needs and to grow a more robust program.
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Additional new positions:
DSPS Coordinator: Full-time
DSP&S Bilingual Counselor/Coordinator full time 60% counselor 40% coordinator
Administrative Support Staff: Full-time
Instructional Aid: Part-time
Interpreter Coordinator: Part-time
Currently the Director serves a critical task as the program coordinator along with other major responsibility of managing other Categorical Programs,
such as EOPS/CARE/CalWORKs and DSPS. The coordination of DSPS performs the day-to-day operations to assure services to students, counseling,
responding to faculty needs and concerns, proctor exams (occasionally) front desk intake functions and development of LSK course offerings. The DSPS
program is in need for a position to manage the over-all day –to-day operation of the program. It is required by Title V regulations, the DSPS program to
have a position that coordinates and is responsible for the day-to-day operation as a manager who must fulfill the duties outlined in Title 5, Section 56048
of DSPS program and who reports to Categorical Program Director.
Another relevant qualitative factor is the lack of counseling services on our Alisal and King City sites. In order for our students to obtain academic and
disability counseling students have to travel significant distances that they may not have the resources or time to do. To alleviate the situation, SKYPE
camera are needed and being installed to serve students at offsite locations.
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.
A) Location:
Department of Supportive Program and Services is located at 411 Central Avenue, Salinas, CA on the main campus in Building B,
Student Services and Room 107. The DSPS computer lab located in Room 101 is accessible to DSPS students and equipped with computer
software technology. This location is fully accessible for all students with wheelchairs or who otherwise are physically challenged. DSPS offers
support services and accommodations to meet the student’s disability related academic needs.
The DSPS office space is joined with other core student services within the central building on campus. Other Student Services departments are
shared in the same building: General Counseling, Financial Aid, Admission/Records, Cashiers, and EOPS/CalWorks/CARE department.
Other campus location: DSPS department provide equal or reasonable service.
Alisal Campus and King City Center:
● Alisal Campus is 6 miles east and King City Center 50 miles south of the main campus
● No automatic doors at both campus sites
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● Accommodations available note taker service in both Alisal & King City
● King City Center upstairs classrooms are accessible for mobile disabled student with assistance
● Declining in enrollments
● DSPS specialized counselor/LD Specialist are located at the main campus
Positive outlooks
● Hartnell College Facilities Council has made recommendations to renovate door to meet ADA requirements
● SKYPE Camera are being installed at both Alisal Campus and the King City Center for DSPS counselor service
● 27 inch Monitors for low vision are being installed in DSPS lab and Alisal Campus and King City Center.
B) Office hours:
Monday-Friday 8:00 a.m. – 5:00 p.m. However, adjunct counseling faculty work extended hours to accommodate evening students. These hours
are generally until 6:00 p.m.
C) Personnel Staff positions to support the Department of Supportive Program and Services.
1. Paul Casey, Director of Student Affairs (Student Categorical Programs) /DSPS Coordinator, Full-time
2. Heidi Gentry, DSPS Lead Specialist, Full-time
3. Silvina Zepeda, DSPS Specialist, Full-time
4. Theresa Carbajal, LD Specialist/Counselor, Full-time
5. Amy Burnett, DSPS Counselor, Part-time
6. Vince Lewis, LD Specialist/DSPS Counselor, Part-time
7. Student Workers (2)
8. Pat Sosa, Professional Expert interpreter (2013-2014) Position terminated at beginning of Spring 2014
D) Off Campus Sites:
DSPS provides specialized support services at the main campus. King City Center and Alisal Campus is set-up to provide following services:
o
o
o
o
o
o
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Assistive technology, testing accommodation, seating and interpreting services to fully engage students to have full access to services. The off
campuses sites could benefit by having more DSPS support such as:
High tech lab,
LD testing,
Alternative Media,
Note-takers,
Reader/classroom aides and digital equipment i.e. Digital recorders, smart pens,
Full-time counseling and staff delivery takes place M-F from 8-5 at the Main Campus. These services include educational counseling, LD testing, exam
proctoring, recommending accommodations, assistive technology, computers, requests for alt media, requests for note taking, picking up notes, and other
assistance.
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.
DSPS program makes every effort to be responsive to meet the needs of students with disabilities. As laws change and teaching modality change we
attempt to communicate to faculty, campus staff and Administrators on the legal responsibilities to provide reasonable accommodations. DSPS staff has
participated in Flex Day- training of faculty and new hire of full-time faculty and adjuncts that are not familiar with general laws that governs disabled
service and accommodations we provide for students with Disabilities.
Other challenges which affect delivery of service such as, technology /equipment and mobility access throughout the campus are needed to
Needed improvements in DSPS lab and the main campus
●
●
●
●
●
In Service training to new faculty hires (Flex Days)
Larger monitors: 7 monitors in DSPS lab need to have 27” screen, one in the computer lab, one at Alisal, one at King City Center.
Talking Calculator, Color Keyboards, Digital Recorders and Smart Pens
SKYPE camera for main campus, Alisal and King City Center
Students could benefit from having additional classes/workshops for assistive technology and beginning Keyboarding/computers, and instructional
assistance in the lab.
● Mobility access pathways throughout the campus
● Automatic doors to be installed at parking garage and entrance to Building B into the DSPS Lab.
Office Campus Site
●
●
●
●
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Alisal Campus and King City Center do not have dedicated staff who specialize in Multi-media technology
No Counselors available at these sites.
No Counselor with Learning Disability assessment training
Mobility access pathway throughout the Alisal Campus and King City Center
3. Describe the process to change and improve service/program quality for the more challenging locations, vehicles, and/or
times.
Main Campus
Main campus could benefit by undergoing hardscape modifications, which would allow greater access by those with mobility impairments. DSPS Faculty
and staff provided a complete documentation of an assessment for mobility accessibility by walk throughout the main campus to identifying areas of
limited access for persons with mobility impairment.
Some areas were identified such as:
●
●
●
●
●
Walkways (ruts, too narrow and)
Restrooms use and access
Elevator door close too fast
Building D & E access door too heavy
Parking structure not accessible/automatic door needed for wheelchairs students
Alisal Campus/ King City Center
DSPS Faculty and staff provided a complete documentation of an assessment for mobility accessibility by walk throughout the Alisal Campus and King
City Center, identifying areas with limited access for persons with mobility impairment.
Some areas were identified such as:
●
●
●
●
Front entrance door to be automatic
Quiet study room too small for wheelchair access
Alisal Campus- Construction and Diesel/Automotive Lab appears to lack inaccessible
Some classrooms lack accommodation for disable person to use chairs, non -adjustable tables
Improve Service
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Faculty and Staff met with Director of Operations, Maintenance, to address the accessibility issues across main campus and at Alisal Campus and King
City Center. The Director of Maintenance presented these concerns to the Facilities Committee and they voted to review and take positive steps toward a
cost effective solution.
Providing SKYPE Cameras service to assist student who are not able to drive the long distant for direct DSPS counseling services
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/nonInstructional program, challenging but attainable, and measurable. 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
DSPS students will report that
they are satisfied or very satisfied
with the educational
accommodations/services they
receive and that they are
reasonable and appropriate to
support the achievement of their
goals
Students will report that they
agree or strongly agree that
DSPS faculty and staff provides
courteous and effective DSPS
Services.
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What changes have occurred
in the service/office/
program as a result of
dialogue?
DSPS staff refined the
assessment tool (student
satisfaction survey) to make
it more accessible and user
friendly for students
Was a Service Area
Outcome Assessment
Summary completed
(if expected)?
Yes
DSPS staff refined the
assessment tool (student
satisfaction survey) to make
it more accessible and user
friendly for students
Yes
DSPS students will report that
DSPS counselors provide
advisement and help them
develop appropriate educational
goals to support student success
DSPS staff refined the
assessment tool (student
satisfaction survey) to make
it more accessible and user
friendly for students
List Service Area Outcome(s)
scheduled for assessment in
AY 14-15
DSPS students will report that
they are satisfied or very satisfied
with the educational
accommodations/services they
receive and that they are
reasonable and appropriate to
support the achievement of their
goals
Students will report that they
agree or strongly agree that
DSPS faculty and staff provides
courteous and effective DSPS
Services.
How will the Outcome(s)
be assessed?
DSPS students will report that
DSPS counselors provide
advisement and help them
develop appropriate educational
goals to support student success
student satisfaction
survey
19 | Page
student satisfaction
survey
student satisfaction
survey
Yes
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?
A student satisfaction survey was conducted during the fall 2013 and spring semester 2014 to collect data for the Service Area Outcomes. DSPS staff and
faculty met to review and analyze the data collected from the student satisfaction survey. The assessment results indicated that the minimum criteria was
met and/or exceeded for all three of the service area outcomes. DSPS discussed ways to improve the student satisfaction survey so that all pertinent data is
collected in an efficient and effective manner. It was decided that the student satisfaction survey would be revised to make it more user friendly, accessible
to students and collect necessary data. The survey was revised from a paper survey of 50 questions to 15 questions conducted through the online service
Survey Monkey. Students will be contacted via email with a link to the survey during the spring 2015 semester. Paper surveys will also be available for
students who do not have internet access and all DSPS lab computers will have the online survey available.
Also include will be a DSP&S Student Exist Self-Evaluation Survey which will distributed to all transfer and graduating DSP&S students
3. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving these
improvements?
As stated above, DSPS staff and faculty decided to improve the client satisfaction survey to collect all relevant data in an efficient and effective manner. It
was decided that the new survey would be conducted each spring semester to capture student data after many have completed at least one semester (fall
semester) and have begun a second semester (spring). The challenge to achieving this improvement is to have as many students participate in the survey
and give feedback on all relevant service area outcomes. Some of the ideas staff had would be to offer students incentives to complete the survey such as
entering a drawing for small prizes and to place the survey on all lab computers so that students could take it while working in the DSPS lab.
Another assessment activity that was discussed by DSPS staff and faculty to strengthen service area outcomes assessments would be to add an exit
interview for all students graduating and/or transferring to a university or other educational institution. By conducting exit interviews with students, DSPS
would be able to obtain valuable insight about factors that helped students meet their educational goals. The challenge is to devise a relevant interview and
a method of engagement for all eligible students.
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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. Keep current to
meet the need
of students
with low
vision: Larger
monitors: 10
monitors in
DSPS lab need
to have 27”
screen, one in
the computer
lab, one at
Alisal, one at
King City
Center.
2. Color
Keyboards,
Digital
Recorders and
Smart Pens
3. Renewing Kurzweil
License
4. 15 additional digital
recorders
21 | Page
What success has
been achieved to
date on this activity?
What challenges
existed or
continues to exist?
Will activity
continue into
AY 14-15?
Will activity
continue into
AY 15-16?*
27 inch monitor have
been installed at the
main campus DSPS
lab. Additional 27
inch Monitor is
scheduled to be
installed in
Assessment room,
Library and at Alisal
Campus and King
City Center.
We are relying on
IT to follow through
with the order.
Yes, as
technology and
the demands to
meet the needs
of our DSPS
students
Yes
It is an expensive
annual cost, but we
need to consider
keeping it as the
A study needs
to be
conducted to
determine if
SKYP Cameras are on
order to be installed at
Alisal and King City
We have 15 digital
recorders on order.
Universities count
students are
on transfer students
using this and
to already know
if so, are they
how to use
just using the
Kurzweil. It has also text-tobecome a useful tool Speech feature.
that our students
have come to rely
on.
* For each activity that will continue into AY 2015-16 and that requires resources, submit a separate resource request in Section III.
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?
27 inch monitors were ordered to meet the need of low vision student and other DSPS students. The feedback the department was very
positive. This activity is included in the student satisfaction survey. The survey has not been completed and analyzed
SKYPE:
Kurzweil License:
Digital Recorders:
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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 2014.
A. NEW ACTIVITIES
This subsection addresses new activities for, and continuing new activities into, AY 2015-16. 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.
1. List information concerning new projects or activities planned. Please keep in mind that resources needed, if funded, would not be
approved until spring 2015 and provided until FY 2015-16. Ongoing activities involving resources that will no longer be available
from grant funds starting FY 2015-16 must be planned for appropriately.
Activity
1. ) DSPS student
Satisfaction of
Service Survey
(Survey Monkey)
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Strategic
Plan
Goal(s)
No. &
Letter
(e.g.,
5A)*
`1A
2A,B
Related SAOs,
SLOs, PLOs, or
goals
Desired
Outcome(s)
SAO
DSPS student
Satisfaction
Survey was
distributed to all
students for
feedback on
program services
DSPS
students will
report that
they are
satisfied
with
accommodat
ions/service
s and that
they are
reasonable
and
appropriate
to support
the
achievement
Resources
Needed
Person
Respon
sible
Estimated
Date of
Completion
(can be more
than one year
in length)
DSPS
staff
End of each
term
Comments
of their
goals.
It is
expected
that the
over-all that
80% student
survey will
strongly
agree to
satisfaction
of services.
2) Staff to attend
DSPS
professional
development
conferences
5A
Counselors and
Staff will provide
appropriate
educational goals
to support student
success
3) Development
of Basic
Keyboarding/Co
mputer Course
2A, 2B
4) Exit Survey
2B
Additional LSK
courses to assist
DSPS student to
achieve academic
success through
Special Classes
SAO
Deactivating LSK
210 and 211
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Basic
Keyboarding
/Computer
Course will
be offered in
Fall 2016
It is
expected
that 80% of
students
exiting DSPS
program are
very satisfied
with DSPS
services.
The Exit
Survey will
give DSPS
program
valuable
insight to
the
effectiveness
and what
improvemen
t is needed.
Funding to
attend
Professional
Developmen
t
Conferences
Paul
Casey
One Year
Qualified
faculty to
teach DSPS
Special
Classes
Paul
Casey
Vince
Lewis
One Year
Time for
distribution
of Survey on
Survey
Monkey and
by hardcopy form.
DSPS
Staff
One Year
courses that are
out of
compliance
More interface
and coordination
with other
service areas
such as Veteran’s
Services, Foster
Youth Program,
EOPS, Crisis
Counseling, etc
5) Develop a
process for
Collaboration with
other service area
and Academic to
ensure open
communication to
provide information
of DSPS services

.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
Program SLOs and/or SLOs
Assessment process
PSLO #1: New Students will identify the requirements of the program (ISLO 1, 2, 4) Students met
with DSP&S counselor and reviewed medical documentation and procedures for services. Courses were
selected and SEC (Student Education Contract) was signed. (Fall 2013) Each folder reviewed by DSP&S
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counselor for completion and signature on SEC for State Audit.
PSLO #2: Students will develop and complete a student educational plan (SEC) (PSLO #1/ISLO 1,2,4)
Each student using DSP&S must sign SEC form. DSP&S counselor and DSP&S staff reviewed each folder
to assure SEC completed appropriately. Each semester review of SEC to assess the student’s progress
with SEC.
PSLO #3: Students will utilize appropriate accommodations to complete their educational goals.
(PSLO 1,2; ISLO 1,2,4,5) During the counseling session, individualized accommodations are
presented, discussed and confirmed in a written Student Services Agreement. These accommodations
are reviewed each semester as new student service agreements are prepared.
Goals and Activities
During the 2015-16 academic year, the primary goal is to secure a FT tenure track DSP&S Bilingual Counselor and a FT 1.0 (or PT .50) DSP&S
Coordinator to be in compliance with Title 5 regulations.
Continue to provide services to students with diverse disabilities and accessibility issues.
Continue to work collaboratively with the campus to assure accessibility with technology,
Facilities.
Coordinator to assist the campus to be in compliance with ADA.
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Obtain and maintain current software and hardware for DSP&S office and labs. Windows 7
Software used by students with disabilities such as Voice
Activated Software, JAWS, ZoomText, WYNN, etc.
Staffing information
No DSP&S Coordinator (in process to be considered)
FT DSP&S Counselor, 35 hours per week, Responsible for reviewing medical
documentations, providing academic counseling and assisting students through the intake and
matriculation process as well as authorizing accommodations based on verified individual
disabilities. Funding source – DSP&S.-100%
1.0, FT Adaptive P.E. Faculty Responsible for instructing Adaptive courses
for students with disabilities. Funding source: DSP&S- 100%.
Adjunct DSP&S Counselor /Instructor 12-20 hours
wk/budget allowance: Responsible for providing academic counseling and assisting students through
the intake and matriculation process as well as authorizing accommodations based on verified
individual disabilities. Funding source – DSP&S-100%
Adjunct Faculty, L.D. Specialist/Counselor, 10 to 20hrs/week/budget allowance. Fall/Spring
Semester. Responsible for assessing students with learning and developmental disabilities and
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verifying outside documentation.
Funding source – DSP&S-100%
Classified Staff
FT , 1.0-DSP&S, Program Specialist, 12 months,
40 hrs/week. Funding source –DSP/S. Responsible for the front operations of the office
Including receptionist duties, scheduling appointments, arranging and proctoring exams, input of MIS data, payroll input
FT 1.0-DSP&S, Adaptive Media Technology Specialist,12 months, 40 hours/week.
Funding source –DSP/S Provides technical support. Responsible for training students and staff with
alternate media software and equipment and providing alternate media to students such as books on
tape, E-Text, or material scanned for WYNN and Jaws, Braille, and closed-captioning.
5-DSP&S, benefited, Instructional Assistant, PT 20 hours /wk, 10 months.
Funding sources –DSP&S; Responsible for assisting instructors in the classroom and High Tech
Center, tutors students with disabilities, assists with learning disability assessments, trains
students on adaptive software, proctors exams and assists Program Assistant and Adaptive
Student Workers : DSP&S employs student up to 20 hours per week.
Funding sources – vary per the student. Funding sources may be DSP&S funded, or through Financial
29 | Page
Aide work study or CalWorks study program.
More outreach with faculty and part-time faculty to ensure that our services are understood and to provide assistance to faculty who work with DSPS students.
Possibly developing a presentation for Adjunct Faculty Orientation and flex day activities
DSPS needs to rectify course compliance issues for the following two courses…
LSK 210
Upon evaluating the SLO's for LSK 210 at a meeting attended by the Director of Categorical Programs, the F/T Counselor/LD Specialist, the P/T Counselor/LD
Specialist and the Dean of Academic Affairs, it was determined that this course does not meet community college regulations for the minimum student contact
hours for a .3 unit course. In addition, research was conducted regarding the Title 5 regulations that qualify a DSPS course as a "special class" (Section 56000, and
56028). According to the Galvin Group website (a program that provides extensive consultation regarding California Community College DSPS compliance issues),
courses designated only for assessment do not qualify as a special class.
Further research was conducting by posting on the Learning Disability Listserve a question whether any colleges have decided to offer learning disability
assessment as a non-credit course. Of the 16 responses at this point (2/25/2015), 8 responses indicated no class was offered for LD assessment, 6 responses
indicated that a class was offered that included assessment with an instructional component, one indicated not offering non-credit section but didn't clarify if a
class was offered, and one asked how to include an instructional component.
As a result of all of the above factors, it is recommended that LSK 210 be deactivated due to meeting neither community college course nor special class
requirements. There currently are two sections of LSK 210; however, one section had zero enrollment for both the Spring and Fall 2014 semesters. Since the hours
utilized for learning disability assessment with a student can still be counted as service contacts for allocation, the removal of LSK 210 will have very minimal
impact to DSPS.
LSK 211
LSK 211 Learning Skills Lab has had the following enrollments at the conclusion of each semester for the 2013-14 and 2014 -15 academic years:
30 | Page
Fall 2013 - 0 students
Spring 2014 - 4 students
Fall 2014 - 1 student
Spring 2015 - 0 students (as of 2/25/2015
Clearly, the enrollments for this course are continuing to trend downwards. The highest enrollment during the past 5 years was 7 students (Fall 2012). Prior to
June 2010, LSK 211 (formerly Cou 211) was a lab course that included a full-time instructional specialist who, under the direction of the instructor of record,
provided specialized academic support as well as assisted with test proctoring. That met the standards of the class and enrollments were at a higher level than
recent years. This specialist position was discontinued when the individual retired (June 2010).
Currently, LSK 211 is in the DSPS lab which students are able to utilize without being enrolled in the class. Students utilize the lab primarily for computer access
and assistive technology with some technical support from the DSP&S Lead Specialist (a non-faculty position). DSPS students who use the lab, sign-in on a sheet
each day indicating that they were present to utilize the lab equipment and those contacts are noted in their files as service contacts by the DSP&S Lead
Specialist.
The instructor of record does not participate with any lab activities on a regular basis (i.e, workshops, academic assistance, accommodation strategies, etc.). This
does not satisfy even the basic course description of LSK 211 in the Hartnell Catalog. Therefore, with no specialized academic support or structured activities as a
benefit, there is little incentive for students to enroll nor is there an apparent basis in which to consider this a lab class. For example, would it be possible for the
Hartnell Library to have students use a study room and provide this as course section for unit value? In essence, that is what LSK 211 has become which calls into
question if this meets minimum standards for a course section.
Thus it is recommended to deactivate LSK 211 until it can be restructured or staffed to better meet the needs of students and college course standards.
Deactivation would have extremely minimal budget effect considering the very low enrollment for this course, especially during the past 2 years; plus the student
use of the lab is still being used for service contacts which can be used towards the 4 service contacts needed for allocation.
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As an FYI - according to the Ed Code section 58170 "Apportionment for Tutoring", categorical programs cannot receive funding for non-credit tutoring sections. So
this is not an option to consider.
*** Please complete this page 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.
Consider:
● Faculty
● Other staffing
● Facilities
● Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000),
● Software
● Hardware
● Outside services
● Training
● Travel
● Library materials
● Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
● DSPS students Satisfaction of Service Survey (Survey Monkey)
●
32 | Page
○
Faculty and other staffing: Survey was developed in collaboration with all DSPS staff and counseling faculty
○
Other staffing: DSPS support staff will distribute survey to all DSPS students through Survey Monkey
Staff to attend DSPS professional development conferences
○
○
Other staffing: Support Classified staff attending workshops and Conferences training
Travel: Travel expense to attend statewide DSPS training
●
●
●
Development of Basic Keyboarding/Computer Course
○ Faculty and Other staff: Basic keyboarding and basic techniques using touch system on computer
○ Faculty: Faculty
○ o Computer classrooms
DSPS Student Exit Survey
○ Survey to be distributed through Survey Monkey
○ DSPS staff
Develop a process for Collaboration with other service area and Academic to ensure open communication to provide information of DSPS
services
○ Classroom
○ Audio Visual Equipment
○ DSPS Staff
b) Describe how this activity supports any of the following:
1) Service Area Outcome
2) Program level Outcome
3) Course level Outcome
4) Service/Program Goal
5) Strategic Priority Goal
●
DSPS students Satisfaction of Service Survey (Survey Monkey)
Service Area Outcomes: Student will indicate on the satisfaction survey their experience with DSPS services
Service/Program Goal: DSPS Program goals are to facilitate student success in academics and personal development, we provide services,
instruction and accommodations, such as:








33 | Page
Extended test time
Priority registration
Alternative media (ie books you can hear)
Assessment for learning disability
Classroom furniture accommodations
Educational planning
Note-takers
American Sign Language Interpreting

Digital recorders
Strategic Priority Goal: Student Success: 2A, 2B,
Student Access: 1A
●
Staff to attend DSPS professional development conferences
●
Development of Basic Keyboarding/Computer Course
Service Area Outcomes
Service/Program Goal: Employee Diversity and Development: 3A, 3B
Strategic Priority Goal:




●
Service Area Outcomes
Service/Program Goal: DSPS Program goals are to facilitate student success in academics and personal development, we provide
services, instruction and accommodation
Strategic Priority Goal: 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.
DSPS Student Exit Survey
Service Area Outcomes
Service/Program Goal
Strategic Priority Goal
c) Does this activity span multiple years?
YES NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
d) What measurable outcomes are expected from this activity? List indicators of success.
[Begin response here]
e) What are the barriers to achieving success in this activity?
[Begin response here]
34 | Page
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). 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.
Personnel
Classified Staff/
Faculty (C/F)*
Supplies/
Equipment
(S/E)**
1.
Interpreter Coordinator
(C)
2.
Full-time DSPS Program
Manager (F)
Office Space,
Computer,
Desk, phone...
3.
Categorical Admin. Asst.
S/E
4.
Proctoring
Room/Space
Test proctoring
is steadily
increasing, and
space in the
“testing” room
is very limited.
The overflow
tests in the
open lab are
not adequate
and reasonable
low distraction
35 | Page
Technolog
y
Hardware
/
Software
(H/S)***
Contract
Services
Traini
ng
Proced
ures
for
Proctor
ing
H/S
Travel
Attend
Conferenc
es i.e.
CAPED,A
HEAD
Library
Materials
Science
Labs
Projected Costs
Could this be shared with the
district as this person would
interpret for all college
functions such as graduation
and public forums?
$83,000 Salary
$40,00 Benefits
Shared cost with
EOPS,CalWORKs and DSPS
Carrels needed for proctoring
space will depend on room
space and location.
Not sure of the cost factor, for
this request involves additional
room/space
environment
for testing.
This puts us
out of
compliance, as
we are to
provide a
reduced
distraction.
Additional
rooms/ space
for test
proctoring with
Carrels are
needed.
CCTV: image
magnifier for
low vision
students
5.
CCTVs are around three to
five thousand dollars
Sonocent
program
note taking
software
6.
$1600 per year
Part-time 20 hour
Clerical Assistant (C)
$19,300 Salary
$ 1000 Benefits
Kurzweil
7.
Adaptive
Keyboards
8.
Talking
Calculator
Smart Pens
9.
License renewal is $5,000
$20.00 for each * 5 stations =
$100.00
25 x $20.00=$500.00
25 each@ $180=$4,500
e
Interpretin
g agency
10.
DSP&S Bilingual
Counselor (F) (FullTime/Bilingual)
36 | Page
Office Space
Depends on the need.
$120,000
* Personnel: Include a C or F after the amount to indicate Classified Staff or Faculty.
** S for Supplies, E for Equipment.
*** H for Hardware, S for Software.
37 | Page
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.
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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.
Priority 5:
Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the real-world 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.
39 | Page