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)*
Date Submitted
to VP
High School Equivalency Program (HEP)
3/31/15
3/31/15; 6/12/15
*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
Name
Eric Becerra
Maria Guerrero
Julia Mena
Berta Carbajal
Claudia Flores
Miguel Zuñiga
Luis Arreguin Acevedo
Title/Position
Director
Administrative Assistant
Outreach Coordinator
Counselor
Instructor
Instructor
Instructor
Nancy Nuño
Jessica Lopez
Ruben Echeverria
Judith Arias
Caira Gomar
GED Facilitator
GED Facilitator
Instructional Aide
Instructional Aide
Student Worker
VP/Division Head’s Comments (required):
I have read and agree with the findings and resource allocations of this program review for the High School Equivalency Program (HEP).
I am concerned with the limited space this program is assigned to serve students. Capital improvements are needed and requested. Also
important to the development of this program is the non-credit course offerings for its students.
Romero Jalomo
_______________________
Typed Name of VP/Division Head
9/14/15
______________
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.
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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 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.








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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 staffed recently (last three years) participated in?
The High School Equivalency Program (HEP) is funded 100% by the Department of Education-Office of Migrant Education.
Hartnell is home to one of 7 HEP Projects in the state of California, and 43 in the nation. The HEP was designed to support low
income migrant farm-workers and their families in the attainment of a high school equivalency with the end goal of accessing
higher education, technical/vocational training, improved employment or military. Students meeting minimum eligibility are
invited to participate in our admissions process. Admission consists of several steps: 1) Take HSE pre-test (assessment) 2)
complete a written assignment 3) participate in an individual interview. Through these three criteria we assess academic
preparation, commitment, and motivation then make admissions decisions accordingly. Once admitted, HEP provides its
students with everything necessary to attain success. We provide the following services in both English and Spanish:
instructional services (including direct instruction as well as tutoring and intervention), instructional supplies including
backpack and writing utensils, Instructional materials (books and calculator), vouchers for official exams, assistance with
vision and dental care, assistance with transportation costs, educational fieldtrips, counseling and advising services, referrals
to appropriate programs, academic, career and personal-social workshops, and student stipends. As a federally funded
educational program we must meet 2 Government Performance and Results Act (GPRA) goals on a yearly basis. GPRA 1: At
least 70% of program participants/students will successfully complete the H.E.P and attain a HSE , GPRA 2: At least 80% of
HEP graduates will enter higher education and/or enroll in an occupational/certificated program, or secure a career position.
Although we have consistently surpassed the GPRA 1 measure since this award in 2011, so much so that we were ranked 4 th
in the nation in 2012-2013, we have yet to meet the GPRA 2 measure in any particular year.
Table 1: Hartnell HEP Enrollment and Outcome Summary 2011-2014 GPRA 1
Grant Year
Graduates/
GED
86
Withdrawals
Persisters
Y1 2011-2012
Total
Enrolled
126
10
30
Graduation
Rate (%)
89.6%
Y2 2012-2013
158
125
11
22
91.9%
Y3 2013-2014
147
100
21
26
83%
Table 2: Hartnell HEP Post-Program Placement Summary 2011-13 GPRA 2
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Grant
Year
Graduate
s
Year 1
88
College/
CTE
57
Placement Outcome
Improved Military No Data/
Job
Placemen
t
12
0
17
Total
Placement
s
Placemen
t Rate
(%)
69
78%
2011-12
Year 2
2012-13
Year 3
2013-14
125
75
6
0
45
81
64.8%
100
44
7
0
49
51
51%
Several factors complicate our ability to place HEP graduates such as: immigration status, migratory/seasonal work does not
align with academic semester system, time of course offerings etc.
The Salinas valley is renowned world-wide for its agricultural industry. California itself is ranked as one of the largest world
economies due in great part to its agriculture. Hartnell College is an ideal location to host a HEP project. Salinas is not only
home to a large farm-working community, but also the largest concentration of undocumented immigrants in California. As a
program that is specifically designed to serve migrant farm-workers and their families, a large proportion of our HEP students
do not possess legal immigration status. Although this has very little bearing on their ability to access our program and
successfully completing their HSE (GPRA1), accessing higher education, technical training, improved employment, or military
can pose a great challenge (GPRA 2). HEP has been obligated to remain creative when addressing the needs of this population
that may represent a minority in IHE’s in general, but constitutes a majority in our specific program. Working collaboratively
with Academic Affairs, local industry, and educational institutions is pivotal in meeting or program goals.
Local data indicates that our program serves an area of great need in the Salinas Valley. Approximately 66.2% of Salinas
Residents speak Spanish at home (American Community Survey 2012). The percentage of Salinas residents living below the
poverty line is 22.3% compared to the state average of 14.4% (Local Employment Dynamics, American Community Survey). Of
those living below the poverty line, 23.5% are Hispanic, the group with the largest representation in this category. It is no
secret that educational attainment has a direct and linear relationship with income. It is reported that 40% of Salinas
residents possess less than a high school education compared to the state average of 19%. Salinas also holds the second
highest drop-out rate in the region at 6% when compared to the statewide average of 4%. Given all these factors, the services
provided by HEP are indispensable in the Salinas Valley.
Attending Hartnell College is the natural next step for our graduates. In order to facilitate a seamless transition, we often
collaborate with Admissions and Records: to provide prospective student ID’s and facilitate bulk registration when necessary,
Assessment: to administer ESL assessment, Counseling: to provide in person orientation, the Alisal Center for Advanced
Technology: To expose students to degree and certificate programs on the East Campus, CSIT in 3: To expose students to
STEM majors, the CDC: to provide childcare for HEP graduates, and support programs such as TRiO and EOPS. More
recently, HEP collaborated with Academic Affairs to offer a non-credit technology readiness course as well as 2 non-credit ESL
courses at the Alisal Campus. These types of course offerings are considered best practice at Hispanic Serving Institutions.
They are especially important to accommodate the high volume of HEP graduates, and general public, whom are
undocumented and may not meet eligibility criteria for AB540 or DACA. Although they do have access to Hartnell courses,
they would be charged out of state tuition, making it virtually impossible for them to continue their education.
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HEP has been on the Hartnell Campus since 2006. Since its inception, many changes have been made to improve the
programs performance. Most noteworthy is the transition from open enrolment to structured enrollment. HEP has developed
an admissions process similar to that of UC Berkeley’s comprehensive review, whereby several factors are considered when
making admissions decisions. Students are then admitted primarily as a cohort at the onset of each semester. Below is a list
describing services currently offered that have contributed to HEP’s success:
a. Outreach to communities, schools, regional employers, farm worker communities
b. Enroll 125 eligible committed youth and adults per academic year
c. Orientations in English and Spanish
d. Counseling for development of student Ed Plans and career goals
e. Assessment to identify student needs/challenges
f. Academic Instruction around math, language (reading and writing), social science, science and mathematics.
g. Alternative Instructional Delivery Formats revolve around cohorts (5, 16 or 18 weeks) offered year-round and
scheduled around agricultural field work season, as well as single subject fast paced modules for high achieving
students.
h. Instructional Locations include Hartnell College main campus, Alisal Campus, King City Center, Cesar Chavez Library
and local school sites
i. Flexible Scheduling of classes offered day, evening and weekend depending on student needs
j. Postsecondary Access linked to high demand jobs with good wages, such as STEM programs
k. Financial Aid by providing direct assistance (stipend/scholarship per graduate) and access to necessary forms (i.e.
BOG Waiver, FAFSA, etc.)
l. Tutoring through Instructional Aides and GED Facilitators (individual or group)
m. Transportation assistance through MST bus passes and carpool
n. Health Education through community-based partnership with Clinica de Salud
o. Enrollment Support through individual counseling and career planning as well as workshops
p. Job Placement Assistance available to support economic needs of graduates
As mentioned above, HEP has continually met GPRA 1 by attaining at least a 70% graduation rate every academic year (table 1
above). Due to the changes to the GED, increased level of preparation required to successfully complete, and delays in the
availability of exams in local testing centers, we had no testing, thus no graduates, during the Spring 2014 semester.
Consequently, our graduation rate was lower than usual, yet remained above the 70% goal. However, we have consistently
fallen short in meeting GPRA 2, placement of 80% of graduates (Table 2). Accurately measuring this objective outcome has
become problematic. Grant objectives, written in a vacuum, assume that upon graduation from the HEP project students
would be immediately placed into an educational program, job, etc. and their placement will be instantly tabulated. However,
like any endeavor involving human subjects, measuring outcomes is not always neat and clean. In grant year one, for example,
6|Page
at the time the evaluation report was written, the program reported a placement rate of 78 percent, with outcomes for several
students not tabulated. This was due to students not finding or deciding upon a course (job, school, etc.), or having to meet
immediate needs thus placing academic and/or career goals on hold. However, when those students eventually enrolled in
college, obtained employment or otherwise moved on, the program’s placement rate rose to a level in line with the target
objective outcome. Thus, data provided in this report is merely representative of our progress towards meeting the objective.
As the announcement of the revisions to the GED, and inability to validate test scores under the previous version of the exam
became public, there was an enormous outpour of prospective students seeking to complete their GED before the changes
took effect. In an effort to meet the needs of the community, we accommodated this larger than usual Fall 2013 cohort and
achieved great success. However, many of these students were motivated by external factors (changes to the GED) rather than
internal impetus to immediately pursue a career or higher education. Although our admissions process attempts to screen
students to ensure they have established post-secondary goals, this is self-certifying information and difficult to verify. It has
become apparent that many of our graduates felt an urgency to complete their equivalency. Career and educational
aspirations, although present, were not an immediate requisite, but rather a long term goal. Furthermore, the November 14th
due date of the Annual Performance Report was one day after registration for new students opened at Hartnell College. We
continued to place students in college courses for Spring 2015 after the submission of the APR.
Another mitigating factor was our staffing changes. As I transitioned form the counselor position into the directorship in
January 2014, a crucial time for college enrollment, there was a vacancy in the counseling position. Despite putting forth our
best effort to expedite the hiring process and identify a qualified candidate in a timely manner, the position remained unfilled
for several weeks. We have placed great importance in improving placement rates among HEP graduates. We have
implemented several practices such as administering a career interest inventory within the first 30 days of every semester,
touring the Alisal and Main campus to expose students to academic programs, and facilitate counselor led career workshops.
We have collaborated with Academic Affairs to offer not-for-credit and non-credit courses and continue to strengthen our
relationship with Mission Trails ROP. As we move forward, post-secondary placement will be treated as an integral part of the
curriculum.
Professional development is key to program planning and improvement. HEP instructional staff attended the Commission On
Adult Basic Education (COABE) conference for the first time this year. Staff returned with an arsenal of innovative approaches
to improve student success, both academically and in meeting post-secondary goals. We plan to make this a yearly event. In
addition, one or 2 members of the HEP staff attend the National HEP/CAMP conference on a yearly basis to stay abreast of
best practices and new initiative specific to HEP and CAMP programs. In addition, a HEP staff retreat is held every August to
share information form the annual Director’s meeting held in Washington DC, as well as reflect on the previous year and
identify areas for improvement.
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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
Management, Supervisors
Classified Staff
Classified Staff- Part-time
Faculty Staff
Faculty – Part-time
Student Workers
Professional Experts
Total Full Time equivalent Staff
2012-13
2013-14
2014-2015
1.0
1.0
1.0
0
0
0
1.5
1.5
1.5
0
0
0
.5
.5
.5
.37
.37
.37
4.2
3.55
3.55
7.57
6.92
6.92
2. What staffing factors/challenges have influenced the effectiveness of the service/office/program?
The only staffing factors that have influenced the effectiveness of our services has been the time it takes to complete the hiring process
resulting in extended vacancies in some cases.
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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) A minimum of 125 HEP eligible students will enroll each year:
 Continue to strengthen relationship with K-12 Migrant Education and OSY, and local partners to produce appropriate referrals.
 Review and revise HEP pre-test study guide to adequately reflect what will be assessed on HSE exams
 Coordinate outreach and recruitment efforts through Hartnell’s service area
 Collaborate with local nonprofits, Salinas Public Libraries and other HSE prep programs to create a bridge (pathway) to HEP
enrollment
2) At least 70% of program participants/students will successfully complete the H.E.P and attain a HSE
 Review and Revise HEP curriculum Pacing Guide to ensure that it is aligned with the new common core standards and
representative of what is assessed on new official HSE exams.
 Provide HEP instructional staff with ongoing opportunities for professional development
 Identify or create appropriate instructional materials (very little available in Spanish at this point)
 Collaborate with SAS to provide consistent and convenient availability of official testing (utilization of HEP classroom as primary
testing site for HEP students)
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3) At least 80% of H.E.P. graduates will enter higher education and/or enroll in an occupational/certificated program, or secure a career
position
 Embed career exploration and placement activities in the HSE curriculum
 Provide exposure to certificate and degree programs at Hartnell College
 Provide exposure to local technical and vocation training
 Continue to develop relationships with local businesses that may provide employment opportunities for our graduates
 Continue to collaborate with Academic affairs to expand not-for-credit and non-credit course offerings
4)
5)
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.
A large portion of Hartnell College’s students are first generation college students from low income families where English is
often not the primary language (Hartnell College data, 2010). The College has several programs that support underrepresented
and disadvantaged youth (such as Extended Opportunity Programs and Services), but these programs are at capacity and
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none is targeted to meet the unique needs of the migrant population. Finally, and most importantly, Hartnell College’s H.E.P.
is the only community college-based H.E.P. within the region.
Hartnell is the natural postsecondary access point for Latinos due to proximity, cost, and range of programs. However, in
this region, an adequate support structure for adult migrant students does not exist. The HEP addresses these challenges by
continuing to organize, leverage and redeploy resources so that a program of outreach, counseling, assessment, academic and
student support services are implemented specifically for targeted migrant youth and adults. In order to be deemed HEP
eligible an individual or an immediate family member must have worked in an agricultural related field at least 75 days within
the past 2 years and be at least 16 years of age. The goal of the program is to serve 125 students per academic year.
Key functions of the program are as follows:
q.
r.
s.
t.
u.
v.
w.
Outreach to communities, schools, regional employers, farm worker communities
Enroll 125 eligible committed youth and adults per academic year
Orientations in English and Spanish
Counseling for development of student Ed Plans and career goals
Assessment to identify student needs/challenges
Academic Instruction around math, language (reading and writing), social science, science and mathematics.
Alternative Instructional Delivery Formats revolve around cohorts (5, 16 or 18 weeks) offered year-round and
scheduled around agricultural field work season, as well as single subject fast paced modules for high achieving
students.
x. Instructional Locations include Hartnell College main campus, Alisal Campus, King City Center, Cesar Chavez Library
and local school sites
y. Flexible Scheduling of classes offered day, evening and weekend depending on student needs
z. Postsecondary Access linked to high demand jobs with good wages, such as STEM programs
aa. Financial Aid by providing direct assistance (stipend/scholarship per graduate) and access to necessary forms (i.e.
BOG Waiver, FAFSA, etc.)
bb. Tutoring through Instructional Aides and GED Facilitators (individual or group)
cc. Transportation assistance through MST bus passes and carpool
dd. Health Education through community-based partnership with Clinica de Salud
ee. Enrollment Support through individual counseling and career planning as well as workshops
ff. Job Placement Assistance available to support economic needs of graduates
Student Demographic break down as of 2/25/2015:
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Total Enrolled: 126
Graduates: 38
Persisters: 13
Withdrawals: 10
Male:
(30% as of 2/25/2015)
(8%)
43
(34%)
Female: 83
(66%)
Age:
Under 2o: 11
21-25: 40
26-30: 32
31-39: 30
40 and over: 13
Language:
English: 43
Spanish: 83
Time:
(9%)
(32%)
(25%)
(24%)
(10%)
(34%)
(66%)
Morning: 54
(43%)
Evening: 70
(55%)
Independent Study: 2 (1%)
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.
Student and staff evaluations are used to gather formative feedback on services and unmet needs, as well as ways to
improve the program. Quantitative and qualitative data is gathered at the completion of EVERY activity, function and event
provided by the H.E.P. Measures used for data collection include: regular system of phone contact and mail correspondence
(at least once per month); class, tutorial, and field trip evaluations; pre and post-test data; provision of targeted instruction;
monitoring academic progress; exit survey; student demographic data; personal history data; program participation data and
evaluation; outcome data; and general student contact data.
All HSE/basic skills instruction is monitored to make certain that all course work is properly aligned to State of California
HSE requirements; courses are offered in a variety of locations and schedules to improve student access and success. The
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H.E.P. conducts regular assessment of its service area’s effectiveness in order to remain relevant and accessible for the
migrant, seasonal farm working student.
The majority of our students are Spanish speaking and under the age of 25. The project utilizes an online database collection
and management system, “Service Track”, and collects data on 100% of program participants.
CHALLENGING ISSUES:
a.
Since the H.E.P. grant falls under the umbrella of “secondary education” in the U.S. Department of Education, all
qualifying students have a right to a high school degree or equivalent credential. However, this makes it difficult when
it comes to postsecondary education placement. Due to students’ immigration status, the H.E.P. is often unable to
assist with financial aid. Although Deferred Action went into effect in 2013, it is only for those under 31-years of age
whom entered the country before their 15th birthday. Furthermore, many do not meet the requirements to be
considered AB540. Paying out of state tuition proves an insurmountable barrier for the low income farm working
population we serve.
b. Given that program participants are technically not “Hartnell students” while in the H.E.P., it is a challenge
incorporating them into the college community (i.e. they do not have ID cards and cannot access school computers,
library books, etc.). Conversely, the Hartnell community also struggles with engaging these “high school equivalent”
students on their campuses.
c. The Hartnell H.E.P uses an admissions model similar to that of UC Berkeley’s “comprehensive review” which includes
an assessment, a written sample and a personal interview. Through statistical analysis of H.E.P completers we
developed a cutoff score for our pre-test. Of those that take the pretest, 25-30% were routinely deemed “HEP ready”.
With the adoption of common core standards and changes to HSE examinations we may need to identify a new
assessment tool and cutoff score. This process may take a few semesters to be done effectively. One thing is certain,
the new exams are more rigorous thus we will need to identify better prepared students in order to continue to see the
same level of success.
d. Although we enrolled students in Spring of 2014, zero were deemed ready to take official exams by using the new
practice tests provided by both GED and the HiSET. This means that we may have needed to prepare students for a
full year instead of one semester. Fortunately, the HiSET became available locally in November of 2014. Since then we
have graduated students at a higher rate when compared to the new GED. If we continue to experience similar
success rates with the HiSET, it is likely that we will once again be able to operate primarily under the semester
cohort model where the majority of our students complete the program within one semester. Although we will now
utilize the HiSET exclusively, current trends may provide a “false positive” as the HiSET is still undergoing revisions
and will not be in its finalized state until 2017. Given this uncertainty, and the number of students whom we have
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been able to enroll and graduate through our modules, we will likely continue to run morning and evening cohorts
concurrently with morning and evening modules into AY 2015-2016. Budgetary and space constraints make this a
challenging task, but all efforts will be made to ensure this is possible.
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 instructional challenges posed by the new HSE exams, coupled with the slow process of state adoption of the HiSET and its subsequent
availability at our local testing sites, created a bubble of graduates during the Winter break in 2014. This made it difficult for students to
complete the steps to success required to register for the Spring 2015 semester. Previous experience shows us that it is more difficult to
bring a student back after a semester away from education. Student completion does not always align properly with times of enrollment
into an IHE.
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.
The Hartnell HEP now operates under a hybrid model consisting of both a: cohort model, on a semester basis that aligns
with Hartnell College’s academic calendar, as well as a one subject at a time, fast paced module model. We conduct an
admissions process prior to, and throughout, each semester to identify qualified students who are subsequently enrolled. Our
service area extends from as far south as King City, with Watsonville serving as our northern most point. Although we have
provided services in other locations (King City/Watsonville) in 2014-2015 we focused our services entirely in Salinas as it is there
where the vast majority of our students reside. Furthermore, Salinas Adult School is the only location within our service area
where the HiSET is currently available.
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Each semester we offer direct instruction Monday-Thursday at two times, 9am-12pm and 6pm-9pm. There may be some
variance in days and times that modules are offered, but we maintain a standard of 12 hours of instruction per week across all
instructional settings. Individual and small group tutoring are also made available outside regular class times. In addition, all
students participate in fieldtrips and workshops held on Fridays and weekends. This is done in order to maximize instructional
minutes. The cohort model worked very well for us in the past since we were able to graduate most students in one semester. We
were hence able to accommodate approximately 65 students per semester (32.5 per class) which allowed us to serve 125 per
year. However, with the introduction of the common core standards and the drastic changes to HSE examinations, we are not
certain how long it will take for us to become intimately familiarized with the HiSET in order to once again reach this level of
efficiency.
Moreover, admitting 125 students (all at once) for Fall 2015 will prove difficult due to staffing, space and budgetary constraints.
For this reason, we are forced to remain flexible and creative when planning ahead. We piloted a module program that ran
concurrently with our semester courses during Fall 2014. These modules focused on one subject area at a time and were led by a
professional expert. This allowed us to admit new students at the onset of each module (throughout the semester), allowing us to
meet our goal of serving 125 students in AY2014-2015. We will likely continue operating under the hybrid instructional model for
AY 2015-2016.
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.
Services were only offered in Salinas during AY 2014-2015. Our morning and Evening classes saw dissimilar success rates
during Fall 2014. Many factors may have influenced this disparity, including class size, and level of academic preparation upon
enrollment. However, I suspect success rates will be comparable between both cohorts upon completion of the Spring 2015
semester.
3. Describe the process to change and improve service/program quality for the more challenging locations, vehicles, and/or
times.
We would love to offer services at other locations such as Watsonville or King City. However, we would have to identify a large
number of interested participants that can then yield a significant number of “HEP ready” students to warrant the creation of a
South or North County cohort. Thus far, we have not seen the critical mass to warrant this service. Nonetheless, we have
communicated with our South County partners and are seeking to offer an intensive 6 week course to serve hat community
during summer 2015.
Due to the newly adopted common core standards and changes to HSE examination, our instructors have had to greatly modify
their instruction to include more critical thinking and deeper content knowledge for each subject area.
After a full semester of instruction, we found that few students were scoring high enough on practice exams to be referred for
official GED testing. This indicated that we may have needed to provide a full year of instruction (previously one semester) in
15 | P a g e
order to adequately prepare our students for success on the new GED exams. This had very serious implication on our
instructional model. In order to provide a full year of instruction to 125 students we would have needed to run at least 3
concurrent classes (35 per class). This represented an insurmountable strain in terms of space as well as on our budget. For this
reason, we created the module program that ran concurrently with our semester cohorts. The module program was housed at the
Cesar Chavez Library. We plan to continue our partnership with the Cesar Chavez Library and continue to run a hybrid
instructional model into AY2015-2016. Fortunately, the HiSET became available locally as of November 2014, and success rates
thus far seem promising. We held a H.E.P instructional staff retreat during the early part of Spring semester to allow for
collaboration and dialogue in regards to best practices in terms of HiSET instruction. As a result an instructional pacing guide
was created for our cohort classes to ensure equity and continuity of instructional services across instructional settings. We plan
to hold a second HEP Instructional Staff Retreat to review and revise the pacing guide during Fall 2015. Furthermore, we will
seek to create an Instructional Advisory Committee consisting of local HSE instructors (Public Libraries, Salinas Adult School,
HEP, etc.). This group would engage in dialogue regarding pedagogy, and student learning to identify best practices in
preparation for the HiSET.
16 | P a g e
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)?
Recruitment efforts have been refocused
and expanded to yield a higher % of HEP
ready students
Outcome Met
126 HEP Enrolled students in
2014-2015(thus far)
SAO 2: At least 70% of program
participants/students will
successfully complete the H.E.P
and attain a HSE
A study guide has been created to aid in
prospective student preparation and
appropriate referrals. Admissions
process continues to be refined. Direct
instruction, counseling, and other
services are tailored to meet student
needs. We piloted a Modules program
that allowed us to more effectively
serve high achieving students and
provided multiple points of enrollment
throughout the semester. An
instructional pacing guide for cohorts
has been created.
SAO 3: At least 80% of H.E.P.
graduates will enter higher
education and/or enroll in an
occupational/certificated program,
A placement plan for current graduates
has been developed. A needs
assessment and career interest
inventory will be administered to all
In Progress
38 of the 126 HEP enrolled
students received their HSE by
2/25/2015. 65 are currently
enrolled for the Spring 2015
semester. We are unable to
provide an accurate
graduation rate at this point
since the formula to calculate
this requires end of year data
that is not yet available.
{Grads/(Enrollment –
Persisters) = Graduation
Rate}
In Progress
As of today, 40% of HEP
graduates have documented
proof of placement on file at
SAO 1: A minimum of 125 HEP
eligible students will enroll each
year
17 | P a g e
or secure a career position
students beginning Fall 2014 semester
List Service Area Outcome(s) scheduled for assessment in
AY 15-16
SAO 1: A minimum of 125 HEP eligible students will
enroll each year
SAO 2: At least 70% of program
participants/students will successfully complete the
H.E.P and attain a HSE
SAO 3: At least 80% of H.E.P. graduates will enter
higher education and/or enroll in an
occupational/certificated program, or secure a career
position
18 | P a g e
this time. Placement efforts
will continue during Spring,
Summer and Fall 2105
semesters (prior to submission
of APR, November of 2015)
How will the Outcome(s) be assessed?
Number of students enrolled (service track)
Formula:
# of graduates___
(# enrolled – Persisters)
% of graduates for whom we have proof of placement on
file.
Formula:
# of placement on file
# of graduates
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 H.E.P. successfully recruited and enrolled the required number of students this year (126 students in GY11-12, 157
students in GY12-13, 147 students in GY 13-14 and 126 students as of 2/25/2015 in GY 2014-2015).However, this number
is expected to grow as we continue to identify highly prepared students that can subsequently be enrolled in our module
program. The online database contains the names and contact information for over 1,000 prospective HEP students and there
is always a waitlist for admission.
a. Completion rates have surpassed the projected 70% for each grant year (GY). During the first grant year (11-12), 90%
of program participants completed the G.E.D. within the year. In the second grant year (12-13) 92% of students
completed their GED. During the third year, 89 % of program participants successfully completed their GED. We are
unable to calculate a graduation rate for this 4th year at this point in the semester, but project that it will once again
surpass the target of 70%. In addition, the program boasts solid retention rates with a yearly attrition rate of less than
9%, 8% for GY 2014-2015 at the time of this report.
The implementation of 4 innovative strategies has ensured successful outcomes and continues to prove effective. The first
three methods are proven in the literature to be effective in improving success for at risk students.
1) The use of structured assessment, orientation and team-building. Students must assess for placement, complete a
first-year orientation and participate in cohort/team building activities.
2) Student Cohorts. Clustering students in cohorts has improved retention and graduation as well as reduced the
amount of time-to-completion.
3) The formation of alumni club ALAS at Hartnell College. These students provide mentoring support to current HEP
students as well as working with program staff in delivering workshops.
4) Creating Modules that address one subject at a time at a fast pace allowed us to continue enrolling highly prepared
students throughout the semester. Previously, these students had to wait until the following semester to receive
instructional services. In many cases this represented months of unnecessary wait time, while in others, students
opted to move forward without HEP’s assistance. Modules were successful in achieving two goals: meeting high
achieving student specific needs, and helping us meet our enrollment goal of 125.
3. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving these
improvements?
a) Quantitative performance feedback data includes assessment results; enrollment data; course persistence and
performance; retention data; and completion/graduation/transfer data.
19 | P a g e
b) Qualitative performance feedback data is provided by all participants, students, faculty, project staff, partners, and parents
through ongoing and variety of methods. These methods include one-on-one meetings, group meetings, valid survey
instruments, and self-evaluation forms.
All formative project data is regularly reviewed and assessed by the project’s evaluation team (with support from the external
evaluator) who monitors the project’s progress and makes adjustments when indicated by performance feedback.
Although we currently evaluate all field trips and workshops, we primarily collect “perception” data (what is the individual’s
perception in regards to the usefulness and quality of the service rendered). I would like to see pre and post assessments developed
for all workshops in order to accurately and concisely demonstrate growth in attitude, skills, and knowledge. Moreover, more “likert”
scale questions should be added to instructional services and counseling services evaluations in order to quantify levels of
satisfaction with these services. We have revised the end of semester instructional services survey to include several likert scale
items, the order of questions has been modified to encourage more meaningful responses, and has been put into electronic format via
google forms. We will pilot this online tool at the end of this semester. Responses are automatically tabulated and captured on a
response spreadsheet from which graphs and tables can be easily extracted, allowing for quick and efficient data analysis. We also
hope that this format will make students feel more at ease answering truthfully as there will be no record (including samples of hand
writing) linking students to a specific response. If this is successful we plan to move most assessments to an electronic format (with
the exception of fieldtrips). A class set of laptops have been purchased for instructional purposes, making it feasible to roll out this
type of assessment at this point. Creating pre and post assessments for every workshop is somewhat challenging since workshops
vary by semester contingent on needs assessment results. Data is only as good as the tool utilized to collect it. Creating reliable and
effective assessment tools on an ongoing basis requires an extensive amount of time. Nevertheless, this is a goal that we will continue
to work towards.
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
What success has been
achieved to date on this
activity?
What challenges
existed or continue to
exist?
Will activity continue
into AY 15-16?
Will activity continue
into AY 16-17?*
1.
Placement Plan
Sequenced placement plan
has been laid out (40%
Placement of non
AB540 undocumented
YES
YES
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placement thus far)
2.
Pre-test Study Guide
3.
Recruitment
70% of study guide users
have scored as ―HEP
ready‖ compared to the
25-30% we typically see.
We have also seen an
increase in the academic
preparedness of those that
score ―HEP Ready‖.
Strengthened relationship
with k-12 MEP and Public
Libraries
students. Time of HSE
certificate completion
does not always align
with registration
timeline for HC
Motivating all
prospective students to
fully utilize the study
guide.
YES
YES
Identifying new
YES
YES
venues/partners that
can yield better
prepared prospective
students
4.
Allowed us to meet
Identifying adequate
YES
MAYBE
Modules
enrollment target of 125
additional space
students. Resulted in 13
available at the times
additional graduates
of HEP instruction has
during Fall 2014.
been a challenge.
* For each activity that will continue into AY 2016-17 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?
Graduate Placement Plan:
On 2/25/2015 we have a placement rate of 40%. The HEP counselor has developed a placement plan that outlines the progression of
placement services, ranging from self-referral to home visits in extreme cases where alternate forms of communication have yielded
unsatisfactory results. As mentioned earlier, the time of completion for most of our Fall graduates fell in the middle of our winter break
which presented some serious challenges for enrollment in the Spring 2015 semester at Hartnell. Placement will see a sharp increase once
registration for summer and Fall semester becomes available. Fortunately, we have until December 2016 to meet the 80% placement goal.
Nevertheless, very few HEP projects reach this goal. Given our geographical location, and the migrant population we are designed to
serve, many of our students are undocumented and do not meet the requirements to be considered AB540. Although allowing DACA
21 | P a g e
recipients to benefit from in-state tuition and financial aid is a step in the right direction, we still have a large number of students whom
do not fall under either umbrella thus their only option is to pay out-of-state fees were they to enroll at Hartnell. This would be a challenge
for individuals whose income falls well above the poverty line, but represents an insurmountable barrier for our low income farmworking population. If admissions requirements to benefit from in-state tuition cannot be modified, the creation of non-credit and/or not
for credit courses is a possible short term solution. I have been working with Academic affairs to offer a not-for credit computer basics
course to be launched after spring break. The goal is to offer meaningful instruction that can be immediately applied in the workplace or
at home at an affordable price and convenient time (for students). Moreover, we are also seeking a non-credit ESL course to be offered
during summer 2015 that our HEP graduates will be able to access thus increasing our placement rates. As of 2/25/2015 we have
documented proof of placement for 11/41 graduates (27%). However, 13 students have graduated since the beginning of Spring 2015 and
have had no opportunity to enroll at Hartnell college. If we consider only the students whom graduated Fall 2014 (28) our placement
percentage rises to 40%.
HEP Pre-Test Study Guide:
Since its creation, the study guide has been shared with multiple partners that consistently refer students to the HEP. We have also added
a “Student Resources” page to our HEP website which not only includes English and Spanish versions of our study guide, but English and
Spanish instructional videos that directly address the study guide content as well. In order to accurately measure its impact on
assessment scores, we have asked students to bring completed study guides with them to the testing sessions. Although few students
actually utilized the study guide last year, we have found that it is being utilized more and more. Of those that have, 70% have been
deemed “HEP ready” compared to the 25-30% of those that have not. This indicates that it is a powerful tool that can greatly impact
prospective student success. Our challenge is to encourage all students to take advantage of this tool. As we continue to collect study guide
data, we will share with major stakeholders to make the case for its practicality. One HSE instructor from the Cesar Chavez library has
focused her lessons around our study guide and referred many students. During one testing session we assed 13 of her students and 11
were deemed HEP ready (85%).
HEP Recruitment:
As the HSE exams change, so too must our recruitment efforts. The new level of rigor obligates us to identify better prepared students than
before. In order to achieve that, we have developed
a HEP pre-test study guide that was shared with major partners and was added to our website. This serves 2 purposes: it allows partners
to prepare students to be successful on our pre-test thus gain admission, and serves as a ruler by which to measure the appropriateness of
referrals. Our outreach tech has been very busy expanding our connections in the K-12 school system, with an emphasis on MEP students.
We will continue to search for innovative ways and partners to increase not only the number, but academic preparedness of prospective
HEP students as well.
Modules:
22 | P a g e
We piloted the Module program during the Fall 2013 semester. Given space constraints at the
Alisal Campus during the time of instruction, we partnered with the Cesar Chavez Library.
The Module program was held from 9-12, Monday through Thursday in the BHC room at the Cesar Chavez Library. As the semester
progressed and pre-testing sessions amassed, we discovered several highly prepared students were unable to attend our morning
modules, thus created an evening module to meet student need. At the conclusion of the Fall 2014 semester we were able to enroll 21
additional students, of which 13 graduated by the end of that same semester (most who continued into Spring have since graduated as
well). Were it not for this model we would not have met our enrollment target for 2014-2015 and our graduation rate would be
significantly lower at this juncture. Unfortunately we have experienced great difficulty registering our students for official exams as they
become prepared. The Salinas Adult School is overwhelmed with testing demands. Since multiple assessments are being offered, SAS
makes exams available to students on an alternating basis, one week is exclusively GED and the next is exclusively HiSET. This means that
we often have prepared students unable to take official exams for weeks. This has compromised our ability to truly function in a module
format, as we are obligated to decide between holding students back until testing is available or continue to support their academic
development in subsequent subjects. Although we plan to continue providing multiple points of entry throughout each semester, we are
forced to take on a semi open-enrollment model where it is possible for students to be working on different subjects throughout the class
(while each individual student will continue to focus on one subject at a time). Through conversation with Sue Landesmen, HSE
coordinator at SAS, it has become evident that the impacted nature of HSE testing at the Salinas Adult School is likely to continue. The next
nearest testing center that offers the HiSET is located in Morgan Hill. Their classroom can only accommodate 10 students at a time,
registration must be completed in person, and PO payment is not an option. Although we previously used the testing facility in Soledad,
HiSET is not currently available at their site. We have discussed the benefits of being able to test our students in our own HEP classroom.
Perhaps it is not necessary for Hartnell to become a testing center, but merely provide an alternate location (extension) for the Salinas
Adult School to conduct testing services specifically for our HEP students.
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
23 | P a g e
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.
24 | P a g e
Activity
1.
Continue additional
instructional setting to
operate under a ―module
system‖
2.
Implementation of
career interest inventory
3.
Implementation of
student needs
assessment
25 | P a g e
Strategic Plan
Goal(s)
No. & Letter
(e.g., 5A)*
1A
2A
2B
Related SAOs, SLOs,
PLOs, or goals
SAO 1
SAO 2
1A
2A
2B
SAO 2
SAO 3
1A
2A
2B
SAO 2
SAO 3
Desired
Outcome(s)
Serve an
additional 3040 HEP ready
students per
fiscal year in
order to serve
125 per year
and meet
GPRA 1 Goal of
graduating 88
(70%) students
per fiscal year.
All HEP
graduates
will possess
an
understandin
g of possible
career paths
that align
with their
personal
interests and
characteristic
s.
Resources Needed
GED Facilitator: 13
hours per week @
$15/hr
= $7,020/yr
Person
Responsible
Estimated Date of
Completion (can be
more than one year
in length)
Eric
Becerra,
HEP
Director
June 2016
Since the
revisions to the
CA. HSE exams
we may need to
prepare students
for more than 1
semester. This
allows for greater
flexibility for
enrollment
which will help
serve the target
number of
students as well
as our
graduation rates.
Berta
Carbajal,
HEP
Counselor
September 2014June 2016
Students will be
encouraged to
think about
post-secondary
career and
aspirations while
still enrolled in
HEP, thus
possess a clear
post-secondary
goal upon
graduation
which will help
with GPRA 2,
Placement
Berta
Carbajal,
HEP
Counselor
August 2014-June
2016
By delivering
these workshops
students will be
empowered in
their academic
and personal
$14,040 Total
(including am and
pm )
Printing cost for
student results
(Undefined)
No additional costs
HEP
incurred
counselor will
develop and
facilitate
Comments
lives to eliminate
barriers to
educational and
career success
educational
and
personal/soci
al workshops
based on
identified
student
needs (every
semester).
4.
Basic computer skills
instruction
5.
Attend
HiSET Conference
26 | P a g e
1A
2A
2B
4C
1A
2A
2B
5A
SAO 2
SAO 3
SAO 2
HEP students
will acquire
basic computer
skills in order
to gain access
to computer
based HSE
exams,
instructional
resources and
other
assessment
instruments
Class set (30) tablets
or laptops + storage
cart
Develop a
deeper
understanding
of new HiSET
exam in order
to improve
curriculum and
instruction
Conference
Registration Cost:
TBA
Apprx. Cost $30,000
Travel/Lodging Cost:
Approximately
$3,000
Eric
Becerra,
HEP
Director
HEP
Instructors/
GED
Facilitators
Maria
Guerreo,
HEP
Admin.
Assistant
Eric
Becerra,
HEP
Director
Purchase
technology by
10/1/2014
Jan 2015-June 31st
2016
TBA
The new HSE
exams require
more specific
content
knowledge than
previous
versions. For this
reason,
Instructors have
implemented
computer based
educational
tools. Students
must possess
adequate basic
computer skills
in order to access
these resources.
It is important
that we become
familiar with the
new HiSET exam
as it seems to
better meet the
needs of our
migrant
community
(paper based
option/wider
norming
process). Given
success rates
HEP will focus
primarily on
HiSET
instruction and
testing.
6.
Tour the Main Campus
every Semester
7.
Create HSE
Instructional Advisory
Committee
8.
Provide Professional
Development specifically
designed for Latino
student learning.
1A
2A
2B
SAO 2
SAO 3
1A
2A
2B
5A
SAO 2
1A
2A
2B
5A
SAO 2
Students will
gain knowledge
of the various
support
systems and
services
available at
Hartnell
College
No additional costs
incurred
HEP
instruction will
reflect effective
pedagogical
best practices
for HiSET
instruction
thus effectively
supporting
student success
Develop a
deeper
understanding
of culturally
relevant and
responsive
pedagogy and
instructional
practices
No additional costs
incurred
Eric
Becerra,
HEP
Director
December 2015June 2016
Conference
Registration Cost:
TBA
Eric
Becerra,
HEP
Director
June 2016
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
27 | P a g e
Julia Mena
Outreach
Coordinator
March 2015-June
2016
Berta
Carbajal
HEP
Counselor
Travel/Lodging Cost:
Approximately
$3,000
By visiting the
college campus
and being
exposed to the
various support
systems and
services HEP
students will be
able to envision
themselves as
college students
thus positively
impacting GPRA
2, placement
*** 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.
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.
Activity 1: Continue HEP Module cohort.
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 is crucial in order to serve the 125 students per year as stated in the HEP grant. Due to the new rigor and format of HSE exams we
are unsure if/when we will be once again able to prepare and graduate the majority of our students in one semester. Under our old model we
were able to serve 4 cohorts, consisting of approximately 32 students each, per academic year (2 in the fall, 2 in the spring). Adding Module
instruction allows us to create a 3rd and possibly 4th cohort that will run concurrently with the other two. While our 2 primary cohorts will
continue to operate under the semester system (admissions in fall and spring only), HEP modules allow us to continue to admit students
throughout the year at the onset of each module, increasing the likelihood that we reach our target of serving 125 students for 2015-2016. This
impacts SAO 1: A minimum of 125 students will enroll in the HEP in GY 2014-2015 and GY 2015-2016.
c) Does this activity span multiple years?
28 | P a g e
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
 Adjust the budget to ensure that funding is available for Mudule facilitator (GED Facilitator) in AY 2015-2016
 Identify a classroom location by June 31st 2015 (Completed)
 Identify a Module Facilitator (GED Facilitator) by June 31st 2015 (Completed)
d) What measureable outcomes are expected from this activity? List indicators of success.
•
Number of students served in AY2014-2015 and AY 2015-2016 (125 per year)
•
GPRA 1: Graduate at least 70% of HEP enrolled students in AY 2014-2015 and AY 2015-2016
e) What are the barriers to achieving success in this activity?
Ensuring continued availability of space at the Cesar Chavez Library, or alternate site is our greatest challenge. Furthermore, identifying
additional “HEP ready” students given the increased rigor of the HSE exams may prove a challenge.
a) Describe the new activity or follow-on activity that this resource will support.
Activity 2: Implementation of career interest inventory
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)
By administering a career interest inventory all HEP graduates will have a clear understanding of career options that directly align with their
personal interests and characteristics. This will in turn assist in the creation of educational and career goals thus positively impacting the
placement of our graduates in post-secondary education, technical training programs, military, or improved employment. This impacts Sao 3: At
least 80% of H.E.P. graduates will enter higher education and/or enroll in an occupational/certificated program, or secure a career position.
c) Does this activity span multiple years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
 Create activities calendar for AY 2014-2015 and 2015-2016 to include career interest inventory administration dates
 Coordinate Inventory administration with Hartnell Career and Transfer Center (within first 30 days of each semester)
29 | P a g e





Career interest inventory results will be placed in student file and entered into service track
HEP counselor will utilize career interest inventory results to establish post-graduation placement goals with all HEP graduates.
HEP Counselor will assist graduates in the completion and submission of HC Admissions Application, FAFSA, BOG and/or any other pertinent documents
necessary for post-secondary education, technical training, or military enlistment (ongoing)
HEP Outreach Coordinator will develop relationships with local employers (ongoing)
HEP Counselor and staff will keep accurate record and documented proof of placement in service track (online database), excel spreadsheet for crosschecking purposes, and student files. (ongoing)
d) What measureable outcomes are expected from this activity? List indicators of success.


Career interest inventory results in student file
GPRA 2: Placement of 80% of HEP graduates for Grant year 2014-2015 and 2015-2016
e) What are the barriers to achieving success in this activity?
Printing and archiving student results has been a challenge. The interest inventory is administered in a computer based format. Upon completion
students would need to print results to maintain record. However, since our HEP students are not actual Hartnell Students they do not possess a
student ID that would permit them to print. At this point the best solution is to ask students to take a screen shot of their results and email it to the
HEP Counselor. This activity has been added to the HEP activities calendar
a) Describe the new activity or follow-on activity that this resource will support.
Activity 3: Administer student needs assessment
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)
By administering a student needs assessment for each incoming cohort we will develop an understanding of their particular needs. HEP
counselor will then develop workshops addressing the identified areas of need thus empowering students to eliminate barriers to academic and
career success. This impacts SAO 2: At least 70% of program participants/students will successfully complete the HEP and attain a HSE, and
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SAO 3: At least 80% of H.E.P. graduates will enter higher education and/or enroll in an occupational/certificated program, or secure a career
position.
c) Does this activity span multiple years?
☒ YES
If yes, describe the action plan for completion of this activity.





☐ NO
Administer needs-assessment to all HEP students within the 1st week of each semester
Develop personal-social workshops according to needs-assessment results
Develop pre-post assessment for each workshop
Implementation of workshops and pre-post assessments
Dissagregate results data
d) What measureable outcomes are expected from this activity? List indicators of success.
•
•
•
•
•
Record of needs-assessment
Record of needs-assessment results
Activity Summary report for Workshop
Evaluation results for each workshop
GPRA 1: Graduate at least 70% of HEP enrolled students in 2014-2015 and 2015-2016
e) What are the barriers to achieving success in this activity?
None at this point. This activity has been added to the HEP activities calendar. However, we will seek to reorganize and revamp the current needs
assessment tool to elicit more genuine and useful responses.
a) Describe the new activity or follow-on activity that this resource will support.
Activity 4: Provide basic computer skills instruction
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)
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In an effort to increase efficiency and data driven decision making, we plan to move towards computer based workshop pre-post tests, and
program evaluations. We have found that the social studies section of the new HSE exams are posing the greatest challenge for our students. This
is in part due to the increased volume of prior knowledge necessary to be successful. In an effort to include more explicit instruction in this area,
we have purchased a subscription to “Brain Pop” an online instructional tool that students may access to view instructional videos in both English
and Spanish in the 5 major subject areas assessed through HSE exams. We must now make a conscious effort (without additional funding) to
incorporate basic computer and typing fluency instruction into our program. This impacts SAO 2: At least 70% of program participants/students
will successfully complete the HEP and attain a HSE.
c) Does this activity span multiple years?
☒ YES
If yes, describe the action plan for completion of this activity.
•
•
•
☐ NO
Identify reasonably priced tablets or laptops + storage cart (Completed)
Procure Identified technology (Completed)
Incorporate computer skills into instructional time (Ongoing)
d) What measureable outcomes are expected from this activity? List indicators of success.
•
GPRA 1: Graduate at least 70% of HEP enrolled students in 2014-2015 and 2015-2016
e) What are the barriers to achieving success in this activity?
None at the time. Machines have been identified and ordered (awaiting delivery). Instructors have been incorporating online instructional
resources such as Kahn Academy and Brain Pop during computer lab time since Spring 2014. Procuring our own machines ensures that our
students have access to this technology whenever deemed necessary. However, the level of basic computer skills instruction that we can provide
during HEP instructional time is minimal. The development of not-for-credit Basic Computer Skills courses at Hartnell College would provide a
feasible way for our students to increase their computers skills in a way that can have a direct impact on their academic and career endeavors. In
addition, enrollment in this type of course will count as placement, thus impacting SAO 3: At least 80% of H.E.P. graduates will enter higher
education and/or enroll in an occupational/certificated program, or secure a career position.
a) Describe the new activity or follow-on activity that this resource will support.
Activity 5: Attend HiSET conference.
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)
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4)
5)
Service/Program Goal (list applicable service /program goal outcome)
Strategic Plan Goal (list applicable strategic plan outcome)
Attending the HiSET conference is instrumental in order to stay abreast of the latest and most relevant developments in regards to this newly
adopted HSE exam. The HiSET has been determined by the California HEP Consortium to be the most appropriate HSE exam for our migrant
population. The Salinas adult school made this exam available as of November 6th 2014. Success rates for the HiSET have far surpassed the success
rates attained under the new GED. HEP stands poised to adopt the HiSET as our primary examination tool as we enter AY 2015-2016. This impacts
SAO 2: At least 70% of program participants/students will successfully complete the HEP and attain a HSE.
c) Does this activity span multiple years?
☒ YES
If yes, describe the action plan for completion of this activity.
•
•
•
☐ NO
Register for and attend the HiSET conference on a yearly basis
Share all major developments and pertinent information with major stakeholders including HEP Staff
Make necessary adjustments to HEP admissions process and curriculum to reflect best practices.
d) What measureable outcomes are expected from this activity? List indicators of success.
•
GPRA 1: Graduate at least 70% of HEP enrolled students
e) What are the barriers to achieving success in this activity?
The greatest barrier for this activity is financial. However, given the importance of professional development in this capacity, we will make all efforts
to budget accordingly and allow for good representation of our instructional staff at this conference.
a) Describe the new activity or follow-on activity that this resource will support.
Activity 6: Tour the Main Campus every semester.
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)
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By visiting the college campus and being exposed to the various support systems and services HEP students will be able to better envision
themselves as college students. The hope is that this experience will encourage students to set specific post-secondary goals while still enrolled in
our HEP classes, thus positively impacting GPRA 2, placement.
c) Does this activity span multiple years?
☒ YES
If yes, describe the action plan for completion of this activity.
☐ NO
• Add Main Campus Tour to student Activities Calendar
• Coordinate tour with pertinent Hartnell departments/program
d) What measureable outcomes are expected from this activity? List indicators of success.
•
•
GPRA 1: Graduate at least 70% of HEP enrolled students
GPRA 2: Placement of 80% of HEP graduates for Grant year 2014-2015 and 2015-2016
e) What are the barriers to achieving success in this activity?
Through the years we have noticed that participation is higher when activities are scheduled within the students’ regular class schedule. We tend
to shy away from this practice since we want to protect instructional minutes and not infringe on the instructors lesson planning. However, given
the unsatisfactory attendance for events and activities scheduled outside of regular class time, it is clear that many students are not receiving
viable information and resources that can have a profound impact of their academic success and post-secondary achievement. For this reason,
we have opted to hold this and other HEP activities during regular class time. This has been discussed with HEP instructional staff and all agree
that this is an appropriate measure and use of instructional time. Having said that, we must be strategic in terms of when in the semester the
tour will take place to allow for departments and services to meet and inform our students without causing major disruption in their daily
operations.
a) Describe the new activity or follow-on activity that this resource will support.
Activity 7: HSE instructional Advisory Committee
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)
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Throughout the Nation adult education is an issue that is gaining momentum. Moreover, the recently introduced HSE exams have forced all
adult education programs to reexamine what and how they offer their instructional services. It is essential that instructional practices reflect
present day content standards as well as evidence based best practices. What better way to achieve this goal than by creating a professional
learning community where adult educators and partners can come together to discuss what has worked, what has not, and identify gaps in
services. All efforts to inform decision making and improve instructional practices have a direct impact on student success, SAO 2 and SAO 3.
c) Does this activity span multiple years?
☒ YES
If yes, describe the action plan for completion of this activity.





☐ NO
Develop mission for Advisory Committee
Identify potential collaborators
Set time location and frequency of meetings
Send invite to potential collaborators
Establish 1st meeting agenda
d) What measureable outcomes are expected from this activity? List indicators of success.
•

GPRA 1: Graduate at least 70% of HEP enrolled students
GPRA 2: Placement of 80% of HEP graduates for Grant year 2014-2015 and 2015-2016
e) What are the barriers to achieving success in this activity?
It is essential to foster buy-in from local partners whom play a role in adult education. A clear purpose for the council must be established to
encourage participation. Identifying an overarching goal that is relevant to all partners may prove difficult since many facets of adult education
will be represented. However, creating a venue to discuss the specific needs of adult learners, share best practices, and identify gaps in services is
crucial.
a) Describe the new activity or follow-on activity that this resource will support.
Activity 8: Professional Development specifically designed for Latino student learning
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)
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3)
4)
5)
Course level Outcome (list applicable course level outcome)
Service/Program Goal (list applicable service /program goal outcome)
Strategic Plan Goal (list applicable strategic plan outcome)
Attending culturally relevant professional development is instrumental in order to stay abreast of the latest and most relevant developments in
regards to pedagogy and best practices when serving Latino students. HEP students are historically predominantly Latino, thus it is important that
our instructional staff acquire culturally relevant training (such as the HIS Summit) that can be directly applied in the classroom. This impacts SAO
2: At least 70% of program participants/students will successfully complete the HEP and attain a HSE.
c) Does this activity span multiple years?
☒ YES
If yes, describe the action plan for completion of this activity.


☐ NO
Adjust yearly budget (if possible) to allow for additional PD
Identify appropriate and feasible PD opportunity
d) What measureable outcomes are expected from this activity? List indicators of success.
•
•
GPRA 1: Graduate at least 70% of HEP enrolled students
GPRA 2: Placement of 80% of HEP graduates for Grant year 2014-2015 and 2015-2016
e) What are the barriers to achieving success in this activity?
The greatest barrier for this activity is financial. However, given the importance of professional development in this capacity, we will make all efforts
to budget accordingly. Given the need for Professional development surrounding the new HSE testing, it may prove difficult to finance additional,
yet crucial, professional development such as this.
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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.
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Personnel
Classified
Staff/
Faculty
(C/F/M)*
Supplies/Equipment
(S/E)**
(E ) Cubicle partitions
that extend to the
ceiling to create a
private counseling
office that promotes
confidentiality (This
resource is not tied to
any specific activity
but would allow for
ethical/confidential
delivery of counseling
services)
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Library Facilities/Space
e.g. Science
Materials
Labs
Projected
Costs
$25,000 $35,00
2.
3.
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Provide
professional
development
opportunity
for HEP
instructional
staff that
specifically
addresses
Latino
Student
Learning(Acti
vity 8)
Offer Not-for
Credit short
term CTE
instruction
(24 hours)
such as
financial
literacy,
supervisorial
skills, food
safety/quality
control etc.
((This
resource is
not tied to
any specific
activity but
would
$4,000
Contingent
upon pay
rate for
not-for
credit
instructor
Ex: $45/hr x
24hrs =
$1,080 per
course
offering
(to be
covered by
student
fees)
Increase
student
placement
SAO 3)
4.
Offer NonCredit ESL
Courses on a
consistent
basis. ((This
resource is
not tied to
any specific
activity but
would
Increase
student
placement
SAO 3)
5.
* 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.
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Contingent
upon pay
rate for
non-credit
instructor
Ex: $45/hr x
24hrs =
$1,080 per
course
offering
(to be
covered by
apportionm
ent)
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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