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
The Student Support Services/TRiO
Program
Date Completed (must be in final
form by 3/27/15)*
Date Submitted
to VP
03/30/2015
03/30/2015
*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
Manuel Bersamin
Norma Nichols
Nancy Reyes
Title/Position
Director, Student Support Services/TRiO
Program
Counselor, Student Support Services/TRiO
Program
Counselor, Student Support Services/TRiO
Program
Eva Diaz
Administrative Assistant, Student Support
Services/TRiO Program
VP/Division Head’s Comments (required): I have read this comprehensive annual review of the TRIO program. While I feel the
program’s goal for student achievement was initially set high, I was impressed to read that the success and persistence rate of TRIO
students meets the program goals. In reviewing the resource allocation request for this program, I feel that alternative funds could be
identified for supplemental funding of TRIO counselors. This would lower the funding request to approximately $65,000. The request
could further be reduced if ASHC cost-shared the expense of the student field trips. However, the increase of hours of the administrative
assistant would be need to be supported by unrestricted or other funds if the program is to grow and offer year-round services. I support
this request.
Romero Jalomo
_______________________
Typed Name of VP/Division Head
August 16, 2015
______________
Date
This PPA report is organized in 3 sections and 9 subsections as follows:
I.
II.
III.
Comprehensive Review – a. Overall Service/Office/Program Effectiveness,
b. Staffing Profile, and c. Service/Office/Program Goals.
Annual Review – a. Data & Trends, b. Service/Program Modality, c. Outcomes,
and d. Previously Scheduled Activities.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
 For services/offices/non-instructional programs scheduled for comprehensive review in spring 2015, please
complete Sections I, II, and III.
 For services/offices/non-instructional programs scheduled for annual review, please complete Sections II and
III.
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I.
COMPREHENSIVE REVIEW
Please complete this section for services/offices/non-instructional programs scheduled for comprehensive review
in spring 2015. Go to Section II for services/offices/non-instructional programs scheduled for annual review in
spring 2015.
A. OVERALL SERVICE/OFFICE/PROGRAM EFFECTIVENESS
1. Describe your service/office/non-instructional program in terms of its overall effectiveness over the past several
years.
Please consider the questions below in describing your area.

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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 staff recently (last three years) participated in?
[Begin response here]
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.
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Positions
2012-13
2013-14
2014-2015
Management, Supervisors
Classified Staff
Classified Staff- Part-time
Faculty Staff
Faculty – Part-time
Student Workers
Professional Experts
Total Full Time equivalent Staff
2. What staffing factors/challenges have influenced the effectiveness of the service/office/program?
[Begin response here]
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.
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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.
Program Background.
The Student Support Services/TRiO Program was started in the 2005-2006 academic year. As a program, TRiO is now nine years and one
half years old. During these almost ten years, the TRiO program has been developed into a very effective student retention program.
TRiO will admit about 100 new TRiO participants each year and give each new student a quality First Year Experience (FYE). TRiO also
provides close intrusive counseling and monitoring during their second year and if necessary, even their third year at Hartnell. The five
primary TRiO services are 1. Academic Advising, 2. Tutorial Assistance, 3. Financial Aid Workshops, 4. Financial and Economic Literacy
Workshops, and 5. Transfer Advisement and Graduation Assistance.
The TRiO Program also works closely with the EOPS, the Transfer and Career Center, the Academic Learning Center, MESA, HEP, STEM
Programs, and the Math and Chemistry Academies to arrange academic and tutorial assistance. TRiO provides a mandatory new
student orientation, mandatory workshops on educational plans, career planning, time management, and financial literacy, academic
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counseling, financial aid and scholarship assistance, mandatory tutorial assistance, university fieldtrips, and provide mentors to
students. TRiO also implements parent workshops at both the main campus and the King City Center.
In spring 2015, the Student Support Services/TRiO Program will have approximately 44 TRiO students graduating and transferring.
1. Target Recipients
Each year, the TRiO Program selects 100 low income and/or first generation college students and forms a new student cohort. They
must be a U.S. citizen or legal resident; (certified) disabled students can qualify if they are low income and have qualified for transfer
coursework. All applicants must interested in graduating with an associate degree and transferring to a four-year institution; should
demonstrate academic need and a GPA of 2.0 or higher and must be educationally disadvantaged according to federal guidelines. They
must be enrolled full-time (SSS Regulations).
The target recipients of the TRiO Program are 100 incoming low income and first generation freshmen students selected from the
estimated 700 high school graduates from the class of 2015 who will be attending Hartnell College fulltime (K-16 Bridge – Fall
Enrollment Numbers by High School). The majority of these students come from the ten feeder high schools in Hartnell College service
area. The TRiO Program will select these 100 incoming students to create the 2015-2016 TRiO student cohort and they will be assisted
over a span of no more than four years as they earn a two-year Associate of Arts/Science degree from Hartnell College and transfer to a
university. Of these students, TRiO is required to document that 2/3 of the students we serve are low-income and first generation of 1/3
are either low-income or first generation (SSS Regulations). These students must take the Hartnell College Accuplacer assessment and
score at English 101/English 1A and Math 121/Math 123.
The 2015-2016 TRiO student cohort will be joining the 130 continuing students from the 2012-13, and 2013-14, 2014-2015 cohorts.
2. Characteristics/needs of current and potential users
The characteristics/needs of these low income and first generation are that they lack social capital knowledge about college and thus
they lack the skill set that they need to succeed at the college level. Many of them come from families who are severely under-educated
and are living at or below the US Poverty level (US Dept. of HHS). These students come from families without a college going tradition.
Thus to succeed in their first year of college, these students need a centralized structured student development and retention program
in their initial year and a close monitoring program in their second and third years. The assistance provided by Hartnell College
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TRiO/Student Support Services Program is specifically designed to offer a highly coordinated intrusive/proactive model of counseling
and tutorial assistance for the student’s initial year and an intrusive/proactive counseling program that continues until the TRiO
student’s graduation with an associate degree and subsequent transfer to a university. The objective of the TRiO Program is to foster
and develop an effective academic framework and a supportive learning community. Within the structured academic focus that TRiO
establishes for the participants, an expectation for university transfer is developed both within the TRiO students and within the entire
TRiO Program.
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.
Since TRiO only recruits first generation students within the Salinas Valley, many of our target students come from immigrant, low
income, and working class families. As a result, the majority of the incoming TRiO students come from families without a college going
tradition and whose parents are under-educated. Therefore, among the patterns and trends of entering students is the great need for
remediation in their first year of math and English courses. We find that many incoming students lack the math and English
comprehension that is necessary to do well in their first year of college level course work. We supply the students who need
remediation with one on one and small group tutorial assistance in math and English. These students also need a great deal of
academic and personal counseling support during their first year in the TRiO Program to ensure their persistence into their second year.
The TRiO Program counselors, TRiO director, TRiO administrative assistant, TRiO tutors/peer mentors provide the following primary
TRiO Program services to both the first year student cohort as well as to the continuing student cohorts; Our five primary TRiO services
are 1. Academic Advising, 2. Tutorial Assistance, 3. Financial Aid Workshops, 4. Financial and Economic Literacy Workshops, and 5.
Transfer Advisement and Graduation Assistance.
The five primary TRiO services can be further defined as offering the following sub-services: Intrusive/Proactive Academic Counseling &
Guidance, Level Two Priority Registration, Monitoring of Students in Small Counseling Caseloads, Intrusive/Proactive Personal
Counseling and Communication, Mandatory Tutoring in Math/English Courses, TRiO Student Peer Advising, Mandatory New Student
Orientation, Freshmen Summer Transition Orientation (STP) Program, a Mandatory New Student Year Experience (NSYE) and a series of
mandatory workshops, including 1) Course Selection and Academic Advising, 2) Financial Aid Workshop (completing the FAFSA and
scholarship applications) 3) Financial and Economic Literacy Workshop, and 4) Career and Personal Development Workshop.
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Once the TRiO Program renders the primary TRiO Program services, then the TRiO staff can offer the Secondary TRiO Program services,
which include: California State University and University of California Online Application Workshops, Financial Aid Assistance (FAFSA), a
dedicated TRiO Student Study Center, Quiet Study Rooms, Computer and Printer Access, Textbook and Graphing Calculators Lending
Library, Visits to the California State and University of California campuses, and Cultural Activities.
The single most challenging issue that the TRiO Program faces is the decreasing TRiO funding offered by the US Department of
Education’s TRiO Office in Washington DC to the Hartnell College TRiO grant. Under the fiscal situation in Washington DC during the
last four years (2011 – 2015), the 2011-2012 the SSS grant award was reduced by 3.1% by the Congress, in 2012-2013, as a result of
the federal sequestration, the SSS grant award was reduced by 5.23% by the Congress, and during 2013-2014, the SSS grant award
was reduced by 8.33 %. As a result of the 2012-2013 grant award reduction; the Department of Education’s TRiO Office gave Hartnell
College TRiO Program, the option to reduce the number of students that the TRiO Program was to serve by 5%. Hartnell College TRiO
staff decided not to reduce the number of students served despite the reduced funding which subsequently forced reductions to
counseling hours, tutoring hours, and other primary services.
As a result of this decreasing funding the budget over the last four years, the TRiO budget lines that are dedicated to student
programming are being reduced each year. Consequently year, after the TRiO grant reductions are taken into account, when the TRiO
Program budget is prepared for the new fiscal year, after the program full-time and part-time staff salaries and benefits are factored in,
less and less monies are available for the primary student services such as counseling hours, student tutoring, and other primary
services. As a result, the TRiO Program counselor hours have been reduced from 23 hours a week to just 14 hours a week, tutors hours
have been reduced from 20 hours a week to just 10 hours a week and the program no longer programs any secondary services such as
university fieldtrips.
Recently, with VPSA support, TRiO has been able to gain external funding (SB1456 and CALWORKS funding) to pay for counselor hours.
Although this is very welcomed temporary support, a permanent solution is preferred for the long term.
In addition to these TRiO grant reductions, the federal TRiO grant funding is not increased each year to meet the staff salary and benefit
increases or COLAs. As written above, the grant has been reduced over the last three years. As a result, as salaries and benefits increase
for the TRiO full-time and part-time staff, the monies available for TRiO Program primary services are progressively decreasing. Under
the present situation (no increased COLAS and reductions in grant awards) of the federal funding, by the last two years of the program,
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2013-14 and 2014-15, the TRiO project will have most of the grant’s annual funding become dedicated to ONLY salary and benefits and
the reduction of primary services thus leaving no monies for student programming.
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 TRiO Program recruits students from throughout the Salinas Valley and although, the program could fill each new cohort from the
Salinas Union High School District, the program makes a concerted effort to recruit students from southern Monterey County including the
cities of Gonzales, Soledad, Greenfield and King City. The TRiO Director works with the Panther Prep Program each spring in Gonzales,
Soledad, Greenfield and King City high schools to assist students and to extend TRiO services to not only North Monterey County and Salinas
but to the underserved South County cities as well. These rural cities are located far from the main Hartnell College campus. In terms of
access to post-secondary education, the low-income and first generation students that TRiO targets need additional assistance in making
the transition to college.
The TRiO Program has a goal of reaching out and providing quality primary and secondary TRiO services to their TRiO students from this
remote area. The TRiO students and parents who we recruit from Southern Monterey County need our services even more than the Salinas
students and families because the cities south of Salinas are relatively isolated and the schools in the area are under-resourced. Many of the
families who reside in these cities are newly arrived immigrants who are living at extreme poverty levels and have not graduated from the
elementary schools in their home countries such as the community from Oaxaca in Greenfield. In addition, the high schools in Greenfield
and King City are extremely understaffed in terms of academic and career counseling. Both Greenfield and King City High Schools only have
one high school counselor for their two respective student bodies of 1400 students. These high schools also do not have the many academic
services that the Salinas area high schools can offer such as Regional Opportunity Programs (ROP), and because of busing issues, they lack
after school programming. As a result, Southern Monterey County lacks a college going culture.
Renata Funke, Hartnell College, Dean of South County Education Services at the King City Center (KCC) is constantly asking the main campus
to expand services to South County. Dean Funke has contacted the TRiO Program directly and invited TRiO to come down to provide
services at the KCC. As a result, the TRiO Program has decided to attempt to provide some limited primary services to South County at the
King City Center. TRiO staff holds a parent meeting for the parents of South County TRiO students once each year. TRiO staff visits the high
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schools in South County in the spring to help prepare the students for Panther Prep Days at the King City Center. All of the TRiO staff travel
to the King City Center on the KCC Panther Prep Day in May.
If the TRiO Program had access to additional augmented financial resources, we could expand limited primary services to Southern
Monterey County. Renata Funke has communicated to the TRiO Program how much our services are welcomed in South County and how
she wishes that the TRiO Program could have more of a presence at the KCC.
Each year, the TRiO Program administers a performance survey among our students. In addition, the TRiO Program administers a survey
after each activity. The results of this survey will be outlined in the C. Outcomes section of the Annual Review.
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 TRiO Program offers our services to students primarily at the Hartnell College main campus. In 2011, all student affairs offices were
asked to offer evening hours by the college president. As a result of this request, one of the TRiO counselors adjusted her hours to be on
duty until seven pm. This evening counselor schedule arrangement continues into the present academic year.
At the KCC’s Center’s Dean Funke’s invitation, the TRiO staff visits the King City Center to offer services biannually. The TRiO counselors
travel to the King City Center biannually. In addition, the TRiO program conducts a parent meeting once a year at the King City Center. The
TRiO Program makes a concerted effort to contact TRiO students and parents in South Monterey County when the TRiO Program travels to
the King City Center. Due to the budget reductions and the resulting constraints listed above, these extended services to the King City
Center are endangered.
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.
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The 2010-2015 TRiO Grant was written to place a primary focus is on the Hartnell College main campus. However, the TRiO Program does
actively recruit students from the Salinas Union High School District high schools that serve the Alisal area. The TRiO Program wants the
students who attend the Alisal Campus and who want to transfer to attend the main campus in order to receive the full complement of
services offered to the students focused on transfer on the main campus. The TRiO Program also actively recruits from the South County
high schools. The TRiO Program wants to provide limited services to the South County area. This would be possible with augmentation of
the TRiO budget.
The TRiO Program also collaborates with the California State University, Monterey Bay Pre-Collegiate TRIO Programs (Upward
Bound/Educational Talent Search Programs, GEAR UP Programs) and the University of California, Santa Cruz GEAR UP Programs who work in
Monterey County.
The TRiO Program also collaborates with the Monterey Migrant Education Programs, which serve the 12,000 migrant students in Monterey
County and local Monterey County (Salinas Valley) high school counselors to contact potential Hartnell College students. This collaboration
of the Hartnell College and the CSUMB TRIO, and GEAR UP pre-college programs, the UC Santa Cruz GEAR UP programs and Monterey
County Migrant Education high school programs has established a seamless transition into the Hartnell College TRiO Program for the
students enrolled in these various pre-collegiate preparation programs.
3. Describe the process to change and improve service/program quality for the more challenging locations, vehicles, and/or
times.
Under the present 2010-2015 TRiO Budget, our financial constraints prohibit expansion of services into the King City Center.
In spring 2015, the TRiO director, with the support of the VP Student Affairs and the Hartnell College Foundation applied for three TRiO
(SSS) grants for 2015-2020. These TRiO grants will include the current SSS Regular Grant, the SSS ESL Grant and the SSS STEM grant. If
Hartnell College wins several TRiO grants in August 2015, the possible doubling or tripling of TRiO funding may allow expansion of primary
TRiO hours of service and increase the offering of primary services on the main campus and provide funding for TRiO services at the Alisal
and the King City Centers.
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C. OUTCOMES
SERVICE AREA OUTCOMES
Each service unit/office/non-instructional program develops its own Service Area Outcomes (SAOs). The outcomes should be directly related
to the work of the service unit/office/non-instructional program, challenging but attainable, and measureable. SAOs should articulate what
specifically is to be achieved; their measurement should assess how well the service unit/office/non-instructional program is performing.
1. Please complete the following tables.
List Service Area Outcome(s) scheduled for
assessment as previously specified
SLO 1: Director’s Acceptance Meeting – at the end of
the admission interview that students had with
Manuel Bersamin or the TRiO Counselors, the
students will able to identify specific TRiO services
such counseling and tutoring.
SLO 2: At the end of the admission interview that
students had with Manuel Bersamin or the TRiO
Counselors last summer, the students will able to
identify other services at Hartnell College such as
EOPS, MESA, and their program requirements.
Student Development Achievement Area – TRiO
students will learn lessons in social capital and
educate students and parents about campus and
community resources that will enable a positive
student experience and successful academic
outcome.
Target Date:
12/2014
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What changes have occurred in the
service/office/ program as a result of
dialogue?
1. TRiO has rescheduled the TRiO plan of
operation to make the summer months, the
MOST important TRiO programming season of
the year. The selection and identification of
TRiO eligible students (low-income, first
generation and/or with disabilities) now
begins in early June. The TRiO Program works
with Panther Prep staff to identify qualified
Hartnell College low-income students and
during the months of June, June and early
August, those students are given TRiO
presentations either individually or through
TRiO open house orientations and are invited
to apply.
The interested students fill out TRiO
applications which establish low income
eligibility and academic need. They fill out a
student questionnaire and turn in high school
or college transcripts to the TRiO office.
The students are then interviewed by the TRiO
Was a Service Area Outcome
Assessment Summary completed (if
expected)?
In Spring 2015, 103 TRiO
participants completed a student
survey to access the Director
Acceptance Meeting effectiveness.
SLO1: At the end of the Director’s
Acceptance Meeting, 99% of 103
students surveyed were able to
identify TRiO specific services.
SLO 2: At the end of the admission
interview that students had with
Manuel Bersamin or the TRiO
Counselors last summer, 60 % of
students were able to identify other
services at Hartnell College such as
EOPS, MESA, and their program
requirements.
Outcome Status: Completed December 2014
director to verify eligibility and establish
academic need. The TRiO director selects the
TRiO cohort from the applicants with both low
income eligibility and academic need.
The TRiO counselors are hired in the early
summer for early planning of the mandatory
TRiO two-day orientation for new students a
week before the start of the fall semester. The
first day includes the TRiO orientation and
teambuilding. The second day includes the
four mandatory workshops. These workshops
must take place very soon after the TRiO
orientation. The TRiO workshop curriculum
has been improved each year. Student surveys
are completed at the end of each workshop.
2. More effort is being made early in the fall
semester to connect TRiO students to the TRiO
tutorial services.
Initiative 1, Student Access and Student
Success
TRIO Program Student Achievement – Provide
orientation and EARLY support for all new
TRiO students (i.e. low income, first
generation students with disabilities) through
initial TRiO services that promote first year
academic achievement as measured by the
TRiO Program objectives (Fall to fall
persistence, good academic standing) in the
Federal TRiO Program Annual Performance
Report (APR) reporting to the US Department
of Education.
Outcome Types:
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The four Program Objectives as mandated by
the 1) Fall to Fall Persistence Objective
85% of all participants served in the reporting
year by the SSS project will persist from one
academic year to the beginning of the next
academic year or earn an associate’s degree
or certificate at the grantee institution and/or
transfer from a 2-year to a 4-year institution
by the fall term of the next academic year.
US Department of Education, Office of PostSecondary Education, TRiO Office, Washington
DC.
2) Good Academic Standing Objective
85% of all enrolled SSS participants served
will meet the performance level required to
stay in good academic standing at the grantee
institution.
3) Graduation Objective
50% of new participants served each year will
graduate from the grantee institution with an
associate’s degree or certificate within four
(4) years.
4) Transfer Objective
25% of new participants served each year will
receive an associate’s degree or certificate
from the grantee institution and transfer to a
four-year institution within four (4) years.
SLO 3: At the end of the first semester, TRiO students
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1. Beginning in the summer months, TRiO staff
In spring 2015, 103 TRiO participants
completed a student survey to
attending the TRiO Academic/Personal Counseling
appointments to review academic progress and
academic direction) will develop decision-making
skills to aid their education and career.
Life Skills Achievement Area – TRiO students will
develop long-term academic and personal skills and
understand new concepts and theories that can be
practically applied in common, everyday scenarios
(Social Capital).
SLO 4: By March 2nd of each year, after attending the
FAFSA workshop and/or the Financial Literacy
workshop, the students will gain Financial Aid
Knowledge and Financial Literacy.
Financial Literacy Skills Achievement Area -TRiO
students will learn about the financial aid process
and learn how to wisely use their financial resources
so that they will be ready to transfer and survive the
university years. (Economic Capital)
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are assisting our at-risk students to develop a
personal connection to the campus
community, and introducing them to academic
and personal support services that are
providing them with new strategies allowing
them to persist until degree completion or
transfer.
Initiative 2, Student Access Beginning during
the summer months, TRiO staff will provide
new and continuing TRiO students with the
FIVE PRIMARY & REQUIRED TRiO Services
through an organized TRiO plan of operation
that instructs the students and parents on how
to navigate the institutional culture and
engage in the postsecondary educational
process which results in their gaining the social
capital needed to understand the process of
completing both community college
graduation and university transfer.
access Academic Counseling services
and availability and 99 % of the
students found the academic
services offered by the TRiO
program effective.
1. The TRiO staff continues to require that the
second and third year TRiO students meet
with TRiO staff at least 3 times a semester in
order to closely monitor the student’s
academic progress. The program uses constant
communication in order to motivate the
students to fulfill the three meeting a
semester requirement.
Initiative 3, Student Success
Provide continuing TRiO students with
academic support which leads to degree
and/or certificate completion and university
transfer based
SLO 4: 103 TRiO participants
completed a student survey to
access the TRiO Workshop FASFA
and Financial Literacy services and
availability and 90 % of the students
found the FAFSA and Financial
Literacy they have gained Financial
Aid Knowledge and Financial
Literacy.
TRiO participants completed a
student survey to access Personal
Counseling services and availability
and 100 % of the students found the
academic services offered by the
TRiO program effective.
SLO 5: TRiO students in their last year will attend the
CSU/UC Transfer Application Workshops and the
students will receive effective guidance to fill out
applications for transfer to universities.
Transfer to Baccalaureate Institution Skills
Achievement Area -TRiO students will learn the
process of applying and being accepted to a
university and will actually transfer to a bachelor
degree granting institution.
1. The TRiO Program director has requested
additional Non TRiO external funding resume
the university fieldtrips.
2. More planning and better coordination
must be completed earlier in the summer to
ensure that more parents can attend and be
satisfied with the TRiO Parent Workshops on
the main campus and at the King City Center
SLO 5: In April 2015, the TRiO
students in their last year who
attended the CSU/UC Transfer
Application will be surveyed to
measure whether they received
effective guidance to fill out
applications for transfer to
universities.
Initiative 4, Student Access - Provide the
SECONDARY SERVICES to TRiO students (lowincome, first generation and/or with
disabilities) in an effective process with
student satisfaction. The TRiO Secondary
Services Include: California State University
and University of California Online Application
Workshops, Financial Aid Assistance, A
dedicated TRiO Student Study Center, Quiet
Study Rooms, Computer and Printer Access,
Textbook and Graphing Calculators Lending
Library, Visits to Public Universities, and
Cultural Activities, and parent meetings.
List Service Area Outcome(s) scheduled for assessment in
AY 15-16
How will the Outcome(s) be assessed?
SLO 1: TRiO students in their first year will be given individualized college
coaching/counseling by TRiO counselors (to encourage persistence and
completion) and students will learn key information and success strategies to
overcome both academic and “real-life” barriers and to identify long term
strategies for success.
Review records; Conduct Student Focus Groups; Conduct
Student Survey.
Academic Development Achievement Area – TRiO students will be coached
through their first two years to learn survival strategies that will lead to
A focus group workshop will also be scheduled.
17 | P a g e
In spring 2016, students will complete a survey
questionnaire to measure the effectiveness of the
individualized coaching/counseling.
both personal and academic success.
SLO 2: TRiO Students in their first year will learn non cognitive (personal and
academic development) variables by involvement in cultural events and
academic activities that are not usually available to disadvantaged students.
As a result of participation in these activities and skills, they will learn
motivation, commitment and confidence.
Professional Development Achievement Area – TRiO students will learn non
cognitive leadership skills by involvement in relevant leadership activities
and learn career skills (i.e. –organization, public speaking, career
assessment, job search, resume development, etc.)
SLO 3: TRiO students in their last year will attend the CSU/UC fieldtrips and
the students will learn about the specific CSU and UC transfer process.
Review records; Conduct Student Focus Groups; Conduct
Student Survey.
In spring 2016, students will complete a survey questionnaire
to measure the effectiveness of the individualized
coaching/counseling.
A focus group workshop will also be scheduled.
Review records; Conduct Student Focus Groups; Conduct
Student Survey
Transfer to Baccalaureate Institution Skills Achievement Area -TRiO students In spring 2016, students will complete a survey questionnaire
will learn the process of applying and being accepted to a university and will to measure the effectiveness of the individualized
actually transfer to a bachelor degree granting institution.
coaching/counseling.
A focus group workshop will also be scheduled.
Standardized
Objectives
Formative Evaluation of Student Support Services/TRiO Program Objectives 2015-2020 Summative Evaluation
Data Elements
Persistence
Rate: 85%
18 | P a g e
Enrollment
Documents;
Academic
Advisor
Reports
Data Collection
Methods
Review records;
Conduct Student
Focus Groups;
Conduct Student
Survey
Timeline/
Progress
October
2015,
February
2016
Responsible
Personnel
Director
Advising &
Coaching
Specialists
Formative
Review
Periodically review &
revise services/project
components to
improve retention
rates
Outcomes
Percentage of SSS
participants who are
retained from one
academic year to the
beginning of the next
Good Academic
Standing Rate:
85%
Mid-semester
instructor
reports; Tutor
Reports
Grade Reports
Record of
Graduation Rate: college
50%
graduation
Transfer Rate:
25%
19 | P a g e
Four year
enrollment
document(s)
Exit survey
Mid-Semester
grade
monitoring;
Review GPA;
Conduct Student
Interviews
Verify graduation
through the
National Student
Clearinghouse
Students submit
registration and
transcript
MidSemester
End of each
semester
On-going
April – June
2016
May –
September
2016
Director
Advising &
Coaching
Specialists
Director
Director
Review grades at midterm and at the end of
the semester
Quarterly review SSS
student records to
increase degree
completion
Annual review SSS
services to increase
transfer
academic year
(Cohort Outcome – Oct
2015)
Percentage of SSS
participants who are in
“good academic standing”
(Cohort Outcome – Dec. /
June 2016)
Percentage of SSS students
that graduate
(Cohort Outcome – Feb. –
July 2016)
Percentage of each SSS
who transfer and enroll at
four-year institution
(Cohort Outcome / Oct.
2015)
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 TRiO staff completed the Hartnell College Service Area Outcomes Assessment Plan and Summary Form in December 2013. As a part of assessing the
TRiO Service Area Outcomes, the TRiO Program conducted a survey questionnaire of the TRiO students.
The TRiO staff reviewed and analyzed the TRiO Services survey data from the spring 2015 survey. The TRiO staff reviewed the survey results and had a
discussion about both the positive and negative findings.
One year ago in Spring 2014, the VP SA authorized augmentation to supplement the reduced TRiO Program budget to restore the counseling hours from
our present 14 hours back to the 23 hours before the counselor hour reduction and this freed up funding to restore the tutoring hours from our present
15 back to 20 hours.
As a result of the staff discussion of the student survey, immediate changes were made to improve services that did not require a great deal of resources
to change/improve. An effort was made to contact the students and bring them in for completion of the mandated counseling and tutorial
appointments.
3. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving these
improvements?
In some instances, the TRiO Program does not presently survey students to after evaluate every TRiO activity. The TRiO staff has a planning
retreat every August and January to plan the action plan for the new academic year. At this next TRiO Program Action Plan Retreat, the TRiO
staff will plan how we can evaluate each relevant TRiO programming activity.
The TRiO Program conducts a quantitative survey each semester. To gain more data, the TRiO Program needs to conduct focus groups to
evaluate the quality of services and the need for improvement of TRiO Primary services.
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.
20 | P a g e
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. Primary Initiative:
Complete and surpass
the TRiO Grant’s FOUR
main objectives for
2014-2015.
Achieved the FOUR
Primary TRiO Grant
Objectives:
The reduction in in
annual TRiO funding by
the congress.
Yes
Yes
A. Objective 1: Number
funded to serve. TRiO is
SURPASSING actual
students served. While
funded to serve 160
students, the TRiO
Program is ACTUALLY
serving about 230
students each year. We
have students who we
serve who are not TRiO
eligible but who are
termed Friends of TRiO.
However, the US
Department of Education
only funds us for serving
160 students.
B. Objective 2:
Persistence and Good
Standing Objective(s).
(I) 2012-2013 Persistence
Rate Objective:
TRiO is SURPASSING our
persistence rate objective
that 80% of all
participants served by the
Waiting to see if the
TRiO Program will win
the 2015-2020 grant
competition.
1. Achieve or Surpass
TRiO Student
Persistence Target Rate
of 70% of ALL TRiO
Participants.
2. Achieve or Surpass
TRiO Student Good
Academic Standing
Target Rate of 80% of
ALL Enrolled TRiO
Participants.
3. Achieve or Surpass
TRiO Student
Graduation Target Rate
of 15% of NEW TRiO
Participants Served
Each Year will Graduate
with AS/AA/Certificate
within FOUR Years.
4. Achieve or Surpass
TRiO Student Transfer
21 | P a g e
Target Rate of 15% of
NEW TRiO Participants
Served Each Year will
Transfer with
AS/AA/Certificate
within FOUR Years.
22 | P a g e
TRiO Project will persist
from one academic year
to the beginning of the
next academic year.
During 2013-2014, 91% of
all participants served by
TRiO persisted from fall
2013 to fall 2014.
(II) 2012-2013 Good
Academic Standing
Objective.
TRiO is SURPASSING the
objective that 80% of all
enrolled participants
served by the TRiO Project
will meet the
performance level of 2.0
GPA required to stay in
good academic standing
at the grantee institution.
During 2013-2014, 97% of
all participants served by
TRiO maintained a GPA of
2.0.
C. Objective 3:
Graduation and Transfer
Objective(s).
TRiO is SURPASSING the
graduation and transfer
rate objective that
(I) 15% of 2009-2010 new
participants served will
graduate with an
associate’s degree or
certificate within four (4)
years. In 2013-2014, 90%
of participants served will
graduate with an
associate’s degree.
AND
(II) 15% of 2009-2010 new
participants served will
transfer from a 2-year to a
4-year institution with an
associate’s degree or
certificate within four (4)
years. In 2013-2014, 90%
of participants served will
graduate with an
associate’s degree and
transfer to a 4-year
institution.
47 TRiO
graduates/transfers in
2014-15.
2. TRiO Program and
Staff will align the
SB1456 STUDENT
SUCCESS INITIATIVE
into TRIO
PROGRAMMING.
23 | P a g e
Recommendation 1. TRiO
implemented successful
financial aid application,
assessment, identification
and selection, orientation
of TRiO students at
Hartnell College BEFORE
their first semester.
The reduction in in
annual TRiO funding by
the congress.
Waiting to see if the
TRiO Program will win
the 2015-2020 grant
competition.
Yes
Yes
Recommendation 1,
Increase College and
Career Readiness,
Recommendation 2,
Strengthen Support for
Entering Students,
Recommendation 3,
Incentivize Successful
Student Behaviors,
Recommendation 4,
Align Course Offerings.
Recommendation 5,
Improve the Education
of Basic Skills Students,
Recommendation 6,
Revitalize and ReEnvision Professional
Development
24 | P a g e
KEY PERFORMANCE
INDICATORS
1. FAFSA process
completion in student file.
2. ACCUPLACER score in
student file.
Recommendation 2. The
new TRiO Student Cohort
successfully completed a
first and second semester
educational plan within
the first TWO months of
the semester.
KEY PERFORMANCE
INDICATORS
1. First year Education
Plan in student file.
Recommendation 3. TRiO
Students completed the
TRiO student contract
during the first semester
and retain eligibility for
TRiO Program
membership and retain
TRiO Services and Priority
Registration.
KEY PERFORMANCE
INDICATORS
1. Hard copy student
transcript in student file.
Recommendation 4. TRiO
Counselors attended the
CSU/UC Counselor and
Ensuring Transfer Success
Conferences and assisted
students with the
identification of courses
from the community
college and the CSU/UC
via IGETC, CSU Breath and
ASSIST.ORG.
KEY PERFORMANCE
INDICATORS
1. Counselors attended at
UC/CSU Counselor and
ETS Conferences.
2. Hard Copy Educational
Plan in student file.
Recommendation 5. TRiO
Students who assessed at
remedial course levels will
successfully attended
mandatory TRiO tutorial
services and utilized other
student services offices
and Hartnell College
remedial resources e.g.
MASH tutoring and join
MESA, EOPS, DSPS, STEM
remedial services etc.
KEY PERFORMANCE
25 | P a g e
INDICATORS
1. Students in remedial
courses were provided
tutorial services.
2. Kept TRiO Tutorial
Attendance Records in
student file.
Recommendation 6. TRiO
Staff attended Hartnell
College FLEX Days,
CSU/UC Conferences and
attended TRiO
Professional Conferences
to improve their critical
thinking and apply
problem-solving skills.
KEY PERFORMANCE
INDICATORS
1. Record of attendance at
UC/CSU Counselor
Conferences in TRiO staff
training binder.
2. Record of attendance at
Hartnell College FLEX Day
Activities in TRiO staff
training binder.
3. Record of attendance at
TRiO Professional
Conferences in TRiO staff
training binder.
INDIRECT ASSESSMENT of
26 | P a g e
SB1456 and
INPLEMENTATION of the
STUDENT SUCCESS
INITIATIVES (SB1456)
RECOMMENDATIONS.
1. After Activity Surveys
and Questionnaires.
2. Indirect assessment
from “2014-2015 TRiO
Program Evaluation”
survey by all continuing
TRiO students in March
2015
3. Annual end of year
survey of TRiO students
through the TRiO 20142015, End of Year
Questionnaire of Students
who attended EOPS,
MESA, DSPS, MASH and
regular Tutoring sessions.
TRiO PROGRAM STAFF
ASSESSMENT PLAN
The ASSESSMENT STATUS
REPORT of the PRIMARY
and SECONDARY
MEASURES were
discussed with the TRiO
27 | P a g e
Staff at regular meetings:
1. At regular meetings (12 times per month)
between TRiO Director,
TRiO Counseling Faculty
and TRiO support staff
discussed SB1456
implementation.
2. At regular meetings
(weekly) between TRiO
Counselors and TRiO
Tutors and Peer Advisors
TRiO support staff
discussed SB1456
implementation.
3. At beginning-of and end
of semester full TRiO staff
meetings TRiO support
staff discussed SB1456
implementation.
At each TRiO staff
meeting, reports were
given by each staff
member; problems were
discussed and if necessary
strategies were
implemented as needed.
4. At the annual TRiO
28 | P a g e
Retreat for 2014-15, the
staff held and will hold an
annual debriefing and
TRiO support staff will
discuss SB1456
implementation.
In August 2014 and in
January 2015, the TRiO
staff will debrief and
assess the STUDENT
AFFAIRS SERVICE AREA
ANNUAL ACTION PLAN
Strategic Initiatives.
3. IMPLEMENTED
IMPROVEMENT OF
EDUCATIONAL PLAN
COMPLETION
The FIRST of the
PRIMARY and
REQUIRED SERVICES of
the TRiO Program is
Course Selection and
Academic Advising.
The FIFTH of the
PRIMARY and
REQUIRED SERVICES of
the TRiO Program is
Transfer Advising and
Graduation Assistance.
29 | P a g e
Outcome:
1. TRiO students are able
to articulate, identify,
develop, and clarify
educational, career,
vocational, degree, and
transfer goals.
2. TRiO students are able
to communicate their
interests and needs to the
TRiO Counselors.
3. TRiO Students are able
to attain goals in
reasonable and expected
time frames.
The reduction in in
annual TRiO funding by
the congress.
Waiting to see if the
TRiO Program will win
the 2015-2020 grant
competition.
Yes
Yes
Additionally, under the
two SB1456 state
mandates of
Recommendation 1,
Increase College and
Career Readiness and
Recommendation 2,
Strengthen Support for
Entering Students, TRiO
counselors must
improve the accuracy
and effectiveness of
developing TRiO student
educational plans.
4. TRiO students are able
to learn adjustment,
flexibility, and adapting
skills in forming
educational plans.
Possible Key Performance
Indicators (KPIs):
1. # of TRiO students with
educational plans.
2. 3. 4 Results of final
“TRiO Program
Evaluation” analysis by
graduating and continuing
TRiO students.
TRiO Assessment Plan:
1. At the TRiO Annual
Retreat in August 2014
and in January 2015, as a
TRiO Program, we will
discuss the year’s total
results from the TRiO
strategic initiatives and
evaluate where, if
anywhere, adjustments
need to be made as the
TRiO Program.
4. IMPLEMENTED TRiO
FIRST YEAR EXPERIENCE
30 | P a g e
The reduction in in
annual TRiO funding by
Yes
Yes
(FYE) CURRICULUM
the congress.
The THIRD and FOURTH
of the PRIMARY and
REQUIRED SERVICES of
the TRiO Program
include providing a
curriculum in Financial
Aid and Financial and
Economic Literacy.
Waiting to see if the
TRiO Program will win
the 2015-2020 grant
competition.
All new TRiO students
took part in the TRiO
First Year Experience
(FYE).
The TRiO FYE provided
support to all students
who are in their first
year of the TRiO
Program at Hartnell
College. After applying
to Hartnell College and
scheduling their
mandatory Math and
English assessments,
and attending the TRiO
Program interview, all
new TRiO students were
required sign a contract
with the following
requirements: They
MUST attend the New
31 | P a g e
TRiO Student
Orientation, MUST
schedule their
mandatory TRiO
workshops, MUST
attend their educational
plan appointments and
if required, MUST attend
their tutorial sessions.
All TRiO students who
complete the contract
will be in GOOD
STANDING and will
receive Level 2 priority
registration both Fall
and Spring semesters.
All TRiO students
received specialized
career counseling
support to assist
students to figure out
what career direction to
pursue
All TRiO students
received the
opportunity for
assistance from a TRiO
Tutor/Peer Mentor who
are fellow TRiO
students, some of whom
32 | P a g e
were ready to transfer
and assisted the new
students to learn how to
survive and
thrive beyond the first
year of college while the
students pursued their
academic dreams
All TRiO students were
encouraged to attend
campus events, some of
which supported
scholarship
opportunities for first
year students.
All TRiO students were
encouraged to become
involved in campus
activities and to become
campus student leaders.
5. IMPLEMENTED TRiO
PROACTIVE/INTRUSIVE
ADVISING
(MANDATORY TRiO
STUDENT CONTRACT)
The FIRST of the
PRIMARY and
REQUIRED SERVICES of
the TRiO Program is
33 | P a g e
Outcome:
1. All TRiO students
participated in
Proactive/Intrusive
Counseling. During the
first semester of
attendance, all TRiO
students developed and
had on file a student
The reduction in in
annual TRiO funding by
the congress.
Waiting to see if the
TRiO Program will win
the 2015-2020 grant
competition.
Yes
Yes
Course Selection and
Academic Advising.
The FIFTH of the
PRIMARY and
REQUIRED SERVICES of
the TRiO Program is
Transfer advising and
Graduation Assistance.
(CONTINUING
ACTIVITY)
The Proactive/Intrusive
style of counseling
within the TRiO Program
required that the TRiO
participants meet with
the TRiO counselors
three times a semester.
Upon admission into the
TRiO Program, the
participants signed a
release authorizing
program access to the
student’s academic
records.
The TRiO Counselors
printed out transcripts
twice a semester and
the program also
34 | P a g e
educational plan. This was
accomplished starting
with the summer TRiO
orientation and fall
semester workshops.
Extensive follow-up by
TRiO counselors occurred
throughout the semester
to refine educational
plans and to monitor
student performance in
their classes.
2. TRiO students’
demonstrated reliability,
punctuality, and follow
through.
3. TRiO students identified
goals, policies, and
procedures for retention
and completion of the
SB1456 Student Success
Initiative.
4. TRiO students learned
consequences and
demonstrate
commitment.
5. TRiO students
perfected social skills, and
required that TRiO
students be issued
progress reports that
are taken to Hartnell
College faculty for grade
status checks that were
returned to the program
staff, which resulted in a
constant monitoring of
the students grades.
When academic
issues/problems
occurred the counselors
used the
proactive/intrusive style
of advisement and
called the students in for
an academic
intervention. This
constant monitoring and
intervention resulted in
a higher level of
monitoring and
contributed to higher
percentages of new
student persistence
from one year to
another.
identified and bonded
with other TRiO students
and the larger Hartnell
College community.
6. IMPLEMENTED TRIO
TUTORING
Outcome:
1. Target TRiO students
attended mandatory TRiO
35 | P a g e
Possible Key Performance
Indicators (KPIs):
1. Results of final “TRiO
Program Evaluation”
analysis by TRiO students.
TRiO Assessment Plan:
1. Annual TRiO Retreat
and 2013-2014
Debriefing.
In August 2014 and in
January 2015, the TRiO
staff will debrief and
assess the STUDENT
AFFAIRS SERVICE AREA
ANNUAL ACTION PLAN’s
TRiO Program, 5 Strategic
Initiatives and NOTES.
The reduction in in
annual TRiO funding by
the congress.
Yes
Yes
The SECOND of the
PRIMARY and
REQUIRED SERVICES of
the TRiO Program are to
provide tutorial
services.
The TRiO Program
provided math and
English tutoring for first
generation and lowincome students who
need assistance in both
remediation and at the
college freshmen level.
The TRiO Program also
connected TRiO
students with ALC,
MASH, and other
tutorial resources on
campus.
Tutorial sessions for Math
121, Math 123, Math13
and English 101, English
1B.
2. TRiO students
demonstrated reliability,
punctuality, and followthrough by attending TRiO
Tutoring sessions.
3. TRiO students identified
learning goals and
complete their mandated
TRiO tutorial hours.
4. TRiO students learned
consequences of low
GPAs and demonstrated
new commitment.
Possible Key Performance
Indicators (KPIs):
1. Results of final “TRiO
Program Evaluation”
analysis by TRiO students.
2. Evaluation of TRiO
Tutoring reports
TRiO Assessment Plan:
36 | P a g e
Waiting to see if the
TRiO Program will win
the 2015-2020 grant
competition.
1. Annual TRiO Retreat
and 2013-2014
Debriefing.
7. Apply for three SSS
grants for 2015-2020,
Regular SSS, STEM SSS,
and ESL SSS.
In August 2014 and in
January 2015, the TRiO
staff will debrief and
assess the STUDENT
AFFAIRS SERVICE AREA
ANNUAL ACTION PLAN’s
TRiO Program Strategic
Initiatives.
SSS grant 2015-2020
applications for Regular
SSS, STEM SSS, and ESL
SSS were submitted to the
Department of Education,
TRiO Office in February
2015. Awards will be
announced in August
2015.
No
No
* 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?
1. The TRiO Program completed and surpassed all of our 2013-2014 program objectives.
Measurable Outcomes.
(I) 2013-2014 Persistence Rate Objective:
We are meeting our persistence rate objective. 80% of all participants served by the TRiO Project will persist from one academic year to the
beginning of the next academic year. During 2013-2014, 91% of all participants served by TRiO persisted from fall 2013 to fall 2014.
(II) 2013-2014 Good Academic Standing Objective.
37 | P a g e
We are meeting our objective that 80% of all enrolled participants served by the TRiO Project will meet the performance level of 2.0 GPA
required to stay in good academic standing at the grantee institution. During 2013-2014, 97% of all participants served by TRiO maintained a
GPA of 2.0.
C. Objective 3: Graduation and Transfer Objective(s).
(I) 15% of new participants of served will graduate with an associate’s degree or certificate within four (4) years. In 2014-2015, 92% of
participants served will graduate with an associate’s degree.
AND
(II) 15% new participants served will transfer from a 2-year to a 4-year institution with an associate’s degree or certificate within four (4)
years. In 2014-2015, 90% of participants served will graduate with an associate’s degree and transfer to a 4-year institution.
2. The TRiO Program staff is in progress of incorporating the SB1456 matriculation changes in our TRiO plan of operation. All mandated
Steps to Success requirements are now all recorded in Colleague in order for our students to qualify for priority registration.
Measurable Outcomes.
3. The TRiO Program is progress of implementing the TRiO primary services (including tutoring) and secondary TRiO services.
Measurable Outcomes.
4. The TRiO Program has worked with Clarke and Associates and the Hartnell College Foundation to complete the process to apply for three
Student Support Services/TRiO Grant applications, including Regular SSS, STEM SSS and ESL SSS Programs.
Measurable Outcomes.
August 10, 2015 is the date that the Department of Education has identified as the date of announcing the SSS grant competition winners.
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.
38 | P a g e
A. NEW ACTIVITIES
This subsection addresses new activities for, and continuing new activities into, AY 2016-17. An activity can address many different aspects of your
service/office/program, and ultimately is undertaken to improve, enhance, and or keep your service/office/program current. A new activity may or
may not require additional resources. The first activity listed should be the most important; the second activity listed the second most important, etc. Activities
can include but are not limited to:
a. NEW CURRICULUM
b. FURTHER DEVELOPMENT OF THE PROGRAM OR SERVICE
c. GRANT DEVELOPMENT AND PROPOSALS
d. FACULTY AND STAFF TRAINING
e. MARKETING/OUTREACH
f.
ENROLLMENT MANAGEMENT
g. STUDENT SERVICES
h. ADMINISTRATIVE SERVICES
i.
SUPPORT OPERATIONS
j.
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.
39 | P a g e
Activity
1. Implementing the
2015-2020 (2016-17)
Regular SSS Program.
Strategic Plan
Goal(s)
No. & Letter
(e.g., 5A)*
Strategic
Priority 1 Student
Access
Goal 1A
Strategic
Priority 2 Student
Success
Goal 2A &
2B
Strategic
Priority 5 Innovation
and
Relevance
for
Educational
Programs
and Services
Goal 5A:
Related SAOs, SLOs,
PLOs, or goals
Desired Outcome(s)
SLO 1: Director’s
Acceptance Meeting –
at the end of the
admission interview
that students had with
Manuel Bersamin or
the TRiO Counselors,
the students will able
to identify specific
TRiO services such
counseling and
tutoring.
Successful implementation of
the REGULAR Student Support
Services Project. The Project will
provide an array of required and
permissible services to 160
students who have
demonstrated an academic need
as part of the Project’s
application process. The project
staff will include a full-time
Project Director, Advising &
Coaching Specialist, Secretary
and hourly tutors. The staff will
work in conjunction with the
college faculty and staff to
effectively deliver the project
services to the SSS students
throughout the academic year
and summer. The project
services include:
 Academic
Advising/Coaching
(includes course
selection)
 Tutoring
 Financial Aid Workshops
(includes FASFA
completion)
 Financial Literacy
(includes management
of personal finances)
SLO 2: At the end of
the admission
interview that students
had with Manuel
Bersamin or the TRiO
Counselors last
summer, the students
will able to identify
other services at
Hartnell College such
as EOPS, MESA, and
their program
requirements.
Student Development
Achievement Area –
TRiO students will
learn lessons in social
capital and educate
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Resources
Needed
Person
Responsibl
e
M.
Bersamin
Estimated
Date of
Completion
(can be more
than one year
in length)
August 31,
2020
Comments
This new
activity is
dependen
t on
winning
the 20152020 SSS
REGULAR
Grant
competitio
n on
August 31,
2015
students and parents
about campus and
community resources
that will enable a
positive student
experience and
successful academic
outcome.





2. Implementing the
2015-2020 (2016-17)
STEM SSS Program.
Strategic
Priority 1 Student
Access
Goal 1A
Strategic
Priority 2 Student
Success
Goal 2A &
2B
Strategic
Priority 5 Innovation
and
Relevance
for
Educational
Programs
and Services
Goal 5A:
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SLO 3: At the end of
the first semester,
TRiO students
attending the TRiO
Academic/Personal
Counseling
appointments (to
review academic
progress and academic
direction) will develop
decision-making skills
to aid their education
and career.
Life Skills
Achievement Area –
TRiO students will
develop long-term
academic and
personal skills and
understand new
concepts and theories
that can be practically
applied in common,
Graduation and Transfer
Advising
Monitoring Academic
Progress to Degree
Completion
Academic Support
Individual Non-Cognitive
Development
Transitional Activities
(includes closing social
class achievement gap)
Same services as above.
The SSS STEM Project will
provide an array of required and
permissible services to 120
students who have
demonstrated an academic need
as part of the Project’s
application process.
M.
Bersamin
August 31,
2020
This new
activity is
dependen
t on
winning
the 20152020 SSS
STEM
Grant
competitio
n on
August 31,
2015
everyday scenarios
(Social Capital).
3. Implementing the
2015-2020 (2016-17)
ESL SSS Program.
Strategic
Priority 1 Student
Access
Goal 1A
Strategic
Priority 2 Student
Success
Goal 2A &
2B
Strategic
Priority 5 Innovation
and
Relevance
for
Educational
Programs
and Services
Goal 5A:
SLO 4: By March 2nd of
each year, after
attending the FAFSA
workshop and/or the
Financial Literacy
workshop, the
students will gain
Financial Aid
Knowledge and
Financial Literacy.
Financial Literacy Skills
Achievement Area TRiO students will
learn about the
financial aid process
and learn how to
wisely use their
financial resources so
that they will be ready
to transfer and survive
the university years.
(Economic Capital)
SLO 5: TRiO students
in their last year will
attend the CSU/UC
Transfer Application
Workshops and the
students will receive
effective guidance to
fill out applications for
transfer to universities.
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Same services as above.
The SSS ESL Project will provide
an array of required and
permissible services to 140
students who have
demonstrated an academic need
as part of the Project’s
application process.
M.
Bersamin
August 31,
2020
This new
activity is
dependen
t on
winning
the 20152020 SSS
ESL Grant
competitio
n on
August 31,
2015
Transfer to
Baccalaureate
Institution Skills
Achievement Area TRiO students will
learn the process of
applying and being
accepted to a
university and will
actually transfer to a
bachelor degree
granting institution.
4.
5.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
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*** 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.
Winning the 2015-2020 SSS Regular, STEM and ESL Grant competitions on August 31, 2015, will allow Hartnell College Student Affairs to serve and support
hundreds of additional low income first generation students. The Regular SSS Project will provide an array of required and permissible services to 160
students. The ESL SSS Project will provide an array of required and permissible services to 140 students. The STEM SSS Project will provide an array of
required and permissible services to 120 students. If all three SSS grants are won, the total of students to be served would be 420 individuals.
b) Describe how this activity supports all of the following that apply:
1) Service Area Outcome
If Hartnell College wins the 2015-2020 Student Support Services grant competitions, the programs will exist another five years and we will
improve our opportunities to assist our students to achieve the program SAOs.
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)
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5) Strategic Plan Goal (list applicable strategic plan outcome)
[Begin response here]
c) Does this activity span multiple years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
The new plan of operation that was written in the 2015-2020 Student Support Services grant applications will constitute the action plan for
these new activities.
d) What measureable outcomes are expected from this activity? List indicators of success.
The success indicators are the new objectives that were written in the 2015-2020 Student Support Services Regular, STEM, and ESL grant
application (below).
(I) 2015-2020 Persistence Rate Objective:
The new persistence rate objective. is that 85% of all participants served by the TRiO Project will persist from one academic year to the
beginning of the next academic year.
(II) 2015-2020 Good Academic Standing Objective.
The new persistence rate objective is that 85% of all enrolled participants served by the TRiO Project will meet the performance level of 2.0
GPA required to stay in good academic standing at the grantee institution.
C. Objective 3: Graduation and Transfer Objective(s).
(I) 50% of 2015-2020 new participants served will graduate with an associate’s degree or certificate within four (4) years. AND
(II) 25% of 2015-2020 new participants served will transfer from a 2-year to a 4-year institution with an associate’s degree or certificate
within four (4) years.
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The other measurable outcomes will be the service area outcomes (SAO) that we will identify for 2016-17.
e) What are the barriers to achieving success in this activity?
This new activity is dependent on winning the 2015-2020 SSS (Regular-STEM-ESL) Grant competitions on August 31, 2015. If the Department of Education
only awards Hartnell College one TRiO grant on August 10, 2015, the relatively small size and level funding of the grant will make meeting all required
primary requirements of the grant problematic.
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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.
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Personnel
Classified
Staff/ Faculty
(C/F/M)*
Supplies/Equipme
nt
(S/E)**
Technology
Hardware/
Software (H/S)***
Cont
ract
Serv
ices
Training
Travel
Libr Facilities/S
ary
pace
e.g.
Mater
Science
ials
Labs
Projected
Costs
1.
(F) Part-time
Counselors
Fund two adjunct
TRiO Counselors
from 15 to 23
hours a week
$37,271.00
2) 8 hours X 36
weeks X $57.43
=$16,540.00 x 2 =
$33,080.00
And 12.67%
Benefits
= $4191.00
Total
$ 37,271.00
F
2.
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Graphing Calculators
10 TI84+ Graphing
Calculators @
$100.00 each
E
$ 1,000.00
3.
Student
Fieldtrips
Pacific Monarch
Bus Charter
$8,200.00
47 passenger
coach $1,500 +
($50 driver
gratuity) X 4
trips = $6200.00
Water and
Lunch
Food
$10.00 X 50
students =
$500.00 X 4
trips =
$2000.00
S
4.
Fund the increase
the TRiO
Administrative
Assistant 1 salary
and benefits.
Range 17
Step E
From 10 month
20hrs to FT 12
month 40 hrs =
$45,471 plus
Benefits, $9391.20
Total =$54,862.20
C
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Benefits @ 29.04%
= $6863.00
Total
=$54,862.20
Total
* 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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$101, 333.20
3. Fund (1) 40 hour Program Assistant I for TRIO
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APPENDIX A. Strategic Priorities & Goals
(From Hartnell College Strategic Plan 2013-2018)
Priority 1: Student
Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong
learning opportunities—with seamless pathways—to all of the college’s present and prospective
constituent individuals and groups.
Priority 2: Student
Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
Priority 3: Employee
Diversity and Development
Goal 3A: Hartnell College is committed to 1) increasing diversity among its employees; 2)
providing an environment that is safe for and inviting to diverse persons, groups, and
communities; and 3) becoming a model institution of higher education whose respect for
diversity is easily seen and is fully integrated throughout its policies, practices, facilities, signage,
curricula, and other reflections of life at the college.
Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to
providing and supporting relevant, substantial professional development opportunities.
Priority 4:
Effective Utilization of Resources
Goal 4A: To support its mission, Hartnell College is committed to the effective utilization of
its human resources.
Goal 4B: Hartnell College is committed to having its physical plant, furnishings, and grounds
maintained and replaced in a planned and scheduled way to support learning, safety, security,
and access.
Goal 4C: Hartnell College will maintain a current, user-friendly technological infrastructure
that serves the needs of students and employees.
Goal 4D: Hartnell College is committed to maximizing the use and value of capital assets,
managing financial resources, minimizing costs, and engaging in fiscally sound planning for
future maintenance, space, and technology needs.
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Priority 5:
Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the realworld needs of its diverse student population, while also developing and employing a culture of
innovation that will lead to improved institutional effectiveness and student learning.
Priority 6: Partnership
with Industry, Business Agencies and Education
Goal 6A: Hartnell College is committed to strengthening and furthering its current
partnerships, in order to secure lasting, mutually beneficial relationships between the college
and the community that the college serves.
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