Budget Development and Funding Decision Processes
Requests for program, service, office and departmental funding must generally be made in the
following ways and for the purposes stated below.
Budgeting for Upcoming Fiscal Year (FY)
Program Planning and Assessment (12-18 months prior to FY)
 New Budget Requests
 Requests for Augmentation
Budget Build and Reallocation Process (3-6 months prior to FY)
 Requests to Fund Ongoing, Year-to-Year Needs
Increases to Current Operating Budget
 Requests for Supplemental Funding (occasionally during FY)
 Requests to Meet Urgent Needs (rarely during FY)
Requests for program, service, office and departmental funding are normally channeled
through two budget development processes: (A) the program planning and assessment (PPA)
process, and (B) the budget build and reallocation process.
A. Program Planning and Assessment
Starting with the second annual PPA process in spring 2014 and moving forward through spring
2018 (which will mark completion of the college’s Strategic Plan implementation), all
designated programs, services, and offices are required to conduct an annual review and
develop an action plan based on analysis of current outcomes assessment information and
data.
Funding requests for items, activities and initiatives must be justified through
measurable outcomes and via linkage to specific goals in the Strategic Plan.
In addition to completing a review and action plan, certain programs, services, and offices are
required to undertake a comprehensive review during a predetermined spring semester. All
designated college programs, services, and offices will undergo a comprehensive review at least
once over the entire 5 year scheduled cycle through spring 2018.
The annual PPA process allows for two basic types of funding requests for the fiscal year (FY)
that begins on July 1st of the subsequent calendar year:
1. New Budget Requests – new line items or new budgets that will not be included
in the next FY’s anticipated operating budget, such as a budget for a new
program or service.
1
2. Requests for Augmentation – increases over, and/or changes in funding from,
the next FY’s anticipated operating budget that result from:
a. Changing standards, such as in regulations, accreditation, safety, etc.,
requiring increased (decreased) funding.
b. The need to transition from one funding source to another, such as from a
grant to the general fund.
Requests may originate directly from the college’s Strategic Plan or other long term institutional
plan (e.g., technology plan). These requests must nonetheless be incorporated within the
appropriate annual action plan that pertains to the specific FY in which those funds will be
required.
Requests for new full time faculty (FTF) and staff positions must also be included and justified in
action plans. For example, a new FTF position would need to be included in that instructional
program’s annual action plan in spring 2015 to be potentially funded for FY 2016-17.
Activities in Spring Semester
From February through April, area deans and department heads coordinate the program review
process with faculty and/or staff. From May through July, the VPs collect program review
documents and coordinate input from area deans and department heads in establishing
priorities across requests. All annual and comprehensive reviews are completed and reviewed
with oversight by the supervising VP.
Activities in Summer
VPs prepare documents summarizing program review results and, in consultation with the Chief
Budget Officer (CBO) and Controller, budget requests across the areas within their purview. VPs
ensure that program review documents are submitted no later than the end of July to the
location designated by the Dean of Institutional Planning and Effectiveness.
Activities in Fall Semester
The Governing Board approves the current FY budget inclusive of budget requests from the
previous calendar year’s PPA cycle, and the Superintendent/President (S/P) communicates to
college employees the list of approved budget requests for the previous calendar year’s PPA
cycle. PPA documents completed in spring may be re-submitted – per VP’s advance instructions
on timing of re-submission – with updated budget requests for the next FY and re-prioritization
of requests, if justification for such modifications is adequately provided. VPs ensure
elimination of approved one-time requests for the previous calendar year’s PPA cycle from the
prioritization of requests in the current calendar year’s PPA cycle, and submit updated PPA
documents to the Office of Institutional Planning and Effectiveness no later than the end of
September.
The VPAA and VPSA bring forward recommendations for new FTF positions for the subsequent
FY to the FTF Hiring Committee, the FTF Hiring Committee submits its recommendations to the
College Planning Council (CPC), the College Planning Council (CPC) reviews recommendations
2
from the FTF Hiring Committee, and the CPC submits recommendations for FTF positions to the
S/P. VPs lead discussion of program review results and budget requests with appropriate
corresponding governance councils.
Activities in the New Calendar Year and through Spring Semester
The CPC reviews program review budget requests forwarded from the lower level councils, and
submits all budget recommendations to the S/P by the end of February. The S/P reviews
recommendations from the CPC, and determines which requests to approve for inclusion in the
draft Tentative Budget.
Budget development activities continue as the CBO oversees the budget build and reallocation
process.
B. Budget Build and Reallocation Process
Ongoing, or continuing, year-to-year needs are represented as line items and amounts rolled
over from the college’s current operating budget for review and potential modification for
inclusion in the draft Tentative Budget for the subsequent FY. Each department reviews its
current budget, and requests increases (decreases) in specific line items for the next FY as
justified by planning assumptions, enrollment expectations, and other influencing factors.
Modifications to such line items may also be justified by more specific factors, such as statutory
or contractual obligations, replaceable equipment needs, or changes in anticipated operating
needs. VPs review department budget-building requests, may reallocate across requested
departmental budgets, and submit all of their division’s budget-building requests to the CBO.
The draft Tentative Budget encompasses the modified base budget in addition to those items
and amounts requested through the PPA process and approved by the S/P. At the end of April,
the CBO brings forward the proposed Tentative Budget to the CPC prior to finalization of the
Tentative Budget.
Funding will not be considered or approved for requests that should have been
channeled through the above processes, unless an exceptional reason is
provided to the supervising VP. The VP must consent to bringing the request
to the President’s Executive Cabinet, the Cabinet must agree that the request
be brought to the CPC for its consideration, and the Council must in turn
recommend to the S/P that the request be funded.
Activities within the Current Year’s Operating Budget
As needs may arise during implementation of the current year’s operating budget, requests for
program, service, office and departmental funding may occasionally occur through two
additional processes: (C) the process to request supplemental funding, and (D) the process to
meet urgent needs.
3
C. Requests for Supplemental Funding
Area deans/department heads may make requests for supplemental funding for current
operations, and with appropriate justification, through their VP. If recommended by the VP, all
such requests must subsequently be approved by the Cabinet. These requests and approvals
will also be shared with the CPC.
Funding will not be approved for requests that should normally have been
anticipated through the PPA or budget build processes from which the current
operating budget was developed.
D. Requests to Meet Urgent Needs
The S/P may make adjustments in the current operating budget to appropriately fund items
and activities resulting from unforeseen emergencies and other urgent needs that require
immediate or near-term attention. The Cabinet and CPC will be informed when possible.
Changes to the budget may arise due to state legislative changes directly impacting the
college’s revenue allocation. The CBO will notify the CPC and the areas and departments
impacted by the changes.
4
Timeline for 2016 Program Planning and Assessment (PPA)
Summary of Annual Integrated Planning Process
Approval of PPA Budget Requests for Fiscal Year (FY) 2017-18
JANUARY 2016
Dean IPE sends communication to college employees with details about the 2016 PPA cycle. VPs lead
and provide oversight for the program review process for all areas within their division through which
new budget requests and budget requests for major augmentations are made. (Ongoing needs are
incorporated into the planning and budgeting process via budget build and reallocation in Spring 2017.)
FEBRUARY / MARCH / APRIL 2016
Area deans and department heads coordinate program review process with assigned faculty and staff.
Deans review PPA reports (annual and comprehensive reviews and action plans) and provide input and
oversight to ensure that reports are completed by end of April.
MAY / JUNE / JULY 2016
VPs collect and review PPA reports from their division, coordinate input from area deans and
department heads in establishing priorities across budget requests, and consult with the Chief Budget
Officer (CBO) and Controller in preparing documents summarizing division requests for the 2016 PPA
cycle. VPs submit PPA reports to the Office of Institutional Planning and Effectiveness by end of July.
SEPTEMBER 2016
The Governing Board approves the FY 2016-17 budget inclusive of budget requests from the previous
(2015) PPA cycle, and the Superintendent/President (S/P) communicates to college employees the list of
approved budget requests for the previous (2015) PPA cycle. PPA documents completed in spring 2016
may be re-submitted – per VP’s advance instructions on timing of re-submission – with updated budget
requests for FY 2016-17 and re-prioritization of requests, if justification for such modifications is
adequately provided; VPs ensure elimination of approved one-time requests for the previous (2015) PPA
cycle from the prioritization of requests in the current (2016) PPA cycle, and submit updated PPA
documents to the Office of Institutional Planning and Effectiveness. The VPAA and VPSA bring forward
recommendations for new Full Time Faculty (FTF) positions to the FTF Hiring Committee.
OCTOBER / NOVEMBER / DECEMBER 2016
The College Planning Council (CPC) reviews recommendations for FTF positions forwarded from the FTF
Hiring Committee, and submits prioritized recommendations for FTF positions to the S/P. VPs lead
discussion of program review results and budget requests with the corresponding governance council.
JANUARY / FEBRUARY 2017
The CPC reviews PPA requests forwarded from lower level councils, and submits budget
recommendations to the S/P.
MARCH / APRIL 2017
The S/P reviews and approves, in whole or in part, recommendations from the CPC for inclusion in draft
Tentative Budget for FY 2017-18. The CBO and Controller prepare draft Tentative Budget for FY 2017-18.
SEPTEMBER 2017
The Governing Board approves the FY 2017-18 Budget inclusive of budget requests from the 2016 PPA
cycle, and the S/P communicates to college employees the list of approved budget requests.
Schedule of Annual (A) and Comprehensive (C) Reviews
Fall 2013 & Spring 2014-2018
Title (Abbreviation)
Superintendent/President
Office of the Superintendent/President (S-P)
Office of Institutional Planning, Research, and Effectiveness (IPRE)
2013 2014 2015 2016 2017 2018
A
A
A
A
C
C
C
A eP-A A
A
A1
Academic Affairs Division
Offices
VPAA Office (VPAA)
Dean Curriculum & Instructional Support, Social & Behavioral Sciences & Fine Arts Office (DN-CIS-SBS-FA)
Dean Languages, Learning Support & Resources Office (DN-L-LSR)
Dean Math, Science & Engineering Office (DN-MSE)
Dean Nursing & Allied Health Office (DN-N&AH)
Director Athletics Office (DIR-ATH)
Offices & Campus/Center Services
Dean Advanced Technology & Applied Science/Alisal Campus (DN-AT&AS-AC)
Dean South County Education Services/King City Education Center (DN-SCES-KCEC)
Programs & Services
Athletics (ATH)
Computer Lab (CL)
CSIT-in-3 Program
J. Frederic Ching Planetarium
K-12 STEM Programs (K-12-STEM)
Library Services/Instruction (LSI)
NASA SEMAA (NASA-SEMAA)
Science and Math Institute (SMI)
Science and Math Institute/HSI Initiatives/CSIT-in-3 Program/Planetarium
The MESA Program (MESA)
The Western Stage (WS)
Tutorial Services (TS)
Academic Programs
Administration of Justice (ADJ)
Advanced Diesel Technology (ADT)
2013
A
A
A
A
A
A
2013
A
C
2013
NA
NA
X2
X2
NA
C
C
NA
X2
C
NA
C
2013
A
NA
Page 1 of 6
2014
C
X2
C
C
X2
X2
2014
C
A
2014
NA
A
C1
C1
NA
A
A
NA
X2
A
NA
A
2014
C
NA
2015
A
C
A
A
C
X2
2015
A
A
2015
NA
A
NA
NA
NA
A
X1
NA
A
X1
NA
A
2015
A
NA
2016
A
A
A
A
A
C
2016
A
A
2016
A
C
NA
NA
A
A
NA
A
S1
A
A
A
2016
C
A
2017
A
A
A
A
A
A
2017
A
A
2017
C
A
NA
NA
A
A
NA
A
NA
A
C
A
2017
A
C
2018
A
A
A
A
A
A
2018
A
C
2018
A
A
NA
NA
C
C
NA
C
NA
C
A
C
2018
C
A
Advanced Diesel Technology/Automotive Technology
Agricultural and Industrial Technology (AIT)
Agricultural Business Technology (ABT)
Alcohol and Drug Abuse Counseling (ALC)
Anthropology (ANT)
Astronomy (AST)
Automotive Technology (AUT)
Biology (BIO)
Business Administration (BUS)
Business Office Technology (BOT)
Chemistry (CHM)
Chicano Studies/Ethnic Studies (CHC-ETH)
Communication Studies (COM)
Computer Science and Information Systems (CSS)
Construction (CONS)
Digital Art (DA)
Drafting and Design Engineering Technology (DRA)
Early Childhood Education (ECE)
Earth Science (ESC)
Economics (ECO)
Elementary Teacher Education (ETP)
Emergency Medical Technician/Health Services
Engineering (EGN)
English (ENG)
English As A Second Language (ESL)
General Studies (GS)
History (HIS)
Liberal Arts (LA)
Mathematics (MAT)
Music (MUS)
Photography (PHO)
Physical Education—Kinesiology (PE)
Physics (PHY)
Political Science (POL)
A
A
A
A
A
A
NA
A
A
X1
A
A
A
A
X1
A
A
A
A
A
A2
A
A
A
A
A3
A
A3
A
A
A
A
A
A
Page 2 of 6
X1
C
X1
A
A
A
NA
A
C
C
A
C
A
X1
A
A
C
C
C
A
A
NA
A
A
A
A
A
A
A
A
A
A
A
A
X4
A
C
C
A
A
NA
C
A
A
A
A
A
C
C
C
A
A
A
A
A
NA
C
A
A
X4
A
C
A
C
C
A
A
C
S2 NA
PR-C ?
A
C
A
C
C
A
C
A
A
C
eP-A A
A
A
A
A
eP-A C
A
A
A
C
A
C
PR-A ?
A
C
PR-C ?
C
A
A
A
A
C
A
A
NA NA
A
A
A
C
A
C
C
A
A
C
A
A
eP-A C
A
A
A
A
eP-A C
C
A
A
A
NA
?
A
A
A
A
A
A
A
A
A
A
A
A
?
A
?
C
A
A
C
NA
A
A
A
A
A
A
A
A
A
A
A
A
Psychology (PSY)
Real Estate (RE)
Registered Nursing (RN)
Respiratory Care Practitioner (RCP)
Social Sciences (SSC)
Sociology (SOC)
Spanish (SPA)
Theatre Arts (THA)
Theatre Arts/The Western Stage
Visual Art (VA)
Vocational Nursing (VN)
Welding Technology (WLD)
A
X1
A
A
A3
A
A
NA
A
A
A
A
A
X1
A
C
A
A
A
NA
A
A
A
C
C
X1
C
A
X2-A
A
A
NA
A
C
C
A
A
A
PR-A ?
A
C
eP-C A
C
A
A
A
A
C
PE-A C
S3 NA
A
C
eP-A C
C
A
A
?
A
C
A
C
A
A
NA
A
A
C
Administrative Services Division
VPAS Office (VPAS)
Business Services (BS)
Cafeteria (CAF)
Facilities/Maintenance/Asset Management (FMAM)
Human Resources (HR)
2013 2014 2015 2016 2017 2018
A
A
A
C
A
A
C
A
A
C
A
A
C
A
C
A
A
A
C
A
C
A
A
A
C
A
X1
C
A
A
Advancement and Development/Foundation Division
VPAD Office (VPAD)
Advancement/Communications/Development (ACD)
2013 2014 2015 2016 2017 2018
X2
C
A
A
A
C
C
A
A
A
A
C
Information and Technology Resources Division
VPITR Office (VPITR)
Information Technology (IT)
2013 2014 2015 2016 2017 2018
C
A
A eP-A A
C
C
A
A eP-A A
C
Student Affairs Division
VPSA Office (VPSA)
Student Programs & Services
Academy for College Excellence (ACE)
Admissions & Records (A&R)
Assessment Center (AC)
2013
A
2013
A
A
A
Page 3 of 6
2014 2015 2016 2017 2018
X1
C
A
A
A
2014 2015 2016 2017 2018
A
C
A
A
A
X2
C
A
A
A
A
A
A
C
A
Center for Achievement and Student Advancement (CASA)
Counseling Services/Instruction (CSI)
DSPS/Learning Skills Instruction (DSPS-LSK)
EOPS/CARE/CalWORKs (EOPS-CARE-CW)
Financial Aid (FA)
High School Equivalency Program (HEP)
International Student Program (ISP)
Student Life/Associated Students (SL-AS)
Transfer and Career Center (T&CC)
TRiO Program (TRIO)
Veterans Service Center (VSC)
NA
A
A
A
A
NA
A
A
A
A
A
LEGEND & NOTES
Bold letter indicates that the report was completed as follows:
A. Annual review and action plan completed.
C. Comprehensive review and action plan completed.
Letter not in bold indicates that the report has not yet been completed as follows:
A. Annual review and action plan not yet completed.
C. Comprehensive review and action plan not yet completed.
Certain reviews were not completed in Fall 2013, Spring 2014 & Spring 2015 as follows:
X1. Annual review not completed, or not completed by final deadline.
X2. Comprehensive review not completed; shifted to next year's cycle.
X2-A. Annual rather than comprehensive review completed; shifted to next year's cycle.
Certain reviews were submitted incomplete in Spring 2015 as follows:
X4. Comprehensive review submitted incomplete.
Certain annual reviews were not done in Fall 2013 for reasons noted:
A1. New office established and dean hired mid-way through semester.
A2. New degree offered as of Fall 2013.
A3. The college was determining how to ensure regular review of this program.
Page 4 of 6
NA
A
A
A
X2
A
X1
A
A
A
X1
NA
A
A
A
C
C
A
C
C
A
A
C
A
C
A
A
A
C
A
A
C
A
A
C
A
C
A
A
A
A
A
A
C
A
A
A
A
A
A
A
A
A
A
A
Certain comprehensive reviews were combined in Spring 2014 for reason noted:
C1. Activities related to Science and Math Institute/STEM.
Certain reports were separated/distributed differently starting Spring 2016 for reason noted:
S1. Science and Math Institute as separate reporting area; CSIT-in-3 Program to Computer
Science and Information Systems.
S2. Automotive Technology as new program separated from Advanced Diesel Technology.
S3. The Western Stage separated from Theatre Arts.
Certain reports are scheduled to be submitted electronically via eLumen in a small pilot program
(eLumen Pilot, eP) in lieu of submitting Word document reports during Spring 2016, as follows:
eP-A. Academic programs - Biology, Chemistry, Mathematics, Physical Education-Kinesiology,
Vocational Nursing; non-instructional programs - Office of Institutional Planning and
Effectiveness, VPITR Office, Information Technology.
eP-C. Academic program - Respiratory Care Practitioner.
Modifications and additions were made in the inventory, resulting in the following:
NA. Not (or no longer) applicable.
Academic and non-instructional programs undergoing separate, parallel review to the PPA process
in the same academic year are normally exempt from submitting a complete PPA report, whereas
an action plan might nonetheless be submitted for the purpose of making funding requests:
PE-A or PE-C. This designation requires a PPA report for the listed program. The report to establish
a new program (Program Establishment) associated with the listed program, scheduled for
completion within the academic year, may be submitted and supplemented with an action plan
for the purpose of making funding requests in lieu of submitting a complete annual or
comprehensive review for that new program.
PR-A or PR-C. The report to revitalize the listed program (Program Revitalization), scheduled for
completion within the academic year, must be submitted - and may be supplemented with an
action plan for the purpose of making funding requests - in lieu of submitting a complete annual
or comprehensive review.
?. Whether a PPA report will be required in one or more future years dependent on the decision to
be made as a result of the report on program revitalization.
Page 5 of 6
The categories of "Programs, Services & Grants" and "Instructional" Services within Academic
Affairs were combined into a new category called Programs & Services starting Spring 2016.
Page 6 of 6
Program Planning and Assessment (PPA)
for Academic Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2016
The purpose of Program Planning and Assessment at Hartnell College is to obtain an honest and authentic view of a 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 academic program 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 about student learning, student success
and student behavior at Hartnell College. The result of the process also improves institutional effectiveness.
Program/Discipline
Date Completed (must be in final
form by 4/28 /16)*
Date Submitted to Dean
*Please note that you should work with your colleagues and dean/director to ensure that this report is completed, revised as
needed, in its final form and submitted no later than the end of April.
List of Contributors/Reviewers, including Title/Position
Name
Title/Position
________________________
Typed Name of Area Dean/Director
_________
Date
Dean’s Comments (Optional):
For Comprehensive Review:
_______________________
Typed Name of VPAA
_________
Date
VPAA Comments (Optional):
This PPA report is organized in 3 sections and 10 subsections as follows:
I.
II.
III.
Comprehensive Review – a. Overall Program Effectiveness, b. Instructional Staffing, c. CTE Programs – Labor Market &
Achievement, and d. Program Goals.
Annual Review – a. Course Data & Trends, b. Curriculum,
c. Outcomes, and d. Previously Scheduled Activities.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
 For programs/disciplines scheduled for comprehensive review in spring
2016, please complete Sections I, II, and III.
 For programs/disciplines scheduled for annual review, please complete
Sections II and III.
I.
COMPREHENSIVE REVIEW
Please complete this section for programs/disciplines scheduled for comprehensive review in spring 2016.
Go to Section II for programs/disciplines scheduled for annual review in spring 2016.
A. OVERALL PROGRAM EFFECTIVENESS
1. Describe your program in terms of its overall effectiveness over the past several years.
Please consider the questions below in describing your program/discipline/area.





How are students/employees served by the program?
What are the unique aspects of the program?
How does the program relate to the needs of the community?
How does the program interface/collaborate with other programs on campus?
What is working well and not working well in the program/discipline?
[Begin response here]
B. INSTRUCTIONAL STAFFING
1. In the table below enter the number of sections offered and the number of full time and adjunct faculty in your
program/discipline by term over the past 3 years.
R:\\PPA Spring 2016
Term
No. of Active Sections
Full-time Faculty
Adjunct
Faculty
FTEF
Taught
(if data available)
Fall 2012
Spring 2013
Fall 2013
Spring 2014
Fall 2014
Spring 2015
2. What staffing factors/challenges have influenced the effectiveness of the program?
[Begin response here]
C. CTE PROGRAMS – LABOR MARKET & ACHIEVEMENT
Please complete this section if the program is Career Technical Education
(CTE). Go to subsection D if the program is not CTE.
1. Provide your assessment of your programs effectiveness in job placement and transferring students to fouryear institutions. Does your program have a standard for job placements or transfer rates?
[Begin response here]
2. Describe the activities/actions of and recommendations resulting from advisory committee meetings that
have occurred over the past two years.
[Begin response here]
3. Does labor market data and/or the need for additional education indicate that changes should be made to
your program? Does the program (continue to) meet a labor market demand and/or fulfill an important step
toward higher/additional education?
[Begin response here]
4. Does your program have a standard for graduation rates, licensing exams, and/or certification exams? If so,
please include details.
[Begin response here]
D. PROGRAM GOALS
1. List and describe program/disciplinary goals for the next comprehensive review cycle. Be sure to
highlight innovative, unique, or other especially noteworthy aspects.
In considering your 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 program goals here]
1)
2)
3)
4)
5)
II.
ANNUAL REVIEW
This section must be completed for ALL academic programs, including those scheduled for a
comprehensive review in spring 2016.
A. COURSE DATA & TRENDS
Please evaluate the 3-year trend of enrollment and success of courses in your program/discipline. Identify the
courses you are choosing to examine this current year in the list below. You do NOT need to evaluate trends for
each course every year. R:\\PPA Spring 2016
Please use the data that have been provided. Analyze trends that you observe with respect to the data for the identified courses
and answer the following questions.
ENROLLMENT
1. Review the enrollment data. Describe and analyze any patterns or anomalies that you notice. How do Face
to Face, Hybrid and DE courses compare? What do you make of these patterns or anomalies? What actions
should be taken to ensure continuous improvement?
[Begin response here]
SUCCESS
2. Review the success data. Describe and analyze any patterns or anomalies that you notice. How do Face to
Face, Hybrid and DE courses compare? What do you make of these patterns or anomalies? What actions
should be taken to ensure continuous improvement?
[Begin response here]
DEGREES AND CERTIFICATES
3. Describe the demonstrated effectiveness of the program over the past several years with trends in degree
and certificate completions/awards.
[Begin response here]
4. Describe any other relevant factors regarding diverse teaching modalities and environments, such as specific
Locations and scheduled times.
[Begin response here]
B. CURRICULUM
R:\PPA Spring 2016\Curriculum Data
Please answer the following questions. The data point above will take you to a chart that contains all courses in
Curricunet, the last time they went through the Curriculum Committee, and when they are due to go through
again. Any course with a “*” next to the date or just in the box in the Last Time column have an active draft that
someone may be working on. Any date in the Last Time column that is over 5 academic years old is in red and
needs to be revised through the committee as soon as possible. The courses without dates in the Last Time column
did not have a date of last approval listed.
1.
2.
3.
Are all courses reviewed and up to date?
If your courses are not up to date, what is your plan to get them done?
Are there any plans to add new curriculum?
[Begin response here]
C. OUTCOMES
Use your Program Outcome Maps to assist you in this subsection. As you plan your course assessments, keep the higher level
program outcome in mind. While course level assessment serves the purpose of examining the teaching and learning for that
particular course, it also provides the data that will be viewed collectively for assessment of the associated program level
outcomes.
PROGRAM LEVEL OUTCOMES
1. Please answer the following questions. An outcome list of your program can be found in your file at the end of
the data point. R:\Student Learning Outcomes\Program Level Assessment Reports\Program Level Assessment
Reports 2014 - 2015
1) What PLO did you assess?
2) What did you find?
3) What plans did you make as a result?
Was there review and analysis of the data? How did the discipline faculty engage in discussion? Were any interventions
conducted? Are there any plans to make changes to certificate/degree programs or improvements in teaching and student
learning?
[Begin response here]
CORE COMPETENCIES
2. Describe how Core Competencies (Communication Skills, Information Skills, Critical Thinking/Problem
Solving, Global Awareness, Aesthetic Appreciation, Personal Growth and Responsibility) were specifically
addressed by the program/discipline during the past year. For example, were data gathered at the course level?
Was there review and analysis of the data? How did the discipline faculty engage in discussion? Were any
interventions conducted? Are there any plans to make changes to courses or improvements in teaching and
student learning?
[Begin response here]
COURSE LEVEL STUDENT LEARNING OUTCOMES
Please answer the following questions. A list of what you should have assessed can be found using the provided
data link. Your actual results can be found in Elumen. http://www.hartnell.edu/slo
1)
2)
3)
4)
What SLO did you assess in Spring 2015 and Fall 2015?
What did you find?
What plans did you make as a result?
Do and assessment activities need to be strengthened or improved? What are the challenges to achieving these
improvements?
Was there review and analysis of the data? How did the discipline faculty engage in discussion? Were any interventions
conducted? Are there any plans to make changes to certificate/degree programs or improvements in teaching and student
learning?
[Begin response here]
1. What academic support services do the students in your program utilize and how frequently? Are there any
other services that could enhance students learning in your program?
[Begin response here]
D. PREVIOUSLY SCHEDULED ACTIVITIES
Using your previous PPA as a template, please complete the table.
http://www.hartnell.edu/2015-academic-affairs-division-program-planning-and-assessment
Activity scheduled
What success has been
achieved to date on this
activity?
What challenges existed or
continue to exist?
When do you expect this
activity to be completed?
1.
2.
3.
* 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 completed activity since your last PPA. What measurable outcomes were achieved?
Did the activities and subsequent dialogue lead to significant change in student learning or program success?
[Begin response here]
III.
ANNUAL ACTION PLAN
This section must be completed for ALL academic 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 2017-8 An activity can address many different
aspects of your program/discipline, and ultimately is undertaken to improve, enhance, and or keep your program/discipline area
current. A new activity may or may not require additional resources. 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. Each new activity should use a table, so please copy what is
provided as needed. 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 2017 and provided until FY
2017-18. Ongoing activities involving resources that will no longer be available from grant funds starting FY 2017-18 must
be planned for appropriately.
Activity
Strategic Plan(s), related
SLO(s), PLO(s) or goal(s)
Desired Outcome
Resources Needed
Responsible Person
Estimated date at
completion
Comments
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
B. RESOURCE REQUESTS
It is important that you identify resources needed to complete all activities and project their cost. These resources and costs will be
considered through the College’s integrated planning (governance, budget development, funding decision making, and resource
allocation) processes. All resource requests must be linked to the new or continuing activity.
R:\PPA Spring 2016\Budget Request Spreadsheet
Please use the link provided to obtain a copy of the Budget Request Spreadsheet that will be used to organize your request. Please
save and rename the file on the computer of the person responsible. Each individual budget request must be placed on the
appropriate page of the Budget Request Spreadsheet. The pages correspond to a specific budget category (certificated personnel,
classified personnel, management personnel, supplies under $200, capital equipment over $200, technology, contract services,
training, travel, library materials and facilities). You can move between the pages with the tabs at the bottom of the Budget Request
Spreadsheet. You must fill out the first five columns for each request (the first two columns may seem redundant, but they are
needed for when the request are merged together). If you have a question regarding the information required in a column, clicking
the title box will bring up a brief description of what is needed. The completed Budget Request Spreadsheet must also be
submitted no later than April 28, 2016.
1. Please rank your top 5 resource request in order of priority regardless of category.
1)
2)
3)
4)
5)
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.
Priority 5:
Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the real- world needs of its diverse student
population, while also developing and employing a culture of innovation that will lead to improved institutional effectiveness and
student learning.
Priority 6: Partnership with
Industry, Business Agencies and Education
Goal 6A: Hartnell College is committed to strengthening and furthering its current partnerships, in order to secure lasting, mutually
beneficial relationships between the college and the community that the college serves.
Program Planning and Assessment (PPA)
for Services, Offices & Non-Instructional Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2016
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 4/28/16)*
Date Submitted
to VP
*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 April.
List of Contributors, including Title/Position
Name
1|Page
Title/Position
Manager Comments (required for comprehensive):
_______________________
Typed Name of Manager
______________
Date
VP Comments (optional):
_______________________
Typed Name of VP
______________
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 2016, please
complete Sections I, II, and III.
 For services/offices/non-instructional programs scheduled for annual review, please complete Sections II and
III.
2|Page
I.
COMPREHENSIVE REVIEW
Please complete this section for services/offices/non-instructional programs scheduled for comprehensive review
in spring 2016. Go to Section II for services/offices/non-instructional programs scheduled for annual review in
spring 2016.
A. OVERALL SERVICE/OFFICE/PROGRAM EFFECTIVENESS
1. Describe your service/office/non-instructional program in terms of its overall effectiveness over the past several years.
Please consider the questions below in describing your area.








What are your area’s primary functions?
How are students/employees served by the service/office/program?
What are the unique aspects of the service/office/program?
How does the service/office/program relate to the needs of the community?
How does the service/office/program interface/collaborate with other areas on campus?
What is working well in service/program provision?
Have state and/or federal mandates/rules/certifications particular to the service/program been met?
What policies and/or practices, both institutionally and departmentally, have been implemented to improve functions over the past
few years?
[Begin response here]
3|Page
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
2014-15
2015-16
2016-2017
Management, Supervisors
Classified Staff
Classified Staff- Part-time
(headcount/FTE)
Faculty - Full-time
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.
4|Page
VISION STATEMENT
Hartnell College will be nationally recognized for the success of our students by developing leaders who will contribute to the
social, cultural, and economic vitality of our region and the global community.
MISSION STATEMENT
Focusing on the needs of the Salinas Valley, Hartnell College provides educational opportunities for students to reach academic
goals in an environment committed to student learning, achievement and success.
[List and describe service/office/program goals here]
1)
2)
3)
4)
5)
5|Page
II. ANNUAL REVIEW
This section must be completed for ALL services/offices/non-instructional programs, including those scheduled for
a comprehensive review in spring 2016.
A. DATA & TRENDS
1. Provide any relevant data and describe any 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.
[Begin response here]
B. SERVICE/PROGRAM MODALITY
1. Please describe how you provide your services to intended recipients? You should include physical locations, how
you interact with others (phone, online, face-to-face, etc.), hours of operation, and staffing.
[Begin response here]
2. Compare service/program quality provided across locations 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.
[Begin response here]
6|Page
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.
http://www.hartnell.edu/service-area-outcomes
Please answer the following questions:
1. Which service area outcome did you assess?
[Begin response here]
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?
[Begin response here]
3. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving these
improvements?
[Begin response here]
D. PREVIOUSLY SCHEDULED ACTIVITIES
Using your previous PPA as a template, please complete the table.
http://www.hartnell.edu/2015-program-planning-and-assessment-reports-0
7|Page
Activity scheduled
What success has been
achieved to date on this
activity?
What challenges existed or
continue to exist?
When do you expect this
activity to be completed?
1.
2.
3.
* 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 completed activity since your last PPA. What measurable outcomes were achieved? Did the
activities and subsequent dialogue lead to significant change in student learning or program success?
[Begin response here]
8|Page
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 2016.
A. NEW ACTIVITIES
This subsection addresses new activities for, and continuing new activities into, AY 2017-18. An activity can address many different aspects of your
service/office/program, and ultimately is undertaken to improve, enhance, and or keep your service/office/program current. A new activity may or
may not require additional resources. The first activity listed should be the most important; the second activity listed the second most important, etc. Activities
can include but are not limited to:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
NEW CURRICULUM
FURTHER DEVELOPMENT OF THE PROGRAM OR SERVICE
GRANT DEVELOPMENT AND PROPOSALS
FACULTY AND STAFF TRAINING
MARKETING/OUTREACH
ENROLLMENT MANAGEMENT
STUDENT SERVICES
ADMINISTRATIVE SERVICES
SUPPORT OPERATIONS
FACILITIES
9|Page
List information concerning new projects or activities planned. Each new activity should use a table, so please copy what is provided as needed.
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 2017 and provided until FY 2017-18. Ongoing activities involving resources that
will no longer be available from grant funds starting FY 2017-18must be planned for appropriately.
Activity
Strategic Plan(s), related SLO(s),
PLO(s) or goal(s)
Desired Outcome
Resources Needed
Responsible Person
Estimated date at completion
Comments
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
B. RESOURCE REQUESTS
It is important that you identify resources needed to complete all activities and project their cost. These resources and costs will be
considered through the College’s integrated planning (governance, budget development, funding decision making, and resource
allocation) processes. All resource requests must be linked to the new or continuing activity.
R:\PPA Spring 2016\Budget Request Spreadsheet
Please use the link provided to obtain a copy of the Budget Request Spreadsheet that will be used to organize your request. Please save
and rename the file on the computer of the person responsible. Each individual budget request must be placed on the appropriate page of
the Budget Request Spreadsheet. The pages correspond to a specific budget category (certificated personnel, classified personnel,
management personnel, supplies under $200, capital equipment over $200, technology, contract services, training, travel, library
materials and facilities). You can move between the pages with the tabs at the bottom of the Budget Request Spreadsheet. You must fill
out the first five columns for each request (the first two columns may seem redundant, but they are needed for when the request are
merged together). If you have a question regarding the information required in a column, clicking the title box will bring up a brief
description of what is needed. The completed Budget Request Spreadsheet must also be submitted no later than April 28,
2016.
10 | P a g e
1.
Please rank your top 5 resource request in order of priority regardless of category.
1)
2)
3)
4)
5)
11 | P a g e
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.
12 | P a g e
Goal 4C: Hartnell College will maintain a current, user-friendly technological infrastructure that serves the needs of students and
employees.
Goal 4D: Hartnell College is committed to maximizing the use and value of capital assets, managing financial resources, minimizing costs,
and engaging in fiscally sound planning for future maintenance, space, and technology needs.
Priority 5:
Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the real-world needs of its diverse student population,
while also developing and employing a culture of innovation that will lead to improved institutional effectiveness and student learning.
Priority 6: Partnership
with Industry, Business Agencies and Education
Goal 6A: Hartnell College is committed to strengthening and furthering its current partnerships, in order to secure lasting, mutually
beneficial relationships between the college and the community that the college serves.
13 | P a g e