Credit
Student Success and Support Program Plan
2015-16
District: Hartnell College
College: Hartnell College
Report Due:
Friday, October 30, 2015
Email PDF of completed plan to:
cccsssp@cccco.edu and
Mail signature page with original signatures to:
Patty Falero, Student Services and Special Programs Division
California Community Colleges Chancellor’s Office
1102 Q Street, Suite 4554
Sacramento, CA 95811-6549
College: Hartnell College
District: Hartnell College
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Instructions for Completion of the College
Student Success and Support Program Plan
I NT RODUCT I ON
The purpose of the credit Student Success and Support Program (SSSP) Plan is to outline and
document how the college will provide SSSP services to credit students1. The goal of this program is to
increase student access and success by providing students with core SSSP services to assist them in
achieving their educational and career goals.
More specifically, colleges are to:
 Provide at least an abbreviated student education plan (SEP) to all entering students with a
priority focus on students who enroll to earn degrees, career technical certificates, transfer
preparation, or career advancement.
 Provide orientation, assessment for placement, and counseling, advising, and other education
planning services to all first-time students2.
 Provide students with any assistance needed to define their course of study and develop a
comprehensive SEP by the end of the third term but no later than completion of 15 units.
 Provide follow-up services to at-risk (students enrolled in basic skills courses, students who
have not identified an education goal or course of study, or students on academic or progress
probation).
I NS T RUCT I ON S A N D G U I D E L I N E S
Please carefully review these instructions and resources, including the SSSP Handbook, relevant
sections of the Education Code and title 5 regulations before completing the program plan.
The program plan is set up as a Word document. As you enter your responses below each question, the
document will expand to accommodate the information provided. Colleges are to use the template as
provided. When complete, also save the document as a PDF file and email it as an attachment to
cccsssp@cccco.edu with the name of the college and “SSSP Credit Program Plan” in the subject line.
Mail the signature page with the original signatures, along with the separate Budget Plan signature
page, by the due date (Oct. 30th).
The program plan is to be submitted on an annual basis3. When writing the program plan, assume that
the reader knows nothing about your program and will have only your document to understand the
delivery of program services and resources needed for implementation. Be sure to include input from
faculty, staff, administrators and students in the development of this plan (per title 5, §55510[b]).
All state-funded SSSP services, procedures, and staff activities must be described in the program plan.
Section 78211.5(b) of the Education Code permits districts and colleges to expend these categorical
funds only on SSSP activities approved by the Chancellor. Please be sure all expenditures are
consistent with the SSSP Funding Guidelines or your plan may not be approved. The information
provided and the funding source should be clearly indicated in the plan narrative and correspond with
1
Colleges operating SSSP programs for noncredit students must prepare a separate noncredit plan.
A first-time student is defined as a student who enrolls at the college for the first time, excluding students who transferred
from another institution of higher education, and concurrently enrolled high school students.
3
The program plan is now required on an annual basis due to new SSSP requirements focusing funding on core services,
changes related to priority enrollment, mandatory core services, and the significant increases in funding in 2013-14, 201415 and 2015-16. As implementation and funding stabilizes, this requirement may be revisited.
2
College: Hartnell College
District: Hartnell College
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expenditures listed in the Budget Plan. In districts with more than one college, the college program
plan must also address any portion of the college’s allocation expended by the district. The program
and budget plans will also be compared with the colleges’ credit SSSP Year-End Expenditure Report
to monitor for consistency. Note that SSSP funds may not be used to supplant general or state
categorical (restricted) funds currently expended on SSSP activities. Any services provided should
supplement--not supplant--any services provided to students currently participating in college
categorical programs and any other federal, state, and local programs.
The SSSP Plan is divided into six sections. The Budget Plan is a separate document.
I. Program Plan Signature Page
II. Planning & Core Services
A. Planning
B. Orientation
C. Assessment for Placement
D. Counseling, Advising, and Other Education Planning Services
E. Follow-up for At-Risk Students
F. Other SSSP/Match Expenditures
III. Policies
A. Exemption Policy
B. Appeal Policies
C. Prerequisite and Corequisite Procedures
IV. Professional Development
V. Attachments
Links to program resources are provided below to assist with the development of your SSSP Plan.
R ESOURCES
 Seymour-Campbell Student Success Act of 2012
 California Code of Regulations
 Chancellor’s Office Student Equity web page
 Accrediting Commission for Community and Junior Colleges
 Chancellor's Office Basic Skills website
College: Hartnell College
District: Hartnell College
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SECTION I. STUDENT SUCCESS AND SUPPORT PROGRAM PLAN SIGNATURE PAGE
College Name: Hartnell College
District Name: Hartnell College
We certify that funds requested herein will be expended in accordance with the provisions of Chapter 2
(commencing with Section 55500) of Division 6 of title 5 of the California Code of Regulations and
California Education Code sections 78210-78219.
Signature of College SSSP Coordinator: ________________________________________________
Name: Dr. Mark Sanchez
Date: _______________
Signature of the SSSP Supervising Administrator
or Chief Student Services Officer: _____________________________________________________
Name: Dr. Romero Jalomo
Date: _______________
Signature of the Chief Instructional Officer: _____________________________________________
Name: Dr. Lori Kildal
Date: _______________
Signature of College Academic Senate President: ________________________________________
Name: Carol Kimbrough
Date: _______________
Signature of College President: _______________________________________________________
Name: Dr. Willard Lewallen
Date: _______________
Contact information for person preparing the plan:
Name: Dr. Mark Sanchez
Email: msanchez@hartnell.edu
Title: Dean of Student Affairs, Student Success
Phone: (831)759-6006
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SECTION II. PLANNING & CORE SERVICES
Directions: Please provide a brief but thorough answer to each of the following questions
relating to how your college is meeting the requirements to provide core services under title 5,
section 55531. Do not include extraneous information outside the scope of SSSP. Projected
expenditures should correspond to items listed in the Budget Plan. Answers should be entered in
the document below each question.
A. Planning
1. a. Describe the planning process for updating the 2015-16 SSSP Plan.
During the months of May-August 2015, the Hartnell College Student Success and Support
Program (SSSP) Committee for 2015-2016 was reconvened to begin the work on the 2015-2016
SSSP plan. Furthermore, members from different areas on campus were invited to participate,
from management, classified staff, student representatives and faculty. The Committee met biweekly during the Summer session (06/15/15-08/14/15) to strategize on areas the committee
needed to focus on for the new program plan. Since faculty members are typically on non-duty
over the summer they were compensated with a stipend for their time, effort and writing of the
plan.
After analyzing college data, resources, technology, policies and partnerships the committee
began discussing overall parameters of the plan and priority goals were established. One of the
priority goals to be included in this year’s SSSP plan is to develop a Student Academic Support
System (SASS), which will include the institutionalization of our Early Support program, follow
up services and the establishment of two online workshops focused on student success
(probation) and college success tutorials (classroom success).
Reviewing feedback from the team of readers convened by the California Community
Colleges Chancellor’s office for last year’s SSSP plan (March 2015), the feedback highlighted
the fact the Hartnell College Pathways (outreach), high school and community partnerships and
“Steps to Success” process was “innovative” and “forward-thinking”. The 15-16 SSSP
Committee at Hartnell College realized the current SSSP plan would need to focus on enhancing
our “follow-up” services for students. Throughout the process of continuing the work to update
the 15-16 SSSP plan, the SSSP Committee Chair provided weekly updates to the campus
SSSP/SEP Steering Committee. This provided a valuable venue to solicit input from the
SSSP/SEP Steering Committee and ensure the plans are aligning with other institutional
initiatives of the college including the college’s strategic priorities. The SSSP committee began
the work of drafting the initial plan this summer 2015 with the schedule to begin presentations to
campus constituent groups beginning in August 2015 (See campus constituent group presentation
schedule below).
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Timeline for Student Success and Support Program Plan (SSSP) 2015-2016
Counseling
Department
Meeting
Constituency Group Presentation and Month
Student
Academic Academic College
Affairs
Affairs
Senate
Planning
Council
Council
Council
August
2015
Hartnell
College
Board of
Trustees
August
2015
California
Community
Colleges
Chancellor’s
Office
October 6,
2015
October 30,
2015
September
2015
September
2015
September
2015
Associated
Students
September
2015
b. What factors were considered in making adjustments and/or changes for 2015-16?
During 2014-15, the SSSP Coordinator, Dr. Mark Sanchez, regularly met with the VicePresident of Student Affairs, Dr. Romero Jalomo to discuss the findings he had discovered and
observations made after implementation of the SSSP plan. Together they shared SSSP findings
and observations with the Student Affairs Leadership Team (SALT) throughout the 2014-15
academic year and recommended adjustments to the Team. This level of review and
recommendations involved participation by the administrative team of the Student Affairs
division. Upon review and approval by SALT, recommendations were then forwarded to and
presented at monthly meetings of the Joint Deans and Directors, a collaborative group of
administrators representing both Academic Affairs and Student Affairs. The Joint Deans and
Directors received reports on the implementation of SSSP and heard proposals for 2015-16.
Upon review by the Joint Deans and Directors, SSSP recommended adjustments were forwarded
to the Student Affairs Council. The Student Affairs Council is a participatory governance
Council with representatives from faculty, classified staff, students and administrators. The
Council received presentations during 2014-15 and discussed SSSP adjustments for 2015-16.
Upon approval from this Council, recommendations were forwarded to the College Planning
Council
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(CPC), a second level participatory governance Council and the one which makes
recommendations directly to the Superintendent/President. The CPC received recommendations
from the Student Affairs Council during 2014-15 for the upcoming year. CPC approved all
recommendations from the Student Affairs Council and recommended the same to the
Superintendent/President. The Superintendent/President approved and endorsed CPC
recommendations concerning SSSP implementation. It should be noted that transparency and
communication were driving forces behind SSSP adjustments. Individuals such as the Dean of
Enrollment Services, College Pathways Coordinator’s, Director of Information Technology,
faculty and students from throughout campus, among others were instrumental to the
implementation of the recommended changes.
c. In multi-college districts, describe how services are coordinated among the colleges.
The Hartnell Community College District is a multi-campus district. It is not a multi-college
district. Yet, in designing changes to our student services delivery system, we focus on providing
equitable student services in all Hartnell College locations. Dr. Mark Sanchez, Dean of Student
Affairs is also the Coordinator of the Student Success and Support Program. He ensures that
SSSP services are coordinated at all Hartnell College campuses. This includes ensuring
that assessment personnel provide pre-assessment workshops for Hartnell College students at its
Alisal and King City campuses. He also ensures that bilingual counseling is provided at the
Main and off-campus locations. Hartnell College has a high number of first-generation college
students and many of whom are English language learners. Yet, Dr. Sanchez ensures that
adequate levels of assessment, counseling and follow-up services are offered at all Hartnell
College locations.
d. Briefly describe how the plan and services are coordinated with the student equity plan
and other district/campus plans (e.g., categorical programs) and efforts including
accreditation, self-study, educational master plans, strategic plans, Institutional
Effectiveness, the Basic Skills Initiative, Adult Education (Assembly Bill 86), and
departmental program review.
In order to ensure alignment between the Hartnell College Student Success and Support
Program (SSSP) plan and campus Student Equity Plan (SEP), a subcommittee was formed in the
Fall 2014 semester, consisting of the Chair for the (SSSP) committee, Chair of the (SEP)
committee, Vice-President of Student Affairs, Dean of Institutional Effectiveness, and Director
of Hispanic Serving Institutions (HSI) Initiatives on campus. The goal of this subcommittee is to
discuss and review alignment with the programs and services outlined in the (SSSP), (SEP),
(Basic Skills Initiative), (College Strategic Priorities), and (Hispanic Serving Institution
Initiatives) to ensure consistency in college goals and objectives. The subcommittee also focused
on developing research data reports consistent with the data elements that are required in both the
(SSSP) plan and (SEP) plans. As a result of our discussions and review of both plans being
developed by the committee’s it was also stated the College needed to ensure our programs and
services are aligned with the College’s Strategic Priorities. The subcommittee also needed to
ensure the programs and services were aligned with ensuring comparability of programs and
services as outlined in our accreditation self-study (April 2014). For the intents and purposes of
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this subcommittee, the Chair of the (SEP) plan committee also happened to be a standing
member of the Basic Skills committee on campus and could therefore ensure alignment with
programs and services being developed through that committee. Having the Dean of Institutional
Effectiveness and Planning as a member of the subcommittee also ensures we were following the
Districts integrated planning processes, particularly, programs, services and requests for
resources being outlined in Departmental program review and annual action plans.
The SSSP Program plan committee felt it was important to highlight how the core
services in the SSSP Plan (Orientation, Assessment, Counseling/Advising, Other Educational
Planning Services, and Follow-Up) align with the Hartnell College Strategic Priorities. The
College’s Strategic Priorities are:
1.
2.
3.
4.
5.
6.
Student Access
Student Success
Employee Diversity and Development
Effective Utilization of Resources
Innovation and Relevance for Programs and Services
Partnerships with Industry, Business, Agencies & Education
Administrators, faculty and staff with the inclusion of students discussed the work that is
being done on campus to address the SSSP program requirements while at the same time
ensuring our work is aligned with the strategic priorities of the District. The initiatives
developed on campus over the last year have focused on attempting to work with our community
partners including high schools, community based organizations, one-stop career centers,
business and industry, adult schools, alternative education sites, and others to ensure we are
preparing students for college success far in advance of their ultimate enrollment at the college.
Many of our services have focused on student access and success, for example the development
of the new online orientation in English, Spanish, and Accessible (ADA compliant) versions.
The development of this tool allows students to access information about Hartnell College
anytime and anywhere there is an internet connection.
2. Describe the college’s student profile.
Hartnell College serves a diverse group of people; we serve a spectrum of
students that range from concurrently enrolled high school students, full-time employed
students, full-time non-employed students, part-time students, to students interested in
enrolling in the college to enhance their workforce skills, and students interested in
personal enrichment. A profile of the target audience Hartnell College serves consists of
an average of 11,076 student headcount enrollments (Spring 2015). Of the total headcount
enrollment 3,356 are full-time equivalent students (FTES). Hartnell College also serves
249 distance education FTES (Spring 2015). The ethnicity breakdown of the Hartnell
College student population is as follows: sixty-two (62%) percent Hispanic; eighteen
(18%) percent White; three (3%) percent Asian/Pacific Islander; two (2%) percent
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African-American; and zero point five (0.5%) percent American Indian (Spring
2015 enrollment data).
The gender breakdown f o r Hartnell College i s fifty-four
(54%) p e r c e n t Male and forty-six (46%) Female (Spring 2015). Hartnell College serves
approximately 2,900 new incoming first-time students each year, this group consists of
first time freshmen (recent high school graduates) and first time postsecondary enrolling
students.
3. Describe any partnerships among colleges or with high school districts, workforce
agencies, or other community partners that assist with providing core services to new
students.
Hartnell College Pathways- Outreach and Recruitment
In academic year 2014-2015, Hartnell College developed and implemented a College
Pathways program. Through the planning and use of Student Success and Support Program
(SSSP) funding, the college implemented a program that would fully matriculate students from
the point of inquiry to registration and ultimately to enrollment into college student support
programs. All incoming students (minus those students that meet the exemption criteria outlined
in the college policy section of this plan) are expected to participate in a comprehensive set of
services the college has titled “Steps to Success” designed to prepare students for college
enrollment (see steps below):
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Hartnell College maintains comprehensive partnerships with all feeder high schools in
Monterey County, adult schools, alternative schools, community based organizations, one-stop
career centers, foster youth serving organizations, migrant serving organizations, Monterey
County Office of Education, Department of Social Services, Rancho Cielo and many more. Our
goal in academic year 2015-2016 is to expand our pathway work with organizations the college
has historically not had relationships with in the past. The goal will be to develop and implement
a broad array of transitional preparation services for individuals interested in enrolling at Hartnell
College. Below is a list of current and projected partners the college will work with to
implement college preparation services for our community:
High Schools:
Salinas Union High School District
Alisal High School
Everett Alvarez High School
North Salinas High School
Salinas High School
Mount Toro High School
Mission Trails ROP Center
El Puente School
Salinas Adult School
Community Day School
Gonzales Unified School District
Gonzales High School
Somavia High School
Gonzales Adult School
South Monterey County Joint Union High School District
Greenfield High School
King City High School
Portola-Butler High School
North Monterey Unified School District
North Monterey County High School
Central Bay High School
Soledad Unified School District
Soledad High School
Pinnacles High School
Community Education Center (Adult School)
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Private High Schools:
Notre Dame High School- a private girls high school in Salinas, CA. Hartnell College will
participate in their college night activities as well as provide outreach to prospective Hartnell
students.
Palma High School- a private boys high school in Salinas, CA. Hartnell College will work to
develop a partnership with this high school to serve graduating seniors who plan on attending
Hartnell.
Elementary School Districts:
Alisal Union School District: Panther Cub Day 2015
The Alisal Union School District (AUSD) operates eleven K-6 schools and partners with one
Charter School in Salinas, CA. The AUSD currently serves approximately 9,000 students, and is
comprised primarily of a student population identifying as Hispanic at 93.5%, followed by
Filipino and White both at 2.3% and a Black student population of 1.1%. The 2014-2015
academic year was the first year of participation for Hartnell College within the educational
partnerships of AUSD and Community for Caring Monterey Peninsula and Monterey County
College Challenge (M3C) in an event called Panther Cub Day. Panther Cub Day was a one-day
event in which Hartnell hosted 1,200 fourth graders from AUSD at the Main Campus. Students
were introduced to post-secondary education through hands-on demonstrations presented by
current Hartnell students in various academic disciplines including, but not limited to STEM,
Theater, and Kinesiology. This event and partnership is expected to continue into the next
academic year.
Greenfield Union School District: Cesar Chavez Elementary School
Cesar Chavez Elementary School is one of three elementary schools in the Greenfield Union
School District located in Greenfield, CA, roughly 40 miles south of the Hartnell College Main
Campus and 10 miles north of Hartnell South County Campus; the King City Education Center
located in King City, CA. The 2014-2015 academic year was the first year of partnership
between Hartnell College and Cesar Chavez Elementary School. The College Pathways
Coordinator accompanied by a general counselor were invited to provide an introductory postsecondary presentation to every 5th grade class at Cesar Chavez Elementary School. The students
received Hartnell College folders, bracelets and a “classroom backpack” filled with items such as
the Hartnell College pennant and information on preparing for college. We look forward to
expanding this partnership within the remaining elementary schools of the Greenfield Union
School District for the upcoming academic year.
Alternative Schools:
Salinas Union High School District
Community Day School is an alternative educational setting for 7th and 8th grade students in
Salinas, CA. This academic year will mark the first year of partnership between Community Day
School and Hartnell College. Hartnell will participate in outreach events and provide informative
presentations to students and parents through community resource fair events.
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El Puente is an alternative school for grades 7-12 located in Salinas, CA. El Puente is a current
outreach partner in which the College Pathways team facilitated the Steps to Success process of
enrollment for the 2015 senior class. The College Pathways team will again implement the Steps
to Success process of enrollment for the 2016 senior class.
Mission Trails Regional Occupational Program (ROP) is an organization of individual
vocational school sites affiliated with alternative education in school districts throughout
Monterey County for grades 11 and 12. They are located in Salinas, CA and are a current
outreach partner. The College Pathways team will continue to provide post-secondary
information and opportunities by maintaining a continued presence at ROP and implementing the
Steps to Success process of enrollment with the 2016 senior class.
Mount Toro High School is a continuation high school located in Salinas, CA and is a current
outreach partner. The College Pathways team will continue to partner with Mount Toro High
School by facilitating the Steps to Success process of enrollment to the 2016 senior class.
North Monterey Unified School District:
Central Bay High School is a continuation high school located in Prunedale, CA. This is the first
year of partnership between Hartnell College and Central Bay High School. The College
Pathways team will facilitate the process of enrollment through the Steps to Success and will
host CBHS students at the main campus and provide an introductory visit and campus tour for
students in early September 2015.
Soledad Unified School District:
Pinnacles High School is an independent study program for grades 9-12. They are located in
Soledad, CA. Pinnacles High School is an anticipated outreach partner for the 2015-2016
academic year. The College Pathways team will work to establish a partnership through which
PHS faculty, staff, students and parents will become aware of post-secondary education and or
career opportunities at Hartnell College.
South Monterey County Joint Union High School District:
Portola-Butler High School is a continuation high school that serves students from the cities of
Greenfield and King City; CA. located about 10 miles north of the Hartnell College South
Monterey County satellite campus: the King City Education Center. Portola-Butler High School
will be a new outreach partner for the 2015-2016 academic year. The College Pathways team will
provide information to faculty, staff, students and parents regarding post-secondary opportunities
at Hartnell College. Further, the College Pathways team will facilitate the Steps to Success
process of enrollment for the 2016 senior class.
Monterey County Office of Education:
Alternative Education Program of the Monterey County Office of Education is an alternative
education program that prepares students for future success by providing a supportive school
environment that focuses on increasing academic and pro-social behaviors and skills, while
providing functional life skills instruction. MCOE maintains six independent community schools
and two court-ordered programs for systems-involved youth. MCOE is located in Salinas. CA.
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and is a current outreach partner. The College Pathways team will facilitate the process of
enrollment for graduating high school seniors and or equivalent and will continue to participate
in various MCOE sponsored events such as Career and Resource Fairs held throughout the year.
The Hartnell College Pathways team is also a partner with the Monterey County Office of
Education’s monthly migrant counselor planning meetings. These meetings are collaborative
meetings focused on enhancing services delivered to migrant students in the community.
Rancho Cielo is a comprehensive learning and social services center for underserved youth in
Monterey County. Rancho Cielo provides educational opportunities to students who could not
achieve their academic goals in a traditional school setting. Hartnell is committed to providing
resources for all Rancho Cielo educational and career programs, including the John Muir
Construction Academy which maintains articulated courses with our Sustainable Construction
program at Hartnell College. The College Pathways team has worked closely with the John Muir
Career Pathways Coordinator at Rancho Cielo to assist students through the Steps to Success
process of enrollment to ensure students meet enrollment deadlines. The College Pathways team
is also in collaboration with John Muir staff to identify a seamless transition from the John Muir
Construction Academy into the Sustainable Construction certificate or degree program at
Hartnell College upon completion at Rancho Cielo. They also provide support services,
vocational training and job placement services. Located in Salinas CA, Rancho Cielo is a current
outreach partner.
Gonzales Unified School District:
Somavia High School is a continuation school located in Gonzales, CA. The College Pathways
team will work to assist in the facilitation of the Steps to Success process for the 2016 senior
class. Somavia is an anticipated outreach partner for the 2015-2016 academic year.
Adult Schools:
The Salinas Adult School provides 21st century skills that respond to the professional,
educational, and enrichment needs of adult students in the city of Salinas. The Salinas Adult
School is a highly anticipated outreach partner for the 2015-2016 academic year.
Gonzales Adult School located in Gonzales CA, is an anticipated outreach partner for the 20152016 academic year.
Soledad Community Education Center is an anticipated outreach partner for the 2015-2016
academic year.
Department of Social Services:
The Community Benefits Branch of the Monterey County Department of Social Services provides
temporary public assistance benefits and services to assist eligible residents of Monterey County
meet their basic needs. Programs include temporary cash assistance, General assistance, MediCal, CalFresh, and CalWORKs.
Military and Veterans Affairs Office serves the local veterans through benefit claims assistance
and advocacy, information and referrals to community services, and assistance with identifying
eligibility for state and federal programs benefits. Hartnell College Veteran Services Office has
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an established relationship with this partner, and work collaboratively to offer a variety of
workshops to Hartnell Veterans, as well as, faculty and staff who work with this population.
Office locations include Salinas and Monterey, CA.
The Family and Children’s Services Branch offers child protective services, foster care services,
and adoption services to children and youth in Monterey County. Office location available in
Salinas, CA.
Faith Based Organizations:
Catholic Charities Diocese of Monterey is a faith-based non-profit social service agency
providing aid to individuals and families in the four central coast counties of Monterey, Santa
Cruz, San Benito, and San Luis Obispo. The three core areas of service include Mental Health
Counseling, Immigration and Citizenship and Family Supportive Services. CCDM is located in
Salinas and Seaside, CA, and is an anticipated outreach partner for the 2015-2016 academic year.
Community Based Organizations:
The Boy’s and Girl’s Club of Monterey County, through its 2 facilities in Salinas and Seaside,
and its extensions in Salinas and Gonzales, focuses its services and programs in assisting
financially disadvantaged children. Its mission includes empowering this population and
improving their community. The Boy’s and Girl’s Club of Monterey County is a current outreach
partner through which Hartnell participates in Career Fair and Community Resource fairs and
will continue in partnership into the 2015-2016 academic year.
Girls, Inc. of the Central Coast works with young females ages 8-18 in Monterey and San Benito
Counties to foster leadership and self-empowerment skills. In addition to providing mentorship
opportunities, Gils Inc. takes special interest in promoting post-secondary education. Hartnell’s
Steps to Success has engaged in conversations with this local chapter to initiate a partnership and
promote college awareness from an early age. While Hartnell has partnered with Girls, Inc. for
past events, we are interested in solidifying and strengthening our partnership throughout the
2015-2016 academic year.
Community of Caring Monterey Peninsula provides interactive programs, to students K-16 and
their families, with the intent to breach the gap between formal classroom education and the
community it serves. The program engages community members, such as teachers, parents and
community leaders through meaningful volunteer work. Participants learn valuable life skills that
connect education to real life and professional, career goals. Community of Caring Monterey
Peninsula was central to the success of our Panther Cub Day event in which 1,200 fourth graders
from the Alisal Unified School District visited the Hartnell College Main Campus to gain
information about post-secondary education options in a fun and interactive way. We are eager to
continue our partnership with Community of Caring Monterey Peninsula and provide events like
Panther Cub Day on a yearly basis.
The Police Activities League (PAL) seeks to involve Salinas’ youth in social, cultural,
recreational and educational activities, programs and events as well as serve as a mentorship
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program. The program is run by volunteer members of the Salinas Police Department which
serve as coaches and mentors.
Migrant Serving Organizations:
Padres Mentores, Monterey County Office of Education (MCOE). The Padres Mentores Program
aims to develop awareness, knowledge, and capacity with Migrant parents regarding the
educational system, programs, and community resources.
The Migrant Education Program (Region 16) is housed at the Monterey County Office of
Education (MCOE) was established to meet the unique educational and social needs of migratory
children between the ages of 3 to 22 years old. Region 16 serves the largest migrant student
population in the state. In 2014, Region 16 identified more than 13,000 migrant students, nearly
1,000 more students than the next largest region.
United Farm Worker Foundation has existed in Salinas, CA since 2008 to reach and better serve
low-income farm workers and other immigrants living in more remote, underserved communities
in central and northern California. The UFWF is an anticipated outreach partner for the 20152016 academic year.
Action Council of Monterey County, Inc. - The Action Council of Monterey County, Inc. was
created in 1994 with the purpose of promoting action and advocacy in issues related to the
Monterey community. The Steps to Success model initiated its partnership with the Action
Council via La Colectiva de Mujeres (Women Collective) which is a group of women, mostly
mothers in the East Salinas and Soledad communities, who meet to talk about their families, and
their own educational and professional goals. The College Pathways Coordinator in coordination
with other Hartnell College student services programs such as the High School Equivalency
Program and Financial Aid department provided workshops on post-secondary options and
financial assistance available to each individual woman. La Colectiva de Mujeres group became
the first non-profit, community agency to implement the Steps to Success program. Seven of
their members completed the seven Steps for Success and successfully enrolled in English as a
Second Language classes for the Fall 2015 semester, while the remaining students will be
attending a GED pre-testing preparation course at Cesar Chavez Library in Salinas, CA before
taking the entry exam for Hartnell’s High School Equivalency program to begin in the Spring
2016 cohort. Hartnell will continue to work with the Action Council and La Colectiva de
Mujeres in the 2015-2016 academic year.
California Rural Legal Assistance, INC. - is a nonprofit organization which provides legal
assistance to low income community individuals in need of legal counsel. This organization is an
anticipated resource partner for the 2015-2016 academic year.
Foster Youth Serving Organizations:
The Epicenter is a youth led and youth-run organization that works to empower youth aged 16-24
to flourish through community resource connections that provide equity and hope for Monterey
County youth. Hartnell has worked collaboratively with The Epicenter by providing financial aid,
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enrollment, and postsecondary and career development options. We will continue to work with
The Epicenter and provide a college pathway for foster youth within Monterey County.
Peacock Acres is a community based organization that provides supportive housing, intensive
case management, and life coaching for foster children that have been separated from their
families. Located in Salinas and Soledad, CA. Hartnell college has partnered with Peacock Acres
to provide postsecondary educational and career development informational workshops and
campus tours. Hartnell will continue to work to strengthen the Partnership with Peacock Acres
staff and clients through collaborative outreach and events over the 2015-2016 academic year.
Court Order Programs (including Rehabilitation/Probation/Juvenile Programs, etc):
Juvenile Diversion Programs
Silver Star Youth Programs at Rancho Cielo is a set of services that assists young people that
have had interaction with the juvenile justice system with educational, training and counseling
opportunities. The goal is to help young people gain critical educational and employment
training skills.
Door to Hope offers comprehensive behavioral health programs for infants, young children,
teenagers, men, women and families. Services include recovery programs (residential programs
and outpatient treatment) and parent and family support to name a few. Door to Hope staff is a
resource for Hartnell’s target high school student and returning student’s population and is an
essential resource and partner for creating and maintaining a college pathway option to their
clients. The 2015-2016 academic year is the first year in working with Door to Hope through
one-on-one collaborations; this has begun a mutual interest for a formal connection and
partnership in providing campus tours and informational workshops to Door to Hope clients, to
further create college pathways for community members.
Employment Agencies/Organizations/Companies:
One-Stop Career Center
The Monterey County One Stop Career Centers provide assistance to employers and job seekers
through employment related services. These services are provided through the CalWORKs
Employment Services (CWES), the Office of Employment Training (OET), and the Employment
Development Department (EDD). These services are located in Salinas, King City, and Seaside,
CA.
Employment Companies (Potential Partnerships:)
Hartnell College serves the greater Salinas Valley, a fertile agricultural region of approximately
10 miles wide and 100 miles long. Hence, the main source of employment for the wider
community is the agriculture industry which includes field/farm work and/or large produce
companies. Careers in this field encompass general labor such as harvest picking, packing, heavy
machinery/vehicle operation, product quality control, pesticides, and produce transportation;
however, they also include Agricultural Business Management, Food Safety, Engineering,
welding and other highly profitable jobs. The SSSP intends to implement its Steps to Success
program in partnership with these employment organizations/industries which will benefit from
the array of programs offered at Hartnell College. Hartnell’s Advanced Technology umbrella,
including its Agricultural Business and Technology Institute, Sustainable Design and
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Construction Center, diesel program, automotive technology program, and computer science
programs are of special interest to these industries, for they provide highly qualified and skilled
employees.
Potential employment companies:
D’arrigo Brothers
Dole
Don Chapin
Driscoll
Fresh Express
Green Giant
Taylor Farms
Tanimura and Antle
B. Orientation
1. Were adjustments made to your orientation process based on outcomes from your 201415 program plan?
In academic year 2013-2014, Hartnell College developed a new online orientation tool in
conjunction with Cynosure New Media, Inc. This orientation delivers content in English,
Spanish, and is American with Disabilities Act (ADA) compliant, which includes the captioning
and audio for hearing and visually impaired students. The new interactive online student
orientation was fully implemented in Fall 2014. In dialogue with campus faculty, staff, and
administrators and prior to taking the steps necessary to develop the online orientation, the Dean
of Student Affairs, Student Success along with faculty and staff presented online orientation tools
to the different governance committee’s on campus. A presentation was provided to the
Academic Senate, Student Affairs Council, Associated Student Government, Academic Affairs
Council, Executive Cabinet, and Student Affairs Division all Classified Staff meeting. The goal
was to ensure maximum input was provided in moving to an online student orientation.
Developing an online student orientation modality was critical to ensure we had the capability to
serve the maximum number of students early in their preparation for enrollment at Hartnell
College. Understanding our student demographic, it was a priority to ensure our new online
orientation was available in English, Spanish, and ADA compliant for our visual and hearing
impaired students.
In terms of adjusting our services to meet an increased need for students, in academic
year 2014-2015, the Hartnell College Counseling Department increased the number of
Counseling courses offered each semester to fifteen sections total per semester across the three
campus locations. Fifteen sections district wide provides a total enrollment capacity of 525
students that have access to enroll in these courses. Counseling courses teach many of the
student success skills necessary for students to navigate the college and develop an educational
goal based on their career interests. Furthermore, the Counseling Department developed
“Educational Planning” workshops offered three times a week including Saturdays for the entire
semester. For dates, times and locations of the workshop, go to the following link:
http://www.hartnell.edu/counseling-workshops-and-events
Finally, In addition to the general college orientation that is completed by students online,
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in counseling courses, or in person (as necessary), the college’s student support programs provide
a college orientation to new incoming students that enroll in their programs. The college’s
Extended Opportunity Programs and Services (EOPS), Foster Youth- Independent Living
Program, Student Support Services (TRiO), Disability Support Program and Services (DSPS),
High School Equivalency Program (HEP), Academy for College Excellence (ACE),
Mathematics, Engineering, Science, Achievement (MESA) program, Science, Technology,
Engineering, Mathematics (STEM), Athletes, Veteran’s and Math Academy participants receive
a designated college orientation session designed to assist students in preparing for educational
success at the college. These programs conduct a two-hour college orientation facilitated by a
Counselor, faculty, and other program staff to ensure students have all of the resources necessary
prior to the beginning of their first semester. Student service program orientations provide a
general college presentation which focuses on key campus services e.g. financial
aid/scholarships, availability of counseling services, transfer/career center services, tutorial
services, and information on academic programs and majors. In addition, student service
program orientations also focus on the unique requirements for meeting the program goals and
objectives. To ensure our high school, community based agency, and community business
partners are aware of all the services available at the college, our general counselors and
counselors/administrators from all of our programs go out to different venues to provide
information on services available to students. These presentations are conducted year round with
the goal of preparing students as early as possible for college enrollment and success. In
academic year 2014-2015, Hartnell College hired two “College Pathways Coordinators” that are
responsible for coordinating with high schools, adult schools, community-based organizations,
foster youth serving organizations, veteran serving organizations, and other organizations to
ensure students are on an early preparation track in which they would begin completing the
Hartnell College “Steps to Success” process for enrollment one-year prior to their actual
enrollment. A significant step in the college’s “Steps to Success” process is completion of the
new interactive online student orientation.
2. a. How many students were provided orientation services in 2014-15?
In academic year 2014-2015, a total of 4,082 students received initial orientation services
(California Community Colleges Chancellor’s Office, Spring 2015 MIS report).
b. What percentage of the target population does this represent?
This number represents 60.79% of the target population of students. This number will
increase significantly for academic year 2015-2016 as we have mandated completion of the
online orientation for all new first-time Hartnell College students. We are also increasing our
partnerships with community based organizations, migrant serving organizations, one-stop career
centers, Department of Social Services, foster youth serving organizations, and many more
community based organizations to increase our College Pathways functions of the college.
The College Pathways team is also refining our partnerships with our feeder high schools
to ensure students are knowledgeable about all the programs and services the college has to offer.
We premise as more students from our feeder high schools are aware of the programs and
services available to them, we will see increased enrollment from this population of students.
Furthermore, the number of students receiving orientation services will increase due to the fact
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Hartnell College now mandates all students receive a college orientation as a part of their
enrollment process (Steps to Success), unless they meet the exemption criteria outlined in college
policy.
c. What steps are you taking to reduce any unmet need or to ensure student
participation?
As a result of implementing our “Steps to Success” process, all enrolling students are
required to complete the online orientation (minus students who meet the exemption criteria
outlined in this plan). To ensure broad implementation of our online orientation, the College
Pathways team conducts orientation workshops at all of our feeder high schools. The Pathways
team also conducts in person orientations in workshop format at our county community based
organizations, adult schools, alternative schools, one-stop career centers, migrant serving
organizations and much more. The goal is to ensure all enrolling Hartnell College students have
access to critical orientation services and information at the beginning of the college enrollment
process.
3. a. Are orientation services offered online?
Yes, in academic year 2013-2014, Hartnell College developed an online orientation in
English, Spanish, and Accessible versions. The online orientation was fully operational in July
2014. The online orientation has since gone through a content update and is required for all
incoming students (minus those students who meet the exemption criteria outlined later in this
plan).
b. Identify any technology used to provide orientation, including any commercial or inhouse products in use or under development, and annual subscription or staff support
requirements.
The Hartnell College online orientation was developed in conjunction with Cynosure
New Media, Inc. When the contract was developed for this vendor in the Fall 2013, the contract
outlined upfront costs and included three years of content updates at no additional costs. There is
no annual subscription fee for this software. The Dean of Student Affairs, Student Success
working with a team of Counselors and Instructional faculty makes annual updates to the content
of the online orientation.
4. Identify the topics covered in orientation. Include those topics mandated by title 5
section 55521 and any additional information, policies and/or procedures that the
college or district determines necessary to include in a comprehensive orientation.
The Hartnell College Orientation was designed to provide a comprehensive overview of
the academic programs, student support services, financial aid, scholarships, athletics, cocurricular activities and much more a student can engage in on campus. The Hartnell College
orientation is divided into seven segments titled: 1) Your First Steps- the Hartnell College “Steps
to Success” process; 2) Academic Goals; 3) Student Services; 4) Academic Support; 5) Student
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Success Basics; 6) Campus Life; 7) Student Conduct and Safety. The Hartnell College orientation
covers the following content including those areas mandated by title 5 section 55521:
1.
2.
3.
4.
5.
6.
7.
Student welcome and instructions for completing the online orientation
“Steps to Success”- college enrollment process (including registration and fees)
Academic expectations and progress/probation standards
Requirements for maintaining enrollment priority
Prerequisite and co-requisite challenge process
Maintaining Board of Governors Fee Waiver eligibility
Information regarding the Free Application for Federal Student Aid (FAFSA), California
Dream Act, scholarships, work study and Chafee grant for Foster Youth
8. Preparing for the assessment test
9. Planning a major and academic goal
10. Academic counseling
11. Preparing for transfer to a university
12. Outline and description of available academic programs, student support services,
financial aid assistance, campus facilities, athletics and other co-curricular activities
13. Academic calendar and important timelines
14. Distance education
15. Classroom success strategies including study time and time management
16. Course repetition policy
17. How to read a schedule of classes
18. Campus expectations for student conduct and safety
19. Academic honesty
20. Non-discrimination and non-harassment policy
21. Sexual harassment policy
22. Information on the Campus Safety Hours (hours, phone number, services, etc.)
23. Information on campus emergency events (fire, earthquake, active shooter on campus)
24. Clery Act information
25. Family Educational Rights and Privacy Act (FERPA)
26. Violence Against Women Act (VAWA)
27. Parking
28. Conclusion
5. Complete the chart below outlining the staff associated with orientation and the source
used to fund the position. These staff listed below should match those in your budget
plan. Additional lines may be added.
# of
FTE
1.0
1.0
Title
Role
College Pathways
Coordinator (High
Schools, Adult
Schools, Alternative
Schools)
College Pathways
Coordinator
Work to develop early college preparation
services (Steps to Success) for
prospective Hartnell College students.
Work to develop early college preparation
services (Steps to Success) for
Funding Source
(SSSP/Match/GF)
SSSP
SSSP
College:
.40
10.0
District:
Hartnell College
(Community Based
Organizations, OneStop Career Centers,
Foster Youth serving
organizations, Migrant
Serving organizations
and other)
Student Success and
Support Program
Coordinator (Faculty)
Full-time General
Counselors
Hartnell College
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prospective Hartnell College students.
Work to develop early college preparation
services (Steps to Success) for
prospective Hartnell College students.
Counselors that provide in-person
orientations and teach the COU-1:
Student Success Seminar course
SSSP
G/F (Match)
6. Complete the chart below outlining all other orientation related expenditures, including the
direct cost to purchase, develop or maintain technology tools specifically for orientation
services. These expenditures should correspond to those in your budget plan. Additional lines
may be added.
Budget Code
51210
51310/51311
Expenditure Title/Description
Counselors (10.0 FTE)
Counselors (COU 1 Courses)
Funding Source (SSSP/Match/GF)
Match- G/F
Match- G/F
Amount
$169,907.00
$89,023.00
C. Assessment for Placement
1. Were adjustments made to your assessment for placement process and/or procedures
based on outcomes from your 2014-15 plan?
One of the most significant adjustments to the assessment testing process at Hartnell College
was developing strategies for enhancing student preparation for the assessment test. In
September 2014 and January 2015, Hartnell College hosted a “Curriculum Institute” forum
focused on enhancing curriculum alignment in math, English as a Second Language (ESL) and
English content with our county high schools. One of the key outcomes in these meetings was to
have faculty at both the high school and college levels to take the assessment test themselves,
then develop a preparation program for students. High school instructors would be able to
implement this content refresher strategy with students within their homeroom time and would
measure student preparation through the rubrics designed as a part of the common core
curriculum for math, English, ESL and college readiness. Hartnell College English, math and
ESL faculty developed “Accuplacer Test Preparation” workshops for non-high school students.
The goals of these workshops are to ensure content refresher in English and math concepts
aligned with the content in the assessment test. These workshops are four hour workshops and
are facilitated by math and English faculty at the college. The strategy behind the workshops is
to change the practice of students taking the assessment test without preparation. The issue for
many returning students (those students who may have taken a break from college coursework for
a period of time) is the recency of English and math concepts. The goal is to ensure students
refresh on the content in advance of the assessment test and also receive preparation on the
format of the test.
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In academic year 2015-2016, curriculum alignment work and assessment test preparation
strategies between county high school and Hartnell College faculty will continue. The first
scheduled “Curriculum Institute” is scheduled for October 23, 2015 at the Hartnell College Main
Campus. A Spring 2016 “Curriculum Institute” is tentatively scheduled for January 2016. The
goals of this work will continue to be ensuring English, math, ESL and Academic Counseling
strategies are serving our transitioning high school students as they prepare for college
enrollment.
It must be noted, Hartnell College also developed a comprehensive set of multiple measure
criteria by which Counselors and students may review an overall set of criteria to most
appropriately identify English and math course readiness and placement. Furthermore, students
who have previously taken English and math coursework at Hartnell College or another postsecondary institution can be exempt from taking the assessment test (see exemption and multiple
measure section of this report).
2. a. How many students were provided assessment services in 2014-15?
Assessment testing services were provided to 5,326 students in academic year 2014-2015.
b. What percentage of the target population does this represent?
The provision of assessment testing services at Hartnell College equates to 83.14% of the
target population of students.
c. What steps are you taking to reduce any unmet need or to ensure student
participation?
In academic year 2014-2015, Hartnell College planned, developed and implemented a
College Pathways (Outreach) function for the college. The team partnered with all feeder high
schools, alternative schools and adult schools in our service area to plan and schedule assessment
testing for high school seniors and transitioning students planning to enroll at Hartnell. In
academic year 2015-2016, Hartnell College implemented this same process with community
based organizations, migrant serving organizations, foster youth serving organizations, and other
organizations in which Hartnell College has partnerships with to serve prospective college
students. The goal of our College Pathways program is to maintain and grow our partnerships
with organizations that serve the community.
3. Give a brief and specific overview of the assessment process. Include a description of
the test preparation that is available.
The Hartnell College Assessment office has worked diligently to ensure venues for
student preparation for the college assessment test. The Hartnell College Counseling Department
has scheduled “Curriculum Institute” meetings two times a year with our County feeder high
school English, ESL, math and counseling faculty to discuss curriculum alignment (particularly
with changes that have occurred with the Common Core curriculum and Smarter Balance
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assessments). A primary goal of these meetings is to discuss venues for optimum preparation of
students for the college assessment test. Discussions with our high school partners have evolved
into the high schools discussing requiring courses for students that would prepare them for the
college assessment test and enrolling high school seniors not enrolled in a math course into a
senior math course (content review aligned with college math learning objectives).
For students returning to college, Hartnell College English, ESL and math faculty
developed the content for an Accuplacer test preparation workshop offered on campus. The goal
is to provide a content review in English and math concepts for students who may not have taken
a formal math or English course in some time. Additionally, in the test prep workshop, students
are given an overview of the format of the Accuplacer and provided additional resources to
review the assessment content prior to taking the assessment e.g. Khan Academy.
4. a. Identify any assessment test(s) used for placement into English, mathematics, and
ESL courses. Provide specific information about any second-party tests, including the
versions and forms used.
Hartnell College uses the Accuplacer test for English and Math assessment for all incoming
students. English as Second Language (ESL) faculty developed an internal assessment tool for
incoming ESL students. The results are rated by two ESL faculty then reviewed and discussed to
ensure the most appropriate course placement for students.
Accuplacer is available two to three times a week (dependent on enrollment periods) and twice
a month on Saturdays, on the Main and Alisal campuses. The King City Educational Center
offers Accuplacer once a week. The test is one measure used to determine a student’s preparation
level in math and English subject matter.
The assessment test is an untimed assessment and is accessible to students with disabilities.
Additionally, students with disabilities may arrange for modified assessment testing times by
calling the Department of Supportive Programs and Services (DSPS).
b. When were tests approved by the CCCCO and what type of approval was granted?
The Accuplacer assessment test was approved by the California Community Colleges
Chancellor’s office on March 01, 2014. This approval is valid for a period of two years and
expires March 01, 2016. The Accuplacer assessment test was granted probationary approval by
the Chancellor’s office. For additional information on the Chancellor’s office approval, visit the
following website:
http://extranet.cccco.edu/Portals/1/SSSP/Matriculation/Assessment/Approved%20List_7-2715%20for%20Web.pdf
c. When were disproportionate impact and consequential validity studies last
completed?
The Hartnell College Institutional Research Office conducted disproportionate impact and
consequential validity studies in the Spring 2007 semester. Hartnell College is currently in the
process of hiring a full-time Director of Institutional Research (Fall 2015). One of the top
priorities for this new Director position will be to conduct updated disproportionate impact and
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consequential validity studies for the college.
5. a. What multiple measures are used?
See multiple measure criteria below
b. How they are integrated into the assessment system (as part of an algorithm included
in the test scoring process, applied by counselors, etc.)?
Students meet with counselors to review their assessment scores and other educational criteria to
determine most appropriate course placement. Multiple measure criteria include the following:
1. Previous educational records (high school GPA, prior college experience, degree from a
foreign college/university
2. Number of years of English and/or math completed (high school and college considered)
3. Recency of English and/or math course taken
4. Last time enrolled in an academic setting
5. Number of units being attempted for the semester
6. Employment plans while enrolled (full-time, part-time, number of hours)
7. Other obligations/responsibilities (family, caretaker)
8. Primary language spoken
9. Interest in subject
10. Motivation for success
11. Learning disabilities
12. Education level in first language (if applicable)
13. Educational experience- Math Academy, Summer Bridge with follow up assessment
A student working in consultation with a counselor may enroll in courses either higher or
lower than their assessment scores indicate. Once a student and counselor have collaborated on
the most appropriate coursework the student will submit their completed multiple measures
petition to the college’s Assessment office. Assessment Technicians will complete the process to
allow students to enroll in the appropriate courses as determined in conjunction with an academic
Counselor. Academic Counselors have developed forms for ensuring students meet multiple
criteria for course placement. Ongoing research is being conducted to determine the success of
students placed in courses using multiple measure criteria. The Hartnell College Counseling
Department conducts multiple trainings each year to ensure counseling faculty are applying the
multiple measure criteria consistently. The Hartnell College Counseling Department also hosts
Fall and Spring semester “Curriculum Institutes”. A goal of these institutes is to ensure we are
communicating with our high school partners in the County to align changes in curriculum and
have formal discussions on student course placement factors e.g. Smarter Balance Assessment
through the Common Core curriculum. The Counseling Department will begin the work in
analyzing and developing an electronic algorithm that will calculate the weight of each multiple
measure criteria to ensure consistency across the multiple campus sites.
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c. Do these measures meet the multiple measures requirement per title 5, sections 55502
and 55522?
Yes, the multiple measure criteria developed by the faculty at Hartnell College meets the
title 5 educational code regulations as outlined in sections 55502 and 55522.
6. Describe the policy on the acceptance of student assessment scores and placement
results from colleges within a multi-college district, from colleges outside of the district,
or from adult education programs.
Student assessment scores and course placement criteria is consistent across the three
Hartnell College campuses (Main Campus, Alisal Campus and King City Educational Center).
Multiple measure criteria for course placement was developed and implemented consistently
across the three campus sites. Multiple training sessions were held for faculty, staff, counselors
and administrators on the multiple measure criteria and course placement.
Hartnell College accepts assessment scores for students from another California
community college taken within the last two years. In academic year 2015-2016, Hartnell
College is beginning the work of aligning curriculum and testing criteria for course placement
with our community adult education programs.
7. How are the policies and practices on re-takes and recency made available to students?
The Hartnell College policy on retakes and recency is outlined in the college catalog.
Students may take the placement assessment a second time under the following conditions: at
least fourteen days have passed since the first test (to allow for additional preparation and
studying), and the student has talked with the Assessment Center staff or a Counselor about how
to better prepare for the placement assessment. The Assessment Center staff will provide study
materials and sample questions to help students prepare free of charge or these can be obtained
online at http://www.hartnell.edu/staar-assessment. Hartnell College recognizes student
assessment test scores for a period of two years. EPT/ELM/EAP scores have a recency
requirement of five (5) years. AP exam scores do not have a recency requirement.
8. Complete the chart below outlining the staff associated with assessment for placement
and the source used to fund the positon. These staff listed below should match those in
your budget plan. Additional lines may be added.
# of
FTE
1.0
Title
Role
Assessment Coordinator
To coordinate the function of assessment
testing on and off campus. This includes
the planning and scheduling of assessment
test dates and marketing to students. This
position is a higher level function that
requires coordination with our feeder high
schools, community based organizations
and other venues in which assessment
Funding Source
(SSSP/Match/GF)
SSSP
College:
Hartnell College
.625
Assessment Technician
.625
Assessment Technician
District:
Hartnell College
services to prospective students is offered.
To administer the day to day operations
of assessment testing including the input
of scores and criteria into the Colleague.
To administer the day to day operations
of assessment testing including the input
of scores and criteria into the Colleague.
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SSSP
SSSP
9. Complete the chart below outlining all other assessment for placement related
expenditures, including the direct cost to purchase, develop or maintain technology
tools specifically for assessment for placement services. These expenditures should
correspond to those in your budget plan. Additional lines may be added.
Budget Code
700400
Expenditure Title/Description
Accuplacer- English and math
sections of the Accuplacer assessment
test.
Funding Source (SSSP/Match/GF)
SSSP
Amount
$7,750.00
D. Counseling, Advising, and Other Education Planning Services
1. Were adjustments made to your counseling services process and/or procedures based
on outcomes from your 2014-15 plan?
Education planning workshops were implemented Fall 2014 to better assist students who
did not have a major. These workshops were offered three times a week on Monday mornings,
Friday afternoons and Saturday mornings to ensure broad access for students.
A new probation, disqualification, and dismissal system has been developed. A new web
based student success workshop for students on probation has been implemented in September
2015. In addition to the online workshop, counseling faculty will meet with students to update
their education plan, review course load for the following semester, provide advice on
educational planning; provide referrals to campus and community services, review policy and
next steps for educational success.
Two new Pathway Coordinators were hired to contact community based organizations.
Connections have been solidified with Alternative Education programs in the county, and
community based programs such as Girls Inc, Catholic Charities, etc.
Funding was sought and granted for an additional counselor to do follow-up services. In
addition, Program Assistant II’s were hired to assist with follow-up services for the Main
campus, Alisal campus, and King City Center. Hires were completed in September 2015.
Program Assistants will offer in class presentations to students and faculty regarding academic
support services and programs available. They will also provide enrollment support for help with
application, information on contacting the Assessment office, counseling, Financial Aid and
student support service programs. For those students considered at risk, meetings will be
scheduled with counselors, academic support programs and services will be highlighted. With
additional staff, Hartnell will be able to close the loop in providing follow-up services for our
students who need them.
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A pilot program in STEM has been in place to help with referrals to counselors for
students not doing well in classes. This program has been extended to an additional counselor.
Plans are in place to increase the program capacity to serve additional students that need support.
A new General Counseling email has been added to services. Students who have a
completed application and assessment may email general counseling at counseling@hartnell.edu
to ask a question of an academic counselor. During regular hours questions are usually answered
within the same business day. A new online live chat program is being reviewed and is expected
to be implemented Spring 2016. This system will provide student access to an academic
counselor anywhere there is an internet connection.
A major change that is being implemented between the Counseling and the Admissions
and Records Office at the college is external transcript evaluation occurring on the front end of
student enrollment rather when the student petitions to graduate. This change requires
coordination between the two offices to ensure a balanced timeline for review of a student’s
transcripts from other institutions by both an Academic Counselor and the Evaluations office. In
order to ensure efficiency in this process, the college is currently conducting the analysis and
planning for hiring an additional Evaluator in the office of Admissions and Records.
2. a. How many students were provided counseling, advising and education planning
services in 2014-15?
In academic year 2014-15, 14,489 students were provided with counseling, advising and
educational planning services at Hartnell College.
b. What percentage of the target population does this represent?
14,489 students represents 58.28% of the target population the college serves. The hiring
of additional academic counselors in the spring 2015 will increase the number of students served
in counseling.
c. What steps are you taking to reduce any unmet need or to ensure student
participation?
Effective Spring 2015 semester, all Hartnell College students are required to meet with an
Academic Counselor and have an educational plan by the 15 degree applicable unit mark. In
addition to mandating academic counseling and an educational plan for students, the college’s
Counseling Department has also changed the service delivery model to students. The
Department has increased the number of COU - Student Success Seminar courses to 15 sections
per semester (Fall 2015). A key student learning outcome (SLO) of these courses is the
development of a comprehensive educational plan. Additionally, the Department has scheduled
educational planning workshops three times a week including Saturdays to provide orientation,
academic and career counseling to students. The college has implemented Panther Prep Days,
which is an early college preparation model for transitioning high school students enrolling at
Hartnell. Students who commit early to Hartnell College (Senior Year in High School) and
complete the “Steps to Success” process are eligible to participate in Panther Prep Days. As a
result, students and their parents are invited to participate in Panther Prep Days both on the Main
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campus and King City Educational Center. Students who participate in Panther Prep Days are
fully matriculated for their first fall semester and are encouraged to gain a head start by enrolling
in summer courses and academies. Panther Prep allows students and parents to receive:
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A general college orientation
Financial aid review
Educational plan
Information on academic programs and services
Campus tour
Parent information sessions (English/Spanish)
Dreamer student and parent workshops
Connection to summer academies
Connection to student support programs
Priority registration
Finally, the college has hired additional full and part-time Counselors to meet the student’s
needs for access to academic counseling and advising. These cumulative services are designed to
meet the unmet need of counseling services for students.
3. a. Describe the service delivery methods (in person, workshops, FTES generating
course, etc.).
In the Fall 2014 semester, in addition to one-on-one, express and online counseling
appointments, the Counseling Department at Hartnell College increased the number of
COUNSELING 1- Student Success Seminar courses offered to students with morning, afternoon,
evening and Saturday course offerings. In addition, the Department developed and implemented
“Educational Planning Workshops”. The workshops are offered three times a week with
morning, afternoon and Saturday availability to meet our student’s needs (See Fall 2015 schedule
below).
Educational Planning Workshops
September-December 2015
B-110
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September 2015
Tuesday September 2, 2015
9 am- 12 pm
Student Capacity: 20
Friday September 11, 2015
12:30 pm- 3 pm
Student Capacity: 20
Saturday September 12, 2015
10 am- 12 pm
Student Capacity: 20
Tuesday September 15, 2015
9 am- 12 pm
Student Capacity: 20
Saturday September 19, 2015
10 am- 12 pm
Student Capacity: 20
3 pm- 5 pm
Student Capacity: 15
Friday September 25, 2015
October 2015
Saturday October 3, 2015
10 am – 12 pm
Student Capacity: 20
Tuesday October 6, 2015
9 am- 12 pm
Student Capacity: 20
12:30 pm- 3 pm
Student Capacity: 20
Saturday October 10, 2015
10 am- 12 pm
Student Capacity: 20
Tuesday October 13, 2015
9 am- 12 pm
Student Capacity: 20
Friday October 16, 2015
3 pm- 5 pm
Student Capacity: 15
Saturday October 17, 2015
10 am- 12 pm
Student Capacity: 20
Tuesday October 20, 2015
9 am- 12 pm
Student Capacity: 20
Friday October 23, 2015
3 pm- 5 pm
Student Capacity: 20
Tuesday October 27, 2015
9 am- 12 pm
Student Capacity: 20
Friday October 9, 2015
November 2015
Tuesday November 3, 2015
9 am- 12 pm
Student Capacity: 20
Saturday November 7, 2015
10 am- 12 pm
Student Capacity: 20
Friday November 13, 2015
11 am- 1 pm
Student Capacity: 20
Saturday November 14, 2015
10 am- 12 pm
Student Capacity: 20
Tuesday November 17, 2015
9 am- 12 pm
Student Capacity: 20
Friday November 20, 2015
3 pm- 5 pm
Student Capacity: 15
Tuesday November 24, 2015
9 am- 12 pm
Student Capacity: 20
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December 2015
Tuesday December 1, 2015
9 am- 12 pm
Student Capacity: 20
Thursday December 4, 2015
2 pm- 5 pm
Student Capacity: 20
Tuesday December 8, 2015
9 am- 12 pm
Student Capacity: 20
Friday December 11, 2015
2 pm- 5 pm
Student Capacity: 20
Saturday December 12, 2015
10 am- 12 pm
Student Capacity: 20
Tuesday December 15, 2015
9 am- 12 pm
Student Capacity: 20
Friday December 18, 2015
1 pm- 4 pm
Student Capacity: 20
These workshops are designed to provide students with comprehensive information in the
following areas:
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Completing the Hartnell College Steps to Success process;
Overview of Student Support Programs;
Availability of financial resources (Financial aid and scholarships);
Significance of having an educational plan (difference between abbreviated and
comprehensive);
Development of a student educational plan (abbreviated or comprehensive);
Establishing a rapport with your Counselor and classroom faculty;
Steps for transfer to a university;
Career assessment and online tools;
Major exploration;
Setting a timeline for goal completion;
Balancing work, school and study time;
Connecting with campus based resources e.g. tutoring;
Other questions asked by students;
Education planning workshops are designed with a capacity maximum of twenty students and
four Counselors per session. The workshop would begin with a general overview of the content
listed above for the first hour. Counselors would then divide the students into groups of five and
work with them on the development of either an abbreviated (1 semester) or comprehensive (2+
semesters) educational plan. Campus based student support programs (DSPS, MESA, STEM,
EOPS, CalWORKs, and Veteran’s) offer counseling services to meet the mandate of
comprehensive educational planning for every student in the program. Comprehensive
educational planning is a built-in component of Math Academy, Chemistry Summer Bridge,
Veteran’s, CIS in 3, and required activity in each Counseling course. Counselor instructors may
also provide abbreviated educational planning. Furthermore, the Transfer/Career Center
organized Psychology major and Sociology major workshops to educate students in careers and
preparation for these majors. Transfer Admission Guarantee (TAG) workshops facilitated by the
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Transfer Counselor provided students with assistance in planning appropriate courses for
UC/CSU/Private university transfer eligibility.
b. Is drop-in counseling available or are appointments required?
The Hartnell College Counseling Department provides academic counseling including
express counseling Monday thru Friday between the hours of 8:00 a.m. - 6:00 p.m. Express
counseling is available for students that need counselor assistance for services that require 15
minutes or less. Examples of services provided at express counseling are: 1) prerequisite
clearance; 2) course repetition appeal; 3) concurrent enrollment process; 4) student registration
questions; 5) enrollment process questions; 6) information on academic programs and student
support services; 7) information on academic support services; 8) much more.
Students must schedule an appointment to complete the following: 1) abbreviated
educational plan; 2) comprehensive educational plan; 3) career assessment; 4) major exploration;
5) review multiple measure criteria; 6) external college/university transcript review; 7) course
review and assistance.
Students may make appointments by phone by contacting the Counseling Department at
(831) 755-6820; in person by visiting the Counseling Department in the Student Services
Building, Office #129; or online at: http://www.hartnell.edu/online-counseling-appointments
c. What is the average wait time for an appointment and drop-in counseling?
During peak times (first two weeks of the semester) the Hartnell College Counseling
Department’s average wait time for an appointment is 3-5 business days. Historically, the wait
time for an appointment is 3 days in the spring semester and 5 days in the fall semester. Average
wait time for express (drop-in) counseling during peak times is 30 minutes. During non-peak
times counseling appointments may be scheduled during the same day. Express counseling is
available all day Monday-Fridays and counselors may be accessed with no wait time during nonpeak times. In the Fall 2014 semester, the Counseling Department planned, developed and
implemented 3 hour “educational planning workshops” three times a week including Saturdays.
In these workshops students gain valuable information on: 1) major and career exploration; 2)
develop an abbreviated or comprehensive educational plan; 3) programs and resources available
on campus; 4) classroom success strategies; 5) information on preparing for transfer to a
university; 5) gain valuable information on career readiness and regional demand occupations; 7)
planning a course schedule that works for students based on their individual needs; 8) services
and financial resources available for AB540 and Dreamer students; and much more.
4. a. Describe the type of assistance provided to students to develop an abbreviated
student education plan and the scope and content of the plan.
Abbreviated student education plans are provided to students who are unsure of their
major or who do not have the time to complete a comprehensive education plan. Majors are
defined if possible. If the student is unsure of the major, career counseling is offered in a variety
of forms: 1) Counseling 1, Student Success class with a career counseling component, 2)
Counseling 23, Career Development class, or 3) referral to the Career Center. Depending on the
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areas of interest, appropriate paths in English and math is offered. Students are advised into
appropriate English and Math classes given their assessment scores, multiple measures
discussion, high school transcripts or AP scores, transfer credit and their career interests.
General Education is reviewed: 1) Associate degree general education, 2) California State
University General Education (CSUGE), or 3) Intersegmental General Education (IGETC) for
UC or CSU transfer students. Information regarding transfer is offered with Assist information if
the student provides enough information to define. Students are introduced to our new Student
Planning software from Ellucian, Degree and certificate information is shown. Discussion of
appropriate load per semester is determined given students work, family responsibilities, and
comfort with academic rigor to define number of classes students should be enrolled in each
semester. Semester by semester planning is shown with appropriate coursework for individual
semesters. A printout of the Student plan is given to the student with notes to the student
attached. Timelines are explained and units required for transfer and degree completion. A
recommendation will be given to the student to return and complete a comprehensive education
plan.
b. Describe the type of assistance provided to students to develop a comprehensive
education plan and the scope and content of the plan.
Students asking for a comprehensive education plan are offered information regarding: 1)
their degree, certificate, or academic goals of their choice, 2) Transfer information regarding their
intended major and the institution of their choice, 3) General Education for their career goal
including CSUGE, IGETC, and Associate degree general education. Generally, counselors will
offer to students major preparation requirements for students transferring to the California State
University and the University of California systems through Assist. Additional information is
offered to students regarding private universities and colleges and out of state institutions through
research to the various institutions websites. Comprehensive education plans include
information from submitted transcripts from colleges are universities the student may have
attended, transfer and external exam credit, military service credit, Advanced Placement exams
and International Baccalaureate credit, and the College Level Examination program. Appropriate
sequences are defined with the knowledge of prerequisite course requirements for the major.
Graduation and transfer timelines are discussed and noted. Information about Associate degree
units and transfer units are defined.
Students are introduced to our new Student Planning software from Ellucian, where
major, certificate, and general education requirement information is shown. Discussion of
appropriate load per semester is determined given students work, family responsibilities, and
comfort with academic rigor to define number of classes students should be enrolled in each
semester. A semester by semester planning is shown with appropriate coursework. A printout of
the Student plan is given to the student with notes to the student attached. Timelines for transfer
are explained.
The Transfer center offers workshops for students to complete transfer applications in
August for Spring transfer, October through November for Fall semester transfers and September
workshops for students wishing to complete a Tag application for the University of California.
There are times when students wish to change their majors. Counseling faculty will offer
to students “what-if” scenarios. New possibilities for transfer regarding target institution and
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changes to general education. Information will be provided to students regarding the change to
the student’s completion timelines given the above.
5. Identify any technology tools used for, or in support of, counseling, advising and other
education planning services, such as an education planning tool or degree audit system.
Technological tools have been added to support counseling, advising, and planning
services. Most important is the new Student Planning software from Ellucian which includes
degree audit integrated into the system. The Ellucian Student Planning software provides
information to students for all degrees and certificates offered, courses completed at Hartnell
College that meet those requirements. Students declaration of a major informs the student
planner of degrees, certificates, and general education requirements as needed for a particular
student. Students could readily see if they have completed major coursework and general
education. Outstanding courses are indicated through the software to students so that planning is
clear. Prerequisites are also listed in the software. If a counselor or student tries to add a class to
the planner in which they do not have the prerequisite the system will notify the counselor or
student. Students can request a prerequisite clearance from a counselor if the student has cleared
this course from another school, college, university, or credit by other means identified in the
catalog.
Student affairs professionals with access to the system can see courses included in the
student’s education plan, notes from the counselor, and timelines for completion. Counselors
can log into the system and see the plan offered to the student from any other counselor. Student
education plans are expanded with the insight from other counselors and building on the
information the student has already learned. Students will be given access to this educational
planner in the future and will be able to add courses to the plan. The software is capable of
tracking who adds courses to the planner.
Another technological tool added is a General Email provided to students with a quick
question when they cannot come into the Counseling Center. Students who have completed an
application, have a student identification number, and completed the assessment test, may email
general counseling at counseling@hartnell.edu. Since its implementation, there are fifty-six
strands in general counseling email with two to twenty responses in a given strand.
A new software is being investigated to be implemented for a Counseling Live Chat. We
hope to implement this software in the Spring 2016. This Live Chat tool will allow students the
ability to chat live with an Academic Counselor online. Utilization of this tool will increase
access to core services for students.
SARS functionality for counseling appointments has been expanded. Students may now
go online to schedule an appointment. Students may choose an appointment by counselor, day,
or time. To review this functionality click on the following link: http://www.hartnell.edu/onlinecounseling-appointments
Additional SARS functionality includes the ability for students to check into their
appointment by themselves. Students no longer need to stand in line to talk with front desk staff
in counseling, rather, proceed to the dedicated computer to check in and let their counselor know
they have arrived.
New high resolution computer screens and thin client servers were installed for all
counselors to increase the speed of updating information for the new Student Education Planners.
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Larger screens were installed to allow better visual support for information being organized in
the student planner.
New web based Student Success and College Success Tutorial workshops have been
developed and implemented (Fall 2015). This is a first step in our new Academic Probation,
Disqualification, Dismissal process. The online Probation workshop will provide students with
information about: 1) What is Academic probation, 2) How did I end up on Probation, 3) Why
is GPA so important, 4) What series exist to help me, 5) What can I do to help myself, and 6)
next steps. Academic standing status is available to students that need to complete a student
success workshop from any computer as the first step to help students identify additional services
which may be of help to improve their grades or completion status. To review these workshops
click on the following links:
Student Success workshop: http://www.studentpathway.com/hartnellPW;
College Success Tutorial workshop: http://www.studentpathway.com/hartnellSM
6. Complete the chart below outlining the staff associated with counseling, advising and
education planning services and the source used to fund the position. These staff listed
below should match those in your budget plan. Additional lines may be added.
# of
FTE
10.0
Title
Role
Funding Source (SSSP/Match/GF)
General Counselors
G/F
1.5
Early Support
Counselors
Provide academic and personal counseling
to students enrolling/enrolled at Hartnell
College
Provide academic and student support
counseling to students having difficulty in
the classroom. These services range from
connecting students with academic
support, e.g. tutoring to connecting
students with a student support program
on campus.
Match/SSSP
7. Complete the chart below outlining all other counseling, advising and education
planning related expenditures, including the direct cost to purchase, develop or
maintain technology tools specifically for these services. These expenditures should
correspond to those in your budget plan. Additional lines may be added.
Budget Code
678000
678000
678000
Expenditure Title/Description
Student Educational Planner
Degree Audit
Ellucian- Early Support Component
Funding Source (SSSP/Match/GF)
GF
GF
GF
Amount
$18,094.47
$18,094.47
$18,094.47
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E. Follow-Up for At-Risk Students
1. Were adjustments made to your follow-up services and/or procedures based on outcomes from
your 2014-15 plan?
A new academic probation, disqualification and dismissal system has been developed to identify
students who may be in need of follow-up services. A new online student success workshop has been
developed to support students in need of additional help and to assist them with information they need to
successfully complete courses in which they are enrolled. Student Support programs, counseling services
including educational planning workshops and academic support programs, e.g. tutorial services are
identified that will assist and support students with the resources they need to successfully complete their
coursework. The online student success (probation) and college success tutorial workshops were
developed in English, Spanish and ADA compliant (September 2015).
A pilot program for students considered at risk because of classroom performance introduced in
2013-14 will be expanded to include an additional Academic Counselor. Hiring of three additional staff
Program Assistant II’s was completed in August 2015 at the main campus, Alisal Campus, and the King
City Center to help support follow-up services resources to faculty and students. Ellucian software is
assisting with case management of students being referred to counselors and academic support resources.
Efforts are being made to expand access to this part of the Ellucian software for follow-up services.
(Ellucian is being used for the Student Educational Planner as well.) Faculty wishing to refer students to
counselors and follow-up with Program Assistants would access this communication system.
Counselors or Program Assistants will provide feedback to instructors in a timely manner. Counselors
and Program Assistants will contact students to help them identify key issues and to connect students
with appropriate support services and programs on campus and in the county.
Finally, in order to ensure students have access to mentoring and guidance, the Hartnell College
Counseling Department developed a Male Mentoring Program and Woman’s Empowerment Group,
both led by counseling faculty to ensure students were connecting with mentors. The goals of this
program is for students to develop a rapport with mentors from both on and off campus, participate in
activities focused on educational goal attainment and personal development, and leadership activities.
These mentoring programs will continue to develop as a key resource for students on campus. The
mentoring programs also align with a longstanding program at Hartnell College, the Women’s
Educational Leadership Institute (WELI). The WELI program has a long history of success in
connecting a cohort of female students to mentors and leadership opportunities in the community.
2. a. How many students were provided follow-up services in 2014-15?
Based on Spring 2015 MIS data, a total of 5, 683 students were provided with follow-up services
during academic year 2014-2015. Follow-up services include a broad array of services from connecting
students with tutorial support, scheduling a follow-up appointment with an academic counselor, referrals
to childcare services and much more. Student Support programs including EOPS, TRiO (Student
Support Services), DSPS and MESA have mandated student follow-up appointments with counselors as
requirement. Students enrolled in these support programs are required to follow up with their designated
counselor three times per semester. The Early Support program also has three counselors that work with
Instructional faculty to identify students that need support in the classroom. The goal in academic year
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2015-2016 is for Hartnell College to develop a formal “Academic Support System” on campus that will
focus on a full integration of Academic and Student Support Services at all three campus sites.
b. What percentage of the target population does this represent?
When the headcount number of students (Spring 2015= 11,076) is adjusted to subtract the JAJ
student enrollment (South Bay Consortium Enrollments = 2,990 in Spring 2015), due to the fact these
students are not enrolled on campus; therefore, they are not a student in the target population.
The
total percentage of students that received follow-up services in academic year 2014-2015 is 70.28% of
the target population of students.
c. What steps are you taking to reduce any unmet need or to ensure student participation?
The SSSP grant funding resulted in three additional hires for follow-up services listed above and
an identification of a counselor to coordinate services to students who may need follow-up services.
Follow-up specialists for each campus: Main, Alisal, and King City will provide services to the campus.
Specialists will attend classes to present information about academic services available to students.
Specialists will also be available to meet with students and provide in depth information and support to
contact tutorial services, supplemental instruction, and connect with services on campus. A counselor
will be available to complete education planning, balancing academic work load and family life, referrals
to campus and county services and much more.
Two additional counselors were added to our Early Support program. We are in the process of
defining ways to increase the functionality of the Early Support program in Ellucian to other faculty
interested in using this program for their students. The above faculty and staff will contribute to
resources available to meet with these students. These positions are in addition to the hiring of three
full-time counselors hired in academic year 2014-2015. A major goal is to ensure students have
increased access to core services offered at the college.
3. a. What types of follow-up services are available to at-risk students?
Students considered at-risk can self-refer to counseling or tutorial and other supportive services;
they can be referred to a counselor by instructional faculty, or will be referred if they meet probation,
disqualification, or dismissal definitions. For those students included in our Early Support program and
referred by instructional faculty, case management will be conducted by a counselor who will email or
call the student to meet with them. Follow-up services are then offered to students as they are assessed
for academic support services and programs and community support services. Through the Early
Support program and using the Ellucian system, services will be expanded to include other students who
need follow-up services. Three program assistants have been hired, one at each of the three campuses
and will respond to students needing referrals to academic and student support services and programs.
Three Academic Counselors are working with faculty to assist students who are having difficulty with
their coursework. Counselors work in the capacity of advising students and also connecting them to
support resources e.g. Tutorial Services.
Students receiving a letter indicating they are on Academic/Progress Probation will receive
information about completing the new online Student Success (Probation) workshop. The Student
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Success (Probation) workshop will include the following topics: 1) What is academic probation, 2) How
did I end up on probation, 3) Why is GPA so important, 4) What services exist to help me, 5) What can I
do to help myself, and 6) Next steps. They will then be directed to see a counselor to update their
education plan and to determine the appropriate number of units for the following semester, appropriate
follow-up services, tutorial, Supplemental Instruction, other on campus and community support.
EOPS/CARE, CalWorks, and TRiO (Student Support Services) have adapted their program support
services to include the use of the online Student Success (Probation) workshop while also developing
“above and beyond” in person strategies to support students. To view the Hartnell College Student
Success (Probation) workshop click on the following link: http://www.studentpathway.com/hartnellPW
In addition to the online Student Success (Probation) workshop, Hartnell College also
developed an online workshop titled “College Success Tutorials”. This workshop is focused more on
classroom strategies designed to enhance a student’s academic performance. The College Success
Tutorial workshops covers the following topics: 1) Active listening; 2) Getting the most out of lectures;
3) Setting goals; 4) Taking effective notes; 5) Reading to answer questions. To view the Hartnell
“College Success Tutorials” workshop click on the link below:
http://www.studentpathway.com/hartnellSM/CST.html
Finally, the Hartnell College Counseling Department has developed “Educational Planning”
workshops for students that are offered three times a week including Saturdays. The goals of these
workshops are to assist students with planning and support to meet their educational goals. These
workshops work closely with other academic/student support programs and services e.g. Tutorial
Services, EOPS, TRiO, etc. to ensure students have a broad spectrum of support while enrolled at the
college. These workshops are marketed broadly across campus including by our Early Support
Counselors and Instructional Faculty. Workshop dates and times can also be found at the following link:
http://www.hartnell.edu/counseling-workshops-and-events
b. How and when are students notified of these services?
Students are informed of these services in the STEM pilot when instructional faculty uses
Ellucian to communicate with a counselor who then determines the student is in need of services and
refers the student to one of three counselors who maintain a case management system for each student.
Counselors will meet with the students; determine appropriate referrals to academic services and
programs on campus and in the community.
When a student needs follow-up services because they are deemed to be on probation,
disqualification, or dismissal, they will receive a letter from the college indicating their status and a
requirement for them to complete the newly developed online Student Success (probation) workshop.
The student is provided with information about what probation/disqualification/dismissal means and
their requirements. Students will then be referred to a counselor. Strategies will be determined to help
meet the student’s needs.
c. Describe the service delivery method (in groups, workshops, etc.) and any technology tools
used.
Most services are offered in an individual basis. The pilot program which will be expanded uses
Ellucian software to communicate between the faculty member and counselors. Case management is
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handled by the counselors. Our new electronic Education Planning tool also by Ellucian supports at risk
students. As students are identified as probation, disqualified or dismissal they will receive a notice of
their status and directed to a new online probationary workshop as defined above. In addition, students
will need to be able to answer questions regarding the material they are covered to assure their
knowledge of academic progress, what is available to help them, what they can do to help themselves
and next steps in the process. All students identified will need to meet with a counselor.
d. Are instructional faculty involved in monitoring student progress? Do they participate in early
alert systems?
Instructional faculty is involved in the college’s Early Support program. Instructional faculty
will enter an alert in the Ellucian software to notify early support counselors of their concern of a
student’s performance in the classroom. Counselors then open a case for these students and help the
students assess options in academic support services and student support programs. It is the plan to
increase instructional faculty access to Ellucian’s early support software and to use the three Program
Assistants II’s mentioned on the various campuses to help student’s access to follow-up services.
Additionally, the College is working on enhancing it Student Academic Support System by
hiring a full-time Director of the Student Academic Support System (Manager) as well as a full-time
Coordinator for Academic Follow-up Services (Faculty). In academic year 2014-2015, two additional
part-time Counselors were hired to support the existing part-time Counselor for the Early Support
Program. The goal in academic year 2015-2016 is to institutionalize the Early Support Program to
increase the number of students that have access to critical academic and other support services. The
following flowchart below represents the interaction of academic and student support services at
Hartnell College:
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The flowchart below provides a visual representation of the system:
In addition to the college’s Early Support Program, Academic Counselors, faculty and staff also
direct students to academic and student support programs on campus. The Counseling Department at
Hartnell College developed “Educational Planning” workshops three times a week including Saturdays
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as a resource to assist students in support of achieving their educational goals. For days and times of the
workshops click on the following link: http://www.hartnell.edu/counseling-workshops-and-events
Hartnell College maintains a comprehensive set of academic and support programs designed to assist
students with the resources they need to achieve their educational and personal goals. The college hosts
major events to support student success. One major event is Transfer Day/College Night, in which
Universities from throughout the Country visit Hartnell to provide information to our students on their
transfer university options. Workshops are also held throughout the day and night to prepare students
for the process of applying to universities. Financial aid and scholarship workshops are also hosted for
students to ensure they are aware of the financial resources available to them for university attendance.
The list below represents the programs and services available to students:
Hartnell College Student Services & Resource Grid
Academy for College
Excellence (ACE)
Admissions & Records
Assessment
Office of Student Life
Phone: (831) 755-6723
http://www.hartnell.edu/academy-collegeexcellence-ace
Phone: (831) 755-6711
Fax: (831) 759-6014
www.hartnell.edu/admissions-records
Phone: (831) 759-6054
http://www.hartnell.edu/staar-assessment
Phone: (831) 755-6734
www.hartnell.edu/osl
Bldg. D
Bldg.
B-121
Bldg. B
106A
Bldg. C-140
ACE is a nationally recognized one-semester, community
cohort program for returning or first-time college students.
Contact the ACE Office for further program information and
eligibility.
The Admissions & Records Office is responsible for the
admission, registration, evaluation, graduation, and for the
accuracy and maintenance of student records.
The Assessment Office provides English and Math
placement services via the ACCUPLACER electronic
assessment tool. Eligibility: 1.Completed application for
admissions, 2. Completed Hartnell online orientation.
Services: ESL placement, year-round assessments, day,
evening and weekend hours, 2 hour average assessment
completion time, results available immediately upon
completion. Contact DSP&S at (831) 755-6760 for special
accommodations. Visit our website for preparation
information, including study guide and preparation
workshops. For free math preparation resources
visit www.khanacademy.org. This web resource is an
excellent tool to refresh your math content skills in advance
of the assessment test.
The goals of the Office of Student Life are to improve
student life and facilitate communication between students,
faculty, and staff. Services: Associated Students of Hartnell
College (ASHC), CAT Card, MST Free Fare Zone, ICC/Student
Clubs, Book Voucher Program, Graphing Calculator Rental,
& more!
College:
Hartnell College
District:
Hartnell College
Phone: (831) 755-6860
www.hartnell.edu/calworks
Bldg. B-130
Academic Counseling
Phone: (831) 755-6820
Fax: (831) 770-6138
www.hartnell.edu/counseling-and-guidance
Bldg. B-129
Crisis Counseling
Phone: (831) 770-7019
www.hartnell.edu/crisis-counseling-services
Bldg. D-123
Bldg. D-124
Bldg. D-126
CalWORKs
CS-In-3 Program
(Formerly known as
CSIT-In-3)
Phone: (831) 831-582-4737
https://sites.google.com/site/csitin3
AC-A111
Phone: (831) 755-6760
www.hartnell.edu/department-supportiveprograms-services-dsps
Bldg. B-101
Phone: (831) 755-6860
Fax: (831) 759-6040
www.hartnell.edu/eopscare
Bldg. B-130
Financial
Aid/Scholarships
Phone: (831) 755-6806
Fax: (831) 759-6014
Email: finaid@hartnell.edu
www.hartnell.edu/financial-aid
Bldg. B-121
Foster & Kinship Care
Education
Phone: (831) 755-6923
Fax: (831) 770-7014
http://www.hartnell.edu/FKCE
Bldg. D-119
High School
Equivalency Program
(HEP)
Phone: (831) 770-7070
www.hartnell.edu/hep
Department of
Supportive Programs
& Services (DSP&S)
EOPS/CARE
Job Bank
Library
MESA
AC-A117
Phone: (831) 759-6007
www.hartnell.edu/job-bank
Phone: (831) 755-6872
www.hartnell.edu/about-library
reference@hartnell.edu
Bldg. C-132
MESA Office: (831) 770-7034
MESA Student Center: (831) 759-6049
MESA Office:
N-3A
Bldg. A-LRC
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This program serves county CalWORKs Cash Aid recipients
enrolled at Hartnell. Services: Academic Counseling, Book
Voucher, CalWORKs work study, & more!
Our Counseling Department serves Hartnell students with
academic, career, and personal counseling. Services:
express, individual, and small group counseling, major and
career workshops, evening hours. Contact the Counseling
Department to make an appointment. In preparation for
your visit our website and bring the following items to your
appointment: transcripts from all previously attended
colleges, General Education sheet, Major Requirement
sheet, previously completed Educational Plan.
Is the stress of school and life getting to be too much? FREE
and Confidential Crisis Counseling is available. No
appointment is needed. Hours: Mon-Fri 11am-12pm
With CSin3 you can earn a Bachelor's degree in Computer
Science in just 3 years! Take classes at both Hartnell College
and California State University Monterey Bay (CSUMB). This
rigorous program requires you to commit to year-round
participation. Upon graduation you will be well-prepared to
compete for the high-demand, high-paying jobs in computer
science and information technology.
DSP&S offers supportive services and instruction to
students with disabilities. Services: educational
planning/counseling, priority registration, testing and
classroom furniture accommodations, learning disability
assessments, Note-Takers, ASL interpretation, alternative
media, digital recorders.
EOPS provides support services to first generation, low
income, and under-represented students to successfully
meet their educational goals. Services: Counseling, Priority
Registration, Book Credit, Grants, and more! CARE provides
additional supportive services to EOPS single-parent
students receiving Cal Works Cash Aid and has at least 1
child under the age of 14. Services: EOPS Services + cafeteria
meal voucher, MST bus pass and much more!
The Financial Aid Office offers a variety of services to help
students meet the cost of higher education. Services:
Federal Aid (Pell, SEOG, FWS), State Aid; (BOGW Fee Waiver,
Cal Grant), Scholarships and workshops: Money Mondays,
Cash for College, and more!
Come to Foster & Kinship Care Education when you take
care of a relative’s child, think you’d like to care for a child in
the “system”, care for another’s child, and need to or want
to improve your parenting skills.
HEP is a migrant education program designed to assist
migrant and seasonal field workers obtain their high school
equivalency (HSE) and either employment, military service,
apprenticeship, certificate of skills acquisition, certificate of
achievement, or associates degree.
The Job Bank provides a current on-line listing of on and off
campus employment opportunities.
The Hartnell College Library offers resources and services
including circulation services, computer and media services,
reference services, technical services, and an Information
Competency Center.
MESA provides exposure opportunities, retention services,
and academic support necessary to ensure that
College:
Hartnell College
District:
http://hartnell.edu/mesa
Hartnell College
MESA
Student
Center:
N-30
STEM Internship
Program
Phone: (831) 755-6967
https://sites.google.com/a/hartnell.edu/hartnellcollege-internship-program
N-2
Transfer & Career
Center
Phone: (831) 759-6007
Fax: (831) 770-6188
www.hartnell.edu/transfer-and-career-center-0
Bldg. C-132
TRiO SSSP
Phone: (831) 759-6013
www.hartnell.edu/trio-student-support-services
Bldg. D-116
Tutorial Services
Phone: (831) 755-6738
http://www.hartnell.edu/tutorial-services
Bldg. A-213
Bldg. A-214
Veterans Services
Phone: (831) 755-6909
http://www.hartnell.edu/veterans-servicecenter
Bldg. C-138
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educationally disadvantaged students excel in math and
science and graduate with math based degrees. Services:
STEM Counseling, Student Study Center, peer based
tutoring, Supplemental Instruction, transfer planning and
workshops, scholarships, internships.
The STEM Internship Program at Hartnell College is
intended to bridge the gap between the classroom and the
professional world. Internships promote academic, career
and personal development as well as: Career related
experience, Practical knowledge, Opportunities to explore
varying career options, Valuable work experience for your
resume, Increased self-confidence, Industry networking
opportunities
The Transfer and Career Center provides guidance in
university transfer information, career exploration, and job
preparation. Services: academic counseling,
Transfer/Career workshops, UC TAG, self-guided career
planner, UC/CSU/Private representative visits.
TRiO SSP is a federally funded student Retention/Transfer
Pathway program. Services: pro-active counseling, tutoring
in Math and English courses, TRiO workshops on
Educational Planning, career planning, financial literacy,
Financial Aid, scholarships, and more!
Tutorial Services provide students with qualified student
tutors in various academic areas. Tutors support a student's
regular instructional program through individual and smallgroup tutoring, providing support, motivation, and
encouragement. Services are FREE to all Hartnell College
students. See webpage for application details.
The Veterans Services Center provides personalized and
caring support to Hartnell student veterans during
their transition from military service to college life. Services:
VA benefit information, academic counseling, campus
resource referrals, informational and awareness workshops.
4. Complete the chart below outlining the staff providing follow-up services and the source used
to fund the position. These staff listed below should match those in your budget plan.
Additional lines may be added.
# of FTE
.5
Title
Academic Counselor
.5
Academic Counselor
.5
Academic Counselor
Role
Coordinate with Instructional faculty to
support students having difficulty in the
classroom. The Academic Counselor role
is designed to connect student’s academic
and student support resources.
Coordinate with Instructional faculty to
support students having difficulty in the
classroom. The Academic Counselor role
is designed to connect student’s academic
and student support resources.
Coordinate with Instructional faculty to
support students having difficulty in the
classroom. The Academic Counselor role
Funding Source (SSSP/Match/GF)
Match
Match
SSSP
College:
District:
Hartnell College
Hartnell College
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is designed to connect student’s academic
and student support resources.
5. Complete the chart below outlining all other follow-up services related expenditures,
including the direct cost to purchase, develop or maintain technology tools specifically for
these services. These expenditures should correspond to those included in your budget plan.
Additional lines may be added.
Budget Code
Expenditure Title/Description
678000
678000
700400;678000;
700400
678000
Student Educational Planner
Degree Audit
Online Student Orientation
Online Student Success (Probation) Workshop
Ellucian- Early Support Component
Funding Source
(SSSP/Match/GF)
GF
GF
SSSP/GF/Match
SSSP
GF
Amount
$18,094.47
$18,094.47
$15,362.50
$24,255.00
$18,094.47
F. Other SSSP/Match Expenditures
1. Describe any institutional research directly related to the provision and/or evaluation of SSSP
services. List any related expenditures in the table below. These expenditures should
correspond to those in your budget plan.
Budget Code
Expenditure Title/Description
700400
700400
678000
706300; 709500; 709603
663000
Assessment Technician
Assessment Technician
Dean of Institutional Effectiveness
Research Analyst
Research Analyst
Funding Source
(SSSP/Match/GF)
SSSP
SSSP
Match
Match
Match
Amount
$33,473.00
$31,109.00
$23,843.00
$78,240.00
$78,240.00
2. List any match expenditures not previously accounted for in the plan. These expenditures may
include Admissions and Records, Transfer and Articulation Services, Career Services,
Institutional Research (unrelated to SSSP), instructionally funded tutoring and supplemental
instruction costs for at-risk students. These expenditures should correspond to those in your
budget plan.
Budget Code
631000
Expenditure Title/Description
Academic Counselor- Early Support
Program
Funding Source
Title V
Amount
$42,240.00
706300
Academic Counselor- Early Support
Program
Articulation Faculty (.40) FTE
Title V
$42,240.00
GF
$38,107.00
665000
College:
Hartnell College
District:
Hartnell College
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SECTION III. POLICIES
A. Exemption Policy
1. Provide a description of the college or district’s adopted criteria and process for exempting
students from SSSP-required services in accordance with title 5 section 55532.
The college has developed and implemented the following exemption criteria for the required
services listed in Title 5 section 55532:
Exemption from Orientation
Students may be exempt from participating in the Hartnell College ORIENTATION if they
meet one of the exemption criteria listed below:

Earned an associate or higher degree (earned from a U.S. Regionally Accredited
Institution);

Attended orientation at another college (from a U.S. Regionally Accredited
Institution);

Are a non-matriculating K-12 concurrently enrolled student;

Are concurrently enrolled in another college or university and are receiving matriculation
services at that college or university;

Are taking course(s) for personal interest (Not pursuing a degree or certificate);

Are taking course(s) for advancement in current job/career (updating job skills);

Are taking courses to maintain a certificate or license.
Exemption from Assessment
Students may be exempt from participating in the Hartnell College ASSESSMENT if they
meet one of the exemption criteria listed below:





Students who are enrolling in courses in which English and Math are NOT a prerequisite;
Plan to enroll in fewer than six (6) units that do not include English or math courses
and/or courses requiring English or math prerequisites and their academic goal is personal
development;
English and/or Math assessment scores taken at another CA community college within
the last 2 years;
English and/or Math courses taken and completed with a “C” or better at a regionally
accredited college/university and documented with transcripts;
Passed the high school Early Assessment Program (EAP) with an Exemption or “Ready
for College” Level English or Math course;
College:




Hartnell College
District:
Hartnell College
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Passed the CSU ELM Math test with a score of 50+. The test must have been taken
within the last 5 years;
Passed the CSU EPT English test with a score of 147+. The test must have been taken
within the last 5 years;
Having an Associate or higher degree from a regionally accredited college/university;
Passed an appropriate English or Math Advanced Placement (AP) test with a 3 or higher
score.
Exemption from Counseling/Advising
Students may be exempt from participating in the Hartnell
COUNSELING/ADVISING if they meet one of the exemption criteria listed below:





College
Are taking courses for personal interest(s);
Are taking courses to maintain a certificate or license;
Are taking courses specifically outlined by an employer for advancement in a current
job/career;
Are a K-12 grade concurrently enrolled student;
Have an Associate or higher degree from a regionally accredited college/university and
are clear on courses necessary to complete designated educational goal.
Exemption from Educational Plan
Students may be exempt from developing a Hartnell College EDUCATIONAL PLAN if they
meet one of the exemption criteria listed below:





Are taking courses for personal interest(s);
Are taking courses to maintain a certificate or license;
Are taking courses specifically outlined by an employer for advancement in a current
job/career;
Are a K-12 grade concurrently enrolled student;
Have an Associate or higher degree from a regionally accredited college/university and
are clear on courses necessary to complete designated educational goal.
2. What percentage of your student population is exempt (list by category)?
Based on a review of the unduplicated headcount for academic year 2014-2015 (Summer
2014, Fall 2014, Spring 2015), the following numbers of students met the exemption criteria
from core services by category:
1. Student Initial Orientation- Exempt (SS03)- 5,998
2. Student Initial Assessment- Exempt (SS04)- 5,804
3. Student Education Plan- Exempt (SS05)- 5,779
College:
Hartnell College
District:
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In Spring 2015, the Hartnell College Headcount enrollment was 11,076. Exemption
percentages by category are: 1) Initial Orientation Exempt- 54%; 2) Initial Assessment Exempt52%; 3) Student Education Plan Exempt- 52%. These exemption percentages represent an above
average percentage largely due to the fact Hartnell College purchased a significant amount of
enrollments from the South Bay Consortium in our service region (JAJ students). These
exemption numbers include students who are also enrolled at the college, therefore, represent a
cumulative number of students that were reported as exempt from core services.
B. Appeal Policies
Describe the college’s student appeal policies and procedures. If these policies are posted on
the college’s website, also provide the link below.
The Board of Trustees of Hartnell College approved Board Policy 5055 Enrollment
Priorities on February 7, 2012. The college is currently finalizing Administrative Procedure
5055 Enrollment Priorities which will include an appeal process for the loss of enrollment
priorities as well as loss of eligibility for BOG Fee Waiver that will be approved through our
participatory governance committees and ultimately approved by our Board of Trustees. In
addition, the Administrative Procedure will include the re-established eligibility criteria.
Students will continue to have the opportunity to receive counseling and educational planning
services.
Students may appeal the loss of enrollment priority when the loss is due to extenuating
circumstances. Students may challenge/appeal any alleged violation of section 55522(c), through
the already existing student grievance process.
C. Prerequisite and Corequisites Procedures
Provide a description of the college’s procedures for establishing and reviewing
prerequisites and corequisites in accordance with title 5 section 55003 and procedures for
considering student challenges. If these policies are posted on the college’s website, also
provide the link below.
Administrative Procedure 4260 at Hartnell College addresses the local implementation of
Title 5, section 55003. AP 4260 defines prerequisites, co-requisites and advisories on
recommended preparation as follows:



Prerequisite: means a condition of enrollment that a student must meet in order to register
in a course or educational program.
Co-requisite: means a condition of enrollment consisting of a course that a student is
required to take simultaneously in order to enroll in another course.
Advisory: means a condition of enrollment that a student is advised, but not required, to
meet before or in conjunction with enrollment in a course or educational program. (ref:
Title 5, §55201)
College:
Hartnell College
District:
Hartnell College
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Requisites may be established to assure that a student has (prerequisite) or will acquire (corequisite) skills, concepts, and/or information presupposed for success in a target course or
program, such that a student who does not meet the conditions stipulated by the prerequisite or
co-requisite would be highly unlikely to receive a satisfactory grade in the course. Requisites
may also be established when they are required or authorized by statute or regulation or to protect
the health and safety of the student or others.
Prerequisites and co-requisites are initiated by discipline faculty and forwarded with the
course outline of record for review and approval by the curriculum committee. Hartnell’s
curriculum committee, a standing committee of the Academic Senate, reviews the initial course
outline of record and any requisite requirements as part of the regular review process for new
curriculum. After committee approval of the course outline of record, the curriculum committee
reviews separately the requisite conditions and engages in a content review process with
discipline faculty to identify the knowledge, skills and abilities necessary for successful course
completion. Requisite courses must then be matched with the identified knowledge, skills and
abilities.
Prerequisite and co-requisite courses may be approved by the curriculum committee only if
they meet the specific requirements for content review as indicated below:





involvement of faculty with appropriate subject matter expertise
consideration of course objectives and student learning outcomes
review of course outline of record and methods of evaluation (e.g., number and types of
examinations, research projects, grading criteria), text materials, and other related
instructional materials (e.g., course syllabus, assignments)
identification of the necessary and appropriate knowledge, skills and abilities necessary to
successful course completion
matching of the knowledge, skills and abilities identified in the target course with those
developed by the prerequisite or co-requisite course
When these requirements are satisfied, the curriculum committee approves the requisite
courses as a separate action. A prerequisite or co-requisite course need not be scrutinized using
content review (or content review with statistical validation) if it is required by statute or
regulation, if it is part of a closely related lecture/laboratory course paring within a discipline, if it
is required by four-year institutions or if baccalaureate institutions will not grant credit for the
course unless it has a particular communication or computation skill prerequisite.
As part of the regular program review process, discipline faculty is scheduled to update and
revise their courses in accordance with industry standards or best practices within the discipline.
The curriculum committee reviews all course revisions (including prerequisites, co-requisites and
advisories). This review cycle must take place at least once every six years, except that the
prerequisites and co-requisites for vocational courses or programs are reviewed every two years.
College:
Hartnell College
District:
Hartnell College
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Any student who does not meet prerequisite or co-requisite course requirements may seek entry
into the course through a challenge process. A student may challenge a prerequisite for the
following reasons:



The student has documented knowledge and abilities equivalent to those specified in the
prerequisite course.
The prerequisite course has not been scheduled or made reasonably available to students.
The prerequisite is discriminatory or is being applied in a discriminatory fashion. (ref.
Title 5, § 55003d)
This policy is outlined in the Hartnell College catalog and can be found on page 23 of the
following web link: http://www.hartnell.edu/sites/default/files/u171/catalog_2015-2016.pdf
SECTION IV. PROFESSIONAL DEVELOPMENT
Describe plans for faculty and staff professional development related to implementation of
SSSP.
Due to the rapid implementation of SB 1456: The Student Success Act, Hartnell College
has initiated various strategies to ensure faculty and staff have completed training related to the
implementation of SSSP core services. First and foremost, because most of the core services
outlined in the SSSP reside within the Student Services Division, the Counseling Department
holds bi-weekly meetings where changes and program implementation strategies are initially
discussed. It is at Counseling Department meetings where the team reviews data from the MIS
system on the delivery of core services to students from the previous academic year. Strategies
for changes and enhancements to our service delivery are proposed at the Department level.
Once programs and services are fully implemented, the department faculty and staff at all sites
(Main Campus, Alisal Campus, King City Center) are provided training to ensure they are fully
knowledgeable on how the changes will impact service delivery.
In order to communicate to the entire Student Services Division, the Vice-President of
Student Affairs, Dr. Romero Jalomo has implemented quarterly “All Division” meetings to
discuss changes that are being implemented on campus. These monthly meetings are open to all
Student Affairs faculty and staff at all three campus locations (Main Campus, Alisal Campus,
King City Center). The goal of these meetings is to ensure there is broad communication on the
implementation of new programs and services and to solicit input and feedback from Division
personnel.
In addition to regular Department/Division meetings, all faculty and staff that work on the
core services are encouraged to participate in two statewide trainings focused on student success
and equity per academic year. Academic Counselors at Hartnell College are particularly
interested in attending the annual CSU/UC Counselor conferences. These conferences are very
important for Hartnell counselors to attend as the CSU’s and UC’s communicate enrollment
changes for the upcoming academic year. This has a direct impact on advising Hartnell students
preparing for transfer to one of those system’s universities. Faculty and staff also can select from
College:
Hartnell College
District:
Hartnell College
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a series of annual conferences hosted by the State Chancellors Office (Fall/Spring) focused on
student success and equity; the Community College League of California (CCLC) Spring Equity
Summit; the Research and Planning Group (RP Group) Fall Conference focused on enhancing
student success; and many other related training opportunities focused on student success and
equity.
For faculty and staff that work directly on the core services outlined in SSSP, Student
Affairs will fund their participation in professional development related to these direct services.
For faculty and staff not working directly on the core services outlined in SSSP, they may request
funds through the Campus Professional Development Committee, Student Equity Program or
Basic Skills Initiative in order to access professional development opportunities.
SECTION V. ATTACHMENTS
The following attachments are required:
Attachment A, Student Success and Support Program Plan Participants. Please complete the
form below of all individuals with their job title, who were involved with creating the SSSP Plan.
Attachment B, Organizational Chart. Please attach a copy of your colleges’ organization chart
and highlight the Student Success and Support Program Coordinator’s position. Please include
all positions that work directly in the program providing SSSP services, including those listed in
the narrative above. If your district has a district SSSP Coordinator in addition to the college
SSSP Coordinator, or other district staff included in your plan, please attach a copy of the district
organization chart and highlight the district SSSP Coordinator's position (if it is not identified as
such on the chart).
Attachment C, SSSP Advisory Committee. Attach a list of the members of the college's SSSP
Advisory Committee. This can be a list of individuals and their positions or simply the positions.
If the committee is chaired by someone other than the SSSP Coordinator, please highlight the
chair on the list of members, and identify the correct name of the committee, (advisory
committee, coordinating council, steering committee, etc.). If the committee has standing or
formalized subcommittees (e.g., SEP, orientation, budget, training, etc.), please list those also.
A DDI T I ON A L I N FOR M A T I ON
Questions regarding the development of the college SSSP Plan may be directed to:
Mia Keeley
California Community College Chancellor's Office
mkeeley@cccco.edu
(916) 323-5953
College:
District:
Hartnell College
Hartnell College
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Attachment A
Student Success and Support Program Plan Participants
Title 5 Section 55510 (11)(b) requires that the Student Success and Support Program Plan for each
college "be developed in consultation with representatives of the academic senate, students,
administrators, and staff with appropriate expertise." Please list the persons and their stakeholder group
(e.g., Student Senate, Academic Senate, Curriculum Committee, etc.), of the individuals who participated
in the development and writing of this Plan. Add more pages as needed.
Name: Dr. Mark Sanchez (Chair)
Title: Dean of Student Affairs, Student Success
Stakeholder Group: Administration
Name: Dr. Romero Jalomo
Title: Vice-President of Student Affairs
Stakeholder Group: Administration
Name: Mary Dominguez
Title: Dean of Enrollment Services
Stakeholder Group: Administration
Name: Daniel Perez
Title: English Faculty
Stakeholder Group: Faculty
Name: Senorina Vasquez
Stakeholder Group: Faculty
Title: Math Faculty
Name: Liz Estrella
Title: Academic Counselor
Stakeholder Group: Faculty
Name: Tony Anderson Title: Academic Counselor
Stakeholder Group: Academic Senate
Name: Mitzi Alexander Title: Academic Counselor
Stakeholder Group: Faculty
Name: Bronwyn Moreno
Title: Program Director
Stakeholder Group: Classified
Name: Wade Grant
Title: Research Analyst
Stakeholder Group: Classified
Name: Sara Sanchez Title: College Pathways Coordinator
Stakeholder Group: Classified
Name: Isaura Arreguin Title: Administrative Assistant III
Stakeholder Group: Classified
Name: Ernesto Infante Title: Student
Stakeholder Group: Student Senate