Program Planning and Assessment (PPA)
for Services, Offices & Non-Instructional Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2014
The purpose of Program Planning and Assessment at Hartnell College is to obtain an honest and
authentic view of a service/office/program and to assess its strengths, opportunities, needs, and
connection to the mission and goals of the college. The process is based on the premise that each area
reviews assessment data and uses these data to plan for improvement. The results of these annual
cycles provide data for a periodic (every five years) comprehensive review that shows evidence of
improvement and outlines long-range goals.
The Program Planning and Assessment process will improve and increase the flow of information
and data at Hartnell College. The result of the process will also improve institutional effectiveness.
Service/Office/
Non-Instructional Program
Date Completed (must be
in final form by 3/31/14)*
Date Submitted
to VP
Assessment
May 21, 2014
May 21, 2014
*Please note that you should work with your colleagues and supervisor/director/dean to ensure that
this report is completed, revised as needed, in its final form and submitted no later than the end of
March.
List of Contributors, including Title/Position
Dr. Mark Sanchez- Dean of Student Affairs- Student Success
This PPA report is organized in 3 sections and 9 subsections as follows:
I.
II.
III.
Comprehensive Review – a. Overall Service/Office/Program Effectiveness,
b. Staffing Profile, and c. Service/Office/Program Goals.
Annual Review – a. Data & Trends, b. Service/Program Modality, c. Outcomes,
and d. Previously Scheduled Activities.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
è For services/offices/non-instructional programs scheduled for
comprehensive review in spring 2014, please complete Sections I, II, and III.
è For services/offices/non-instructional programs scheduled for annual
review, please complete Sections II and III.
I.
COMPREHENSIVE REVIEW
Please complete this section for services/offices/non-instructional programs
scheduled for comprehensive review in spring 2014. Go to Section II for
services/offices/non-instructional programs scheduled for annual review in
spring 2014.
A. OVERALL SERVICE/OFFICE/PROGRAM EFFECTIVENESS
1. Describe your service/office/non-instructional program in terms of its overall
effectiveness over the past several years.
Please consider the questions below in describing your area.
·
·
·
·
·
·
·
·
·
What are your area’s primary functions?
How are students/employees served by the service/office/program?
What are the unique aspects of the service/office/program?
How does the service/office/program relate to the needs of the community?
How does the service/office/program interface/collaborate with other areas on campus?
What is working well in service/program provision?
Have state and/or federal mandates/rules/certifications particular to the service/program
been met?
What policies and/or practices, both institutionally and departmentally, have been
implemented to improve functions over the past few years?
What professional activities have staff recently (last three years) participated in?
[Begin response here]
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B. STAFFING PROFILE
1. In the table indicate the number in terms of FTE. For instance, 1 full-time staff
person is 1.0, and a half-time person is .5.
Positions
2011-12
2012-13
2013-2014
Management,
Supervisors
Classified Staff
Classified Staff- Part-time
Faculty Staff
Faculty – Part-time
Student Workers
Professional Experts
Total Full Time
equivalent Staff
2. What staffing factors/challenges have influenced the effectiveness of the service/
office/program?
[Begin response here]
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C. SERVICE/OFFICE/PROGRAM GOALS
1. List and describe service/office/program goals for the next comprehensive
review cycle—Fall 2014 through Fall 2018. Be sure to highlight innovative,
unique, or other especially noteworthy aspects.
A new mission and vision is currently before the board for approval in February. In considering
your service’s/office’s/program’s future goals, please review the proposed new mission and
vision statements.
VISION STATEMENT
Hartnell College will be nationally recognized for the success of our students by
developing leaders who will contribute to the social, cultural, and economic vitality of
our region and the global community.
MISSION STATEMENT
Focusing on the needs of the Salinas Valley, Hartnell College provides educational
opportunities for students to reach academic goals in an environment committed to
student learning, achievement and success.
[List and describe service/office/program goals here]
1)
2)
3)
4)
5)
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II. ANNUAL REVIEW
This section must be completed for ALL services/offices/non-instructional
programs, including those scheduled for a comprehensive review in spring
2014.
A. DATA & TRENDS
1. Provide available data and information that define target recipients of the
service/office/non-instructional program, including numbers/size, types and
characteristics/needs of current and potential users, students, clients, and/or
other relevant populations. List the sources of this data and information.
Based on MIS data for academic 12-13 and 13-14, the Hartnell College Assessment Office
provides Assessment services to an average of 1,300
students per semester. This is an average total of 2,600 students for the fall and spring semesters. If
we add an additional average of 600 students assessed in the summer the office assesses a total
average of 3, 200 students per year. The demographic of our students assessed is approximately 70%
Latino (a) students assessed which represents our most significant population. The most significant
population in terms of age of our students being assessed fall into two major categories, those
students between the ages of 18-22 and 22-26. In academic year 2013-2014 through data analysis
and discussions with our students, we realized a tremendous need to develop a Spanish instruction
assessment time. This was a very necessary program pilot which would allow our Spanish speaking
students to get test instructions and guidance in Spanish. This program pilot has received very good
feedback and we have seen the average number of students taking the Spanish instruction pilot go
from an average of 7 students per session to an average of 15 students per session. This is a pilot we
will continue to expand upon due to a large representation of our Spanish speaking students at
Hartnell College.
2. Analyze and report on salient patterns and trends in this data. Given these
patterns and trends in users, needs, usage and/or other key factors, identify
particularly challenging issues in service/program provision, office
functioning, and the evaluation of the service/office/non-instructional
program.
Given the number of students that are being assessed annually by the Hartnell College
Assessment office it has been challenging to deliver both
on campus and off campus services with two part-time Assessment Technicians (25 hours per week).
The Assessment Technicians work a split shift with one working morning hours (8 am to 1 pm) and
the other working afternoon hours (1pm to 6 pm). The delivery of services has been extremely
challenging during the periods in which we offer assessment services out at our feeder high schools
typically in March and April every year. Having two part-time Assessment Technicians out in the
field has left a consistent void in office coverage on campus. Office coverage also can be challenging
when one of our two part-time Technicians calls in sick, attends conferences/training, or any other
need to be out of the office. These absences essentially mean the office is without coverage for half
the day. Based on survey data collected from students, the process of assessing for students suggests
clarity and ease of assessing. Where the challenge lies is within the assessment tool itself. There are
a lot of questions regarding the content and accuracy in measuring skills and abilities in English and
Math.
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3. Provide any other relevant data and describe any other relevant qualitative
factors that affect service/program provision, office functioning, and the
evaluation of the service/office/non-instructional program. List the sources of
this data and information.
Another challenge that makes the element of student assessment very challenging is oftentimes
students want to complete the assessment step as a matter of process for enrolling into the college as
expeditiously as possible. This poses a critical challenge in that many students have not adequately
prepared and reviewed for the Math and English content they will be asked in the assessment test.
This creates a significant portion of our students under assessing or assessing at basic skills levels
when this could have been avoided by preparing in advance for the assessment. The data for our
student’s assessment levels is collected annually by the Hartnell College Assessment office. Having a
full-time Assessment Coordinator would allow the Division of Student Affairs to collaborate with the
Division of Instruction to develop new programs to assist students with preparing for the assessment
test e.g. Accuplacer Test Preparation workshops. With our current office structure and two part time
Assessment Technicians our ability to scale up services and programs is limited.
B. SERVICE/PROGRAM MODALITY
1. Describe the different physical locations (campuses, sites, etc.) at which, the
various delivery vehicles (phone, online, face-to-face, etc.) through which, and the
times (of day, evening, week, etc.) at which the service/program is provided to
intended recipients. Consider staffing and other resources available to serve user
needs for each location, vehicle, and time specified.
Assessment test services are provided in person at all Hartnell College locations (Main Campus,
Alisal Campus, King City Educational Center) as well as all of our feeder high schools. Assessment
test services are offered in the mornings, afternoons, early evening (5 pm), every other Saturday, and
in Spanish (pilot as of fall 2013). Our Spanish Assessment offered at the Alisal Campus is a pilot
program, effective in the fall 2013. The goal is to develop a clear and comfortable testing
environment with instructions for the test offered completely in Spanish for our Spanish speaking
population students. The premise is students receiving instructions in their native language and
testing in an inviting environment would increase assessment test scores for our Spanish speaking
students. With the number of Assessment staff district wide which equals four part-time staff, we
provide the level of services we can with the associated resources. We have the potential to increase
the level of service district wide with the appropriation of a full-time Assessment Coordinator. This
position would also give us the opportunity to develop test prep workshops, increase Spanish
assessment, and work more closely with our feeder high schools and community based organizations,
and much more.
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2. Compare service/program quality provided across locations, vehicles, and times.
Are there differences? To what do you ascribe the differences in your service/
program? Discuss any other relevant factors regarding diverse service/program
modalities and environments.
Currently, the Main Campus has two part-time Assessment Technicians (25 hours per week),
while the Alisal Campus and King City Educational Center both have one part-time classified staff
position in which a portion of their job duties entail scheduling and proctoring assessment tests. The
Main Campus coordinates most of the service area assessment tests which explains the need for more
staff than the other two campuses. However, this organizational structure limits the College’s ability to
expand its service delivery model and implement more creative programs and services focused on
enhancing student success. As the College moves forward changing our service delivery model to
enhance our assessment services will be critical as SB 1456: The Student Success Act now compensates
colleges for the delivery of additional services to enrolling students. The new student success funding
formula now compensates the college based on a 40% headcount, 60% service delivery model.
Therefore, the more students we can serve, the more the College can gain in Student Success funding.
Additional funding would allow the College to focus more resources on preparing our incoming students
for postsecondary success.
3. Describe the process to change and improve service/program quality for the more
challenging locations, vehicles, and/or times.
The process to make changes to our service delivery is a result of feedback from our student
surveys. We also solicit feedback from faculty and staff to ensure we have a comprehensive view of the
services being offered to our students. Many of our students are very open with feedback regarding their
experience in being served by our assessment office. Student feedback was a very important element in
which we developed a Spanish pilot assessment test for our Spanish speaking students. We feel our
ability to make changes to our service delivery to students is very important in enhancing student success
elements and ensuring our students have a positive experience at Hartnell College.
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C. OUTCOMES
SERVICE AREA OUTCOMES
Each service unit/office/non-instructional program develops its own Service Area Outcomes
(SAOs). The outcomes should be directly related to the work of the service unit/office/noninstructional program, challenging but attainable, and measureable. SAOs should articulate
what specifically is to be achieved; their measurement should assess how well the service
unit/office/non-instructional program is performing.
1. Please complete the following tables.
List Service Area Outcome(s)
scheduled for assessment as
previously specified
1. As a result of students
receiving more clear
instructions on the
assessment test, we will
see increased student
assessment scores.
2. As a result of students
receiving more clear
instructions in Spanish,
we will see increased
student assessment scores.
List Service Area Outcome(s)
scheduled for assessment in
AY 14-15
1. As a result of students
receiving more clear
instructions on the
assessment test, we will
see increased student
assessment scores.
2. As a result of students
receiving more clear
instructions in Spanish,
we will see increased
student assessment scores.
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What changes have occurred
in the service/office/
program as a result of
dialogue?
Was a Service Area
Outcome Assessment
Summary completed
(if expected)?
The instruction script prior to Yes
students taking the
assessment test has been
modified to communicate
more intensive details and
significance of the test.
The instruction script in
Yes
Spanish prior to Spanish
speaking students taking the
assessment test has been
modified to communicate
more intensive details and
significance of the test.
How will the Outcome(s) be assessed?
Student Survey’s
Student Survey’s
2. Describe how service area outcomes were specifically addressed by the
service/office/program during the past year.
Was there review and analysis of the data? How did the staff engage in discussion? Were any
interventions conducted? Are there any plans to make changes/improvements in the
service/office/program?
The service area outcomes (SAO’s) were specifically addressed by developing a new script that
would be delivered prior to administering the assessment tests to students. The goal was to communicate
more clearly the significance of the assessment test on their course trajectory while at the college as well
as a general overview on the testing format. It was also important to explicitly state the fact that it is very
important for students to try their best while taking the assessment test. Survey data was analyzed in
meetings with the entire Assessment staff district wide and as a unit we were able to discuss how we can
make the assessment experience more effective for students. Our goal is to continue to analyze student
feedback data as well as input from staff to determine how we can continue to make the assessment test
process a better experience for students. This dialogue is also occurring with English as a Second
Language (ESL) faculty, English and Math faculty, and Dean’s as a part of the Student Success and
Equity plan committee’s work to determine strategies and programs for enhancing student assessment test
scores.
3. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
Assessment staff and campus faculty need to collaborate on developing campus based venues to
assist students in preparing for the Accuplacer assessment test. Past practice was to allow students to sign
up for the assessment test on the same day oftentimes with no preparation or review of the material they
would be tested on. This allowed for students to simply go through the process of assessment without a
true understanding of how the test along with other educational measures impacted their course trajectory
while at the college. In order to ensure student preparation for the assessment test, Hartnell College needs
to develop workshops on campus that will assist students in the preparation for Accuplacer, by reviewing
English, Math, and ESL content prior to the test. It is premised that by assisting students with an
understanding of the format of the test and the content of the test student test scores will increase as a
result of information provided to them. The challenge is to bring faculty, staff, and administrators from
across campus to develop a solid venue for delivering these assessment test workshops. The campus
needs to be committed to ensuring these workshops are ongoing a delivered in an effective format for
students. Institutional resources must also be provided to support the delivery of these workshops to
enhance student success.
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D. PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on activities that were previously scheduled. An activity can address many
different aspects of your service/office/program, and ultimately is undertaken to improve or enhance
your service/office/program, and keep it current.
Activity scheduled
What success has
been achieved to
date on this activity?
What challenges
Will activity
existed or continue continue into
to exist?
AY 14-15?
Will activity
continue into
AY 15-16?*
Spanish instruction
assessment for
Spanish speaking
students
A pilot program has
been implemented as
of Fall 2013 in
which we now offer
instructions on
Accuplacer in
Spanish
Instructions and the
importance of the
assessment is now
embedded at the
beginning of the
assessment test so
students are aware of
the potential impact
on their course
trajectory
Marketing of the
Spanish
Assessment so
students are aware
of the service we
provide
Yes
Yes
Ensuring students
are aware of the
need to prepare for
the assessment test
by refreshing in
English and Math
content
Yes
Yes
Enhanced script for
the delivery of testing
instructions for the
Accuplacer
assessment
* For each activity that will continue into AY 2015-16 and that requires resources, submit a separate
resource request in Section III.
1. Evaluate the success of each activity scheduled, including activities completed and
those in progress. What measurable outcomes were achieved? Did the activities
and subsequent dialogue lead to significant change in service or program success?
The Spanish instruction pilot program proved to be very successful in its first semester. The pilot
program started off slowly in that it was a new program that needed to be marketed, so numbers of students
signing up for the Spanish assessment very low initially. However, as we developed marketing materials and
students began to receive information on these test sessions we began to see an increase in the number of
students signing up for Spanish assessment. As a result of these assessments, students experienced a more
comfortable testing environment and were clearer on the instructions for taking the assessment test.
Assessment staff and the Dean of Student Affairs, Student Success debriefed on the pilot program and felt it
was important to continue. Providing instructions in Spanish for the assessment test is critical for our student
population.
The enhancement to the general instructions for the Accuplacer assessment test was critical to ensure
students understood the significance of the test on their course trajectory. Through survey data we learned
students were much clearer on how this assessment test impacted the courses they would be eligible for at
Hartnell College. They also demonstrated an increased understanding on how not doing well in the
assessment test could potentially put them in courses that are not aligned with their skill sets.
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III. ANNUAL ACTION PLAN
This section must be completed for ALL services/offices/non-instructional programs, whether scheduled for
annual or comprehensive review in spring 2014.
A. NEW ACTIVITIES
This subsection addresses new activities for, and continuing new activities into, AY 2015-16. An activity can address many different aspects of your
service/office/program, and ultimately is undertaken to improve, enhance, and or keep your service/office/program current. A new activity may or
may not require additional resources.
1. List information concerning new projects or activities planned. Please keep in mind that resources needed, if funded, would not be
approved until spring 2015 and provided until FY 2015-16. Ongoing activities involving resources that will no longer be available
from grant funds starting FY 2015-16 must be planned for appropriately.
Activity
Strategic
Plan
Goal(s)
No. &
Letter
(e.g.,
5A)*
Related SAOs, SLOs,
PLOs, or goals
Desired
Outcome(s)
Resources Needed
Person Responsible
Estimated Date
of Completion
(can be more
than one year in
length)
Work with
feeder high
schools to
develop test
prep
workshops for
Accuplacer
2A
Students will
demonstrate
increased
readiness for the
assessment test
in English, Math,
ESL
Increased
assessment
test scores
over
previous
years
Facilities
Dr. Mark
Sanchez- Dean of
Student Services
May 2, 2015
Develop
assessment test
prep workshop
on campus in
conjunction
with our
tutorial center
2A
Students will
demonstrate
increased
readiness for the
assessment test
in English, Math,
ESL
Increased
assessment
test scores
over
previous
years
5A
2B
5A
Faculty to
facilitate
workshops
Collaboration with
high school
faculty,
counselors, and
administration
Facilities
Faculty to
facilitate
workshops
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
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Dr. Mark Sanchez June 30,
2015
Comments
*** Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will
support the service/office/program.
Consider:
· Faculty
· Other staffing
· Facilities
· Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than
$5,000),
· Software
· Hardware
· Outside services
· Training
· Travel
· Library materials
· Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
Test preparation workshops for enrolling high school students will work with students on the
English, Math, and ESL content for the Accuplacer assessment test.
b) Describe how this activity supports any of the following:
1) Service Area Outcome
2) Program level Outcome
3) Course level Outcome
4) Service/Program Goal
5) Strategic Priority Goal
This activity supports Strategic Priority Goal 2A and 5A. It also supports Service Area Outcome:
“Students will demonstrate increased readiness in English, Math, and ESL as a result of participating
in a test preparation workshop”.
c) Does this activity span multiple years?
YES
NO (X)
If yes, describe the action plan for completion of this activity.
Not Applicable
d) What measureable outcomes are expected from this activity? List indicators of
success.
As a result of students participating in this activity the following outcomes are expected to be
achieved:
1. Students will demonstrate increased preparation in English, Math, and ESL
skills
2. Students will demonstrate a clearer understanding of the significance of the
Accuplacer assessment test
3. Hartnell College will show increased assessment test scores from students who
participate in a test preparation workshop over those students who did not
e) What are the barriers to achieving success in this activity?
The barriers to achieving this activity are as follows:
1. Ensuring we have maximum involvement from campus faculty, staff, and
administrators
2. Ensuring adequate training for English, Math, and ESL faculty for preparing
students for the content
3. Ensuring students participate in these workshops to better prepare for the assessment
content
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B. RESOURCE REQUESTS
If new/additional resources are needed for your service/office/program, it is important that you identify them and project their cost, and that these
resources and costs be considered through the College’s integrated planning (budget development, funding decision making, and resource
allocation) processes. A resource is likely to be something needed to support an activity that you have identified in IIIA. above, in which case you
must link the resource with a specific activity number (first column below). A resource could also be something necessary for your service/program
to function properly to improve student learning, such as updated equipment in a room/facility; in such case be sure to note that the resource is
NOT tied to a specific activity.
Activity
No.
1.
2.
3.
Personnel
Classified
Staff/
Faculty (C/F)*
Supplies/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
One (1) Fulltime
Classified
Assessment
Coordinator
Office
supplies
1 new
laptop
computer
Contract
Services
Training
Travel
Library
Materials
Science
Labs
Projected Costs
*
40 hours of
training with
current
Assessment
Technicians
Faculty
training on the
delivery of
English, Math,
and ESL
preparation
content
Faculty
training for
review of
content in high
school English,
Math, and ESL
and time cross
training with
high school
faculty
$47,200
$5,000
$10,000
Perso
nnel:
Includ
eaC
or F
after
the
amou
nt to
indica
te
Classif
ied
Staff
or
Facult
y.
** S
for
Suppli
es, E
for
Equip
ment.
*** H for Hardware, S for Software.
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APPENDIX A. Strategic Priorities & Goals
(from Hartnell College Strategic Plan 2013-2018)
Priority 1: Student
Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong
learning opportunities—with seamless pathways—to all of the college’s present and prospective
constituent individuals and groups.
Priority 2: Student
Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
Priority 3: Employee
Diversity and Development
Goal 3A: Hartnell College is committed to 1) increasing diversity among its employees; 2)
providing an environment that is safe for and inviting to diverse persons, groups, and
communities; and 3) becoming a model institution of higher education whose respect for
diversity is easily seen and is fully integrated throughout its policies, practices, facilities, signage,
curricula, and other reflections of life at the college.
Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to
providing and supporting relevant, substantial professional development opportunities.
Priority 4:
Effective Utilization of Resources
Goal 4A: To support its mission, Hartnell College is committed to the effective utilization of
its human resources.
Goal 4B: Hartnell College is committed to having its physical plant, furnishings, and grounds
maintained and replaced in a planned and scheduled way to support learning, safety, security,
and access.
Goal 4C: Hartnell College will maintain a current, user-friendly technological infrastructure
that serves the needs of students and employees.
Goal 4D: Hartnell College is committed to maximizing the use and value of capital assets,
managing financial resources, minimizing costs, and engaging in fiscally sound planning for
future maintenance, space, and technology needs.
Priority 5:
Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the realworld needs of its diverse student population, while also developing and employing a culture of
innovation that will lead to improved institutional effectiveness and student learning.
Priority 6: Partnership
with Industry, Business Agencies and Education
Goal 6A: Hartnell College is committed to strengthening and furthering its current
partnerships, in order to secure lasting, mutually beneficial relationships between the college
and the community that the college serves.
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