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
Counseling- Student Services
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 Services
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]
2|P ag e
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]
3|P ag e
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)
4|P ag e
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.
In academic year 2013-2014, 5,424 students were served in the Counseling Department. These
numbers include students that were first time freshmen (high school seniors), returning
students, transfer students, and Veteran’s. The Counseling Department held its first annual
Panther Prep Days in which we served 686 incoming high school students. Of these students
577 students were registered on the main campus and 109 students were registered in King City.
Many of the 5,424 students served in Counseling are first-generation, low-income students. We
are working with these students to prepare with the skills necessary to plan and achieve a college
educational goal. We equip our students with the skills necessary for preparing to transfer to a
university.
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.
The numbers of students we have served has held steady over the last five years. We have
traditionally served approximately 5,000 students per academic year in the Counseling
Department. However, with the implementation of the Student Success Act, SB 1456, we are
expected to increase the numbers of students we serve each year with three major core services:
1) Orientation; 2) Assessment; 3) Counseling/Educational Planning. In order to maximize the
amount of funding the College may receive, the Hartnell College Counseling Department will
need to ensure we are serving the maximum number of students possible on campus. Hartnell
College currently maintains a headcount of slightly over 12, 000. The Counseling Department
goal is to find creative ways to serve as many of these 12, 000 students as possible. In order to
achieve this we will need to bring on additional counselors to serve our students. Many
campuses in California began this strategy of hiring more counselors once they were aware of
the change in legislation.
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.
Ideally, in terms of increasing the service delivery of core services to students (Orientation,
Assessment, Counseling/Educational Planning), the College would receive the resources
necessary to change the service delivery model to students. With approximately 5,000
graduating high school seniors each year in our service delivery area, Hartnell College would
5|P ag e
have Outreach Counselors, who would be responsible for the delivery of core services prior to
the students first day of classes at the college. This would maximize the College’s opportunity to
provide a seamless service delivery to students who plan on enrolling at the college. This would
also allow the college to maximize its pre-enrollment services to students, which in turn would
maximize the college’s opportunity for State Student Success Program and Support (SSSP)
funding. When we analyze the demographics of our students (first-generation and low-income)
preparing them for the expectations of college early is critical to ensure their educational
success.
6|P ag e
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.
Counseling services and Assessment are provided at all campus locations including (Main
Campus, Alisal Campus, King City Educational Center). In academic year 2013-2014,
counseling hours were increased at all sites. This includes the number of Counseling 01,
Student Success Seminar courses being offered to students. Students are also able to send
emails to Counselors with questions and receive a response (typically within 24 hours).
Counseling and Assessment services are offered in mornings, afternoons, evenings, and some
weekends to meet the needs of students. One of the challenges is funding to continue to
increase counseling hours at the different sites. We have seen an increase of students requesting
services at all three locations, however, delivering additional services requires balancing funding
to be able to do so. In July 2014, Hartnell College will be moving to an online orientation that is
delivered anywhere with an internet connection. The orientation will be in English, Spanish,
and Accessible (ADA compliant) for the visual and hearing impaired. This will be required for
all new incoming students with some basic exceptions e.g. student has an AA/BA degree.
Hartnell College is also moving to an online student educational plan. This educational
planning tool will be implemented for student use in July 2014.
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.
In academic year 2013-2014, the Hartnell College Student Services and Counseling Department
worked diligently to increase the number of counseling hours available at all sites. This strategy
has worked as funding for Matriculation was increased in academic year 13-14. However, if
funding is ever minimized, we will have challenges ensuring equal delivery of services across the
District unless the funding model changes and the Student Services/Counseling Department is
provided with additional resources. In order to increase the effectiveness of our delivery of
services across the District, we will also need additional Information Technology support from
the District. Expanding our technology infrastructure will increase the College’s ability to more
effectively serve students via online modalities.
3. Describe the process to change and improve service/program quality for the more
challenging locations, vehicles, and/or times.
The process typically begins with some data analysis, usually through student surveys on their
needs at the College. In academic year 2013-2014, through the delivery of some new programs
e.g. Panther Prep Days, the Student Services/Counseling Department was able to identify areas
of need for resources. As we survey students, staff, and faculty on the services we are delivering,
we begin to identify areas of need for resources. The data typically suggests areas we are doing
well in our service delivery and areas for improvement.
7|P ag e
C. OUTCOMES
SERVICE AREA OUTCOMES
Each service unit/office/non-instructional program develops its own Service Area Outcomes
(SAOs). The outcomes should be directly related to the work of the service unit/office/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. Students will demonstrate
increased ability to identify
an educational goal.
2. Students will identify an
educational major.
3. Students will learn the
significance of their
academic progress.
What changes have occurred
in the service/office/
program as a result of
dialogue?
Content covered in a
counseling appointment has
been modified to cover
potential educational goals.
If student is unsure of a
college major, they are
referred to the
Transfer/Career Center for
workshops to assist them.
The college’s academic
progress policy is covered
with all students during
List Service Area Outcome(s) scheduled for
assessment in AY 14-15
1. Student will demonstrate a higher level of
college readiness through academic
counseling.
2. Student will have a comprehensive
educational plan by their second semester.
3. Student will identify an educational goal by
the start of the second semester.
Was a Service Area
Outcome Assessment
Summary completed
(if expected)?
Yes
Yes
Yes
How will the Outcome(s) be assessed?
Student Survey’s
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?
On Flex Day at the start of the spring 2014 semester, administrators, faculty, and staff gathered
to analyze the findings of SAO data. Discussions occurred on what the data meant and how
services could be modified and improved to better serve our students.
As a result of many
discussions the Counseling Department updated the College’s “Steps to Success” formerly the
steps for matriculation. These changes would ensure students learned critical information along
8|P ag e
their path of enrolling into the college. This included more early preparation by counseling and
advising in advance of the student’s registration at the college. The goal was to work to ensure
early college preparation for students enrolling at Hartnell.
3. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
Our ability to collect data will need to occur electronically in the future. If we can develop
mechanisms to electronically track students that participate in college activities, this will make it
much easier to track longitudinal student success in the future. In order to do this we will need
assistance for the College’s Informational Technology Department as well as the Office of
Institutional Effectiveness.
9|P ag e
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?*
1. High School
Assessment
Increased number of
students being
assessed each year.
Yes
2.Panther Prep Days
577 students
registered and
served on the main
campus; 109
students registered
and served at the
King City
Educational Center.
The tool is almost
complete and will go
live July 2014.
With only two
Yes
part-time
assessment
technicians, it
makes it very
difficult for the
office to function
efficiently.
Minimal number
Yes
of Counselors
affects our ability
to be highly
efficient in
developing student
educational plans.
3.Online orientation
Yes
Need the support
Yes
Yes
of IT to ensure the
tool goes live with
no glitches.
* 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?
We continue to assess approximately 1,600 students at our feeder high schools each academic
year. This is a great accomplishment considering we have two part-time assessment
technicians. At Panther Prep Day on the Main Campus, we oriented, provided educational
plans, and registered 577 students. At the King City Center we oriented, provided educational
plans, and registered 109 students. The online orientation will be released and go live in July
2014. This will change the way the college orients incoming students. We believe the online
modality is creative and in line with student preference for how to receive services that prepare
them for college. Continual dialogue and modifications will occur to our programs and services
to ensure we are serving our students effectively and efficiently.
10 | P a g e
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
1.
1, 1A
Students will have a
college orientation,
educational plan, and
registered for first
semester courses.
Increase
preparation for
new incoming
first time
freshmen.
Dr. Mark SanchezDean of Student
Services
2. High school
assessment
1, 2
Increase
preparation for
course academic
success.
Dr. Mark Sanchez
June 30, 2015
3. Online
orientation
1, 2, 4, 5
Students will
demonstrate
increased readiness
as evidenced by
increased assessment
scores in math and
English.
Students will
demonstrate
increased preparation
for enrolling at
Hartnell College.
Folders, Outreach
materials, School to
College Coordinator,
Assessment
Coordinator,
Staff/Faculty
Overtime/overload
Costs
Study guides for
English and Math
content in accuplacer.
Additional units for
testing.
Server for online site.
Maintenance of links
and content.
Dr. Mark Sanchez
July 2014
Panther
Prep Days
Increase college
preparation for
incoming
students.
Estimated Date
of Completion
(can be more
than one year in
length)
May 2, 2015
Comments
Activity
Strategic
Plan Goal(s)
No. & Letter
(e.g., 5A)*
Related SAOs, SLOs,
PLOs, or goals
Desired
Outcome(s)
Resources Needed
Person Responsible
4.
Student
educationa
l planner
(online
SEP)
1,2,4,5
Students will develop
an abbreviated or
comprehensive
educational plan.
Increase college
preparation for
incoming
students.
Dr. Mark Sanchez
5.
Off
campus
counseling
and
advising
1,2, 4, 5
Students will develop
an educational goal
by the start of their
second semester of
enrollment.
Increase college
preparation for
incoming
students.
Maintenance of
content. Updates to
technology. Training
for Counselors and
Instructional office
staff.
10 laptops computers
for offsite advising
and counseling.
Estimated Date
of Completion
(can be more
than one year in
length)
July 2014
Dr. Mark Sanchez
July 2015
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
12 | P a g e
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.
[Begin response here]
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
[Begin response here]
c) Does this activity span multiple years?
YES
NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
d) What measureable outcomes are expected from this activity? List indicators of
success.
[Begin response here]
e) What are the barriers to achieving success in this activity?
[Begin response here]
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.
Personnel
Classified Staff/
Faculty (C/F)*
Supplies/
Equipment
(S/E)**
3 F/T General
Counselors, 1 F/T CTE
Counselor, 1 F/T
STEM/MESA
Counselor
1 F/T School to College
Coordinator
Technology
Hardware/
Software
(H/S)***
3 Desktop
Computers
1 Desktop
Computer
3.
1 F/T Assessment
Coordinator
1 Laptop
Computer
4.
1 F/T Administrative
Assistant, Dean of
Student Services
Panther Prep Day
Supplies
1 p/t Career Counselor
1 Desktop
Computer
5.
6.
7.
Continued on next page
Contract
Services
Training
Travel
Library
Materials
Science
Labs
Projected
Costs
Full-timer hours
for training of new
Counselors
Student
Success
Conference
$472,000
Full-timer hours
for training of new
Counselors
Full-timer hours
for training of new
Counselors
Student
Success
Conference
Student
Success
Conference
$63,917
$56,974
$54,882
$5,000
$5,000
10 laptop
computers
Full-timer hours
for training
$38,224
Training for faculty
on new computer
software.
$10,000
Activity
No.
Personnel
Classified Staff/
Faculty (C/F)*
Supplies/
Equipment
(S/E)**
8.
9.
10.
Technology
Hardware/
Software
(H/S)***
5 desktop
computers
Contract
Services
Training
Training for staff
on new computer
software.
Computer
kiosk
stations for
Counseling
Department
waiting
area.
*** H for Hardware, S for Software.
15 | P a g e
Science
Labs
Projected
Costs
$5,000
$42,000
x3
($126,000
total)
Software for
the delivery of
online
counseling live
chat.
IT staff and
programmers
training and
training for
counselors.
* Personnel: Include a C or F after the amount to indicate Classified Staff or Faculty.
** S for Supplies, E for Equipment.
Library
Materials
$7,000
Three (3) twenty hour
a week adjunct
counselors to deliver
Satisfactory Academic
Progress (SAP) and
Student Educational
Planning workshops.
11.
Travel
$17,500
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.
17 | P a g e