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
Department of Support Programs
and Services
Date Completed (must be
in final form by 3/31/14)*
6/6/14
Date Submitted
to VP
6/6/14
*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
Paul Casey- Director/Coordinator
Heidi Gentry- Lead DSPS Specialist
Silvina Zepeda- DSPS Specialist
Amy Burnett- Counselor (part-time)
Vince Lewis- Counselor (part-time)
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
Director of Student
Affairs-Categorical
Programs/Coordinator
DSPS Lead Specialist
DSPS Specialist
2011-12
2012-13
2013-2014
1 full-time
1 full-time
1 full-time
1 full-time
1 full-time
1 full-time
1 full-time
1 full-time
1 full-time
1 full-time
1 full-time
1 full-time
1 part-time
2 part-time
2 part-time
1
1
1
4
5
5
Classified Staff- Part-time
LD Specialist/Counselor
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.
Data Element
2010-2011
Weekly Student Contact Hours
(WSCH)
+ 2012-2013
\
%
359
+ 2011-2012
/
%
302
404
+
-
Full-Time Equivalent Students (FTES)
Unduplicated Number of Students
Served
455
436
Acquired Brain Injury:
29
29
26
Developmentally Delayed Learner:
15
22
22
Hearing Impaired:
16
18
15
Learning Disabled:
51
82
75
Mobility Impaired:
70
59
41
153
155
162
61
76
85
Speech/Language Impaired:
2
3
1
Visually Impaired:
Student Learning Outcomes:
Transfer
Graduation
7
11
9
$335,176
$334,828
$339,580
$14,372
$29,246
$48,246
N/A
N/A
Program Effectiveness Student Survey
(1)Counselor/Coordinator, (1)
DSPS Specialist, (1)DSPS
Lead Specialist/Alt Media,
(1)FT LD Specialist/Counselor,
(2)PT Counselors
(1) Professional Expert-Lead
Interpreter
(1)Director/Coordinator,
(1)DSPS Specialist, (1) Lead
Specialist/Alt Media, (1)FT
LD Specialist/Counselor, (2)
PT Counselors
(1) Professional Expert-Lead
Interpreter
(1)Director/Coordinator, (1) DSPS Specialist, (1) Lead
Specialist/Alt Media, (1) FT LD Specialist/Counselor,
(2)PT Counselors
Other Disability:
Psychological Disability:
Grade Point Average GPA
Majors
Total Budget
DHH
Growth Trends
Student Survey
Faculty/Staff Survey
Staffing Numbers Admn,Fac,Class
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(1)Professional Expert-Lead Interpreter
Students Demographics
Ethnicity and
Gender
1 _____
4 _____ 7 _____
1 _____
4 _____ 7_____
1 _____ 4_____ 7_____
2 _____
5 _____ M: 188
2 _____
5 _____ M: 199_
2 _____ 5_____ M:221_
3 _____
6 _____ F: _216
3 _____
6 _____ F:256_
3 _____ 6_____ F:_215
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.
Student Demographic Ethnicity and Gender by Disabilities (see attached)
The above data was pulled from DataMart and In House data through Access program. The
DSPS staff met on several occasions to discuss the above data and interpret the patterns, trends
and challenges. Some of the data in particularly are addressed below.
Deaf and Hard of Hearing
·
A sign interpreter coordinating position was hired (professional expert) in Aug 2010 based on the
increasing numbers of students who are deaf who were attending Hartnell College. At the time of
this position, the total number of students who are deaf was approximately 8 -10 students.
Because of this high number of students, a sign coordinator position was needed to organize the
interpreting needs. The sign coordinator billed for only time spent organizing or interpreting.
And the budget in 2010 reflected this with a DHH expenditure of $14,372.
·
With a sign coordinator position in place for all of 2011 to Dec 2012, the DHH budget doubled
from $14,372 to $29,246.
·
The sign coordinator resigned in Dec 2012 and a new hire Interpreter Coordinator (professional
expert) began the position. The billing increased to a flat rate of 20 hours per week plus
additional captioning and VRI costs were started. As a result, the DHH budget increased to
$48,246 for the 2012-2013 fiscal year despite a 67% decrease of students are deaf attending
Hartnell at that time (From 8-10 students to 3).
·
As a result of the decrease of deaf students at Hartnell, it was determined the sign interpreting
position was no longer needed and the Lead Specialist assumed these duties to her position. With
the DSPS budget continuing to be a significant issue, this discontinuation of position should
address the need to reduce budget costs while continuing to maintain optimal service.
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Learning Disabilities
o During the 2010-2011, year - DSPS counseling services was reduced to one full time
counselor and one full time LD Specialist/Counselor. The number of DSPS with
Learning disabilities was 12.3% of the total numbers of students served that year (CA
community college average was 18%). The number in the "Other" category was 38%
(CA CC average 34%). In Spring of 2012, a part time LD Specialist/Counselor position
was added to DSPS and the LD numbers increased to 18% for that fiscal year and 17%
the following year. In addition, the overall number of DSPS students served increased by
9% in both 2011 and 2012. Adding the part-time LD Specialist/Counselor position has
improved the program by increasing the number of students being assessed for LD and
the overall numbers of students served.
Psychological Disabilities
o
o
o
We can see a trend with psychological disabilities rising and believe that this may be in part due
to our vet students and PTS.
The challenge is getting these students in the door due to the stigma attached with “DSPS”.
We are addressing this with outreach workshops and by utilizing our newest counselor who has a
solid psychology background.
Other challenge that has arisen due to the increase in students with psychological disabilities is in the
classroom setting. Instructors have approached DSPS staff regarding behavior issues with students that
appear to have psychological disabilities. They are primarily concerned with classroom management
problems and extra time and attention that some students require. We have addressed this issue by:
o
o
o
Outreach and information at flex day activities
Refer instructors to our website that has helpful tips and recommendations about how to
accommodate our students http://www.hartnell.edu/students/dsps/RESOURCES.html
We also often act as intermediary and support person for both the student and the instructor to
help meet the needs of both.
3. Provide any other relevant data and describe any other relevant qualitative
factors that affect service/program provision, office functioning, and the
evaluation of the service/office/non-instructional program. List the sources of
this data and information.
The most critical challenging elements of the DSPS Program that serve over 400 unduplicated
students, continue to be in the program organizational structure. For the size of our program
and twelve month of service, the department cannot continue to provide service to meet the
needs of our students with 1 full-time Counselor, 2 full-time support staff, 2 part-time
counselors and the remaining staff are student workers. In the past few years, the DSPS budget
allocations have fallen short to provide the financial support and our ability to meet the increase
demands of students for DSPS services. Suggestive organization needs are:
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·
·
·
·
·
·
·
Full-time Administrative Assistant II,(new)
o Assist the Director of Student Affairs and DSPS Department
Full-time Counselor/Coordinator, (required position)
o Can assist the counseling duties and the Day-to-Day operation
Full-time Counselor/LD Specialist, (Current)
Part-time Counselors, (Current)
Instructional Specialist, (new)
o Support with training students on adaptive software, workshops and courses
Lead DSPS Specialist/Alternative Media, (Current)
Part-time Interpreter Coordinator (new)
o Coordinate all interpreting service for students and college
Currently the Director serves a critical task as the program coordinator along with other major
responsibility of managing other Categorical Programs, such as EOPS/CARE/CalWORKs and
DSPS. The coordination of DSPS performs the day-to-day operations to assure services to
students, counseling, responding to faculty needs and concerns, proctor exams (occasionally)
front desk intake functions and development of LSK course offerings.
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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.
A) Location:
Department of Supportive Program and Services is located at 411 Central Avenue,
Salinas, CA on the main campus in Building B, Student Services, and Room 107. The
DSPS office space is joined with other core student services within the central building
on campus. This location is fully accessible for all students with wheelchairs or who
otherwise are physically challenged.
Other Student Services departments are shared in the same building: General
Counseling, Financial Aid, Admission/Records, Cashiers, Department of Supportive
Programs and Services.
B) Office hours:
Monday-Friday 8:00 a.m. – 5:00 p.m. Counseling faculty work extended hours to
accommodate evening students. These hours are generally until 6:00 p.m.
C) Personnel Staff positions to support the Department of Supportive Program
and Services.
1. Paul Casey, Director of Student Affairs (Student Categorical Programs)
/DSPS Coordinator, Full-time
2. Heidi Gentry, DSPS Lead Specialist, Full-time
3. Silvina Zepeda, DSPS Specialist, Full-time
4. Theresa Carbajal, LD Specialist/Counselor, Full-time
5. Amy Burnett, DSPS Counselor, Part-time
6. Vince Lewis, LD Specialist/DSPS Counselor, Part-time
7. Student Workers (2)
8. Pat Sosa, Professional Expert interpreter (2013-2014)
D) Off Campus Sites:
DSPS provides specialized support services at the main campus. Nonetheless, King City
Center and Alisal Campus is set-up to provide:
o
o
o
o
o
o
Assistive technology, testing accommodation, seating and interpreting services to fully
engage students to have full access to services. The off campuses sites could benefit by
having more DSPS support such as:
high tech lab,
LD testing,
Alternative Media,
note-takers,
reader/classroom aides and digital equipment i.e. recorders, smart pens,
FTF delivery takes place M-F from 8-5 at the Main Campus. These services include counseling, test
proctoring, recommending accommodations, assistive technology, computers, requests for alt media,
requests for note taking, picking up notes, and other assistance.
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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.
Needed improvements in lab at the main campus
·
·
·
·
Larger monitors: 7 monitors in DSPS lab need to have 27” screen, one in the computer lab, one
at Alisal, one at King City Center.
Talking Calculator, Color Keyboards, Digital Recorders and Smart Pens
Students could benefit from having additional classes/workshops for assistive technology and
beginning Keyboarding/computers, and instructional assistance in the lab.
Mobility access pathways throughout the campus
Office Campus Site
·
·
·
·
Alisal Campus and King City Center do not have dedicated staff who specialize in Multimedia technology
Counselors with special skills in working with students with disabilities are not available
at these sites.
Counselor with Learning Disability assessment training
Mobility access pathway throughout the Alisal Campus and King City Center
3. Describe the process to change and improve service/program quality for the more
challenging locations, vehicles, and/or times.
Main Campus
Main campus could benefit by undergoing hardscape modifications, which would allow greater access
by those with mobility impairments. DSPS Faculty and staff provided a complete documentation of an
assessment for mobility accessibility by walk throughout the main campus to identifying areas of limited
access for persons with mobility impairment.
Some areas where identified such as:
·
·
·
·
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Walkways (ruts, too narrow and)
Restrooms use and access
Elevator door close too fast
Building D & E access door too heavy
Alisal Campus/ King City Center
DSPS Faculty and staff provided a complete documentation of an assessment for mobility accessibility by
walk throughout the Alisal Campus and King City Center, identifying areas with limited access for
persons with mobility impairment.
Some areas where identified such as:
·
·
·
·
Front entrance door to be automatic
Quit study room too small for wheel chair access
Alisal Campus- Construction and Diesel/Automotive Lab appears to lack inaccessible
Some classrooms lack accommodation for disable person to use chairs, non -adjustable
tables
Improve Service
Faculty and Staff met with Director of Operations, Maintenance, to address the accessibility issues
across main campus and at Alisal Campus and King City Center. The Director of Maintenance presented
these concerns to the Facilities Committee and they voted to review and take positive steps toward a
cost effective solution.
Providing Skype service to assist student who are not able to drive the long distant for direct DSPS
counseling services
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.
Origination Date of
Form
December 9, 2013
Completion Date of
Form
December 19, 2013
Service Area
DSPS
Individual Completing
Form
Paul Casey
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Intended Outcomes
DSPS students will report
that they are satisfied or
very satisfied with the
educational
accommodations/services
they receive and that
they are reasonable and
appropriate to support
the achievement of their
goals
Assessment Tool, Criteria for
Measurement, Target
Semester for Assessment,
and Procedure
Assessment Tool: Service
Satisfaction Survey
Criteria for Assessment: It
is expected that 80
percent of DSPS students
will report that they are
satisfied or very satisfied
with the educational
accommodations/services
they receive and that they
are reasonable and
appropriate to support the
achievement of their
goals.
Target Semester for
Assessment:
Spring 2014
Procedure:
A comprehensive survey
was used to extract
student data needed to
evaluate program services
to students.
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Assessment Results
Refinements/Modifications
91% of students
surveyed
reported that
they were
agreed/strongly
agreed that their
accommodations
helped with
academic
performance.
Of those students
surveyed, 32 out of 55
students do not use
specialized software
(such as Kurzweil).
Workshops have been
created and will be
offered regularly to
address this.
62%
agreed/strongly
agreed that the
testing
accommodations
were effective.
Over 90% of the
students
surveyed
agreed/strongly
agreed that the
technology
services/lab and
staff was helpful.
Survey question:
What do you like
best about
DSPS/service?
“Heidi is the best.
She is very
patient and takes
her time to
explain things and
speaks very clear
and super nice,
respectful and
always looks for
Staff will continue to
attend trainings at the
High Tech Center Training
Unit and any other
training opportunities in
order to offer effective
accommodations.
ways to help us”.
Intended Outcomes
Students will report
that they agree or
strongly agree that
DSPS faculty and
staff provides
courteous and
effective DSPS
Services.
Assessment Tool, Criteria for
Measurement, Target Semester
for Assessment, and Procedure
Assessment Tool: DSPS
Program Survey
(Comprehensive)
Assessment Results
Refinements/Modifications
Assessment results are
being compiled and
assessed.
DSPS staff and faculty will
meet to determine areas of
dissatisfaction and develop
appropriate modifications.
The modifications will be
enacted prior to the
administration of the next
survey (end of the Spring
2014 semester).
Assessment Results
Refinements/Modifications
Criteria for Assessment: 80% of
DSPS students will report that
they agree or strongly agree
that they experienced
courteous and effective DSPS
services.
Target Semester for
Assessment:
Spring 2014
Procedure:
A comprehensive survey was
used to extract student data
needed to evaluate program
services to students.
Intended Outcomes
DSPS students will
report that DSPS
counselors provide
advisement and
help them develop
appropriate
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Assessment Tool, Criteria for
Measurement, Target Semester
for Assessment, and Procedure
Assessment Tool: DSPS
Program Survey
(Comprehensive)
All DSPS will be surveyed; 80%
Over 90% of students
reported that they
agree/strongly agreed
that counselors helped
those select
appropriate classes.
educational goals to
support student
success
will Strongly Agree / Agree that
counselors have provided
appropriate educational goals
to support their educational
success
Spring 2014
Over 90% of students
reported that they
agree/strongly agreed
that they benefitted
from the counselors
advice, and were
overall, satisfied with
their experience with
the counseling service.
Procedure:
Survey question: What
do you like best about
DSPS/service?
Target Semester for
Assessment:
A comprehensive survey was
used to extract student data
needed to evaluate program
services to students.
Intended Outcomes
Students will report
that they agree or
strongly agree that
DSPS faculty and
staff provides
courteous and
effective DSPS
Services.
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Assessment Tool, Criteria for
Measurement, Target Semester
for Assessment, and Procedure
Assessment Tool: DSPS
Program Survey
(Comprehensive)
Criteria for Assessment: 80% of
DSPS students will report that
they agree or strongly agree
that they experienced
courteous and effective DSPS
“That a counselor is
always there to help”.
“I like the support and
counseling they give
me”.
Assessment Results
Refinements/Modifications
Assessment results are
being compiled and
assessed.
DSPS staff and faculty will
meet to determine areas of
dissatisfaction and develop
appropriate modifications.
The modifications will be
enacted prior to the
administration of the next
survey (end of the Spring
2014 semester).
services.
Target Semester for
Assessment:
Spring 2014
Procedure: Students were given
DSPS Program Survey
(Comprehensive) at the end of
the Fall Term.
DSPS students will report that
they are satisfied or very
satisfied with the educational
accommodations/services
they receive and that they are
reasonable and appropriate to
support the achievement of
their goals
Assessment Tool: Service Satisfaction
Survey
Criteria for Assessment: It is expected that
80 percent of DSPS students will report that
they are satisfied or very satisfied with the
educational accommodations/services they
receive and that they are reasonable and
appropriate to support the achievement of
their goals.
Target Semester for Assessment: Spring
2014
Procedure: A comprehensive Service
Satisfaction Survey will be administered to
all DSPS student using appropriate
educational accommodation Services. A
Likert Scale will to measure responses (Not
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Satisfied to Very Satisfied).
Intended Outcomes
DSPS students will report
that DSPS counselors provide
advisement and help them
develop appropriate
educational goals to support
student success
Assessment Tool, Criteria for Measurement,
Target Semester for Assessment, and
Procedure
Assessment Tool: DSPS Program Survey
(Comprehensive)
Criteria for Assessment: All DSPS will be
surveyed; 80% will Strongly Agree / Agree
that counselors have provided appropriate
educational goals to support their
educational success
Target Semester for Assessment:
Spring 2014
Procedure: DSPS staff met to discuss and
write survey questions as well as the
distribution process. A comprehensive
survey was used to extract student data
needed to evaluate program services to
students. The survey was distributed to
students on site and collected for analysis;
survey distribution is ongoing through the
Spring 2014 semester.
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Assessment Results
List Service Area Outcome(s)
scheduled for assessment as
previously specified
DSPS students will report that
they are satisfied or very satisfied
with the educational
accommodations/services they
receive and that they are
reasonable and appropriate to
support the achievement of their
goals
List Service Area Outcome(s)
scheduled for assessment in
AY 13-14
What changes have occurred
in the service/office/
program as a result of
dialogue?
Meeting with staff held to
discuss expected outcomes
Was a Service Area
Outcome Assessment
Summary completed
(if expected)?
In review
How will the Outcome(s)
be assessed?
Comprehensive Program
Effectiveness Survey
List Service Area Outcome(s)
scheduled for assessment as
previously specified
DSPS students will report that
DSPS counselors provide
advisement and help them
develop appropriate educational
goals to support student success
List Service Area Outcome(s)
scheduled for assessment in
AY 13-14
·
·
·
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Accommodation Services
Reasonable appropriate
ed. Accommodation to
support the achievement
of their goals
DSPS student will report
that DSPS counselors
What changes have occurred
in the service/office/
program as a result of
dialogue?
Discussion will continue into
summer 2014. At this time
no final decision was made
to conclude from the
outcomes
How will the Outcome(s)
be assessed?
Data will be tallied to
calculate percentage
Was a Service Area
Outcome Assessment
Summary completed
(if expected)?
Survey was collected
at the end of Spring
2014
provide advisement and
help them develop
appropriate ed. Goals to
support student success
List Service Area Outcome(s)
scheduled for assessment as
previously specified
DSPS students will receive
reasonable and appropriate
educational accommodations to
support the achievement of their
goals
List Service Area Outcome(s)
scheduled for assessment in
AY 13-14
What changes have occurred
in the service/office/
program as a result of
dialogue?
Discussion will continue into
summer 2014. At this time
no final decision was made
to conclude from the
outcomes
Was a Service Area
Outcome Assessment
Summary completed
(if expected)?
In review
How will the Outcome(s)
be assessed?
Comprehensive Program
Effectiveness Survey
2. Describe how service area outcomes were specifically addressed by the
service/office/program during the past year.
A comprehensive effectiveness survey was distributed to DSPS students at random. At the end
of the spring 2014 term, the survey was collected and data was calculated. A meeting was called
to discuss and review the data to determine the outcome. DSPS staff and faculty will resume
again establishing areas that need improvement and explore appropriate means to enhance
services for the next term.
Some areas to be addressed:
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·
Develop of DSPS student orientation and workshop for better understanding of
appropriate accommodation and technologies use to benefit their education
·
Continue to administer student satisfaction survey for 2015
3. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
A comprehensive student satisfaction survey was developed to assess the effectiveness of
DSPS services and to plan for future needs of students. The survey used a Likirt scale to
measure responses Strongly Agree to Strongly Disagree. The survey questions were in the
following areas:
·
·
·
·
·
·
·
Reception and Appointments
Intake Process
Accommodation Services
Counseling Services
Technology Services
Interpreter/Captioning Service
Campus Accessibility
The survey indicated areas that needed to be strengthened or improve are:
o
o
o
o
o
o
o
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Schedule appointment without difficulty
Once I arrived for my appointment, I was seen in a timely manner
Accommodations are helping me to be more effective in my academic
performance
Testing accommodation process is effective
Testing environment is quiet enough for me to take my exams successfully
Overall, I am satisfied with my experience with counseling services
Parking near the CAB (building D&E) building is adequate
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
existed or
continues to exist?
Will activity
continue into
AY 14-15?
Will activity
continue into
AY 15-16?*
1. Interpreters
Reductions in parttime Lead
Interpreter
Currently Lead
Specialist and
Program
Coordinator assist
in procuring
Interpreting
service. The need
for interpreter is a
moving target. The
demands for
interpreter are
unpredictable and
limited
interpreters due to
the availability of
professional
interpreter in our
region.
Note-takers are
strictly volunteer.
Not for pay
Yes
Yes
2. Note-taker
appreciation activity
Recruit and
Yes
Yes
encourage
persistence in Note
takers
3.
Inform campus
Location of the
Yes
Yes
Disability/Employment community on
event
Awareness
various Disabilities
Low turnout
* 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?
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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)*
1A, 2A
Related
SAOs, SLOs,
PLOs, or
goals
Desired
Outcome(s)
Resources
Needed
Person
Responsible
SLO
Increase
student
Success
Paul
Casey/Heidi
Gentry
2.
Basic
Keyboarding/Co
mputer Course
1A, 2A
SLO
3.
Job
Readiness
LSK -129
1A, 2A,
6A
SLO
Develop
DSPS skills
in Basic
Computer
Skills
Develop
critical job
readiness
skills
4.
Instructional
Specialist
1A, 2A
SAO
Faculty$53.09/hr
3/hrs/wk
16/18 wks
Classroom
Faculty$53.09/hr
3/hrs/wk
16/18 wks
Classroom
Faculty$53.09/hr
3 hrs/wk
16-18 Wks
Classroom
High Tech
Lab
$55,000
include
Benefits
1.
LSK-90 Memory
Skill Course
5.
Counselor/Coord
inator
SAO
Asst. student
in using
specialized
programs to
improve
academic s
Faculty/
Office
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
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Estimated
Date of
Completion
(can be more
than one
year in
length)
Spring 2015
Comments
This LSK
course is in
development to
be re-activated
Fall 2015
New LSK
course offering
Fall 2015
New LSK
course offering
New position
to be created
Director of
Student Affair
current serving
as Coordinator
*** 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.
·
·
·
·
·
·
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LSK -90 Memory Skill Class
o Basic principle of memory improvement to help student memory and concentration
deficits and learning challenges.
o Part-time facuty
o Classroom
o Audio Visual equipment
o Software
Basic Keyboarding/Computer Class
o Basic keyboarding and basic techniques using touch system on computer
o Faculty
o Computer classrooms
LSK – 129 Job Readiness
o Assist students with disabilities to develop critical job readiness competencies and
job search
o Faculty
o Classroom
o Audio Visual equipment
Instructional Specialist
o Classified personnel
o
Counselor /Coordinator
o Faculty
o Office space
Part-time Interpreter Coordinator
o Coordinate all interpreting service to students and college
o Office
o Computer and Software
·
Full-time Administrative Assistant II
o Assist the Director of Student Affairs and DSPS Department
o Office
o Computer and Software
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
Reactivate LSK -90 Memory Skills – Course Level Outcomes: student will develop, use and
improve memory skill to improve concentration deficit and learning challenges face in
college courses
(Student Access, 1A)
(Student Success, 2A, 2B)
Indicator: improve memory skill to improve concentration deficit and learning challenges
face in college courses
Barriers: funding
Basic Keyboarding/Computer – Course Level Outcomes: student will master the basic
keyboarding techniques to be successful in other college course requiring keyboarding
(Student Access, 1A)
(Student Success, 2A, 2B)
Indicator: will master the basic keyboarding techniques to be successful in other college
course requiring keyboarding
Barrier:Funding
LSK-129 Job Readiness – Course Level Outcomes: student will be able to employ job search
techniques that will make informed decisions for successful lifelong career development
choices.
(Student Access, 1A)
(Student Success,2A, 2B)
(Partner with Industry, Business Agencies, and Education, 6A)
Indicator: student will be able to employ job search techniques that will make informed
decisions for successful lifelong career development choices.
Barriers:Funding for hiring Part-time faculty
Instructional Specialist – Program Level Outcome: program support service will providing
assistance to DSPS students to better understand the many uses of technology software to
support their educational advancement
(Student Success, 2A,2B)
(Effective Utilization of Resources, 4C)
Indicator: will providing assistance to DSPS students to better understand the many uses
of technology software to support their educational advancement
Barriers:Funding for Classified position
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Counselor/Coordinator- Program level Outcome: Coordinate daily operation of DSPS
program and insuring such accommodation are provided to student on a timely and
effective manner, assist Director on budget and operational functions
(Student Success, 2A, 2B)
(Student Access, 1A)
(Employee Diversity and Development, 3B)
Indicator: Coordinate daily operation of DSPS program and insuring such
accommodation are provided to student on a timely and effective manner, assist Director
on budget and operational functions
Barriers:Funding to support full-time faculty
Administrative Assistant- Program level Outcomes and Service Area Outcomes: Support
activities related to the DSPS department such as typing, follow through on department
decisions, creating reports, assist with budget, and assist with Director other
administrative support.
(Student Access, 2A, 2B)
(Student Access, 2A, 2B)
(Employee Diversity and Development, 3B)
Indicator:timely services will be provided to students, department program
Barriers: Budgeting to support position
c) Does this activity span multiple years?
YES
If yes, describe the action plan for completion of this activity.
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 (governance, 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). All resource requests completed in the various
columns of a specific row must be linked to the new or continuing activity numbered on the first column of that same row. 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
Activity
Personnel
Supplies/
Technology Contract Training Travel Library
Scie
Projected
case be sure to note that the
No.
Classified Staff/
Equipment Hardware/ Services
Material nce
Costs
resource is NOT tied to a
Faculty (C/F/M)*
(S/E)**
Software
s
Labs
specific activity.
(H/S)***
1.
Faculty-LSK courses
2.
Counselor/Coordinator
$100,000 F
3.
Classified Instructional
Specialist
$55,000 C
4.
Yes
Carrels for
DSPS
Assessment
5.
Administration
Assistance II
6.
Part-time Interpreter
Coordinator
$10,000 F
$6,000
H/S
$50,000 C
$20,000 C
* Personnel: Include a C, F, or
M after the amount to
indicate Classified Staff,
Faculty, or Manager.
** S for Supplies, E for
Equipment. If additional
supplies, for example, are
needed for ongoing activities,
this should be requested
through the budget rollover
process.
*** H for Hardware, S for
Software.
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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