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
EOPS/CARE/CalWORKs
Date Completed (must be
in final form by 3/31/14)*
Date Submitted
to VP
*Please note that you should work with your colleagues and supervisor/director/dean to ensure that
this report is completed, revised as needed, in its final form and submitted no later than the end of
March.
List of Contributors, including Title/Position
Mitzi Alexander: EOPS Counselor
Paul Casey: Program Director
Antonia Jaime: Program Coordinator
Fanny Salgado: CARE/CalWORKs Technician
Millicent Madrigal: EOPS Counselor
Marlene Tapia: Specialist
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?
The Extended Opportunity Program and Services (EOPS) is a state funded program under SB
164 which operates following Title V Education Code, Article 8 sections 69640-69656. The
program is designed to recruit, retain, graduate and/or transfer educationally disadvantaged,
low income, and underrepresented students who have chosen to continue their education.
Students receive assistance with their admission, registration, financial aid, book purchases,
curriculum planning, academic and personal counseling, and other support services from
counselors; administrative staff, and a team of well-trained peer advisors. In an effort to
maintain EOPS regulations and keep services relevant to the needs of our students, full-time
staff and faculty regularly participate in the annual CCCEOPSA conference, bimonthly Region
4 EOPS/CARE consortium, annual EOPS and CalWORKs Technical Training, bimonthly HCC
General Counseling meetings, and monthly CalWORKs Team Meetings. All services and
functions provided by the EOPS/CARE program are followed in the spirit of Title V
Implementing Guidelines:
1. Comprehensive and holistic academic, personal and career counseling: EOPS/CARE
provides each student with effective holistic counseling which is the delivery of
comprehensive individualized and efficient academic, personal and career counseling, as
well as referral and access to other student support services that enhance students’
persistence and retention rate. Title V Section 56236 Implementing Guidelines on
counseling and advisement state that colleges “shall provide…at least three contact sessions
per term for each student as follows”:
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A.
A contact session which combines interview and other interpretation of assessment
results to prepare a student’s educational plan, and a mutual responsibility contract
specifying what programs and services the student shall receive and what the student is
expected to accomplish.
EOPS/CARE at Hartnell College mandates a student complete a full-educational plan
before any services are issued. The EOPS/CARE counselors make themselves available
to complete educational plans for all newly accepted EOPS/CARE students prior to the
first week of classes each semester. Continuing EOPS/CARE students are also required
to update their individual education plans once during a school year.
B. An in-term contact session to insure the student is succeeding adequately, that
program and services are being provided effectively, and to plan changes as may be
needed to enhance student success.
Our program requires a mid-term progress report to be completed by all active
EOPS/CARE students in the fall and spring semesters. The progress report is mailed to
all active students’ hartnell gmail accounts and the office also provides hard copies.
Upon completion of the progress report, a student qualifies for a program grant. For
any student who is not maintaining at least a 2.0 grade point average in their classes, a
series of EOPS Student Success workshops is offered to address issues of Time and
Stress Management, Career Planning and Learning to Identify strategies of successful
college students. All workshops incorporate pertinent financial aid implications
regarding Satisfactory Academic Progress (SAP) and EOPS/CARE program eligibility
requirements. In addition to attending a workshop, a student who is not making
satisfactory progress will need to complete a fourth counseling contact to develop an
individualized plan for progress.
C. A term-end or program exit contact session to assess the success of students in
reaching the objective of that tern, the success of the programs and services provided in
meeting the students’ needs, and to assist students to prepare for the next term of
classes, or to make future plans if students are leaving the EOPS program or the college.
Students in the program are aware of their obligation to meet with a counselor three
times per semester, through their Mutual Responsibility Contract.
The EOPS/CARE program on campus, is developing a systematic evaluation component
for a students third and final contact. Our senior counselor has taken the lead in
creating a student survey in electronic format (Addendum xxx). This student survey is
to be emailed to all active students at the end of fall and spring semesters to assess their
satisfaction with program services, attrition, progress in meeting their educational
objective and interest in student success workshops. This electronic assessment is to be
employed at the end of spring 2014 semester. Until a new format exists, third contacts
have been conducted in-person to determine if the student is exiting or continuing in
the program, review activity in EOPS/CARE and financial aid status for following
semester.
2.
Each college receiving EOPS funds shall provide access services (Title V, section 56232) to
identify EOPS eligible students and facilitate their enrollment in the college. Access services
shall include at minimum:
A. Outreach and recruitment to increase the number of potential EOPS eligible
students who enroll at the college.
For the 2013-14 school year, EOPS provided in-person orientation to (XXX) new
EOPS eligible students and (XXX) new EOPS students completed the orientation in
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the electronic format. Our EOPS orientations are offered every fall and spring
semesters to EOPS/CARE eligible students. The new student orientation includes
detailed information about EOPS history, regulations, services, and financial aid
Satisfactory Academic Process standards and other student support services oncampus.
Hartnell College EOPS/CARE Counselors participate in the K-16 Bridge program
each spring semester and have presented college information and an overview of
EOPS support services to seniors at Everett Alvarez High, Alisal High school, North
Salinas High and Salinas High School. During each high school visit, an EOPS
counselor was paired with a financial aid representative. EOPS/CARE office staff
along with the department counselors, regularly participate in Hartnell College’s
annual Transfer/Career Day, K-16 Bridge program, High School Visits, Migrant
Outreach Day, and CalWORKs Team meetings.
B. Registration assistance for priority enrollment pursuant to Section 58108.
Priority registration for continuing students is offered on a semester basis. It is
offered to students who are in compliance with meeting with their counselor, have
an updated education plan and on-time submission of their academic progress
report. In an effort to provide “above and beyond” service, EOPS counselors
facilitate large-group priority registration workshops, to help students plan classes
and navigate the PAWS electronic registration system. In the fall 2013 semester,
(xxx) students were assisted for spring priority registration.
D. 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
Management,
Supervisors
Classified Staff
Classified Staff- Part-time
Faculty Staff
Faculty – Part-time
Student Workers
Professional Experts
Total Full Time
equivalent Staff
2011-12
2012-13
2013-2014
1
1
1
3
3
3
0
0
2
2
2
0
0
2
4
4
5
0
0
6
6
7
2. What staffing factors/challenges have influenced the effectiveness of the service/
office/program?
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Based on Title 5, Article 3 program standards, EOPS at Hartnell College meets the established
EOPS waiver criteria for a full-time director. Within the current infrastructure of the college, the
EOPS Director supervises additional categorical programs such as CalWORKs and DSPS. To this end,
an EOPS coordinator position was created to oversee the day to day functions of the program.
However, this is not a certificated position, so with neither a full-time EOPS Director or a Certificated
Coordinator we do not meet appropriate standards to increase the number of students served in the
program.
At the very core of EOPS mission to retain and advance the educational opportunities of
disadvantaged students, is EOPS counseling. The counseling component of EOPS is the most
important service provided to our student population. Currently, the EOPS/CARE program has two
full-time tenured counselors, yet without growth in this area, the one-t0-one counseling format and
appointment availability will continue to be stretched.
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E. 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
Weekly Student Contact Hours (WSCH)
2010-2011
1,364
+/- %
2011-2012
1,224
+\ - %
2012-2013
1,272
Full-Time Equivalent Students (FTES)
Unduplicated Number of Students Served
EOPS-489
CalWORks-209
EOPS-580
CalWORKs- 228
EOPS-577
CalWORKs 174
AA/AS, Transfers& Certificates
AA/AS, Transfers &Certificate
AS/AS Transfers, Certificates
$481,885
$481,885
$481,885
Duplicated Number of Students Served
Student Learning Outcomes:
Transfer
Graduation
Job Placement
Grade Point Average GPA
Majors
Student Retention/Attrition Rates
EOPS Total Budget
EOPS-39
CalWORKs-
CalWORKs Total Budget
Growth Trends
Student Survey
Faculty/Staff Survey
EOPS Students Demographics
Ethnicity and
Gender
1 _4%___
2 _2%_
4 _.5%__
5 _1.0%__
3 __71%_
6 _9%
7 2.7%
1 _____
4 _____ 7_____
1 _____ 4_____ 7_____
M _28%
2 _____
5 _____ M____
2 _____ 5_____ M____
3 _____
6 _____ F____
3 _____ 6_____ F____
F _72%
CalWORKs Student Demographics
Ethnicity and Gender
1_7__
4__3__ 7___21_
1______ 4 _______ 7 _____
1______ 4_______ 7_____
2 _3__
5_2__
M_96
2 ______ 5_______ M_____
2______ 5_______ M_____
3 _150
6 _9
F __196
3 ______ 6________ F_____
3______ 6_______ F____
Corresponding number and letter Code: 1-Afro American, 2-Asian, 3-Hispanic, 4-Native
American, 5-Filipino, 6-White Non-Hispanic, 7- Other M-Male, F- Female
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
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functioning,
program.
and
the
evaluation
of
the
service/office/non-instructional
Data Patterns: EOPS program demographics mirror the campus wide demographics. The
program continues to increase students served without an increase in the budget.
Trends: EOPS/CARE graduation rates continue to exceed the college’s retention and
graduation rate, listed at 72% and 22.46% respectively (collegestats.org)
Needs: Expand EOPS/CARE counseling and CalWORKs staffing
Users: EOPS/CARE and CalWORKs students are all low-income, educationally disadvantaged
students who qualify for BOGW-A, B and/or federal and state grant awards. Upon the
implementation of Assembly Bill (AB) 540, students who meet the income and California
Dream Action qualifications are eligible to receive state student aid, which includes EOPS
grant awards and book credits. In the spring 2014 semester, EOPS accepted 37 AB-540
students and awarded 3 AB 540 students with $500 individual scholarships.
Challenges: We do not track transfer rates or conduct regular exit surveys to determine
student satisfaction with services and if educational objectives were completed, this will be
systematically implemented beginning in the spring 2014.
Office functions: 1 – Director of Categorical Program (EOPS/CARE, CalWORKs, DSPS)
1 – EOPS/CARE/CalWORKs Program Coordinator, 1- EOPS Specialist, 1 – EOPS/CARE
Technician, 4 – EOPS/CalWORKs Peer Advisors, 1 – Full time EOPS Counselor, 1- Full time
EOPS/CARE Counselor, 2- part time CalWORKs counselors.
Evaluation of services
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.
A student survey was distributed during the first 3 weeks of fall semester in four of the eight
EOPS/CARE New Student orientations . The purpose of the survey was to gather information
on the number of units, days and time of class meetings that EOPS/CARE/CalWORKs students
attempted in fall 2013 semester. We also asked for their preference in time and days to receive
EOPS counseling services.
The total number of student surveys collected was 105, 79 from the four new student
orientations facilitated by an EOPS/CARE/CalWORKs counselor and 26 surveys collected from
students as they checked in for a first contact. Most of the students sampled, 42 students to be
exact, planned to attempt 10-12 units in the fall 2013 semester, followed by 39 students who
enrolled in 13-15 units, 21 students marked over 15 units and only 3 students were enrolled in 79 units. The highest amount of days per week a student planned to attend class was 5 or more
days, with a total of 61 students marking this response. Forty-two students indicated they would
attend classes 3-4 days per week and 2 students checked 1-2 days per week.
Mondays, Wednesdays and Fridays were marked by 59 students as the days preferred to receive
EOPS/CARE/CalWORKs services, 16 students planned to use services Monday thru Friday, 15
students marked Tuesdays and Thursdays and 15 did not respond to this question.
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The time frame that students selected as being most available to receive counseling services
ranked accordingly: 12:00 – 3:00 pm (selected by 32 students), 7:00 – 11:30 am (25 students),
3:30 – 5:00 pm (21 students), 6:00-9:00 pm (2 students). An additional 10 students selected
multiple time frames among morning, early afternoon and late afternoon. Fourteen students
did not indicate a preference and 1 noted “not sure.” The student showed a correlation between
a student’s class schedule and their preferred time frame for counseling services.
In summary, the results are consistent with the previous EOPS student survey conducted in
spring 2011, showing EOPS/CARE/CalWORKs serves primarily full-time students, who attempt
classes during the hours of 7:00 – 3:00 pm and who prefer to access program services Monday
thru Fridays during typical business hours (8:00am – 5:00pm).
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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.
Telephone and online advising is offered to students enrolled in full-time schedules through
distance education, Alisal campus or King City Education center.
Evening counseling is offered Monday and Tuesday each week through the entire semester
EOPS/CARE mandatory orientation for new students is offered in-person during weekends
and late afternoons before the semester begins so it does not conflict with class time.
The EOPS/CARE orientation is available in person and in an online-format
The EOPS/CARE staff and counselors present bilingual/multicultural competency for
telephone, in-person or electronic correspondence with students
EOPS updates and/or important forms are distributed via “Reminder 101” text messaging,
facebook posts, gmail and telephone calls
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.
As a requirement to qualify for EOPS, a new student must be enrolled in a minimum of 12
units. The vast majority of our full-time students are enrolled in units on the main campus.
For spring 2014, we accepted a total of 167 new EOPS/CARE students, 100 students of this new
group completed EOPS/CARE new student orientation in-person and 53 completed the
electronic version, only 14 new students accepted have not completed an orientation.
Furthermore, of the 167 group, 32 live in South County. Of this sample only 4 are enrolled in
classes at the King City campus, 8 students are taking classes between King City and Main
Campus, and the majority 20 are taking all their courses on main campus.
We do give our South County students priority in completing first contacts by coordinating
their appointment and approving their book credit the same day. Furthermore, the EOPS book
credit is only available at the Hartnell Book store, so any EOPS student who utilizes their
EOPS book credit must do so on the main campus.
To this end, EOPS is providing “above and beyond” services in accommodating the needs of a
small percentage of students and we will continue to recruit at the south county high schools,
in participation of “Panther Prep” Days at the King City and Main Campus, where over 100
applications were collected. The EOPS Coordinator and Program Assistant are marking the
“AB 540” applications collected from both Panther Prep Days so these students will receive
priority EOPS admissions.
3. Describe the process to change and improve service/program quality for the more
challenging locations, vehicles, and/or times.
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EOPS staff and counselors are actively engaged in committee work and/or regular contact
with the Follett Bookstore, the Associated Student Body, DSPS, TRIO, Financial Aid,
administrative support services at the other campus locations and the general counseling
department to ensure that an EOPS/CARE qualified student has full access to appropriate
support services across all campus sites.
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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.
Intended Outcomes
EOPS/CARE students
will indicate that the
“Student Success
Workshop” was
relevant and the
presentation was
well done.
Assessment Tool, Criteria for
Measurement, Target Semester
for Assessment, and Procedure
Assessment Tool: Student
Success Workshop Survey
(Survey Monkey)
Criteria for Assessment: It is
expected that 80% students
who attend a “Student
Success Workshop” will
express Very Satisfied /
Satisfied with workshop
relevance and presentation.
Target Semester for
Assessment:
End of Spring 2014 term
Procedure:
Student Survey
Intended Outcomes
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Assessment Tool, Criteria for
Measurement, Target Semester for
Assessment Results
Of 77 Exit Student
Success Surveys , 48
indicated they attended
a “Student Success
Workshop.” 66% were
Very Satisfied with the
relevance and workshop
presentations.
Additionally, 33%
indicated that they were
Satisfied (Satisfaction
total of 99%, which is
Higher than expected.)
Furthermore, 85% of the
77 students surveyed
expressed “Very
Satisfied with
EOPS/CARE Counseling
services. And 84%
expressed “Very
Satisfied” with overall
EOPS services
Refinements/Modifications
EOPS staff will meet in
Spring 2014 to review
survey responses and
determine what areas of
the workshop should be
modified to increase the
number of satisfied
students.
These modifications will be
introduced prior to offering
Spring 2014 workshops.
Assessment will be redone
at that time.
Assessment, and Procedure
EOPS students in
good standing will
utilize Priority
Registration and will
indicate that they
are very satisfied or
satisfied with the
Priority Registration
process
Assessment Tool:
·
Data collection through
MIS Report. 459 EOPS
student are allowed to
use Priority Registration
·
Student Satisfaction
Survey
Criteria for Assessment:
It is expected that over 85%=
390 EOPS students will utilize
and will be very satisfied or
satisfied with the Priority
Registration process
Target Semester for
Assessment:
Fall 2013 for Spring
2014Registration
Procedure: List of EOPS
students (459) in good standing
will be developed and
forwarded to Admission and
Records. At the end of Priority
Registration, data will be
collected to determine how
many students used Priority
Registration.
Survey information will be
collected to determine the
satisfaction level of the Priority
Registration Process
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Assessment Results
Out of 459 students,
336 students utilized
the Priority
Registration (73.2%).
The percentage was
lower than expected.
EOPS students are told
about the importance
of Priority Registration
through social
networking (Facebook
and Twitter), phone
calls, email blasts,
flyers, orientations,
and face-to-face
meetings..
Refinements/Modifications
EOPS students will be
reminded about the
importance of Priority
Registration.
The Director of Student
Affairs will work with the
A&R Dean to increase the
number of days given to
EOPS students for Priority
Registration
In addition, a third-contact
process will be developed
to ensure that students will
take advantage of Priority
Registration.
Intended Outcomes
Assessment Tool, Criteria for
Measurement, Target Semester for
Assessment, and Procedure
Assessment Results
Student
orientation is
mandatory for all
new EOPS/CARE
students
Assessment Tool: Information will be
gathered through student surveys. The
surveys will be distributed to all
students attending the Orientation.
Students are asked if they Strongly
Agree to Strongly Disagree with
Orientation expectations.
75.3 % of survey
participants
Strongly Agree the
Orientation was
beneficial.
EOPS students will
find the
information
provided during
the Student
Orientation to be
very beneficial for
their academic
success
Survey questions:
This response was
slightly lower than
expected.
1. Orientation/Workshop
content was consistent
2. Orientation/Workshop
engaging/Interesting
3. Orientation/Workshop
material clear well organized
4. The Presenter was
knowledgeable of topic
5. The information will help me
in my academic goals
6. Orientation/Workshop met my
expectations
7. I would recommend this
Orientation/Workshop to a
friend
Criteria for Assessment: 80% of
students will strongly agree that the
Orientation information is beneficial
Target Semester for Assessment:
Fall 2013
Procedure: 5 points Likert Scale:
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Refinements/Modifications
EOPS staff will meet in
Spring 2014 to review
survey responses and
determine what areas of
the orientation should be
modified to increase the
number of satisfied
students.
These modifications will be
introduced prior to
offering Fall 2014
orientations. Assessment
will be redone at that time.
SA=Strongly Agree
A= Agree
U=Undecided
D= Disagree
SD=Strongly Disagree
NA= Not Applicable
Survey was distributed anonymously
at the end of the orientation to all
students attending
2. Describe how service area outcomes were specifically addressed by the
service/office/program during the past year.
·
·
·
·
Student evaluations are completed after each “EOPS Student Success” workshop
EOPS “Student Success” and “Early Alert” collaboration to offer workshop for STEM majors
and managed follow-up on participating students
New Survey Monkey was developed and gmailed to students as an Exit Survey
EOPS expanded book lending library, increased book credits for fall 2013, offered spring 2014
grants and scholarships, and will offer summer 2014 book credits
3. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
Student evaluations of EOPS services need to be a regular, systematic component in the
program. We developed and distributed via gmail a new Survey Monkey as an Exit survey
tool.
Students are not consistently responding to their student.gmail accounts.
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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?*
1. EOPS/CARE
Electronic Transfer
Application
Workshops
54 EOPS transfer
students
successfully filed
application during
period for fall 2014
transfer
7 Students
participated in the
conference
None
Yes,
counselors
will expand
workshop
offerings
Yes
Cost of
transportation
Yes, based on
EOPS
consortium
support and
planning
Yes
Yes- based on
EOPS
consortium
support and
planning
Yes
2.
CARE Student
Leadership
Conference
3.
Saturday EOPS New
Student Orientation
67 students of 150
Scheduling
new students
Facility, office
completed the
coverage
Saturday
Orientation
* 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?
More than 50 CSU EOP Letters of Recommendation forms were completed by Hartnell College
EOPS/CARE Counselors
All 7 participants of the CARE student Leadership Conference reported it was a “Very Positive”
experience
The New Student orientation offered Saturday exceeded the attendance expected and allowed
45% of new students to access the book credit one week before the semester began.
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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)*
2A
2B
3A
3B
Related
SAOs, SLOs,
PLOs, or
goals
Student
Success,
Employee
Diversity and
Development
Increase
number of
students
served in
EOPS/CAR
E
2.
EOPS/CARE/Cal
WORKs staff
summer retreat
3A
3B
5A
Employee
Developmen
t,
Innovation
& Relevance
Refine
processes,
evaluate best
practices
3.
EOPS University
Campus Tours
1A
2A
2B
6A
Student
Access
Student
Success
Partnership
with other
Education
services
Increase
transfer rate
to UC
campuses
4.
Transfer paper
files to Electronic
format
4A
4C
4D
5A
Effective
Utilization of
resources,
Program
Innovation
& Relevance
Consistent
knowledge
regarding
student
services
used,
eligibility
1.
Hire parttime
EOPS/CARE
Counselor to
increase
students
served
5.
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Desired
Outcome(s)
Resources
Needed
Person
Responsible
Office
Space
Increase in
Budget
1015/hr/wk
24=
$30,780
Cost for
Facility,
breakfast,
Lunch,
Stipend for
Facilitator
Cost for
Bus/
transportati
on, Hotel
expenses
for
Southern
CA
campuses,
meal
expenses
Consultant
to build
Filing
program
with
ACCESS
Paul Casey
Antonia
Jaime
Mitzi
Alexander
Estimated
Date of
Completion
(can be more
than one
year in
length)
Spring 2015
Comments
Paul Casey
Summer
2014
Budget at
$425- includes
small stipend
for facilitator
Antonia
Jaime
Mitzi
Alexander
Fall 2015
$2,550estimated cost
if
transportation
shared across
other EOP or
support
programs
Paul Casey
Antonia
Jaime
Marlene
Tapia
Spring 2015
Part-time
project, 12
hours/wk @
$10.25 = 2,214
for 18-week
semester
2. New Activities – Description:
· Hire part-time EOPS/CARE Counselor: in an effort to increase the number of EOPS/CARE
students served, hiring an adjunct counselor will increase the amount of counseling
appointments available the first few weeks of the semester to provide efficient and timely
educational planning, personal counseling and academic advising to allow a student to receive
the EOPS book credit within the first two weeks of each semester. Expanding EOPS/CARE
counseling services supports Strategic Planning goals of student access and success and
employment diversity.
· EOPS/CARE/CalWORKs retreat: satisfies Strategic Priorities of Employee development,
providing and supporting relevant, substantial professional development opportunities. Discuss
application strategies for best practices across all programs and review audit report to plan for
improvement.
· EOPS University Campus Tours: in providing seamless pathways for lifelong learning
opportunities and promoting access to quality higher education, EOPS will host university tours
to expose students to the resources, pathways and support services to transfer to the California
State or University of California system.
· Create Electronic Files: to effectively utilize human and technology resources, adopting an
electronic filing system will result in more accurate and consistent information on each student
case and creates a more relevance and innovative service delivery model.
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*** Please complete this page for each new activity. ***
3. 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]
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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 (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 case be
sure to note that the resource is NOT tied to a specific activity.
Activity
No.
1.
2.
3.
4.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
.5 Time
Counselor/F
Progammer/C
Supplies/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Services
Work
Station
.5 Time
CalWORKs
Job
Develop/C
Campus
Tours
Training
YES
ACCESS
software
for every
EOPS work
station
YES
YESACCESS
YES,
CalWORKs
Technical
Training
YesTransport
Travel
Library
Materials
Science
Labs
Projected
Costs
YESEOPSCCA
NO
NO
NO
15,735
NO
NO
8,764
YES
NO
No
13,214
YES
NO
NO
5,173
5.
* 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.
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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:
22 | P a g e
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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