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/ Date Completed (must be Date Submitted Non-Instructional Program in final form by 3/31/14)* to VP High School Equivalency Program June 5, 2014 June 26, 2014 (HEP) *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 Eric Becerra/Program Director Isaura Arreguin/ Administrative Assistant Julia Mena/ Outreach Coordinator Berta Carbajal/ Counselor Maria Guerrero/ GED Facilitator Jessica Lopez/ GED Facilitator Leticia Sanchez/ GED Facilitator Ruben Echeverria / GED Facilitator Judith Arias/ GED Facilitator Claudia Flores/ Instructor Miguel Zuniga/ Instructor Yeraldiny Jose/ Student Worker 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. A large portion of Hartnell College’s students are first generation college students from low income families where English is often not the primary language (Hartnell College data, 2010). The College has several programs that support underrepresented and disadvantaged youth (such as Extended Opportunity Programs and Services), but these programs are at capacity and none is targeted to meet the unique needs of the migrant population. Finally, and most importantly, Hartnell College’s H.E.P. is the only community college-based H.E.P. within the region. Hartnell is the natural postsecondary access point for Latinos due to proximity, cost, and range of programs. However, in this region, an adequate support structure for adult migrant students does not exist. The HEP addresses these challenges by continuing to organize, leverage and redeploy resources so that a program of outreach, counseling, assessment, academic and student support services are implemented specifically for targeted migrant youth and adults. In order to be deemed HEP eligible an individual or an immediate family member must have worked in an agricultural related field at least 75 days within the past 2 years and be at least 16 years of age. The goal of the program is to serve 125 students per academic year. Key functions of the program are as follows: a. Outreach to communities, schools, regional employers, farm worker communities b. Enroll 125 eligible committed youth and adults per academic year c. Orientations in English and Spanish d. Counseling for development of student Ed Plans and career goals e. Assessment to identify student needs/challenges f. Academic Instruction around math, language (reading and writing), social science, science and mathematics. g. Alternative Instructional Delivery Formats revolve around cohorts (5, 16 or 18 weeks) offered year-round and scheduled around agricultural field work season h. Instructional Locations include Hartnell College main campus, Alisal Campus, King City Center and local school sites 5|P ag e i. j. k. l. m. n. o. p. Flexible Scheduling of classes offered day, evening and weekend depending on student needs Postsecondary Access linked to high demand jobs with good wages, such as STEM programs Financial Aid by providing direct assistance (stipend/scholarship per graduate) and access to necessary forms (i.e. BOG Waiver, FAFSA, etc.) Tutoring through Instructional Aides and GED Facilitators (individual or group) Transportation assistance through gas cards, MST bus passes and carpool Health Education through community-based partnership with Clinica de Salud Enrollment Support through individual counseling and career planning as well as workshops Job Placement Assistance available to support economic needs of graduates Student Demographic break down: Total Enrolled: 147 Graduates: 100 Persisters: 35 Withdrawals: 12 Male: (89%) (8%) 57 (39%) Female: 90 (61%) Age: Under 2o: 15 21-25: 37 26-30: 26 31-39: 41 40 and over: 28 Language: English: 36 Spanish: 111 Time: (10%) (25%) (17%) (28%) (19%) (24%) (76%) Morning: 78 (53%) Evening: 63 (43%) Independent Study: 6 (4%) 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. 6|P ag e Student and staff evaluations are used to gather formative feedback on services and unmet needs, as well as ways to improve the program. Quantitative and qualitative data is gathered at the completion of EVERY activity, function and event provided by the H.E.P. Measures used for data collection include: regular system of phone contact and mail correspondence (at least once per month); class, tutorial, and field trip evaluations; pre and post-test scores; provision of targeted instruction; monitoring academic progress; exit survey; student demographic data; personal history data; program participation data and evaluation; outcome data; and general student contact data. All GED/basic skills instruction is monitored to make certain that all course work is properly aligned to State of California GED requirements; courses are offered in a variety of locations and schedules to improve student access and success. The H.E.P. conducts regular assessment of its service area’s effectiveness in order to remain relevant and accessible for the migrant, seasonal farm working student. The majority of our students are Spanish speaking and under the age of 30. The project utilizes an online database collection and management system, “Service Track”, and collects data on 100% of program participants. CHALLENGING ISSUES: a. Since the H.E.P. grant falls under the umbrella of “secondary education” in the U.S. Department of Education, all qualifying students have a right to a high school degree or equivalent credential. However, this makes it difficult when it comes to postsecondary education placement. Due to students’ immigration status, the H.E.P. is often unable to assist with financial aid. Although Deferred Action went into effect in 2013, it is only for those under 31-years of age. Furthermore, many do not meet he requirements to be considered AB540. Paying out of state tuition proves an insurmountable barrier for the low income farm working population we serve. b. Given that program participants are technically not “Hartnell students” while in the H.E.P., it is a challenge incorporating them into the college community (i.e. they do not have ID cards and cannot access school computers, library books, etc.). Conversely, the Hartnell community also struggles with engaging these “high school equivalent” students on their campuses. c. The Hartnell HEP uses an admissions model similar to that of UC Berkeley’s “comprehensive review” which includes an assessment, a written sample and a personal interview. Through statistical analysis of HEP completers we developed a cutoff score for our pre-test. Of those that take the pretest, 2530% were routinely deemed “HEP ready”. With the adoption of common core standards and changes to HSE examinations we must identify a new assessment tool and cutoff score. This process may take a few semesters to be done effectively. One thing is certain, the new exams are more rigorous thus we will need to identify better prepared students in order to continue to see the same level of success. d. Although we enrolled students in Spring of 2014, 0 were deemed ready to take official exams by using the new practice tests provided by both GED and the HiSET. This means that we may need to prepare students for a full year 7|P ag e instead of one semester. If we are to serve 125 students per year, it would be necessary to enroll 125 students in Fall 2014. This would require that we run 3-4 HEP classes concurrently. Budgetary and space constraints make this a difficult task. 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 instructional challenges posed by the new HSE exams, coupled with the slow process of state adoption and availability of alternate exams in local testing centers, may force HEP to underserve in AY2014-2015. 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. The Hartnell HEP operates under a cohort model, on a semester basis and aligns with Hartnell College’s academic calendar. We conduct an admissions process prior to each semester to identify qualified students who are subsequently enrolled. Our service area extends from as far south as King City, with Watsonville serving as our northern most point. Although we have provided services in other locations (King City/Watsonville) in 2013-2014 we focused our services entirely in Salinas as it is there where the vast majority of our students reside. Each semester we offer direct instruction Monday-Thursday at two times, 9am-12pm and 6pm-9pm. Individual and small group tutoring is also made available outside regular class times. In addition, all students participate in fieldtrips and workshops held on Fridays and weekends. This is done in order to maximize instructional minutes. This model worked very well for us in the past since we were able to graduate most students in one semester. We were hence able to accommodate approximately 65 students per semester (32.5 per class) which allowed us to serve 125 per year. However, with the introduction of the common core standards and the drastic changes to HSE examinations, graduating students in one semester will be virtually impossible until we become much more familiarized with the new exams. Moreover, admitting 125 students for Fall 2014 will prove difficult due to staffing and budgetary constraints. For this reason, we are forced to remain flexible and creative when planning ahead. If additional funds cannot be identified to hire an additional instructor, and/or a 3rd class time and location cannot be identified, we will be forced to either underserve in 2014-2015, or create a module program to run concurrently with our semester courses. These modules would focus on one subject area at a time and be 8|P ag e led by a professional expert. This would allow us to admit new students at the onset of each module, increasing the possibility of serving 125 students in AY 2014-2015. 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. Services were only offered in Salinas during AY 2013-2014. Our morning and Evening classes saw similar success rates. 3. Describe the process to change and improve service/program quality for the more challenging locations, vehicles, and/or times. We would love to offer services at other locations such as Watsonville or King City. However, we would have to identify a large number of interested students that can then yield a significant number of “HEP ready” students to warrant the creation of a South or North County cohort. Thus far, we have not seen the critical mass to warrant this service. Due to the newly adopted common core standards and changes to HSE examination, our instructors have had to greatly modify their instruction to include more critical thinking and deeper content knowledge for each subject area. After a full semester of instruction, we found that few students were scoring high enough on practice exams to be referred for official testing. This means that we may need to provide a full year of instruction (previously one semester) in order to adequately prepare our students for success on the new HSE exams. This has very serious implication on our instructional model. In order to provide a full year of instruction to 125 students we would need to run at least 3 concurrent classes (35 per class). This represents an insurmountable strain on our current budget. For this reason, we will remain poised to create a module program to run concurrently with our semester cohorts. Unfortunately, we will not have a clear picture of which direction to take until we begin to obtain official test results and determine the feasibility of graduating our cohorts in one semester. 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. 9|P ag e List Service Area Outcome(s) scheduled for assessment as previously specified A minimum of 125 HEP eligible students will enroll each year Recruitment efforts have been refocused and expanded to yield a higher % of HEP ready students At least 70% of program participants/students will successfully complete the H.E.P and attain a GED A study guide has been created to aid in prospective student preparation and appropriate referrals. Admissions process continues to be refined. Direct instruction, counseling, and other services are tailored to meet student needs At least 80% of H.E.P. graduates will enter higher education and/or enroll in an occupational/certificated program, or secure a career position A placement plan for current graduates has been developed. A needs assessment and career interest inventory will be administered to all students beginning Fall 2014 semester List Service Area Outcome(s) scheduled for assessment in AY 14-15 A minimum of 125 HEP eligible students will enroll each year At least 70% of program participants/students 10 | P a g e What changes have occurred in the service/office/ program as a result of dialogue? How will the Outcome(s) be assessed? Number of students enrolled (service track) Formula: # of graduates___ Was a Service Area Outcome Assessment Summary completed (if expected)? Outcome Met 147 HEP Enrolled students in 20132014 Outcome Met 100 of the 147 HEP enrolled students received their HSE this year. 35 students will move onto the Fall 2014 semester as persisters. 100/(147-35)= 89% Graduation Rate Outcome Not Met As of today, 5/31/2014 30% of HEP graduates have documented proof of placement on file. Placement efforts will continue into the summer and Fall semester (prior to submission of APR) will successfully complete the H.E.P and attain a HSE At least 80% of H.E.P. graduates will enter higher education and/or enroll in an occupational/certificated program, or secure a career position (# enrolled – Persisters) % of graduates for whom we have proof of placement on file. Formula: # of placement on file # of graduates 2. Describe how service area outcomes were specifically addressed by the service/office/program during the past year. Was there review and analysis of the data? How did the staff engage in discussion? Were any interventions conducted? Are there any plans to make changes/improvements in the service/office/program? The H.E.P. successfully recruited and enrolled the required number of students this year (126 students in GY11-12, 157 students in GY12-13 and 147 students in GY 1314). The online database contains the names and contact information for over 1,000 prospective HEP students and there is always a waitlist for admission. a. Completion rates have surpassed the projected 80% for each grant year (GY). During the first grant year (11-12), 90% of program participants completed the G.E.D. within the year. In the second grant year (12-13) 92% of students completed their G.E.D. During this, the third year, 89 % of program participants successfully completed their G.E.D. In addition, the program boasts solid retention rates with a yearly attrition rate of less than 9%. The implementation of two innovative strategies has ensured successful outcomes and continues to prove effective. These methods are proven in the literature to be effective in improving success for at risk students. 1) The use of structured assessment, orientation and team-building. Students must assess for placement, complete a first-year orientation and participate in cohort/team building activities. 2) Student Cohorts. Clustering students in cohorts has improved retention and graduation as well as reduced the amount of time-to-completion. 3) The formation of alumni club ALAS at Hartnell College. These students provide mentoring support to current HEP students as well as working with program staff in delivering workshops. 3. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving these improvements? 11 | P a g e a) Quantitative performance feedback data includes assessment results; enrollment data; course persistence and performance; retention data; and completion/graduation/transfer data. b) Qualitative performance feedback data is provided by all participants, students, faculty, project staff, partners, and parents through ongoing and variety of methods. These methods include one-on-one meetings, group meetings, valid survey instruments, and self-evaluation forms. All formative project data is regularly reviewed and assessed by the project’s evaluation team (with support from the external evaluator) who monitors the project’s progress and makes adjustments when indicated by performance feedback. Although we currently evaluate all field trips and workshops, we primarily collect “perception” data (what is the individual’s perception in regards to the usefulness and quality of the service rendered). I would like to see pre and post assessments developed for all workshops in order to accurately and concisely demonstrate growth in attitude, skills, and knowledge. Moreover, more Likert scale questions should be added to instructional services and counseling services evaluations in order to quantify levels of satisfaction with these services. 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? 1. Placement Plan Sequenced placement plan has been laid out (30% placement thus far) 70% of study guide users have scored as “HEP ready” compared to the 2530% we typically see Strengthened relationship with k12 MEP What challenges Will activity existed or continue continue into to exist? AY 14-15? Will activity continue into AY 15-16?* Placement of non YES YES AB540 undocumented students 2. Motivating YES YES Pre-test Study Guide prospective students to fully utilize the study guide 3. Identifying new YES YES Recruitment venues/partners that can yield better prepared prospective students * 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? 12 | P a g e Graduate Placement Plan: On 5/31/2014 we have a placement rate of 30%. The HEP counselor has developed a placement plan that outlines the progression of placement services, ranging from self-referral to home visits in extreme cases where alternate forms of communication have yielded unsatisfactory results. The HEP counselor and outreach tech will focus much of this summer semester to follow up with the 70 graduates yet to be placed. Fortunately, we have until December 2014 to meet the 80% placement goal. Nevertheless, very few HEP projects reach this goal. Given our geographical location, and the migrant population we are designed to serve, many of our students are undocumented and do not meet the requirements to be considered AB540. If admissions requirements to be considered AB540 cannot be modified, the creation of non-credit and not for credit courses is an alternative we have already began to discuss as a way to improve placement for this population. HEP Pre-Test Study Guide: Since its creation, the study guide has been shared with multiple partners that consistently refer students to the HEP. In order to accurately measure its impact on assessment scores, we have asked students to bring completed study guides with them to the testing sessions. We have found that very few students have actually utilized the study guide at this point. However, of those that have, 70% have been deemed “HEP ready” compared to the 25-30% of those that have not. This seems to indicate that it is a powerful tool that can greatly impact prospective student success. Our challenge is to encourage all students to take advantage of this tool. As we continue to collect study guide data, we will share with major stakeholders to make the case for its practicality. HEP Recruitment: As the HSE exams change, so too must our recruitment efforts. The new level of rigor obligates us to identify better prepared students than before. In order to achieve that, we have developed a HEP pre-test study guide that was shared with major partners. This serves 2 purposes: it allows partners to prepare students to be successful on our pre-test thus gain admission, and as a ruler by which to measure the appropriateness of referrals. Our outreach tech has been very busy expanding our connections in the K-12 school system, with an emphasis on MEP students. In addition, I met with SUHSD Migrant Director to outline appropriate referrals from their high schools and OSY. We will continue to search for innovative ways and partners to increase not only the number, but academic preparedness of prospective HEP students as well. 13 | 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 1. Create a 3rd HEP instructional cohort to operate under a “module system” 2. Implementation of career interest inventory 14 | P a g e Strategic Plan Goal(s) No. & Letter (e.g., 5A)* 1A 2A 2B 1A 2A 2B Related SAOs, SLOs, PLOs, or goals Desired Outcome(s) Resources Needed Person Responsible Estimated Date of Completion (can be more than one year in length) Serve an additional 30-40 HEP ready students per fiscal year to in order to serve 125 per year and meet GPRA 1 Goal of graduating 88 (70%) students per fiscal year. Instructor: 13 hours per week @ $30/hr = $16,567/yr Eric Becerra, HEP Director December 2014 Berta Carbajal, HEP September 2014-June 2016 All HEP graduates GED Facilitator 20 hours per week @ $12/hr = $11,570.59 No additional costs Comments Since the revisions to the CA. HSE exams we may need to prepare students for an entire year compared to the 1 semester model we operated under in the past. In order to serve 125 students per year it is necessary to create a 3rd HEP cohort operating under a “module” system to allow for greater flexibility in our admissions decisions. will possess incurred an understand ing of possible career paths that align with their personal interests and characteris tics. 3. Implementation of student needs assessment 4. Basic computer skills instruction 15 | P a g e 1A 2A 2B 1A 2A 2B 4C HEP counselor will develop and facilitate educationa l and personal/s ocial workshops based on identified student needs (every semester). HEP students will acquire basic computer skills in order to gain access to computer based HSE exams Counselor No additional costs inccured Berta Carnaja,l HEP Counselor August 2014-June 2016 By delivering these workshops students will be empowered in their academic and personal lives to eliminate barriers to educational and career success Class set (20) tablets or laptops + storage cart Eric Becerra, HEP Director Purchase technology by 10/1/2014 The new computer based GED presented us with the added challenge of ensuring our students possess adequate computer skills. Since this is not common in our adult migrant population, we must be prepared to offer instruction in this area in Apprx. Cost $10,000 HEP Instructors/ GED Facilitators Jan 2015June 31st 2016 addition to the content area knowledge necessary to be successful on the HSE exams. 5. Attend 1st HiSET Conference 1A 2A 2B 5A Develop a deeper understandi ng of new HiSET exam in order to improve curriculum and instruction Conference Registratio n Cost: TBA Isaura Arreguin, HEp Admin. Assistant Travel/Lod ging Cost: Approximat ely $3,000 Eric Becerra, HEP Director * See Appendix A for a list of the 11 goals in the college’s Strategic Plan. 16 | P a g e Dec 1-4th 2014 It is important that we become familiar with the new HiSET exam as it seems to better meet the needs of our migrant community (paper based option/wider norming process). Once it becomes available locally, it is likely that HEP will adopt the HiSET as its primary HSE exam *** 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 · Describe the new activity or follow-on activity that this resource will support. Activity 1: Create a 3rd HEP Instructional Cohort to operate under a module model. · Describe how this activity supports any of the following: 1) Service Area Outcome 2) Program level Outcome 3) Course level Outcome 4) Service/Program Goal 5) Strategic Priority Goal This activity is crucial in order to serve the 125 students per year as stated in the HEP grant. Due to the new rigor and format of HSE exams it is now unfeasible to prepare and graduate our students in one semester. Under our old model we were able to serve 4 cohorts, consisting of approximately 32 students each, per academic year (2 in the fall, 2 in the spring). If we continue with 2 instructors, we would only be able to serve 2 cohorts for the entire 2014-2015 year (65 students). Adding a 3rd instructor allows us to create a 3rd cohort that will run concurrently with the other two. While our 2 primary cohorts will continue to operate under the semester system (admissions in fall and spring only), adopting a module model for our 3rd cohort allows us to continue to admit students throughout the year at the onset of each module, increasing the likelihood that we reach our target of serving 125 students for 2014-2015. This impacts SAO 1: A minimum of 125 students will enroll in the HEP in GY 2014-2015. · Does this activity span multiple years? X YES NO If yes, describe the action plan for completion of this activity. · 17 | P a g e Adjust the budget to ensure that a 3rd instructor can be employed for AY 2014-2015 and AY 2015-2016 · · Identify a classroom location by June 31st 2014 (Completed) Identify a 3rd instructor by July 31st 2014 (Interviews scheduled for end of June earlyJuly)) · What measureable outcomes are expected from this activity? List indicators of success. · Number of students served in AY2014-2015 (125) · GPRA 1: Graduate at least 70% of HEP enrolled students in 2014-2015 · What are the barriers to achieving success in this activity? Identifying an appropriate instructor who is not only bilingual but culturally responsive to our student population, is crucial. Furthermore, identifying additional “HEP ready” students given the increased rigor of the HSE exams may prove a challenge. Finally, the timeline for the HiSET to be available locally is also a concern. Students may be obligated to take the new computer based GED exams (computer skills are a major barrier for our student population). 18 | P a g e *** 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 · Describe the new activity or follow-on activity that this resource will support. Activity 2: Implementation of career interest inventory · Describe how this activity supports any of the following: 6) Service Area Outcome 7) Program level Outcome 8) Course level Outcome 9) Service/Program Goal 10) Strategic Priority Goal By administering a career interest inventory all HEP graduates will have a clear understanding of career options that directly align with their personal interests and characteristics. This will in turn assist in the creation of educational and career goals thus positively impacting the placement of our graduates in post-secondary education, technical training programs, military, or improved employment. This impacts Sao 3: At least 80% of H.E.P. graduates will enter higher education and/or enroll in an occupational/certificated program, or secure a career position. · Does this activity span multiple years? X YES NO If yes, describe the action plan for completion of this activity. · · · · Create activities calendar for 2014-2015 to include career interest inventory administration dates Coordinate Inventory administration with Hartnell Career and Transfer Center (within first 30 days of each semester) Career interest inventory results will be placed in student file and entered into service track HEP counselor will utilize career interest inventory results to establish post-graduation placement goals with all HEP graduates. 19 | P a g e · · · · HEP Counselor will assist graduates in the completion and submission of HC Admissions Application, FAFSA, BOG and/or any other pertinent documents necessary for post-secondary education, technical training, or military enlistment (ongoing) HEP Outreach Coordinator will develop relationships with local employers (ongoing) HEP Counselor and staff will keep accurate record and documented proof of placement in service track (online database), excel spreadsheet for cross-checking purposes, and student files. (ongoing) · · What measureable outcomes are expected from this activity? List indicators of success. Career interest inventory results in student file GPRA 2: Placement of 80% of HEP graduates for Grant year 2014-2015 · What are the barriers to achieving success in this activity? None at this point. This activity has been added to the HEP activities calendar 20 | P a g e *** Please complete this page for each new activity. *** 4. 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 · Describe the new activity or follow-on activity that this resource will support. Activity 3: Administer student needs assessment · Describe how this activity supports any of the following: 11) Service Area Outcome 12) Program level Outcome 13) Course level Outcome 14) Service/Program Goal 15) Strategic Priority Goal By administering a student needs assessment for each incoming cohort we will develop an understanding of their particular needs. HEP counselor will then develop workshops addressing the identified areas of need thus empowering students to eliminate barriers to academic and career success. This impacts SAO 2: At least 70% of program participants/students will successfully complete the HEP and attain a HSE, and SAO 3: At least 80% of H.E.P. graduates will enter higher education and/or enroll in an occupational/certificated program, or secure a career position. · Does this activity span multiple years? X YES NO If yes, describe the action plan for completion of this activity. · · · · · Administer needs-assessment to all HEP students within the 1st week of each semester Develop personal-social workshop according to needs-assessment results Develop pre-post assessment for each workshop Implementation of workshops and pre-post assessments Dissagregate results data 21 | P a g e · · · · · What measureable outcomes are expected from this activity? List indicators of success. Record of needs-assessment Record of needs-assessment results Activity Summary report for Workshop Evaluation results for each workshop · GPRA 1: Graduate at least 70% of HEP enrolled students in 2014-2015 · What are the barriers to achieving success in this activity? None at this point. This activity has been added to the HEP activities calendar 22 | P a g e *** Please complete this page for each new activity. *** 5. 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 · Describe the new activity or follow-on activity that this resource will support. Activity 4: Provide basic computer skills instruction · Describe how this activity supports any of the following: 16) Service Area Outcome 17) Program level Outcome 18)Course level Outcome 19) Service/Program Goal 20) Strategic Priority Goal The only HSE exam available in CA. at this point is the GED, which is 100% computer based. This represents added pressure to ensure our students possess the necessary computer skills to navigate the exam and type responses in a timely manner in order to achieve success. We must now make a conscious effort (without additional funding) to incorporate basic computer and typing fluency instruction into our program. Failing to do so may results in otherwise academically prepared students failing their HSE exams, thus directly impacting our achievement of GPRA 1, graduating 70% of our HEP enrolled students in 2014-2015. This impacts SAO 2: At least 70% of program participants/students will successfully complete the HEP and attain a HSE. · Does this activity span multiple years? X YES NO If yes, describe the action plan for completion of this activity. · · · · Identify reasonably priced tablets or laptops + storage cart Procure Identified technology Identify appropriate basic computer skills curriculum Incorporate computer skills building into instructional time 23 | P a g e · What measureable outcomes are expected from this activity? List indicators of success. · · GPRA 1: Graduate at least 70% of HEP enrolled students in 2014-2015 What are the barriers to achieving success in this activity? The greatest barrier is financial. We have requested quotes for the purchase of 20 laptops or tablets possessing the full Microsoft office suite as well as a storage cart that can be both locked, and transported easily to IT. Although computer labs are available at the Alisal Campus, reserving them on a consistent basis has proven difficult due to the volume of classes that utilize them. Procuring our own machines is the only way to ensure that our students have access to this technology whenever deemed necessary. The financial impact of a purchase of this magnitude will undoubtedly be significant. Nonetheless, we remain poised to make the necessary budgetary adjustments to allow for such a purchase. Furthermore, we must sacrifice instructional minutes to incorporate this additional requirement. 24 | P a g e Please complete this page for each new activity. *** 6. 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 · Describe the new activity or follow-on activity that this resource will support. Activity 5: Attend first ever HiSET conference. · Describe how this activity supports any of the following: 21) Service Area Outcome 22) Program level Outcome 23) Course level Outcome 24) Service/Program Goal 25) Strategic Priority Goal Attending the first ever HiSET conference is instrumental in order to stay abreast of the latest and most relevant developments in regards to the newly adopted HSE exam. The HiSET has been determined by the California HEP Consortium to be the most appropriate HSE exam for our migrant population. The Salinas adult school has agreed to make this exam available locally as soon as California concludes all necessary agreements with ETS (developers of the HiSET). HEP stands poised to adopt the HiSET as our primary assessment tool at such point. This impacts SAO 2:At least 70% of program participants/students will successfully complete the HEP and attain a HSE. · Does this activity span multiple years? X YES NO If yes, describe the action plan for completion of this activity. · Register for and attend the HiSET conference on a yearly basis 25 | P a g e · · · Share all major developments and pertinent information with major stakeholders including HEP Staff Make necessary adjustments to HEP admissions process and curriculum to reflect best practices. What measureable outcomes are expected from this activity? List indicators of success. · · GPRA 1: Graduate at least 70% of HEP enrolled students What are the barriers to achieving success in this activity? The greatest barrier for this activity is financial. This conference represents an expense of an approximate $3,000 on top of the cost of attending the yearly HEP Directors conference, and National HEP Conference. 26 | P a g e 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. Personnel Classified Staff/ Faculty (C/F/M)* Supplies/ Equipment (S/E)** Technology Hardware/ Software (H/S)*** Contract Services Training Travel Library Materials Science Labs Projected Costs 1. 2. 3. 4. S (20 tablets or laptops not to exceed $450 per item) S (Microsoft Office suite) * 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. 27 | P a g e 10,00012,000 5. 28 | P a g e 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. 29 | P a g e 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. 30 | P a g e