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]
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B. STAFFING PROFILE
1. In the table indicate the number in terms of FTE. For instance, 1 full-time staff
person is 1.0, and a half-time person is .5.
Positions
2011-12
2012-13
2013-2014
Management,
Supervisors
Classified Staff
Classified Staff- Part-time
Faculty Staff
Faculty – Part-time
Student Workers
Professional Experts
Total Full Time
equivalent Staff
2. What staffing factors/challenges have influenced the effectiveness of the service/
office/program?
[Begin response here]
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C. SERVICE/OFFICE/PROGRAM GOALS
1. List and describe service/office/program goals for the next comprehensive
review cycle—Fall 2014 through Fall 2018. Be sure to highlight innovative,
unique, or other especially noteworthy aspects.
A new mission and vision is currently before the board for approval in February. In considering
your service’s/office’s/program’s future goals, please review the proposed new mission and
vision statements.
VISION STATEMENT
Hartnell College will be nationally recognized for the success of our students by
developing leaders who will contribute to the social, cultural, and economic vitality of
our region and the global community.
MISSION STATEMENT
Focusing on the needs of the Salinas Valley, Hartnell College provides educational
opportunities for students to reach academic goals in an environment committed to
student learning, achievement and success.
[List and describe service/office/program goals here]
1)
2)
3)
4)
5)
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II. ANNUAL REVIEW
This section must be completed for ALL services/offices/non-instructional
programs, including those scheduled for a comprehensive review in spring
2014.
A. DATA & TRENDS
1. Provide available data and information that define target recipients of the
service/office/non-instructional program, including numbers/size, types and
characteristics/needs of current and potential users, students, clients, and/or
other relevant populations. List the sources of this data and information.
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
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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.
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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
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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.
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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
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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?
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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?
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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.
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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
1.
Create a 3rd HEP
instructional
cohort to operate
under a “module
system”
2.
Implementation
of career interest
inventory
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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
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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.
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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.
·
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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).
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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
·
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.
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·
·
·
·
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
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*** 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
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·
·
·
·
·
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
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*** 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
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·
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.
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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
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·
·
·
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.
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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.
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.
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10,00012,000
5.
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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.
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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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