Program Planning and Assessment (PPA)
for Services, Offices & Non-Instructional Programs
TRiO Program Annual Review & Action Plan
Spring 2014
The purpose of Program Planning and Assessment at Hartnell College is to obtain an honest and
authentic view of a service/office/program and to assess its strengths, opportunities, needs, and
connection to the mission and goals of the college. The process is based on the premise that each area
reviews assessment data and uses these data to plan for improvement. The results of these annual
cycles provide data for a periodic (every five years) comprehensive review that shows evidence of
improvement and outlines long-range goals.
The Program Planning and Assessment process will improve and increase the flow of information
and data at Hartnell College. The result of the process will also improve institutional effectiveness.
Service/Office/
Non-Instructional Program
The Student Support Services/TRiO
Program
Date Completed (must be
in final form by 3/31/14)*
03/31/2014
Date Submitted
to VP
06/05/2014
*Please note that you should work with your colleagues and supervisor/director/dean to ensure that
this report is completed, revised as needed, in its final form and submitted no later than the end of
March.
List of Contributors, including Title/Position
Manuel Bersamin, Director, Student Support Services/TRiO Program
Norma Nichols, Counselor, Student Support Services/TRiO Program
Nancy Reyes, Counselor, Student Support Services/TRiO Program
Eva Diaz, Administrative Assistant, Student Support Services/TRiO Program
This PPA report is organized in 2 sections as follows:
I.
II.
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.
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
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.
Program Background.
The Student Support Services/TRiO Program was started in the 2005-2006 academic year. As a
program, TRiO is now nine years old. The TRiO program has been developed into the most effective
student retention program on campus. TRiO will admit about 100 new TRiO participants each year and
give each new student a quality First Year Experience (FYE). TRiO also provides close intrusive
counseling and monitoring during their second year and if necessary, even their third year at Hartnell.
The five primary TRiO services are 1. Academic Advising, 2. Tutorial Assistance, 3. Financial Aid
Workshops, 4. Financial and Economic Literacy Workshops, and 5. Transfer Advisement and
Graduation Assistance.
The TRiO Program also works closely with the EOPS, The Transfer Center, the Academic Learning
Center, MESA, STEM Programs, Math and Chemistry Academies to arrange academic and tutorial
assistance. TRiO provides a mandatory new student orientation, academic counseling, financial aid
and scholarship assistance, mandatory tutorial assistance, workshops on educational plans, career
planning, time management, financial literacy, university fieldtrips, and provide mentors to students.
TRiO also implements parent workshops at both the main campus and the King City Center.
In spring 2014, the Student Support Services/TRiO Program will have about 44 TRiO students
graduating and transferring.
1. Target Recipients
Each year, the TRiO Program selects 100 low income and/or first generation college students and
forms a new student cohort. They must be a U.S. citizen or legal resident; (certified) disabled students
can qualify if they are low income and have qualified for transfer coursework. All applicants must
interested in graduating with an associate degree and transferring to a four-year institution; should
demonstrate academic need and a GPA of 2.0 or higher and must be educationally disadvantaged
according to federal guidelines. They must be enrolled full-time (SSS Regulations).
The target recipients of the TRiO Program are 100 incoming low income and first generation freshmen
students selected from the estimated 680 high school graduates from the class of 2014 who will be
attending Hartnell College fulltime (K-16 Bridge – Fall Enrollment Numbers by High School). These
students come from the ten feeder high schools in Hartnell College service area. The TRiO Program will
select these 100 incoming students to create the 2014-2015 TRiO student cohort and they will be
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assisted over a span of no more than four years as they earn a two-year Associate of Arts/Science
degree from Hartnell College and transfer to a university. Of these students, TRiO is required to
document that 2/3 of the students we serve are low-income and first generation of 1/3 are either lowincome or first generation (SSS Regulations). These students must take the Hartnell College Accuplacer
assessment and score at English 101/English 1A and Math 121/Math 123.
The 2014-2015 TRiO student cohort will be joining the 130 continuing students from the 2011-12,
2012-13, and 2013-14 cohorts.
2. Characteristics/needs of current and potential users
The characteristics/needs of these low income and first generation are that they know very little about
college and thus they also lack the skill set that they need to succeed at the college level. Many of
them come from families who are severely under-educated and are living at or below the US Poverty
level (US Dept. of HHS). These students come from families without a college going tradition. Thus to
succeed in their first year of college, these students need a centralized structured student
development and retention program in their initial year and a close monitoring program in their
second and third years. The assistance provided by Hartnell College TRiO/Student Support Services
Program is specifically designed to offer a highly coordinated intrusive model of counseling and
tutoring students for the student’s initial year and an intrusive counseling program that continues until
the TRiO student’s graduation with an associate degree and subsequent transfer to a university. The
objective of the TRiO Program is to foster and develop an effective academic framework and a
supportive learning community. Within the structured academic focus that TRiO establishes for the
participants, an expectation for university transfer is developed both within the TRiO students and
within the entire TRiO Program.
1. 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.
Since TRiO only recruits first generation students within the Salinas Valley, many of our target students
come from immigrant, low income, and working class families. As a result, the majority of the
incoming TRiO students come from families without a college going tradition and whose parents are
under-educated. Therefore, among the patterns and trends of entering students is the great need for
remediation in their first year of math and English courses. We find that many incoming students lack
the math and English comprehension that is necessary to do well in their first year of college level
course work. We supply the students who need remediation with one on one and small group tutorial
assistance in math and English. These students also need a great deal of academic and personal
counseling support during their first year in the TRiO Program to ensure their persistence into their
second year. The TRiO Program counselors, TRiO director, TRiO administrative assistant, TRiO
tutors/peer mentors provide the following primary TRiO Program services to both the first year
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student cohort as well as to the continuing student cohorts; Our five primary TRiO services are 1.
Academic Advising, 2. Tutorial Assistance, 3. Financial Aid Workshops, 4. Financial and Economic
Literacy Workshops, and 5. Transfer Advisement and Graduation Assistance.
The five primary TRiO services can be further defined as offering the following sub-services: Intrusive
Academic Counseling & Guidance, Level Two Priority Registration, Monitoring of Students in Small
Counseling Caseloads, Intrusive Personal Counseling and Communication, Mandatory Tutoring in
Math/English Courses, TRiO Student Peer Advising, Mandatory New Student Orientation, Freshmen
Summer Transition Orientation (STP) Program, a Mandatory New Student Year Experience (NSYE) and a
series of mandatory workshops, including 1) Course Selection and Academic Advising, 2) Financial Aid
Workshop (completing the FAFSA and scholarship applications) 3) Financial and Economic Literacy
Workshop, and 4) Career and Personal Development Workshop.
Once the TRiO Program renders the primary TRiO Program services, then the TRiO staff can offer the
Secondary TRiO Program services, which include: California State University and University of
California Online Application Workshops, Financial Aid Assistance (FAFSA), a dedicated TRiO Student
Study Center, Quiet Study Rooms, Computer and Printer Access, Textbook and Graphing Calculators
Lending Library, Visits to the California State and University of California campuses, and Cultural
Activities.
The single most challenging issue that the TRiO Program faces is the decreasing TRiO funding offered
by the US Department of Education’s TRiO Office in Washington DC to the Hartnell College TRiO
grant. Under the fiscal situation in Washington DC during the last three years, the 2011-2012 the SSS
grant award was reduced by 3.1% by the Congress, in 2012-2013, as a result of the federal
sequestration, the SSS grant award was reduced by 5.23% by the Congress, and during 2013-2014,
the SSS grant award was reduced by 8.33 %. As a result of the 2012-2013 grant award reduction; the
Department of Education’s TRiO Office gave Hartnell College TRiO Program, the option to reduce the
number of students that the TRiO Program was to serve by 5%. Hartnell College TRiO staff decided
not to reduce the number of students served despite the reduced funding which subsequently forced
reductions to counseling hours, tutoring hours, and other primary services.
As a result of this decreasing funding the budget over the last three years, the budget lines that are
dedicated to student programming are being reduced each year. Consequently year, after the TRiO
grant reductions are taken into account, when the TRiO Program budget is prepared for the new fiscal
year, after the program full-time and part-time staff salaries and benefits are factored in, less and less
monies are available for the primary student services such as counseling hours, student tutoring, and
other primary services. As a result, the TRiO Program counselor hours have been reduced from 23
hours a week to just 14 hours a week, tutors hours have been reduced from 20 hours a week to just 10
hours a week and the program no longer programs any secondary services such as university fieldtrips.
In addition to these TRiO grant reductions, the TRiO grant funding is not increased each year to meet
the staff salary and benefit increases or COLAs. As written above, the grant has been reduced over the
last three years. As a result, as salaries and benefits increase for the TRiO full-time and part-time staff,
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the monies available for TRiO Program primary services are progressively decreasing. Under the
present situation (no increased COLAS and reductions in grant awards) of the federal funding, by the
last two years of the program, 2013-14 and 2014-15, the TRiO project will have most of the grant’s
annual funding become dedicated to ONLY salary and benefits and the reduction of primary services
thus leaving no monies for student programming.
2. 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 TRiO Program recruits students from throughout the Salinas Valley and although, the
program could fill each new cohort from the Salinas Union High School District, the program
makes a concerted effort to recruit students from southern Monterey County including the
cities of Gonzales, Soledad, Greenfield and King City. Because of the Hartnell College Main
Campus uneven access and services to South Monterey County, the TRiO Director conducts
outreach visits each spring to Gonzales, Soledad, Greenfield and King City high schools to
recruit students and to extend TRiO services to not only North Monterey County and Salinas
but to the underserved South County cities as well. These rural cities are located far from the
main Hartnell College campus. In terms of access to higher education, these are neglected areas
and the King City Center Dean Renata Funke is attempting to provide greater service from
Hartnell College. Since the TRiO Program recruits the students from the isolated south county
cities, the TRiO Program has a goal of reaching out and providing quality primary and secondary
TRiO services to their TRiO students from this area. The TRiO students and parents who we
recruit from Southern Monterey County need our services even more than the Salinas students
and families because the cities south of Salinas are very isolated and the schools in the area are
under resourced. Many of the families who reside in these cities are newly arrived immigrants
who are living at poverty levels and have not graduated from the elementary schools in their
home countries. In addition, the high schools in Greenfield and King City are extremely
understaffed in terms of academic and career counseling. Both Greenfield and King City High
Schools only have one high school counselor for their two respective student bodies of 1400
students. These high schools also do not have the many academic services that the Salinas area
high schools can offer such as after school programming. Hartnell College main campus cannot
offer many services in South Monterey County and the local Cal State and UC campuses
outreach representatives seldom venture to this area. As a result, Southern Monterey County
lacks a college going culture.
Renata Funke, Hartnell College, Dean of South County Education Services at the King City
Center (KCC) is constantly asking the main campus to expand services to South County. Dean
Funke has contacted the TRiO Program directly and invited TRiO to come down to provide
services at the KCC. As a result, the TRiO Program has decided to attempt to provide some
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limited primary services to South County at the King City Center. TRiO staff holds a parent
meeting for the parents of South County TRiO students once each year. TRiO staff visits the high
schools in South County in the spring to help prepare the students for Panther Prep Days at the
King City Center. All of the TRiO staff travel to the King City Center on the KCC Panther Prep Day
in May.
If the TRiO Program had access to additional augmented financial resources, we could expand
limited primary services to Southern Monterey County. Renata Funke has communicated to the
TRiO Program how much our services are welcomed in South County and how she wishes that
the TRiO Program could have more of a presence at the KCC.
Each year, the TRiO Program administers a performance survey among our students. In
addition, the TRiO Program administers a survey after each activity. The results of this survey
will be outlined in the C. Outcomes section of the Annual Review.
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B. SERVICE/PROGRAM MODALITY
1. Describe the different physical locations (campuses, sites, etc.) at which, the
various delivery vehicles (phone, online, face-to-face, etc.) through which, and the
times (of day, evening, week, etc.) at which the service/program is provided to
intended recipients. Consider staffing and other resources available to serve user
needs for each location, vehicle, and time specified.
The TRiO Program offers our services to students primarily at the Hartnell College main campus.
In 2011, all student affairs offices were asked to offer evening hours by the college president.
As a result of this request, one of the TRiO counselors adjusted her hours to be on duty until
seven pm. This evening counselor schedule arrangement continues into the present academic
year.
At the KCC’s Center’s Dean Funke’s invitation, the TRiO staff visits the King City Center to offer
services biannually. The TRiO counselors travel to the King City Center biannually. In addition,
the TRiO program conducts a parent meeting once a year at the King City Center. Due to the
budget reductions and the resulting constraints listed above, these extended services to the
King City Center are endangered.
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.
The 2010-2015 TRiO Grant was written to place a primary focus is on the Hartnell College main
campus. The 2010-2015 TRiO Grant was not written to extend the primary services to either
the Alisal Campus or the King City Center. However, the TRiO Program does actively recruit
students from the Salinas Union High School District high schools that serve the Alisal area. The
TRiO Program wants the students who attend the Alisal Campus and who want to transfer to
attend the main campus in order to receive the full complement of services offered to the
students focused on transfer on the main campus. The TRiO Program also actively recruits from
the South County high schools. The TRiO Program wants to provide limited services to the
South County area. This would be possible with augmentation of the TRiO budget.
The TRiO Program also collaborates with the California State University, Monterey Bay PreCollegiate TRIO Programs (Upward Bound/Educational Talent Search Programs) and the
University of California, Santa Cruz GEAR UP Programs who work in Monterey County.
The TRiO Program also collaborates with the Monterey Migrant Education Programs, which
serve the 12,000 migrant students in Monterey County and local Monterey County (Salinas
Valley) high school counselors to contact potential Hartnell College students. This
collaboration of the Hartnell College and the CSUMB TRIO pre-college programs, the UC Santa
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Cruz GEAR UP programs and Monterey County Migrant Education high school programs has
established a seamless transition into the Hartnell College TRiO Program for the students
enrolled in these various pre-collegiate preparation programs.
3. Describe the process to change and improve service/program quality for the more
challenging locations, vehicles, and/or times.
Under the present 2010-2015 TRiO Budget, our financial constraints prohibit expansion of
services into the King City Center.
The TRiO director is working with the VP Student Affairs and the Hartnell College Foundation to
apply for three TRiO (SSS) grants for 2015-2020. These TRiO grants will include the SSS Regular
Grant, the SSS ESL Grant and the SSS STEM grant. If Hartnell College wins several TRiO grants,
the possible doubling or tripling of TRiO funding may allow expansion of primary TRiO hours of
service and the offering of primary services on the main campus and the King City Center.
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C. OUTCOMES
SERVICE AREA OUTCOMES
Each service unit/office/non-instructional program develops its own Service Area Outcomes
(SAOs). The outcomes should be directly related to the work of the service unit/office/noninstructional program, challenging but attainable, and measureable. SAOs should articulate
what specifically is to be achieved; their measurement should assess how well the service
unit/office/non-instructional program is performing.
1. Please complete the following tables.
List Service Area Outcome(s)
scheduled for assessment as
previously specified
What changes have occurred
in the service/office/
program as a result of
dialogue?
Was a Service Area
Outcome Assessment
Summary completed
(if expected)?
Initiative 1
TRIO Program
Student Achievement - Support at risk
students i.e. low income, first
generation
students with disabilities through TRiO
services that promote persistence,
retention, degree and/or certificate
completion and university transfer
based on
Federal TRiO Program reporting to the
US Department of Education.
1. Hire TRiO counselors in the
summer for earlier and timely
planning of the TRiO workshops
must take place before TRiO
orientation. The facilities must be
reserved before the TRiO
orientation. The TRiO Workshop
curriculum should be improved
where needed. Surveys will be
completed at the end of each
workshop.
Criterion met.
1. Academic Advising
Services: 98% of survey
participants rate these
services as VERY HELPFUL.
2. Career Counseling
Services: 86% of survey
participants rate these
services as VERY HELPFUL.
3. Counseling Services:
94% of survey participants
rate these services as VERY
HELPFUL.
Outcome Types:
Program Process
Target Date:
12/2013
Outcome Status:
Currently Being Assessed
2. More effort needs to be made
early in the semester to connect
tutorial services to the TRiO
students who are mandated for
TRiO tutoring.
Criterion not met.
4. TRiO Workshops:
68% of survey participants
rate these services as VERY
HELPFUL.
5a. Math and English
Tutoring by Appointment:
50% of survey participants
rate these services as VERY
HELPFUL.
5b.TRiO Drop-in Tutoring:
54% of survey participants
rate these services as VERY
HELPFUL.
Result Type: Criterion met
for three of the five
PRIMARY SERVICES.
1. Academic Advising
Services
2. Career Counseling
Services
3. Counseling Services
Criterion NOT met for two
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of the five PRIMARY
SERVICES.
4. TRiO Workshops:
5a. Math and English
Tutoring by Appointment:
5b.TRiO Drop-in Tutoring:
Result Year / Status: 2013
Synthesis and Analysis:
Students are generally
satisfied with the PRIMARY
SERVICES of
Academic Advising
Services,
Career Counseling
Services, and
Counseling Services.
While the majority of
students attend the TRiO
workshops, more TRiO
students need to attend
the TRiO workshops. We
need to also improve the
satisfaction rate for the
workshops are presented.
Initiative 2
Student Access - Provide the FIVE
PRIMARY & REQUIRED TRiO Services to
TRiO students (low-income, first
generation and/or with disabilities) in
an effective process with student
satisfaction.
1. Hire TRiO counselors in the
summer for earlier and timely
planning of the TRiO workshops
must take place before TRiO
orientation. The facilities must be
reserved before the TRiO
orientation. The TRiO Workshop
curriculum should be improved
where needed. Surveys will be
completed at the end of each
workshop.
2. More effort needs to be made
early in the semester to connect
tutorial services to the TRiO
students who are mandated for
TRiO tutoring.
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While the majority of TRiO
students find that the TRiO
Tutorial services are very
helpful, we need in
increase the tutorial
participation rate and the
satisfaction rate for
tutorial services.
Yes, Criterion met.
1. Academic Advising
Services: 98% of survey
participants rate these
services as VERY HELPFUL.
2. Career Counseling
Services: 86% of survey
participants rate these
services as VERY HELPFUL.
3. Counseling Services:
94% of survey participants
rate these services as VERY
HELPFUL.
Criterion not met.
4. TRiO Workshops:
68% of survey participants
rate these services as VERY
HELPFUL.
5a. Math and English
Tutoring by Appointment:
50% of survey participants
rate these services as VERY
HELPFUL.
5b.TRiO Drop-in Tutoring:
54% of survey participants
rate these services as VERY
HELPFUL.
Result Type: Criterion met
for three of the five
PRIMARY SERVICES.
1. Academic Advising
Services
2. Career Counseling
Services
3. Counseling Services
Criterion NOT met for two
of the five PRIMARY
SERVICES.
4. TRiO Workshops:
5a. Math and English
Tutoring by Appointment:
5b.TRiO Drop-in Tutoring:
Result Year / Status: 2013
Synthesis and Analysis:
Students are generally
satisfied with the PRIMARY
SERVICES of
Academic Advising
Services,
Career Counseling
Services, and
Counseling Services.
While the majority of
students attend the TRiO
workshops, more TRiO
students need to attend
the TRiO workshops. We
need to also improve the
satisfaction rate for the
workshops are presented.
While the majority of TRiO
students find that the TRiO
Tutorial services are very
helpful, we need in
increase the tutorial
participation rate and the
satisfaction rate for
tutorial services.
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Initiative 3
TRIO Program Review PEERS, Summary
– Program Assessment Overview
Facilities
1. Secure new space for the TRiO
Program physical facilities.
(Completed 7/2013)
2. Hire additional Staff, hire TRiO
Program Assistant.
3. Increase counselor and tutor
hours as the TRiO grant funding is
being cut due to congressionally
ordered sequestration and as TRiO
enters the last years of the five
year funding cycle.
Under the present federal
administration in Washington DC,
during 2011-12 and 2012-13,
2013-14, the SSS/TRiO grant has
been reduced by 8.33% by the
Congress. In addition, there are no
COLA/CPI increases. As a result, as
salaries increase for the TRiO grant
staff, the monies available for
TRiO project student programming
are progressively decreasing.
Under the present level (no
increased COLAS) of federal
funding, by the last program year,
2014-15, the TRiO project will
eventually have most of the
grant’s annual funding become
dedicated to salary and benefits
leaving no monies for student
programming.
4. Update of TRiO technologynewer used computers and
printers for TRiO Learning Center.
Update of TRiO monitors and CPUs
for TRiO staff.
5. Prepare data and research for
the SSS/TRiO Grant Application for
2015-2020.
Facilities
1. Secure new space for
the TRiO Program physical
facilities. (Completed
7/2013)
2. Hire additional Staff,
hire TRiO Program
Assistant.
3. Increase counselor and
tutor hours as the TRiO
grant funding is being cut
due to congressionally
ordered sequestration and
as TRiO enters the last
years of the five year
funding cycle.
Under the present federal
administration in
Washington DC, during
2011-12 and 2012-13, the
SSS/TRiO grant has been
reduced by 8.33% by the
Congress. In addition,
there are no COLA/CPI
increases. As a result, as
salaries increase for the
TRiO grant staff, the
monies available for TRiO
project student
programming are
progressively decreasing.
Under the present level
(no increased COLAS) of
federal funding, by the last
program year, 2014-15,
the TRiO project will
eventually have most of
the grant’s annual funding
become dedicated to
salary and benefits leaving
no monies for student
programming.
4. Update of TRiO
technology-newer used
computers and printers for
TRiO Learning Center.
Update of TRiO monitors
and CPUs for TRiO staff.
5. Prepare data and
research for the SSS/TRiO
Grant Application for
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2015-2020.
Initiative 4
Student Access - Provide the
SECONDARY SERVICES to TRiO students
(low-income, first generation and/or
with disabilities) in an effective process
with student satisfaction. The TRiO
Secondary Services Include: California
State University and University of
California Online Application
Workshops, Financial Aid Assistance, A
dedicated TRiO Student Study Center,
Quiet Study Rooms, Computer and
Printer Access, Textbook and Graphing
Calculators Lending Library, Visits to
Public Universities, and Cultural
Activities.
1. The TRiO Program must look for
external funding to purchase
additional graphing calculators
and college textbooks.
2. More planning and better
coordination must be completed
earlier in the summer to ensure
that more parents can attend and
be satisfied with the TRiO Parent
Workshops on the main campus
and at the King City Center.
Yes, criterion met.
2. TRiO CULTURAL
EVENTS: 76% of survey
participants rate these
services as VERY HELPFUL.
4. Manuel Bersamin, TRiO
Director: 94% of survey
participants rate these
services as VERY HELPFUL.
5. Eva Diaz, TRiO
Administrative Assistant,
86% of survey participants
rate these services as VERY
HELPFUL.
6. Norma Nichols, TRiO
Counselor, 90% of survey
participants rate these
services as VERY HELPFUL.
7. Nancy Reyes, TRiO
Counselor, 96% of survey
participants rate these
services as VERY HELPFUL.
8. TRiO Student Tutors,
74% of survey participants
rate these services as VERY
HELPFUL.
Criterion not met.
1. TRiO Resource Library:
52% of survey participants
rate these services as VERY
HELPFUL.
3. TRiO Parent Workshop
42% of survey participants
rate these services as VERY
HELPFUL.
.
Result Year / Status: 2013
Synthesis and Analysis:
Students are generally
satisfied with the
SECONDARY SERVICES of
2. TRiO CULTURAL
EVENTS.
4. Manuel Bersamin, TRiO
Director,
5.Eva Diaz, TRiO
Administrative Assistant,
6. Norma Nichols, TRiO
Counselor,
7. Nancy Reyes, TRiO
Counselor,
8. TRiO Student Tutors.
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Students are not generally
satisfied with the
SECONDARY SERVICES of
1. TRiO Resource Library:
52% of survey participants
rate these services as VERY
HELPFUL.
3. TRiO Parent Workshop
42% of survey participants
rate these services as VERY
HELPFUL.
List Service Area Outcome(s)
scheduled for assessment in
AY 14-15
How will the Outcome(s)
be assessed?
2. Describe how service area outcomes were specifically addressed by the
service/office/program during the past year.
The TRiO staff completed the Hartnell College Service Area Outcomes Assessment Plan and
Summary Form in December 2013. As a part of assessing the TRiO Service Area Outcomes, the
TRiO Program conducted a survey questionnaire of the TRiO students.
The TRiO staff reviewed and analyzed the TRiO Services survey data from the fall 2013 survey.
The TRiO staff reviewed the survey results and had a discussion about both the positive and
negative findings.
As a result of the staff discussion of the student survey, immediate changes were made to
improve services that did not require a great deal of resources to change/improve. For
example, more effort was immediately made early in the semester to connect tutorial
services to the TRiO students who were mandated for TRiO tutoring. However, in the areas
that needed improvement that required more financial resources to improve, for
example, the request of the students for more counseling hours and tutorial hours, the TRiO
budget constraints prevented any immediate changes to increase counseling hours from 15
to 23 hours a week and to increase the student tutor hours from 15 to 20 hours a week. Also
our attempt to fund tutors through non work/study funding since work/study monies are not
sufficient to last the entire semester.
14 | P a g e
The only way to make improvements to the deficiencies in the primary TRiO services including
counseling and tutoring is to seek augmentation to supplement the reduced TRiO Program
budget to restore the counseling hours from our present 14 hours back to the 23 hours before
the counselor hour reduction and to restore the tutoring hours from our present 15 back to 20
hours.
3. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
In some instances, the TRiO Program does not presently survey students to after evaluate every
TRiO activity. The TRiO staff has a planning retreat every July to plan the action plan for the new
academic year. At this next TRiO Program Action Plan Retreat, the TRiO staff will plan how we
can evaluate each relevant TRiO programming activity.
The TRiO Program conducts a quantitative survey each semester. To gain more data, the TRiO
Program needs to conduct focus groups to evaluate the quality of services and the need for
improvement of TRiO Primary services.
15 | P a g e
D. PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on activities that were previously scheduled. An activity can address many
different aspects of your service/office/program, and ultimately is undertaken to improve or enhance
your service/office/program, and keep it current.
Activity scheduled
What success has been
achieved to date on
this activity?
What challenges
existed or
continue to exist?
Will activity
continue into
AY 14-15?
1. Primary Initiative:
Complete and surpass
the TRiO Grant’s FOUR
main objectives for
2013-2014 and 20142015.
Achieved the FOUR
Primary TRiO Grant
Objectives:
The reduction in
in annual TRiO
funding by the
congress.
Yes
1. Achieve or Surpass
TRiO Student
Persistence Target
Rate of 70% of ALL
TRiO Participants.
2. Achieve or Surpass
TRiO Student Good
Academic Standing
Target Rate of 80% of
ALL Enrolled TRiO
Participants.
3. Achieve or Surpass
TRiO Student
Graduation Target
Rate of 15% of NEW
TRiO Participants
Served Each Year will
Graduate with
AS/AA/Certificate
within FOUR Years.
4. Achieve or Surpass
TRiO Student Transfer
Target Rate of 15% of
NEW TRiO Participants
Served Each Year will
Transfer with
AS/AA/Certificate
within FOUR Years.
16 | P a g e
A. Objective 1:
Number funded to
serve. TRiO is
SURPASSING actual
students served.
While funded to serve
160 students, the
TRiO Program is
ACTUALLY serving
about 230 students
each year. We have
students who we
serve who are not
TRiO eligible but who
are termed Friends of
TRiO.
However, the US
Department of
Education only funds
us for serving 160
students.
B. Objective 2:
Persistence and Good
Standing Objective(s).
(I) 2012-2013
Persistence Rate
Objective:
TRiO is SURPASSING
our persistence rate
objective that 80% of
all participants served
by the TRiO Project
will persist from one
academic year to the
Will activity
continue into
AY 15-16?*
Yes
beginning of the next
academic year. During
2012-2013, 93% of all
participants served by
TRiO persisted from
fall 2012 to fall 2013.
(II) 2012-2013 Good
Academic Standing
Objective.
TRiO is SURPASSING
the objective that 80%
of all enrolled
participants served by
the TRiO Project will
meet the performance
level of 2.0 GPA
required to stay in
good academic
standing at the
grantee institution.
During 2012-2013,
90% of all participants
served by TRiO
maintained a GPA of
2.0.
C. Objective 3:
Graduation and
Transfer Objective(s).
TRiO is SURPASSING
the graduation and
transfer rate objective
that
(I) 15% of 2009-2010
new participants
served will graduate
with an associate’s
degree or certificate
within four (4) years.
In 2013-2014, 44% of
participants served
will graduate with an
associate’s degree.
AND
(II) 15% of 2009-2010
new participants
served will transfer
from a 2-year to a 417 | P a g e
year institution with
an associate’s degree
or certificate within
four (4) years. In
2013-2014, 93% of
participants served
will graduate with an
associate’s degree and
transfer to a 4-year
institution.
2. TRiO Program and
Staff will align the
SB1456 STUDENT
SUCCESS INITIATIVE
into TRIO
PROGRAMMING.
Recommendation 1,
Increase College and
Career Readiness,
Recommendation 2,
Strengthen Support for
Entering Students,
Recommendation 3,
Incentivize Successful
Student Behaviors,
Recommendation 4,
Align Course Offerings.
Recommendation 5,
Improve the Education
of Basic Skills Students,
Recommendation 6,
Revitalize and ReEnvision Professional
Development
18 | P a g e
44 TRiO
graduates/transfers in
2013-14.
Reduction in
Recommendation 1.
Funding
TRiO implemented
successful financial aid
application,
assessment,
identification and
selection, orientation
of TRiO students at
Hartnell College
BEFORE their first
semester.
KEY PERFORMANCE
INDICATORS
1. FAFSA process
completion in student
file.
2. ACCUPLACER score
in student file.
Recommendation 2.
The new TRiO Student
Cohort successfully
completed a first and
second semester
educational plan
within the first TWO
months of the
semester.
KEY PERFORMANCE
INDICATORS
1. First year Education
Plan in student file.
Yes
Yes
Recommendation 3.
TRiO Students
completed the TRiO
student contract
during the first
semester and retain
eligibility for TRiO
Program membership
and retain TRiO
Services and Priority
Registration.
KEY PERFORMANCE
INDICATORS
1. Hard copy student
transcript in student
file.
Recommendation 4.
TRiO Counselors
attended the CSU/UC
Counselor and
Ensuring Transfer
Success Conferences
and assisted students
with the identification
of courses from the
community college
and the CSU/UC via
IGETC, CSU Breath and
ASSIST.ORG.
KEY PERFORMANCE
INDICATORS
1. Counselors
attended at UC/CSU
Counselor and ETS
Conferences.
2. Hard Copy
Educational Plan in
student file.
Recommendation 5.
TRiO Students who
assessed at remedial
course levels will
successfully attended
19 | P a g e
mandatory TRiO
tutorial services and
utilized other student
services offices and
Hartnell College
remedial resources
e.g. MASH tutoring
and join MESA, EOPS,
DSPS, STEM remedial
services etc.
KEY PERFORMANCE
INDICATORS
1. Students in
remedial courses were
provided tutorial
services.
2. Kept TRiO Tutorial
Attendance Records in
student file.
Recommendation 6.
TRiO Staff attended
Hartnell College FLEX
Days, CSU/UC
Conferences and
attended TRiO
Professional
Conferences to
improve their critical
thinking and apply
problem-solving skills.
KEY PERFORMANCE
INDICATORS
1. Record of
attendance at UC/CSU
Counselor
Conferences in TRiO
staff training binder.
2. Record of
attendance at Hartnell
College FLEX Day
Activities in TRiO staff
training binder.
3. Record of
attendance at TRiO
Professional
Conferences in TRiO
20 | P a g e
staff training binder.
INDIRECT
ASSESSMENT of
SB1456 and
INPLEMENTATION of
the STUDENT
SUCCESS INITIATIVES
(SB1456)
RECOMMENDATIONS.
1. After Activity
Surveys and
Questionnaires.
2. Indirect assessment
from “2013-2014 TRiO
Program Evaluation”
survey by all
continuing TRiO
students in Sept 2014
3. Annual end of year
survey of TRiO
students through the
TRiO 2013-2014, End
of Year Questionnaire
of Students who
attended EOPS, MESA,
DSPS, MASH and
regular Tutoring
sessions.
TRiO PROGRAM
STAFF ASSESSMENT
PLAN
The ASSESSMENT
STATUS REPORT of the
PRIMARY and
SECONDARY
MEASURES were
discussed with the
TRiO Staff at regular
meetings:
1. At regular meetings
21 | P a g e
(1-2 times per month)
between TRiO
Director, TRiO
Counseling Faculty
and TRiO support staff
discussed SB1456
implementation.
2. At regular meetings
(weekly) between
TRiO Counselors and
TRiO Tutors and Peer
Advisors TRiO support
staff discussed SB1456
implementation.
3. At beginning-of and
end of semester full
TRiO staff meetings
TRiO support staff
discussed SB1456
implementation.
At each TRiO staff
meeting, reports were
given by each staff
member; problems
were discussed and if
necessary strategies
were implemented as
needed.
4. At the annual TRiO
Retreat for 2013-2014
and for 2014-2015,
the staff held and will
hold an annual
debriefing and TRiO
support staff will
discuss SB1456
implementation.
In August 2014 and in
August 2015, the TRiO
staff will debrief and
assess the STUDENT
AFFAIRS SERVICE
22 | P a g e
3. IMPLEMENTED
IMPROVEMENT OF
EDUCATIONAL PLAN
COMPLETION
The FIRST of the
PRIMARY and
REQUIRED SERVICES of
the TRiO Program is
Course Selection and
Academic Advising.
AREA ANNUAL
ACTION PLAN
Strategic Initiatives.
Outcome:
1. TRiO students are
able to articulate,
identify, develop, and
clarify educational,
career, vocational,
degree, and transfer
goals.
2. TRiO students are
able to communicate
their interests and
needs to the TRiO
Counselors.
The FIFTH of the
PRIMARY and
REQUIRED SERVICES of
the TRiO Program is
3. TRiO Students are
Transfer Advising and
able to attain goals in
Graduation Assistance. reasonable and
expected time frames.
Additionally, under the
two SB1456 state
4. TRiO students are
mandates of
able to learn
Recommendation 1,
adjustment, flexibility,
Increase College and
and adapting skills in
Career Readiness and
forming educational
Recommendation 2,
plans.
Strengthen Support for
Entering Students,
Possible Key
TRiO counselors must
Performance
improve the accuracy
Indicators (KPIs):
and effectiveness of
developing TRiO
1. # of TRiO students
student educational
with educational
plans.
plans.
2. 3. 4 Results of final
“TRiO Program
Evaluation” analysis
by graduating and
continuing TRiO
students.
TRiO Assessment Plan:
23 | P a g e
4. IMPLEMENTED TRiO
FIRST YEAR
EXPERIENCE (FYE)
CURRICULUM
The THIRD and
FOURTH of the
PRIMARY and
REQUIRED SERVICES of
the TRiO Program
include providing a
curriculum in Financial
Aid and Financial and
Economic Literacy.
1. At the TRiO Annual
Retreat in August
2014, as a TRiO
Program, we will
discuss the year’s
total results from the
TRiO strategic
initiatives and
evaluate where, if
anywhere,
adjustments need to
be made as the TRiO
Program.
Outcomes
1. TRiO students
completed the TRiO
Program FIRST YEAR
EXPERIENCE mission
of having been
provided the TRiO
PRIMARY and
REQUIRED SERVICES
including:
1. Course Selection
and Academic
Advising.
All new TRiO students
took part in the TRiO
First Year Experience
(FYE).
2. Tutoring.
The TRiO FYE provided
support to all students
who are in their first
year of the TRiO
Program at Hartnell
College. After applying
to Hartnell College and
scheduling their
mandatory Math and
English assessments,
and attending the TRiO
Program interview, all
new TRiO students
were required sign a
4. Financial and
Economic Literacy
Workshops.
24 | P a g e
3. Financial Aid
Workshops.
5. Transfer Advising
and Graduation
Assistance.
6. TRiO students met
and bonded with TRiO
counseling and
support staff.
7. TRiO students
contract with the
following
requirements: They
MUST attend the New
TRiO Student
Orientation, MUST
schedule their
mandatory TRiO
workshops, MUST
attend their
educational plan
appointments and if
required, MUST attend
their tutorial sessions.
All TRiO students who
complete the contract
will be in GOOD
STANDING and will
receive Level 2 priority
registration both Fall
and Spring semesters.
All TRiO students
received specialized
career counseling
support to assist
students to figure out
what career direction
to pursue
All TRiO students
received the
opportunity for
assistance from a TRiO
Tutor/Peer Mentor
who are fellow TRiO
students, some of
whom were ready to
transfer and assisted
the new students to
learn how to
survive and
thrive beyond the first
year of college while
the students pursued
their academic dreams
25 | P a g e
attended TRiO
Teambuilding
Activities and started
to form the TRiO
Learning Community.
8. TRiO students
gained clarity and
chose majors, minors
and transfer
institutions.
9. TRiO students
understood and
utilized TRiO support
services.
10. TRiO students
understood the
responsibilities of
membership in the
TRiO Program and
understood how to
maintain program
eligibility.
12. TRiO students
learned how to access
student services on
campus such as:
regular and MASH
tutoring, DSPS, EOPS,
MESA,
STEM student
activities, financial
aids, etc.
13. TRiO students
learned the campus
layout.
Key Performance
Indicators (KPIs):
1. Results of TRiO
Orientation “followup survey” by
students.
All TRiO students were
encouraged to attend
campus events, some
of which supported
scholarship
opportunities for first
year students.
2. Results of final
“TRiO Program
Evaluation” analysis
by first year TRiO
students.
All TRiO students were
encouraged to become
involved in campus
activities and to
become campus
student leaders.
1. Annual TRiO
Retreat and 20132014 Debriefing.
5. IMPLEMENTED TRIO
MID-SEMESTER
PROGRESS REPORTS
All new cohort TRiO
students were
required to return a
progress report for the
fall and spring
semesters. The
progress reports were
e-mailed to students
during the 7th week of
the fall and spring
semesters
As instructed on the
report, students
included all current
classes listed on their
class registration
receipt, then asked
their instructors to
26 | P a g e
TRiO Assessment Plan:
In August 2014, the
TRiO staff will debrief
and assess the
STUDENT AFFAIRS
SERVICE AREA
ANNUAL ACTION
PLAN’s TRiO Program,
5 Strategic Initiatives
and NOTES.
Outcome:
1. TRiO students were
communicating
directly with
instructors to
complete progress
reports.
2. TRiO students were
actively participating
in their own course
evaluation process.
3. TRiO students who
learned that they had
less than passing
grades at the mid
semester progress
reports, strategized
with TRiO counselors
for methods to
improve their course
comprehension and
GPA.
complete the
following:
a. Current grade (if
available)
b. Number of absences
c. Comments
d. Instructor signature
4. TRiO students
incorporated
instructor feedback
with a personal
academic success
strategy and the
incorporation of a
future academic
skillset for university
success.
Possible Key
Performance
Indicators (KPIs):
1. Results of final
“TRiO Program
Evaluation” analysis
by TRiO students.
TRiO Assessment Plan:
1. Annual TRiO
Retreat and 20132014 Debriefing.
In August 2014, the
TRiO staff will debrief
and assess the
STUDENT AFFAIRS
SERVICE AREA
ANNUAL ACTION
PLAN’s TRiO Program,
Strategic Initiatives.
6. IMPLEMENTED TRiO
PROACTIVE/INTRUSIVE
ADVISING
(MANDATORY TRiO
STUDENT CONTRACT)
The FIRST of the
PRIMARY and
REQUIRED SERVICES of
the TRiO Program is
27 | P a g e
Outcome:
1. All TRiO students
participated in
Proactive/Intrusive
Counseling. During
the first semester of
attendance, all TRiO
students developed
and had on file a
Course Selection and
Academic Advising.
student educational
plan. This was
accomplished starting
The FIFTH of the
with the summer TRiO
PRIMARY and
orientation and fall
REQUIRED SERVICES of semester workshops.
the TRiO Program is
Extensive follow-up by
Transfer advising and
TRiO counselors
Graduation Assistance. occurred throughout
(CONTINUING
the semester to refine
ACTIVITY)
educational plans and
to monitor student
performance in their
The Proactive/Intrusive classes.
style of counseling
within the TRiO
Program required that 2. TRiO students’
the TRiO participants
demonstrated
meet with the TRiO
reliability, punctuality,
counselors three times and follow through.
a semester.
3. TRiO students
Upon admission into
identified goals,
the TRiO Program, the policies, and
participants signed a
procedures for
release authorizing
retention and
program access to the
completion of the
student’s academic
SB1456 Student
records.
Success Initiative.
The TRiO Counselors
printed out transcripts
twice a semester and
the program also
required that TRiO
students be issued
progress reports that
are taken to Hartnell
College faculty for
grade status checks
that were returned to
the program staff,
which resulted in a
constant monitoring of
the students grades.
When academic
issues/problems
28 | P a g e
4. TRiO students
learned consequences
and demonstrate
commitment.
5. TRiO students
perfected social skills,
and identified and
bonded with other
TRiO students and the
larger Hartnell College
community.
Possible Key
Performance
Indicators (KPIs):
occurred the
counselors used the
proactive/intrusive
style of advisement
and called the students
in for an academic
intervention. This
constant monitoring
and intervention
resulted in a higher
level of monitoring and
contributed to higher
percentages of new
student persistence
from one year to
another.
1. Results of final
“TRiO Program
Evaluation” analysis
by TRiO students.
7. IMPLEMENTED TRIO
TUTORING
Outcome:
1. Target TRiO
students attended
mandatory TRiO
Tutorial sessions for
Math 121, Math 123,
Math13 and English
101, English 1B.
The SECOND of the
PRIMARY and
REQUIRED SERVICES of
the TRiO Program are
to provide tutorial
services.
The TRiO Program
provided math and
English tutoring for
first generation and
low-income students
who need assistance in
both remediation and
at the college
freshmen level. The
TRiO Program also
connected TRiO
students with ALC,
MASH, and other
tutorial resources on
campus.
29 | P a g e
TRiO Assessment Plan:
1. Annual TRiO
Retreat and 20132014 Debriefing.
In August 2014, the
TRiO staff will debrief
and assess the
STUDENT AFFAIRS
SERVICE AREA
ANNUAL ACTION
PLAN’s TRiO Program,
5 Strategic Initiatives
and NOTES.
2. TRiO students
demonstrated
reliability, punctuality,
and follow-through by
attending TRiO
Tutoring sessions.
3. TRiO students
identified learning
goals and complete
their mandated TRiO
tutorial hours.
4. TRiO students
learned consequences
of low GPAs and
demonstrated new
commitment.
Possible Key
Performance
Indicators (KPIs):
1. Results of final
“TRiO Program
Evaluation” analysis
by TRiO students.
2. Evaluation of TRiO
Tutoring reports
TRiO Assessment Plan:
1. Annual TRiO
Retreat and 20132014 Debriefing.
In August 2014, the
TRiO staff will debrief
and assess the
STUDENT AFFAIRS
SERVICE AREA
ANNUAL ACTION
PLAN’s TRiO Program
Strategic Initiatives.
* 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?
On Friday, December 6, 2013, we electronically submitted the 2012-2013 APR to the TRiO Office, US
Department of Education, Washington DC. We reported on achieving the three primary TRiO objectives
for 2012-2013.
A. Objective 1: Number funded to serve. On page 17 of the APR, we report that we are serving 186
students each year required by the US Department of Education. We are actually serving about 230
students each year. We have students who we serve who are not TRiO eligible but who are termed
Friends of TRiO.
However, the US Department of Education only funds us for serving 160 students.
30 | P a g e
B. Objective 2: Persistence and Good Standing Objective(s).
(I) 2012-2013 Persistence Rate Objective:
We are meeting our persistence rate objective. 80% of all participants served by the TRiO Project will
persist from one academic year to the beginning of the next academic year. During 2012-2013, 93% of
all participants served by TRiO persisted from fall 2012 to fall 2013.
(II) 2012-2013 Good Academic Standing Objective.
We are meeting our objective that 80% of all enrolled participants served by the TRiO Project will meet
the performance level of 2.0 GPA required to stay in good academic standing at the grantee institution.
During 2012-2013, 90% of all participants served by TRiO maintained a GPA of 2.0.
C. Objective 3: Graduation and Transfer Objective(s).
(I) 15% of 2009-2010 new participants served will graduate with an associate’s degree or certificate
within four (4) years. In 2013-2014, 44% of participants served will graduate with an associate’s
degree.
AND
(II) 15% of 2009-2010 new participants served will transfer from a 2-year to a 4-year institution with an
associate’s degree or certificate within four (4) years. In 2013-2014, 93% of participants served will
graduate with an associate’s degree and transfer to a 4-year institution.
31 | 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.
Expanded
TRiO
Counseling
at the King
City Center.
32 | P a g e
Strategic
Plan
Goal(s)
No. &
Letter
(e.g.,
5A)*
2A
2B
5A
Related
SAOs, SLOs,
PLOs, or
goals
Desired
Outcome(s)
Resources
Needed
Person
Responsible
Student
Achieveme
nt
Improved
persistence
rates,
graduation
rates and
transfer
rates at the
KCC.
Funding for
TRiO
Counselor
hours and
for travel
costs.
Manuel
Bersamin
Additional
support for
at risk
students i.e.
low income,
first
generation
students
with
disabilities
through
TRiO
services that
promote
persistence,
retention,
degree
and/or
certificate
completion
and
university
transfer.
Estimated
Date of
Completion
(can be more
than one
year in
length)
05/31/2016
Comments
Many South
County TRiO
students have
little access to
transportation
to the main
campus. They
cite lack of
personal
vehicles or
hardships.
If the TRiO
budget was
augmented, the
TRiO Program
would be able
to travel to the
King City
Center to
better serve
South County
TRiO students.
The TRiO
counselor
would then
plan an
individualized
intervention
plan for each
South County
TRiO student.
This
intervention
plan would
include
working out
improved time
management,
the
participation in
small study
and learning
groups at the
KCC,
additional
tutorial
services,
recognizing
learning styles
and
motivational
techniques, or
a combination
of these
intervention
strategies.
2.
The
restoration
of student
fieldtrips to
the
California
State
University
and the
University of
California
Campuses.
2A
2B
5A
Student
Access Provide the
SECONDAR
Y SERVICES
to TRiO
students
(lowincome, first
generation
and/or with
disabilities)
in an
effective
process with
student
satisfaction.
The TRiO
Secondary
Services
Include:
California
State
University
and
University of
California
Online
Application
Workshops,
Financial
Aid
Assistance,
A dedicated
TRiO
Student
Study
Center,
Quiet Study
Rooms,
Computer
33 | P a g e
Improved
familiarity of
the CSU/UC
campuses by
TRIO/EOPS
/Transfer
Center
students.
Funding for
3 fieldtrips
chartered
through
Pacific
Monarch
Charters
Manuel
Bersamin
05/31/2016
While fieldtrips
are a secondary
TRiO service,
we can no
longer afford to
go on any
fieldtrips.
If TRiO is
augmented
monies for
these fieldtrips,
they will be
offered to
qualified
TRiO/EOPS/
Transfer
Center
students.
and Printer
Access,
Textbook
and
Graphing
Calculators
Lending
Library,
Visits to
Public
Universities,
and Cultural
Activities.
3.
TRiO Parent
Meetings at
the Hartnell
College Main
Campus and
the King City
Center.
2A
4. REVITILIZE
AND
REENVISION
STAFF
PROFESSIONAL
DEVELOPMENT
2A
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2B
5A
2B
5A
Student
Success Additional
support for
at risk
student’s i.e.
low income,
first
generation
students
with
disabilities
through
TRiO
services that
promote
persistence,
retention,
degree
and/or
certificate
completion
and
university
transfer.
Provide
workforce
Developmen
t and
lifelong
learning to
TRiO
faculty.
Increased
connection
of parents
and
improved
parental
understandi
ng and
empowerme
nt to assist
their
children
toward
graduation
and transfer.
Funding for
refreshmen
ts for
parents at
parent
meetings.
Manuel
Bersamin
05/31/2016
Funding for
TRiO
Counselor
Professiona
l
developme
nt
conferences
and for
travel costs.
Manuel
Bersamin
05/31/2016
Research
shows that
empowering
first generation
and low
income parents
to develop a
college going
expectation
will result in
more of these
students
actually
attaining
graduation and
transfer.
William G.
Tierney, USC
Higher
Education
Institute.
As TRiO staff
develops know
ledge and
understanding
of SB1456,
under the TRiO
director’s
direction, the
TRiO
counselors,
TRiO student
tutors, TRiO
student peer
advisor and
CSEA support
staff will be
able to engage
in ‘enhanced
professional
development
specifically
related to the
faculty and
support needs
of the TRiO
students who
require basic
skill
assistance’.
In regards to
improving the
transfer rate,
TRiO
counselors
could attend
professional
development
conferences
and work more
effectively and
closely with the
Hartnell
counselors who
are assigned to
articulation
and transfer
counselors,
LaVerne Cook
and Mercedes
Quintero, to
better
coordinate the
transfer of not
only TRIO
students, but
all Hartnell
students since
when they are
not on the
TRiO
Counselor
contract, the
TRiO
counselors
work as
CALWORKS
and general
counselors.
The TRiO
counselors
would be in
constant
communicatio
n with the fulltime college
counselors in
order to share
their new
professional
knowledge
base on
student
development,
retention,
advisement,
graduation/tra
nsfer and
personal
counseling.
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* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
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*** Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will
support the service/office/program.
Consider:
· Faculty
· Other staffing
· Facilities
· Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than
$5,000),
· Software
· Hardware
· Outside services
· Training
· Travel
· Library materials
· Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
[Begin response here]
b) Describe how this activity supports any of the following:
1) Service Area Outcome
2) Program level Outcome
3) Course level Outcome
4) Service/Program Goal
5) Strategic Priority Goal
[Begin response here]
c) Does this activity span multiple years?
YES
NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
d) What measureable outcomes are expected from this activity? List indicators of
success.
[Begin response here]
e) What are the barriers to achieving success in this activity?
[Begin response here]
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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 (budget development, funding decision making, and resource allocation)
processes. A resource is likely to be something needed to support an activity that you have identified in
IIIA. above, in which case you must link the resource with a specific activity number (first column
below). A resource could also be something necessary for your service/program to function properly to
improve student learning, such as updated equipment in a room/facility; in such case be sure to note
that the resource is NOT tied to a specific activity.
Activity
No.
Personnel
Classified
Staff/
Faculty (C/F)*
Supplies/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
C
o
n
tr
a
ct
Training
Travel
Library
Materials
Scienc
e Labs
Projected
Costs
S
e
r
vi
c
e
s
1.
Fund Two
TRiO
Academic
Tutors
2.
Fund two
adjunct
TRiO
Counselor
s from 15
to 23
hours a
week
2 Tutors
(Student
Worker 2)
$17,163.00
36 weeks X 20
hours X$11.70 =
$8,424.00 x 2 =
$16,848.00
X .02 Benefits =
$315.00
Total
$17,163.00
C
2) 8 hours X 36
weeks X $57.43
=$16,540.00 x 2
= $33,080.00
And 12.67%
Benefits
= $4191.00
Total
$ 37,271.00
F
Range 26, Step
A
$43,557.00
3. Fund
(1) 40
hour
Program
Assistant
38 | P a gI e Benefits @
for TRIO
29.04% =
$12,649.00
$37,271.00
$56,206.00
4. Fund
the
increase
the TRiO
Administr
ative
Assistant
salary and
benefits
29.04%
Benefits
Total =
$56,206.00
C
Range 17
Step D to E
From 10 month
20hrs to FT 12
month 40hrs =
$23,630.00
$ 30,493.00
Benefits @
29.04% =
$6863.00
Total
=$30493.00
C
5.
4
fieldtrips
each
academic
year to
visit Cal
State and
University
of
California
campuses
Pacific
Monarch
Bus Charter
$8,200.00
47
passenger
coach
$1,500 +
($50 driver
gratuity) X 4
trips =
$6200.00
Water and
Lunch
Food
$10.00 X 50
students =
$500.00 X 4
trips =
$2000.00
S
6. Parent
meetings
Refreshme
nts for
parents at
parent
meetings
$200.00
$200.00
7. Fund
Profession
al
Developm
ent Staff
Training
39 | P a g e
Fees for
Conferenc
es:
$ 1000.00
(1) UC
Counselor
s
Conferenc
$4,000.00
e
(2) CSU
Counselor
s
Conferenc
e
(3) Ensure
Transfer
Conferenc
e
(4)
WESTOP
Conferenc
e
Travel for
Conferenc
es
$3000.00
S
8. Fund
Expansion
of TRiO
Textbook
Lending
Library
30
Textbooks
@
$100.00
each
$3,000.00
S
9. Fund
Expansion
of TRiO
Graphing
Calculator
Program
10.
Purchase
two Cloud
Based
Laptops
10 TI84+
Graphing
Calculators
@ $100.00
each
E
Two cloud
based
laptops @
$1000.00
each
($2000.00).
Samsung
Elitebooks
Core I5
H
* Personnel: Include a C or F after the amount to indicate Classified Staff or Faculty.
** S for Supplies, E for Equipment.
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$1,000.00
$2,000.00
*** H for Hardware, S for Software.
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APPENDIX A. Strategic Priorities & Goals
(From Hartnell College Strategic Plan 2013-2018)
Priority 1: Student
Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong
learning opportunities—with seamless pathways—to all of the college’s present and prospective
constituent individuals and groups.
Priority 2: Student
Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
Priority 3: Employee
Diversity and Development
Goal 3A: Hartnell College is committed to 1) increasing diversity among its employees; 2)
providing an environment that is safe for and inviting to diverse persons, groups, and
communities; and 3) becoming a model institution of higher education whose respect for
diversity is easily seen and is fully integrated throughout its policies, practices, facilities, signage,
curricula, and other reflections of life at the college.
Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to
providing and supporting relevant, substantial professional development opportunities.
Priority 4:
Effective Utilization of Resources
Goal 4A: To support its mission, Hartnell College is committed to the effective utilization of
its human resources.
Goal 4B: Hartnell College is committed to having its physical plant, furnishings, and grounds
maintained and replaced in a planned and scheduled way to support learning, safety, security,
and access.
Goal 4C: Hartnell College will maintain a current, user-friendly technological infrastructure
that serves the needs of students and employees.
Goal 4D: Hartnell College is committed to maximizing the use and value of capital assets,
managing financial resources, minimizing costs, and engaging in fiscally sound planning for
future maintenance, space, and technology needs.
Priority 5:
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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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