Program Planning and Assessment (PPA)
for Services, Offices & Non-Instructional Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2015
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 comprehensive review that shows evidence of
improvement and outlines long-range goals.
The Program Planning and Assessment process improves and increases the flow of information
and data at Hartnell College. The result of the process also improves institutional effectiveness.
Service/Office/
Non-Instructional
Program
Date Completed (must be in final
form by 3/27/15)*
Date Submitted
to VP
Tutorial Services
*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
Name
Frank Henderson
Title/Position
Tutorial Services Coordinator
VP/Division Head’s Comments (required):
Tutorial Services has been “limping” along since 2009 with decreased funding and staffing. The
proposed move of these services to a larger, more centralized location will allow for more
services to be provided on the Main Campus. The Tutorial Services Summary Report (SARS Trak)
reflects the first increase in students and hours in the past three years. However, there are challenges in
providing services at remote locations because of space limitations and staffing. In addition, Title V
grants and BSI funding provide the majority of the budget for most tutors and SI leaders, which limits
services to STEM and basic skills areas. There is concern about support when the Title V grants sunset.
Kathy Mendelsohn
May 29, 2015
_______________________
Typed Name of VP/Division Head
______________
Date
_______________________
Typed Name of VP/Division Head
______________
Date
This PPA report is organized in 3 sections and 9 subsections as follows:
1 | Page
I.
Comprehensive Review – a. Overall Service/Office/Program Effectiveness,
b. Staffing Profile, and c. Service/Office/Program Goals.
II.
Annual Review – a. Data & Trends, b. Service/Program Modality, c. Outcomes,
and d. Previously Scheduled Activities.
III.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
➔ For services/offices/non-instructional programs scheduled for comprehensive
review in spring 2015, please complete Sections I, II, and III.
➔ 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 2015. Go to Section II for
services/offices/non-instructional programs scheduled for annual review in
spring 2015.
A. OVERALL SERVICE/OFFICE/PROGRAM EFFECTIVENESS
1. Describe your service/office/non-instructional program in terms of its overall
effectiveness over the past several years.
Please consider the questions below in describing your area.
●
●
●
●
●
●
●
●
●
What are your area’s primary functions?
How are students/employees served by the service/office/program?
What are the unique aspects of the service/office/program?
How does the service/office/program relate to the needs of the community?
How does the service/office/program interface/collaborate with other areas on campus?
What is working well in service/program provision?
Have state and/or federal mandates/rules/certifications particular to the service/program
been met?
What policies and/or practices, both institutionally and departmentally, have been
implemented to improve functions over the past few years?
What professional activities have staff recently (last three years) participated in?
[Begin response here]
2 | Page
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
2012-13
2013-14
2014-2015
Management, Supervisors
Classified Staff
Classified Staff- Part-time
Faculty Staff
Faculty – Part-time
Student Workers
Professional Experts
Total Full Time
equivalent Staff
2. What staffing factors/challenges have influenced the effectiveness of the
service/office/program?
[Begin response here]
3 | Page
C. SERVICE/OFFICE/PROGRAM GOALS
1. List and describe service/office/program goals for the next comprehensive review
cycle. Be sure to highlight innovative, unique, or other especially noteworthy
aspects.
In considering your service’s/office’s/program’s future goals, please review Hartnell’s vision and
mission 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)
II. ANNUAL REVIEW
This section must be completed for ALL services/offices/non-instructional
programs, including those scheduled for a comprehensive review in spring 2015.
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.
Tutorial Services Summary Report (SARS Trak)
4 | Page
Semester
Attend
Hours
Students
Compared to the
prior year
Fall 2012
5,436
491
2012-2013
Spring 2013
7,271
531
Students
1,022
-31.9%
Summer 2013
872
121
Hours
12,707
-26.9%
Fall 2013
8,276
899
2013-2014
Spring 14
8,311
961
Students
1,860
82.0%
Summer 14
689
69
Hours
16,587
30.5%
Fall 14
7,441
948
5 | Page
Supplemental Instruction - Learning Center
Supplemental
Instruction
Instructor(s)
Fall 2014
Course
SI Leader(s)
Biology 11
Biology 6
Biology 6L
Chemistry 22
Chemistry 22
Chemistry 22
Chemistry 60
ESL 233
ESL 255
ESL 243
Math 121
Math 121
Math 121
Math 123
Math 123
Math 121
Math 123
Math 123
Math 201
Math 25
Math 123
Math 25
Math 121
English 1A
A. Edens
D. Kaplan
D. Kaplan
L. Strandberg
A. Taketomo
S. Bekker
S. Bekker
C. King
C. King
C. King
J. Perez
J. Butler
K. Rand
J. Perez
J. Butler
J. Perez
J. Riley
J. Riley
J. Butler
N. Pasquale
K. Rand
J. Perez
Y. Chu
M. Plumb
Neal
Marivic
Marivic
Carmela
Zach
Mercedes
Mercedes
Manuel
Adriana
Gabriela
Neils
Adela
Juana
Neils
Jesus V.
Chris
Jhanic
Oscar
Jesus V.
Louis
Juana
Chris
Louis
Guadalupe
SI Totals
Avg.
Session
Size
2.4
4.5
SI
Students
11
28
0
33
74
13
0
5
22
17
24
12
5
58
9
24
4
6
14
24
6
52
18
7
SI
Hours
48
296
0
407
403
35
SI
Sessions
20
66
0.00
78.00
52.00
12
128
172
265
157
13
14
192
27
7
13
7
127
25
7
531
37
25
21.00
31
48.00
28.00
13.00
7.00
33.00
7.00
3.00
0.00
4
41
6.1
5.5
5.5
5.6
1.0
2.0
5.8
3.9
2.3
4.00
59
11.00
14.00
1.8
9.0
3.4
1.8
359
2,311
464
5.0
5.2
7.8
2.9
1.8
3.1
Fall 2014 Faculty - SI Leader or Tutor Performance Survey
SI or Tutor supported course(s) with section number(s) (i.e., math 121, sec 2343)
asl 2 & 3
MAT 3A, sec 1557
Math Academy PreCalc
Math Academy, Precalc
ESL 243 sec 2082
ESL 255 sec 2085
Math Academy - Precalc
bio 11, sec 1012, 1013, 1014
ESL 233 #2079
CHM22 1406, 7, 8, 9
Eng 1a 2040
Chem 22, sec 2050; Chem 22, sec 1051; Chem 60, sec 1056
6 | Page
What do you feel are the strengths or weaknesses of your SI Leader or Tutor?
Very knowledgeable in subject matter.
Our sign language tutor is absolutely wonderful! Thank you very much for allowing our sign language
students to benefit from being tutored by a native signer. This is the first semester that our tutor was not
allowed 20 hours per week and this truly limited student access to asl tutoring. Please let us know if next
semester the asl tutor's hours can be increased like past semesters. Our students highly benefit. I have
plenty of tutoring reports that attest to these benefits.
Strength: Mercedes is organized and goal oriented Weakness: Communication with students and instructor
and sometimes not being able to answer students' questions.
Guadalupe is an excellent SI and tutor. She makes her fellow students comfortable and she offers excellent
guidance on strengthening their work.
friendly, patient, intelligent, gently forces students to use computer resources--excellent workshops for
students during their required lab time
Good knowledge of content. Tremendous amounts of patience and persistence. Outstanding work ethic.
only strengths--intelligent, patient, organized, well-prepared, & creative
A great role model for students. She has already earned a BA, and is very willing to share her experiences
with students. Good knowledge of subject area, great work ethic, and great enthusiasm. A pleasure to work
with.
Unafraid to help students in class. Very knowledgeable about calculus. He's clearly a good student with
regard to his own goals, and that translates to how he helps others.
Enthusiastic, caring, bright, friendly, good communicator, organized, prepared
Great work ethic. Willingness to "go with the flow" and help wherever needed, above and beyond the basic
job requirements. Good knowledge of content area and enthusiasm for Math Academy program. A joy to
work with.
Adriana is very intelligent, patient, kind, extremely conscientious, and funny! I can depend on her to help me
plan what needs to be clarified in lecture. She develops fantastic review materials.
Your SI Leader's/Tutor's academic ability [Please help us by rating your SI Leader or Tutor in the
areas below.]
Excellent
11
79%
Good
2
14%
Fair
0
0%
Poor
1
7% **
Unable to Assess
0
0%
7 | Page
Your SI Leader's/Tutor's dependability [Please help us by rating your SI Leader or Tutor in the areas
below.]
Excellent
9
64%
Good
4
29%
Fair
0
0%
Poor
1
7%**
Unable to Assess
0
0%
The amount of contact your SI Leader/Tutor had with you [Please help us by rating your SI Leader or
Tutor in the areas below.]
Excellent
9
64%
Good
3
21%
Fair
0
0%
Poor
2
14%**
Unable to Assess
0
0%
8 | Page
Your SI Leader/Tutor as a model student [Please help us by rating your SI Leader or Tutor in the areas
below.]
Excellent
10
71%
Good
2
14%
Fair
0
0%
Poor
1
7%**
Unable to Assess
1
7%
Your SI Leader's/Tutor's willingness to help. [Please help us by rating your SI Leader or Tutor in the
areas below.]
Excellent
10
71%
Good
2
14%
Fair
1
7%
Poor
1
7%**
Unable to Assess
0
0%
9 | Page
Your students' feedback about SI/Tutoring sessions [Please help us by rating your SI Leader or Tutor
in the areas below.]
Excellent
10
71%
Good
2
14%
Fair
1
7%
Poor
1
7%**
Unable to Assess
0
0%
Would you consider working with the Tutorial Services and the SI Program in the future?
Please share your comments and any comments, both positive and negative, students have made to
you regarding SI sessions or your SI Leader/Tutor.
1. Students had a hard time scheduling time with Mercedes and she wasn't available when she said she
would be. 2. On a few occasions Mercedes wasn't able to answer students' questions. 3. Early on in the
semester those students who got some help from Mercedes did better on their quiz.
Students only have positive things to say about Adriana. They depend on her and attend her sessions 2 or 3
times/week. They have commented on her patience and intelligence.
Students appreciate the fact that Manuel started as a beginning ESL student at Hartnell and has now
become an SI for ESL.
He knows the material, and can present it in more than one way to help people understand.
Some students said they tried reaching Rochelle via her hartnell email, but were not successful. Since she is
not a student at Hartnell, could she still be allowed to use a hartnell email address?
The students that attend get a lot out of the sessions.
Students in this course (bio 11) tend not to attend SI sessions, even when they would greatly benefit from
them. But the few that did attend all praised Neal for being helpful to their performance in the course.
Students love Gabriela's extra efforts to clarify & practice new things in class. They depend on her as an SI
and as a peer tutor in the ESL lab (D359), and they plan their schedules around hers.
10 | Page
If there are aspects about the SI/Tutorial program that you do not understand or on which you would
like more information, please list them here.
I would like to have a different SI leader for Chemistry 60 in Spring semester. Her name is Czarina Contreras.
I would like for Rochelle to continue to offer tutorial support for ASL students outside of the classroom. But
if I may break the classroom into groups and have her work with students during class time, this would be of
tremendous help. Please let me know. Thank you!
Are there written guidelines for what SI's are allowed or not allowed to do? Most of my knowledge of the SI
program comes from the SI's, and I am constantly learning (from them). There is probably a document
somewhere that outlines their responsibilities (and restrictions), but I admittedly have never seen it or read
it. Thanks!
Spring 2014 Student Responses to Tutor Feedback Form (Online or Paper
versions)
Where were you tutored?
Main Campus (Salinas)
57
88%
Alisal Campus
(Salinas)
0
0%
King City Center
0
0%
Online Tutoring
1
2%
Other
0
0%
11 | Page
I feel better about using tutorial services after meeting with a tutor
1
0
0%
2
0
0%
3
0
0%
4
6
9%
5
59
91%
I feel better about my course(s) after meeting with a tutor
1
0
0%
2
2
3%
3
0
0%
4
8
12%
5
55
85%
12 | Page
My tutor was friendly, helpful, and patient.
1
0
0%
2
0
0%
3
1
2%
4
4
6%
5
60
92%
My tutor was clear when explaining.
1
0
0%
2
1
2%
3
0
0%
4
3
5%
5
61
94%
13 | Page
My tutor was knowledgeable about the subject.
1
0
0%
2
0
0%
3
0
0%
4
5
8%
5
60
92%
The tutoring session(s) helped me understand my course material.
1
0
0%
2
0
0%
3
2
3%
4
2
3%
5
61
94%
14 | Page
The tutoring session(s) was interactive.
1
0
0%
2
0
0%
3
0
0%
4
3
5%
5
62
95%
The tutoring session(s) was productive.
1
0
0%
2
0
0%
3
0
0%
4
3
5%
5
62
95%
15 | Page
How have you benefited from tutoring?
I've been more prepared for the tests
My grades and subject has very much improved.
Lisset helped me on my scholarship paper, and she improved my grammar and help revise it.
She helps me out a lot and I'm doing better on tests and quizzes.
I feel comfortable asking questions
Brandy is really helpful in math, she explains good and gives me good examples
I benefited from the drop in tutoring drastically. I fell the reason for this is mainly because I get more one on one time for
complicated material. It really gives me the opportunity to break things down and fully understand the material I am working on
Thank You
I am understanding the subject much easier.
I have improved in my math skills.
I am making better progress in my math class than the previous semester when I did not come to tutoring I am less intimidated of
math now
I have a better understanding of what to expect in my next math class
I benefited in the sense that now I understand more clear the process of English/ Writing
To study for Spanish and ESL classes.
I have benefited from tutorial because I now understand the spanish language better.
Yes, i am more comfortable asking questions.
It helped me better understand the material. It makes me want to come ask for help.
Well being the first time there yes it did help me a lot.
none
I have a better understanding of math, thanks to Adela which she has helped me improve
Brandi's help was really helpful, I really understand the quadratic formula
Improved grades
Tutoring helped me and made it more clear on my work how to do it. It made it much easier for me on my classes.
The tutoring center has benefited me,by allowing me to learn how to interact with other students. These interactions have lead to
the development of my academic skills, that I posses today. Which makes learning a more enjoyable experience. In addition it
has allowed me to make contacts with students that have experience in my field of studies, allowing me to realize what steps to
take to achieve my goals at Hartnell College.
I have completed all of my assignments. Also getting better scores on my tests, but I've been improving. Also she's helped me
take better notes.
Yes very much my grade improved two letter grades. Thank You!:)
The tutors helped me with aleks along with other prep calc problems.
Lower test anxiety
Brandy made learning easy. I can relate to the way she helps out. Very Helpful
I understand my homework better
Feel confident continuing with my math class
When I'm having trouble on something the tutor helps me through it
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.
The Tutorial Services Summary Report (SARS Trak) reflects the first increase in students and hours in the
past three years. However, SARS Trak was implemented in Summer 2012, replacing the Academic Timekeeper.
The new system allows any student to log-in, while the old system was designed to only allow students that were
registered for tutoring to log-in. Therefore, SARS Trak gives a more accurate picture of the number of students
we serve (about 30% higher than the Academic TimeKeeper), not just those who have registered for tutoring. In
addition, both the Math and Science Academy, which take place during the semester breaks, have implemented a
process for reporting their tutorial hours. This process needs to be refined in order integrate it with the day to day
activities of both academies. This summer the ESL Academy may begin using the same process for reporting
tutorial hours if the college dedicates funding for their tutors. Currently, the BSI funding source does not allow
the college to collect apportionment for their tutoring hours. It takes money to make money, but the college is
missing out on an excellent opportunity to increase revenue.
16 | Page
In recent semesters, more students have the Tutorial Area A214, but they are not documented since the Tutorial
Ambassador positions have not been consistently maintained. A process for creating consistent first contact
support for students entering the Main Campus Tutorial Area needs to be implemented. Tutorial Area usage
continues to increase by offering study hours for the athletics teams and inviting faculty to use the area for their
office hours and review sessions. Unfortunately, the center is limited by space. The more students we attract the
more crowded and noisy the center becomes which results in student spending less time here. The data above
show the average hours of Math Academy Lifeline students to be 24 in our former location while it has averaged
about half of that since our move to the LRC. We seem to be more successful at attracting students to our
services than driving them away, so this problem continues to grow.
Supplemental Instruction Attendance continues to suffer from the lack of available classroom space and
available hours of the SI Leaders. Assistance for student is optimal when sessions are held directly after the
target course in the same or a nearby classroom. Study areas within the same building, like the Rotarium and
SMI, are a good alternative to the LRC. Unfortunately, all our SI leaders are full-time students with rigorous
schedules and seldom are classrooms available to host sessions, so most of the sessions occur far from the
classroom in both time and space. This results in less efficient services since few students attend each session
and, ultimately, a smaller percentage of the class is supported. In addition, although there has been an increased
interested in SI among math faculty, SI in most disciplines lack lead faculty. As reflected in the consistent
services offered in ESL, lead faculty consistently recruit and maintain SI Leaders for their courses and promote
the use of SI in other courses within their discipline. The most recent casualty of this lack of leadership is the
pre-nursing biology courses. SI for some of these courses have become very inconsistent or non-existent.
Another campus program attempted to provide SI last semester in an area that Tutorial Services lacked SI
Leaders, but the quality of the services and results are unknown. My recommendation in last year’s PPA was the
hiring of Instructional Specialists who would take on the role of offering consistent and timely SI sessions while
offering classroom support and tutoring. These employees would fall on the classroom side of the 50% law.
The Fall 2014 Faculty SI Leader or Tutor Performance Survey results- (**Important note about data: There
is a glitch in the Google Summary that includes data that has been deleted. I tested the survey with a set of
“poor” responses. My test responses, although deleted from the spreadsheet, still appear in the summary data.)
The feedback from faculty regarding 12 SI Leaders or tutors was extremely positive and confirmed the
expectations that faculty should have. This survey also creates a starting point for dialog between the center and
faculty regarding anything from SI Leader performance to questions about programs and services. I had the
opportunity to educate several faculty membersabout the role of a SI Leader or tutor in the classroom and the
process of SI Leader selection, hiring, and training. The faculty member that rated the SI Leader “poorly” had the
SI Leader assigned to the class by another faculty member. This does not represent a “best practice” for SI. This
semester, I have requested email confirming SI Leader selection and have included a link to our “Best Practices
for SI Faculty” with my responses. I am also hoping that coordinators of other campus SI and tutoring programs
will ask their supported faculty to complete a similar survey.
Tutorial Services Tutor Feedback Spring 14 results - The 65 students that responded to this survey gave their
tutor high marks. In all but one question, over 90% of the students responded with 5 out of 5, the highest rating.
The only area scoring less, 85%, asked how the student felt about their class after using tutorials. This will be
addressed with further instruction and practice for tutors in the confirming an encouraging their students. In
addition, the survey for Spring 2015 has been modified to more closely measure SLOs; it is available online and
the link is included in our online English Tutor automatic response, so input can be collected from more online
students. We are relatively new to offering online services, so the collection of student feedback is critical to
program development and improvement.
17 | Page
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.
Recently, Learning Support at Hartnell was dealt another major setback. The last remaining employee of the
college’s former Academic Learning Center, the Tutorial Services Coordinator, was reclassified to a range below
the college’s “Athletic Equipment Attendant.” While this does not impact the coordinator’s current salary, it
creates a huge detriment to hiring a suitable replacement in the future.
A review of the like positions at community colleges in our region, Cabrillo and Gavilan, shows that although
the Tutorial Services Coordinator position at Hartnell College begins a higher salary level than our neighbors
($0.04 higher than Gavilan’s Tutorial Specialist), the last step on each is comparable to Hartnell’s. In addition,
neither of the other colleges have a starting salary comparable to Range 20. I am including link to the salary
schedule from both colleges below:
Cabrillo College (Tutorial Center Coordinator)
http://www.cabrillo.edu/services/hr/documents/Classified_8_21_14_000.pdf
Gavilan Community College (A Tutorial Specialist working with a Faculty Tutorial Coordinator)
http://www.gavilan.edu/jobs/salary/FY1415-Classified-SalarySchedule.pdf
Monterey Peninsula College ( No similar position ) Only an after school Tutorial Site Coordinator (TRIO)
Upon examination of the services of each colleges’ Tutorial Centers, Gavilan and Cabrillo, it is obvious that the
scope of work for each of their coordinators is very limited when compared with the level and variety of services
offered at Hartnell College. Gavilan http://www.gavilan.edu/tutor/ and
https://www.gavilan.edu/accreditation/2013/standard-2c/index.html offers individual and group tutoring in one
location at limited hours while Cabrillo http://www.cabrillo.edu/services/tutorials/ and
http://www.cabrillo.edu/services/pro/accred/pdf/Cabrillo_Self-Evaluation.pdf offers similar tutoring with more
available hours. This should be compared to the breadth and depth of the ever expanding and improving services
offered by Hartnell http://www.hartnell.edu/tutorial-services like drop-in tutoring, lifeline tutoring, supplemental
instruction, workshops, online services, etc. See the comprehensive Tutorial Services Program Planning and
Assessment for more information.
I was recently contacted by the Tutorial Faculty Coordinator at Gavilan. He asked about the difference between
tutoring and Supplemental Instruction. I explained some distinct advantages it has over tutoring and the success
rates for SI students. I will very likely be working with him to implement SI as I have done with several other
institutions in the past.
The Tutorial Services Coordinator has discussed this reclassification with the former and current union
presidents and formally requested an appeal of the decision. The request for appeal was denied.
Based on this recent setback, tutorial staffing should be redesigned to better serve the college’s three
instructional sites and provide consistent support in areas of critical need like pre-nursing, math, ESL, distance
education, and English. The need for staffing to coordinate and provide on-site tutoring has been expressed by
the deans at both King City Center and the Alisal Campus.
Tutorial Coordinators as faculty positions would be able to offer courses and credit labs in their areas. A less
expensive alternative would be the hiring of Classified Part-time Instructional Specialists to focus on areas of
need at various instructional sites. These permanent employees could report a single “coordinator” about the
services for their sites while offering instructional support inside and tutoring outside the classroom. Each of
these alternatives or a combination on the two moves the staffing cost from the administrative to the classroom
side of the 50% Law, preventing administrative costs from exceeding classroom costs has been challenging for
the college in recent years.
Each year the Tutorial Services administers over 200 exams for Hartnell students as well as for students from
other institutions. (http://www.hartnell.edu/test-administration)
Hartnell’s $25 exam fee has not been updated for over 20 year and is not in line with the market rate.
18 | Page
In 2013, the coordinator researched the fees charged at other institutions and made recommendations for a
change that is fair (for students taking short exams) and comparable to the rates charged by other Community
Colleges ($25.00 for the first hour, $10.00 for each hour after that).
Rio Hondo
Santa Rosa
Allan Hancock
American River
Saddleback
Yuba
Foothill
Cabrillo
ProctorU
$20.00 per 2 Hour Block
$35.00 per 3 Hour Block
$35.00 per Test
$25.00 per Hour
$50.00 per 3 Hour Block
$40.00 per Test
$25.00 per Hour
Fees: $35.00 for the first hour, $25.00 for each hour after that
$14.75 (1-hr. exam), $21.50(90-min. and 2-hour exam), or $30.25 (3-hour exam)
Last summer, the college went launched a new Drupal website. Tutorial Services responded with a complete
makeover of their former site. http://old-www.hartnell.edu/academics/lsc/tutorial_center.html
The new site features a slide show on the main page with links to each services and an ever growing list of online
and in-person resources at all instructional sites.http://www.hartnell.edu/tutorial-services
Other highlights include the integration of Google Drive and Docs that allow SI schedules to be updated by the SI
Leaders, not the coordinator
https://docs.google.com/spreadsheets/d/105r4WwONEupSW4m9aZt3gN3RQS1i085snTPrb35RDwc/edit?usp=shari
ng
and a link for psychology students, so they can check if their papers have been reviewed without making a trip to the
center.
https://docs.google.com/spreadsheets/d/1qvgjjPLd7JaZJZaBDcQlaNbnBiDZfhhez0twC7MhK90/edit?usp=sharing
Links on our main page also allow students to request a tutor of SI Leader and/or offer feedback about our services
while In collaboration with other campus programs and sites like Alisal and KIng City Center, tutor and SI leaders
are also encourage to apply for positions for the Learning Center, Math Academy, Science Academy, MESA,
ACCESS, and CSIT-in-3 using an online application .http://www.hartnell.edu/become-tutor-or-si-leader
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.
Tutorial Services supports about 1,000 students each semester through an ever changing array of academic
support services. The services provided by main campus Tutorial Services include drop-in tutoring, Math and
Science Academy lifeline tutoring, Supplemental Instruction (SI), writing workshops, conversation groups, nonEnglish course paper reviews, student training, student development, online resources (Etudes and SONO),
technology and Gmail support, and exam administration. Additional tutoring and SI for STEM courses are
available through the MESA program. Tutoring and SI schedules for all campus sites are now available on the
Tutorial Services “Schedules” web page.
Main Campus Tutorial Services provide students with trained, qualified student and professional tutors in various
academic areas through drop-in tutoring, group tutoring, and appointment tutoring. Tutors support a student's
regular instructional program through individual and small group tutoring at the main campus, King City Center,
and Alisal Campus. Drop-in tutors and group tutors provide basic skills assistance, especially for English as a
Second Language (ESL), English, and math through diverse activities that appeal to various learning preferences.
Instructional support for higher-level academic subjects (e.g. calculus, statistics, chemistry, and economics) is
19 | Page
provided through a variety of approaches (one-on-one tutoring, group tutoring, workshops, and SI study
sessions). Tutors on the Main Campus also administer exams, peer review essays, and provide support for
computer users, acting as a resource for students needing assistance with software applications such as Word,
Excel, and PowerPoint, online services such as Turnitin.com, as well as Etudes and Gmail. Regular drop-in
tutorial hours are Monday through Thursday, 9 am-5 pm and Friday 9 am -2 pm. In the fall of 2014 additional
drop-in hours were added, 5pm-8pm on M, T and 10am -1pm on Saturdays. Supplemental Instruction sessions
are still held in the daytime, evenings, and on Saturdays.
There is only one Tutorial Services Coordinator on Main Campus and no personnel dedicated to coordinating
tutorial services at either the King City Center or the Alisal Campus. Currently, the Dean of South County and
Distance Education has taken on the role of providing these services at the King City Center and online with
Reading Plus while Alisal Campus offers tutoring as part of their CSIT–in-3 Program that is now open to all
students. In the fall of 2014 a professional expert in English was hired to supplement services at the Main and
Alisal Campuses. Unfortunately, he was not able to continue at the Alisal Campus the following semester.
The CSIT-in-3 has already doubled from one to two cohorts, next year another will be added. Academic support
will be provided for them through a grant and the use of facilities by the three cohorts will shift other students
back to Main Campus. These two factors may eliminate the need for additional academic support at the Alisal
Campus. As a result of the 2013-14 Tutorial Services PPA, funding of $10,000 for tutorial furniture was made
available. The funding was requested to create student tutorial spaces at the college’s Alisal and King City sites.
While meetings with the dean and selected faculty at the Alisal Campus have already begun to determine
furniture needs, the dean at the King City Center reported that the campus does not need tutorial furniture at this
point.
Another major challenge to our Tutorial Services program is inadequate funding for support staff. A combination
of temporary student staffing, grant funding for specific subject areas like STEM, and cuts or freezes to the
general fund have made it extremely difficult to offer consistent levels of service in subject areas like English,
business, political science and ASL. In the 2014-15 fiscal year, the budget for ASL was cut by 50%, so we were
unable to offer services during the spring semester. This also happens often in areas supported by SI Leaders.
Support rises and falls with the availability of grant funding. Directed Learning Activities (DLAs), are no longer
administered in a lab due to the loss of grant funding and only available in electronic form for self-guided study,
and workshops which are not being offered due to a lack of staffing, technology, and facilities. This fiscal year
the center lacks funding to support tutoring needs in ASL, English, Spanish, business, psychology, political
science, and music. This semester a new Title V Grant director will be hired; this may result in new opportunities
or a reduction in services.
The quality of the Main Campus facilities has increased immensely since moving to the LRC; however, the
quantity, utility, and diversity of spaces are at a minimum. Services offered and tutorial facilities at our King
City Center and Alisal sites are still being identified and developed. Fortunately, the college’s Facilities Master
Plan Draft confirms the need for additional academic support facilities at all campus sites. In addition, facilities
for a main campus learning center have been identified as priority for the college.
Online academic support is still in its infancy, lacking the necessary trained staff and technology. During the fall
2014 semester the use of Google Docs and Drive were expanded to students in South County. Response was
limited, but feedback collected identified several areas for improvement. Some of the improvements will include
automatic responses for students who contact Online English Tutors that includes expectations, instructions, as
well as a link to our Tutor Feedback Form.
A comparison of average number of students served each year (fall and spring) and hours for the periods of time
in the original College Annex that was remodeled for tutorial use in 1996 with an open lab area with computers,
plus four group tutoring rooms is shown below:
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Term
Average No.
of Students
Average No.
of Hours
Location
F03-S06
1,272
17,957
Original College Annex
F06-S09
1,173
11,513
First 3 years in the Old Library*
F09-S12
1,606
16,790
Old Library – Tutorial moved to a larger space**
* Represents an average decrease of 36 percent when compared with the Annex
**Represents an average decrease of only 6.5 percent when compared with the Annex
Our latest move from the old Library to the new LRC in S13 when compared to the prior spring shows a 30
percent decrease in the number of students and hours. In 2013-14, students and hours, after dropping for three
years, have finally climbed back to levels similar to the levels seen at our last temporary site.
Lessons learned are that facilities and technology are necessary to support tutorial services. This semester, many
of our students have complained about the level of noise in the center, making it difficult to concentrate or study.
Services like test administration may have to be discontinued. Most of the SI groups have been moved from the
tutorial area. Unfortunately, the numbers are back up with the increased usage associated with inviting faculty
study sessions and providing supervised study space for the athletic teams. Hopefully, our next location will have
adequate space, design and flexibility for our numerous and ever changing programs. As I stated in all my prior
PPAs, “It is unfortunate when facilities and technology dictate the services a program can offer when the
opposite should be the case.”
21 | Page
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.
Google Survey of Students at Main Campus, King City Center, and Alisal Campus (Fall 2013) creates a
baseline assessment of satisfaction with the Library and Learning Support Services offered to students at
different instructional locations. The survey shows a large gap between the levels of satisfaction with
services on the Main Campus when compared with the other two instructional sites. However, when asked
about the importance of these services responses are much more consistent. In order to make a better
comparison, the survey should be modified in the future to capture the satisfaction with services on the main
campus. The results may indicate a high level of satisfaction or a lower level of satisfaction that might be the
result of limited hours of operation and/or staffing. This type of assessment should be done again in the Fall
of 2015, so the numbers can be compared.
Tutorial Services (Main Campus) usage by Instructional Location/Modality (mid-Spring 2014) from PAWS
and SARS TRAK was explored to determine if students at other instructional sites were accessing services at
the main campus Tutorial Services. It was assumed that many student for other campuses also took courses
on main campus and therefore had access to its services. The data collected shows this is not a valid
assumption. Further data needs to be collected from other campus programs that offer tutoring and other
campus sites in order to determine the percentage of students that are receiving services are comparable
regardless of class location or modality. Based on the results, services are being developed or enhanced at all
instructional sites. Once implemented further assessments will be needed to determine their impact.
Sustaining tutoring continues to be a challenge at the King City Center, before Renata Funke, the new South
County Dean, was hired, no consistent tutorial services were available. Recently, King City Center dedicated
a space for library and tutoring. However, the campus struggles due to the lack of personnel and an ever
increasing workload. The hiring of professional experts has been a short-term solution. It has also been
difficult finding qualified tutors for King City. In response, the Tutorial Services “Become a Tutor or SI
Leader” web page has been modified to specifically highlight the need for tutors at King City Center. In the
past, training new tutors for other campus sites also presented a challenge. The INS 250 course has been
approved by the Curriculum Committee to be offered at a distance in Fall 2015.
Unfortunately, the Alisal Campus was constructed without including a location for tutoring or library
services, so drop-in tutoring only takes place when empty classrooms are available. The dean at the Alisal
Campus in currently working with faculty and administration on a project to redesign an existing classroom
to serve a variety of functions that would include group tutorials, group study, and library services. Funding
from the Tutorial Services PPA in 2013 is providing portable white boards and easels that will be used in
their new tutorial area as well as being available for collaborative activities in classes.
Online services, such as Reading Plus and English Tutorials, have yet to be evaluated for efficiency and
effectiveness, but would allow services to be offered to students at all instructional sites using a minimal
amount of physical space on each campus. Students could choose to use a computer on campus or their own
laptops to access these services. Through BSI funding, online tutoring for basic skills English and math will
begin this semester. Once the Student Success Committee identifies the pilot courses and instructors,
tutoring services will begin.
22 | Page
3. Describe the process to change and improve service/program quality for the more
challenging locations, vehicles, and/or times.
Currently, several areas are being assessed and addressed. During the fall 2013 semester an online reading
program, Reading Plus, was successfully piloted by staff at the King City Center. The program is now
available for student registration and orientation in our main campus ESL Lab and Tutorial Area. Several
English instructors and an ECE instructor are also using it for their students. Online English and math
tutoring through Eduwizards is being piloted at the King City Center and Main Campus. The CC Online
Initiative has secured a negotiated rate with NetTutors, so it is also likely to be piloted in the fall.
In order to simplify, market, and consolidate the array of tutorial services offered at all campus sites and by
various programs, the Hartnell Tutorial Services web site now provides up to date schedules for most of the
services available, regardless of the program that offers them (Tutorial Services, MESA, ACCESS, or CSITin-3) or their location.
The Student Success Center Planning Committee began meeting in the fall of 2013. The committee is tasked
with developing plans for a new learning center and will collaborate in the development of the next Title V
Grant proposal which will, likely, include funding for major components of a learning center.
Tutorial Services (Main Campus) Math Tutoring usage (mid-Spring 2014) from PAWS and SARS TRAK
data was collected to confirm the effects of In-Class-Tutors and SI Leaders on tutorial attendance patterns.
The data strongly shows that the presence of support staff, whether a tutor or an SI Leader, in the classroom
increases the percentage of students that use tutoring. The data does not include the students from each class
that attend SI sessions or other tutoring services like MESA/STEM or CSIT-in-3.
Supplemental Instruction (SI) Student Survey demonstrated an obvious trend, the two ratings of 4.8 and 5.0
(average rating was 4.6) in the category of “The SI Leader was well prepared for the session,” correlate with
the quality and consistency of session plans that were prepared by these SI Leaders. Most of the lower
rankings reflected the SI Leaders’ lack of session planning. Another trend was that the SI Leaders’ who
received lower overall survey scores, were those with low session attendance or those that tended to lecture,
not facilitate collaborative learning. These survey results confirm the relevance of the areas being assessed.
As a result of this survey, SI Leader training materials have been modified to require more rigorous use of
the SI Leaders’ Manual which provided detailed information about designing session plans as well as
providing additional resources and training sessions (an increase for 6 hours to 9 hours of training)
emphasizing the development and practicing model session plans.
23 | Page
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 measurable. 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
Students will receive tutorial
services from qualified staff
Staff will receive training that
focuses on excellent tutorial
services to students
Tutorial staff will receive
recognition and feedback for
tutorial services that are
provided.
Students and staff will use
facilities and equipment that
support tutorial instruction.
Students and staff will
experience a student-to-tutor
efficiency rate for drop-in
tutoring of 1.5:1 or greater and a
3:1 rate or greater for SI.
What changes have occurred
in the service/office/ program
as a result of dialogue?
After a discussion with the
MESA Program Coordinator
timelines for hiring were posted
on the Tutorial Services web
site. In addition, a Google doc is
now being shared to report
progress of SI Leaders and
Tutors who are being trained for
other programs.
The MESA Program recently
decided to offer in house
training for its SI Leaders.
After meeting with the program
coordinator, MESA SI Leaders
are again referred to Tutorial
Services for initial training.
With the hiring of Tutorial
Ambassadors, the coordinator
now has time that can be
devoted to ongoing employee
feedback and training.
After a discussion with the Dean
of Student Support, the Tutorial
Coordinator was recommended
to request a laptop using BSI
funding, so that workshops
could once again be offered in
A214
With the hiring of Tutorial
Ambassadors, the coordinator
now has time that can be
devoted to reviewing attendance
patterns and employee
evaluation.
Participants receiving support
will completed the tutored course
with a grade of “C” or better or
experience more success than
24 | Page
Was a Service Area Outcome
Assessment Summary
completed (if expected)?
their classmates not participating
in tutoring.
Students will have access to
tutorial services at all three
campus locations
This report includes newly
mined data showing the
percentage of students (main
campus, online, and at other
instructional sites) using main
campus Tutorial Services
List Service Area Outcome(s)
scheduled for assessment in
AY 15-16
Staff will receive training that
focuses on excellent tutorial services
to students
Students and staff will experience a
student-to-tutor efficiency rate for
drop-in tutoring of 1.5:1 or greater
and a 3:1 rate or greater for SI.
Students will have access to tutorial
services at all three campus locations
Yes, fall of 2014
How will the Outcome(s) be assessed?
The results from tutor/SI feedback are used to modify the tutor
training course by reinforcing areas of concern
Student attendance hours for Drop-in Tutoring and SI will be
compared to actual staff expense.
Assess and compare the services provided to students that attend
in the evening, online, or located at other campuses with those
provided on main campus.
25 | Page
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?
Identified as a model tutor and Supplemental Instruction (SI) leader development program during the last
Accreditation Site Visit (March 2013), the training offered three distinctive levels (Introduction to Tutoring,
Group Tutoring, and Mastering the SI Model). The course offers learning activities for those working in the
Learning Center as well as in other student programs such as ACCESS, MESA, HEP, Math Academy, Science
Academy, the ESL Institute and ACE by introducing a variety of topics through lectures, videos, the internet,
handouts, and PowerPoint presentations. Students are given the opportunity to clarify, discuss, demonstrate, and
apply the information and training specific to their discipline in a group setting.
In addition, the training is modified each semester based on feedback, available resources, and program data.
Each level of the course (Intro to Tutoring, Group Tutoring, and SI Training) is designed to be taught through
modeling and encouraging the students to practice the techniques they are expected to master. One example of
the assessment-driven changes to the training is described in the “Student to Tutor Efficiency rate…” section
below. Another recent change that is driven by data is the change is the course levels and method of delivery.
Most of our tutoring is now group tutoring, yet tutors were not required to attend the group tutor training until
their second semester. Many of them were not able to attend due to scheduling conflicts. The tutor training
course now only offers only two levels, Introduction to Tutoring which includes training on group tutoring and
Supplemental Instruction which focuses on collaborative learning, so all new employees will be trained in group
techniques during their initial semester of tutoring. Last semester, the training was also approved by the
Curriculum Committee to be offered at a distance beginning in Fall 2015. Students from other campuses as well
as other colleges will have the opportunity to receive training from Hartnell College. Recently, a student in the
training class who had also taken a CRLA Level 2 tutor training course at another local community college
compared the classes as like “night and day.” He said Hartnell’s course contained a wealth of useful tutoring
information and techniques. He said he would recommend that individuals from that un-named college attend
Hartnell’s tutor training in order to improve theirs.
A FIG formed in the spring of 2013 created best practices to increase awareness of the SI Program. The best
practices for SI Leaders, Faculty, Students, and Supervisors are available on Hartnell’s website and have become
part of the SI Leader training. Worksheets in the SI Leaders’ Manual contain links to them. In addition, each
semester when faculty members request an SI Leader or asks what they can do to support their SI leaders, the
coordinator’s response includes a link to the best practices for faculty.
Since the closing of the labs several years ago, the availability of evening and weekend assistance in English and
math has not been available, with the exception of MASH Math Tutoring on Saturdays that was being offered in
spring of 2014. Academic support services at other campus sites have also been limited. King City Center
continues to offering math and English tutoring on site. Alisal Campus is offering some tutoring this semester on
weekdays and weekends, which is no longer only available for CSS students and the CSIT-in-3 cohorts. For its
second semester, the Main Campus Tutor Area continues to be open two evening and Saturdays. Much more is
needed and the institution needs to dedicate facilities and budgets in order to establish and sustain these services.
Once the services are established, a comprehensive and sustainable marketing program will need to be put into
place. Long term plans for offering support to other campus sites and evening students need to be developed.
These might include options like four-ten work weeks (allowing the Main Campus Area to be open four evenings
each week), alternating work sites, or additional staffing. Some of these could be piloted in the summer since
tutorial numbers on main campus have been low since the shifting of English and math courses to Alisal
Campus.
26 | Page
1. Describe assessment activities that need to be strengthened or improved. What are the
challenges to achieving these improvements?
It continues to be a challenge to track the students who use tutorial services. Some tracking has been done of
cohorts, such as the Math Academy that the Center serves, but tutorial attendance is only one of many factors
that determine student success. Success data generated for the SI program involves a time-consuming manual
process of sifting through grade rosters in order to sort the students and their grades. Many of the colleges
successful grant applications used the success data gathered from the SI Program. Data should be collected and
analysed for all forms of student support on all campus sites. The results can show positive outcomes that can be
used on grant applications or be useful in program improvement..
Currently, our greatest challenge is providing and assessing that students at various instructional sites are
receiving equivalent levels of services. Currently, the main campus Tutorial Services uses SARS TRAK which
allows the tracking of students and hours. This system allows administrators to drill down in order to determine
the number of students, visits, and hours of tutoring that occur for each course section. This function would be
extremely useful for research if other programs and campus sites also used the program. It would allow
documentation of tutoring services received by students at any instructional site. The program has been
purchased by the college and can be used at no cost. Sars Trak was installed in the SMI during the summer of
2015.
27 | Page
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
15-16?
Will activity
continue into AY
16-17?*
1. Tutorial Services
will offer trained
student clerical support
to assist program
participants with
student orientations
and tutorials. A
dedicated support
person will better serve
participants and
increase college
revenue.
Students, faculty, and
staff visiting the
center will be greeted
and given information
about the programs,
services, and tutors at
the hours that Tutors
are available or
Tutorial Ambassadors
are scheduled.
The Tutorial Services
has not been allocated
funding for clerical
support. Currently,
there are no Tutorial
Ambassadors, but
another will be hired
for the spring
semester.
Yes
To be determined
2. Tutorial Services
will increase
availability of services
to students regardless
of time or location.
Currently, services are
limited for evening,
online, and students at
other instructional
sites.
A baseline for students
from all campus sites
and online that use the
Main Campus services
has been created and
tutoring services have
been increased at other
campus sites. Online
math and English
tutoring will be piloted
spring 2015.
Lack of facilities for
tutoring at the Alisal
Campus represent a
major challenge as
well as on site
coordination, staff,
training and
supervision at Alisal
and KC Center.
Yes
Yes
* For each activity that will continue into AY 2016-17 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?
The activities have only been underway for a short period of time with no approved general
funding, so it is too soon for an evaluation.
28 | Page
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 2015.
A. NEW ACTIVITIES
This subsection addresses new activities for, and continuing new activities into, AY 2016-17. 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. The first activity listed should be the most important; the second activity
listed the second most important, etc. Activities can include but are not limited to:
a. NEW CURRICULUM
b. FURTHER DEVELOPMENT OF THE PROGRAM OR SERVICE
c.
d.
e.
f.
g.
GRANT DEVELOPMENT AND PROPOSALS
FACULTY AND STAFF TRAINING
MARKETING/OUTREACH
ENROLLMENT MANAGEMENT
STUDENT SERVICES
h. ADMINISTRATIVE SERVICES
i. SUPPORT OPERATIONS
j.
FACILITIES
29 | Page
1. List information concerning new projects or activities planned. The first activity listed
should be the most important; the second activity listed the second most important,
etc. Please keep in mind that resources needed, if funded, would not be approved until
spring 2016 and provided until FY 2016-17. Ongoing activities involving resources that
will no longer be available from grant funds starting FY 2016-17 must be planned for
appropriately.
Activity
Strategic Plan
Goal(s)
No. & Letter
(e.g., 5A)*
Related SAOs,
SLOs, PLOs,
or goals
Desired
Outcome(s)
Resources
Needed
Person
Responsible
1.
Hire and train
SI Leaders in
a timely
manner.
1A, 2A, 2B,
and 4A
Provide
qualified
staff to
support
instruction.
90% or
more SI
leaders are
hired/work
ing the first
week of the
semester
and begin
assisting
students
within one
week.
permanent
positions
for SI
support,
Marketing
and
education
Frank
Henderson
, Lawrence
Yee,
Renata
Funke,
Zahi
KanaanAtallahand,
Bronwyn
Moreno
1.
Provide
academic
support
regardless of
time and
space.
1A, 2A, 2B,
and 4A
Tutors will
support
student
success
regardless
of time and
location. Assess and
compare
the services
provided to
students
that attend
in the
evening,
are online,
or located
at other
campuses
with those
provided
on main
campus.
Funding
for
Instruction
al
Specialists
that can
work at all
three
instruction
al sites
while
supporting
students
online
Frank
Henderson
, Renata
Funk,
Kathy
Mendelsoh
n, and Zahi
KanaanAtallah
comparabl
e
percentage
s of
students
using
services at
all
campuses
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
Estimated
Date of
Completion
(can be more
than one year
in length)
Fall 2015
Comments
Fall 2015
*** Please complete items 2a-e immediately below for EACH new activity. ***
30 | Page
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.
Tutors will support student success regardless of time and location. - Assess and compare the services
provided to students that attend in the evening, at a distance, or located at other campuses with those
provided on main campus.
b) Describe how this activity supports all of the following that apply:
1) Service Area Outcome (list applicable service area outcome)
2) Program level Outcome (list applicable program level outcome)
3) Course level Outcome (list applicable course level outcome)
4) Service/Program Goal (list applicable service /program goal outcome)
5) Strategic Plan Goal (list applicable strategic plan outcome)
Tutors will support student success regardless of time and location addresses all of the above outcomes and goals
through Strategic Priorities 1A, 2A, 2B, and 4A.
c) Does this activity span multiple years?
x YES
☐ NO
If yes, describe the action plan for completion of this activity.
Tutorial Services Options for other Instructional Sites and Modalities
Step 1: Through consultation with all interested and impacted parties determine what subset of Main
Campus services can currently be offered at other campus sites and online? What other services should
be provided, and what resources will be required?
31 | Page
Services
Main Campus
King City Center
Alisal Campus
Online Students
Tutor Training
(new)
In person and online
beginning in F15
online beginning in
F15
online beginning in
F15
online beginning in
F15
Tutorial Facilities
(new)
A214, SMI,
Rotarium, MESA
Room,
Learning Center
(currently in
planning)
Small Tutorial Area
created Fall 2014
Currently in Planning
Stages
Drop-in Tutoring
Various subjects
English, math
CSIT-in-3
Academy/
Group Tutoring
math, science, ESL
Supplemental
Instruction (SI)
ESL, math, biology
English, math
Workshops
Writing Workshops
on demand
Workshops available
on website
Workshops available
on website
Workshops available
on website
DLAs
Available in INS 301
Online Services
English Tutoring
with Google Docs
Reading Plus
(Tutorial)
Aleks (Math)
Reading Plus
English
Assistance by phone
and Online with
Google Docs
Eduwizards Online
Tutoring for basic
skills English and
math
Students must come
to Main Campus to
register for online
services like Reading
Plus or Aleks
CSIT-in-3
Workshops available
on website
Tutorial staffing should be designed to better serve the college’s three instructional sites and provide consistent
support in areas of critical need like pre-nursing, math, ESL, distance education, and English. The need for
staffing to coordinate and provide on site tutoring has been expressed by the deans at both King City Center and
the Alisal Campus.
The college should consider hiring of Classified Instructional Specialists to focus on historical areas of need and
at various instructional sites. These permanent employees could report a single “coordinator” about the services
for their sites while offering instructional support inside and tutoring outside the classroom. These positions
would provide consistent and professional learning support at sites and in areas where support fluctuates due to
the availability of qualified students or funding.
There are several positions to choose from are on the Human Resources R Drive:
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Instructional Specialist - Learning Center
Math Instructional Assistant Learning Center
English Instructional Assistant Learning Center
The Instructional Specialist (IS) is at range 23, Annual Salary: $40,505, Hourly Rate: $19.47
The other two positions are not represented on the salary schedule. In addition, they were being developed for
Supplemental Instruction Leader positions and their job descriptions do not include representative duties of an
“Instructional Aide”. However, the job description of the Instructional Specialist clearly describes classroom job
duties like “Tutor, drill, reinforce and assist individuals and groups of students in reading, language, writing,
mathematics and other subjects according to instructions and guidance from teacher…” as well as out of class
activities like, “Assist students in selected subjects for remedial, supplemental or enrichment purposes; observe
progress of students and share observations with instructor...” allowing them to staff learning areas like labs or
tutorial areas.
The IS position requires, “Any combination equivalent to: bachelor’s degree in language arts or a related field
and two years experience working in an instructional setting.”
The starting annual salary for a 40 hr/week, 10 month per year Instructional Specialist would be approximately
$34,000 plus benefits (full benefits $20,000)The starting annual salary for a 20 hr/week, 10 month per year
Instructional Specialists would be cost about $17,000 plus benefits (12%, $2,000). I would recommend the
college begins by considering specialists for one or more of the following sites/areas:
Main Campus-ESL/English/Math/Pre-Nursing,
Alisal Campus-English/Math/Computer Science, and
King City Campus-English/Math/Distance Education.
The monetary request below would provide for two of the positions listed above. Others could be funded through
grants or Student Success funds. General funds have been requested each year for the last three years for tutorial
staffing, none have been approved.
Step 2: Determine the resources and needs Critical Components for Services
●
●
●
●
●
●
Recruitments, hiring, and scheduling of Instructional Specialists and tutors
Training (should be provided through Main Campus Tutorial Services)
Supervision of services, Instructional Specialists, and tutors
Documentation of students and collection of attendance data using SARS TRAK (for apportionment INS
301?)
Evaluation of Instructional Specialists, tutors and program
Program Planning base on the results of the evaluation
d) What measurable outcomes are expected from this activity? List indicators of
success.
The initial indicator would be comparable percentages of students using services at all campuses and
online. The second indicator would be a measure of the quality and effectiveness of the services.
e) What are the barriers to achieving success in this activity?
Lack of funding, lack of feedback on the reason for not receiving funding, and lengthy hiring processes
for classified positions.
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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). The first
activity listed should be the most important; the second activity listed the second most important, etc. A
resource could also be something necessary for your service/program to function properly to improve
student learning, such as updated equipment in a room/facility; in such case be sure to note that the
resource is NOT tied to a specific activity.
Activity
No.
1.
2.
Person
nel
Classi
fied
Staff/
Facult
y
(C/F/
M)*
Supplies/E
quipment
(
S
/
E
)*
*
Technol
ogy
Hardw
are/
Softwar
e
(H/S)**
*
Contract
Services
Training
Travel
Library
Materials
Facilitie
s/Space
e.g.
Science
Labs
$90,000
(C)
$50,000
(S)
* Personnel: Include a C or F after the amount to indicate Classified Staff or Faculty. (S) Student Worker
** S for Supplies, E for Equipment.
*** H for Hardware, S for Software.
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Projecte
d
Cost
s
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.
Student Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
Priority 2:
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
Priority 3:
Employee Diversity and Development
Goal 3A: Hartnell College is committed to 1) increasing diversity among its employees; 2)
providing an environment that is safe for and inviting to diverse persons, groups, and
communities; and 3) becoming a model institution of higher education whose respect for
diversity is easily seen and is fully integrated throughout its policies, practices, facilities,
signage, curricula, and other reflections of life at the college.
Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to
providing and supporting relevant, substantial professional development opportunities.
Priority 4:
Effective Utilization of Resources
Goal 4A: To support its mission, Hartnell College is committed to the effective utilization
of its human resources.
Goal 4B: Hartnell College is committed to having its physical plant, furnishings, and
grounds maintained and replaced in a planned and scheduled way to support learning, safety,
security, and access.
Goal 4C: Hartnell College will maintain a current, user-friendly technological
infrastructure that serves the needs of students and employees.
Goal 4D: Hartnell College is committed to maximizing the use and value of capital assets,
managing financial resources, minimizing costs, and engaging in fiscally sound planning for
future maintenance, space, and technology needs.
Priority 5:
Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the realworld needs of its diverse student population, while also developing and employing a culture
of innovation that will lead to improved institutional effectiveness and student learning.
Partnership with Industry, Business Agencies and
Education
Priority 6:
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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