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 EOPS/CARE/CalWORKs

Date Completed (must be in final form by 3/27/15)* 3/31/15

Date Submitted to VP 3/31/15

*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 Mitzi Alexander Paul Casey Antonia Jaime Millicent Madrigal Norma Nichols Nancy Reyes Fanny Salgado Marlene Tapia

Title/Position Full-time Counselor Director of Categorical Programs Coordinator Full-time Counselor Part-time Counselor Part-time Counselor EOPS/CARE Technician EOPS Specialist

VP/Division Head’s Comments (required): I have read this program review and recommend that the SAOs for this department be revised to meet SAO requirements. I support resource allocation requests 3 and 5. I request that program staff calculate how they arrived at the cost for the staff summer readiness expense. Finally, I welcome a request for a full-time CalWorks Counselor based on the number of students served. __Dr. Romero Jalomo, VP of Student Affairs_____________________ Typed Name of VP/Division Head

9/11/15______________ Date

This PPA report is organized in 3 sections and 9 subsections as follows: I. II. III.

Comprehensive Review – a. Overall Service/Office/Program Effectiveness, b. Staffing Profile, and c. Service/Office/Program Goals. Annual Review – a. Data & Trends, b. Service/Program Modality, c. Outcomes, and d. Previously Scheduled Activities. Annual Action Plan – a. New Activities and b. Resource Requests.

INSTRUCTIONS

 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.

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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] EOPS/CARE The Extended Opportunity Program and Services (EOPS) is a state funded program under SB 164 which operates following Title V Education Code, Article 8 sections 69640-69656. The program is designed to recruit, retain, graduate and/or transfer educationally disadvantaged, low income, and underrepresented students who have chosen to continue their education. Students receive assistance with their admission, registration, financial aid, book purchases, curriculum planning, academic and personal counseling, and other support services from counselors; administrative staff, and a team of well-trained peer advisors. In an effort to maintain EOPS regulations and keep services relevant to the needs of our students, full-time staff and faculty regularly participate in the annual CCCEOPSA conference, bimonthly Region 4 EOPS/CARE consortium, annual EOPS and CalWORKs Technical Training and monthly CalWORKs Team Meetings. All services and functions provided by the EOPS/CARE program are followed in the spirit of Title V Implementing Guidelines: 3|Page

1. Comprehensive and holistic academic, personal and career counseling: EOPS/CARE provides each student with effective holistic counseling which is the delivery of comprehensive individualized and efficient academic, personal and career counseling, as well as referral and access to other student support services that enhance students’ persistence and retention rate. Title V Section 56236 Implementing Guidelines on counseling and advisement state that colleges “shall provide…at least three contact sessions per term for each student as follows”: A. A contact session which combines interview and other interpretation of assessment results to prepare a student’s educational plan, and a mutual responsibility contract specifying what programs and services the student shall receive and what the student is expected to accomplish. EOPS/CARE at Hartnell College mandates a student complete a comprehensive full-educational plan before any program services are issued. The EOPS/CARE counselors are available to complete comprehensive educational plans for all newly accepted EOPS/CARE students prior to the first week of classes each semester. Continuing EOPS/CARE students are also required to update their individual education plans once during a school year. B. An in-term contact session to insure the student is succeeding adequately, that program and services are being provided effectively, and to plan changes as may be needed to enhance student success. Our program requires a mid-term progress report be completed by all active EOPS/CARE students in the fall and spring semesters. The progress report is mailed to all active students’ Hartnell Gmail accounts and the office also provides hard copies. Upon completion of the progress report, a student qualifies for a program grant. For any student who is not maintaining at least a 2.0 grade point average in their classes, a series of EOPS Student Success workshops is offered to address issues of Time and Stress Management, Career Planning, and Learning to identify strategies of successful college students. All workshops incorporate pertinent financial aid information regarding Satisfactory Academic Progress (SAP) and EOPS/CARE program eligibility requirements. In addition to attending a workshop, a student who is not making satisfactory progress will need to complete a fourth counseling contact to develop an individualized plan for progress. C. A term-end or program exit contact session to assess the success of students in reaching the objective of that tern, the success of the programs and services provided in meeting the students’ needs, and to assist students to prepare for the next term of classes, or to make future plans if students are leaving the EOPS program or the college. Students in the program are aware of their obligation to meet with a counselor three times per semester, through their Mutual Responsibility Contract. The EOPS/CARE program is developing a systematic evaluation component for student’s third and final contact. Our senior counselor has taken the lead in creating a student survey in electronic format (Addendum xxx). This student survey is to be emailed to all active students at the end of fall and spring semesters to assess their satisfaction with program services, attrition, progress in meeting their educational objective and interest in student success workshops. This electronic assessment is to be employed at the end of spring 2014 semester. Until a new format exists, third contacts have been conducted in-person to determine if the student is exiting or continuing in the program, review activity in EOPS/CARE and financial aid status for following semester. 2. Each college receiving EOPS funds shall provide access services (Title V, section 56232) to identify EOPS eligible students and facilitate their enrollment in the college. Access services shall include at minimum: 4|Page

A. Outreach and recruitment to increase the number of potential EOPS eligible students who enroll at the college. Hartnell College EOPS/CARE Counselors participate in the Panther Prep Day each spring semester and have presented college information and an overview of EOPS support services to seniors at Everette Alvarez High, Alisal High school, North Salinas High and Salinas High School. EOPS/CARE office staff, along with the department counselors, regularly participate in Hartnell College’s annual Transfer/Career Day, Panther Prep Day, and Migrant Outreach Day, CalWORKs Team meetings, partner with Financial Aid for classroom and high school presentations. B. Registration assistance for priority enrollment pursuant to Section 58108. Priority registration for continuing students is offered on a semester basis. It is offered to students who are in compliance with counselor contacts, have an updated education plan and on-time submission of their academic progress report. In an effort to provide ―above and beyond‖ service, EOPS counselors facilitate large-group priority registration workshops, to help students plan classes and navigate the PAWS electronic registration system. In the fall 2014 semester, (xxx) students were assisted for spring priority registration.

CalWORKS

CalWORKs is a welfare program that provides cash aid and services to eligible California families in need. The goal of the CalWORKS program at the California Community Colleges is for students to earn a certificate or degree that will allow them to enter the workforce and become self-sufficient. Such goal is achieved through the continuous support CalWORKS students receive in developing an educational plan, support with the cost of textbooks and other school related expenses, as well as child care. Students learn about the CalWORKS program at Hartnell College through their county caseworkers. Before enrolling at Hartnell College, students take a career-interest inventory assessment to identify their strengths and potential careers they would excel in based on skill, interest and ability. Upon identification of an employment or career goal, students are provided a Customer Appointment Referral Form that must be given to the CalWORKS counselors at the beginning of the educational planning session. The educational planning session is based on the pre-identified employment or career goal. The educational plan will either culminate in a certificate, an associate degree or an associate degree with transfer depending on the students’ employment and career goals. Since the goal of the CalWORKS program is to ensure that students earn a certificate or degree, find employment and become self-sufficient, such goal is achieved by the close monitoring of students’ educational plans. CalWORKS will only cover the cost of textbooks for required courses. If a student decides to enroll in a course that is not required to complete his or her certificate or degree, the CalWORKS program will not cover the textbook costs of self-selected courses. CalWORKS counselors emphasize to program participants that the educational plan serves as a roadmap to achieve an educational goal and taking courses not identified on the educational plan can increase time to degree completion and if the roadmap analogy holds, will cause unnecessary detours. Educational plan development is not a course prescription process in which the required courses are automatically prescribed to students, rather continuous dialogue takes place in determining what semester the course will be taken and if a full-time semester course of study is appropriate for the student. Extensive research has cited the first semester as being a critical point in students’ educational outcomes 5|Page

as the first semester sets the stage for future semesters. When students pass all of their courses the first semester, the greater the likelihood they will persist as they feel good about themselves and their degree or employment objective. As part of the dialogue that takes place between counselor and student, the counselors ask about high school grades and inquire about participation in programs such as SELPA. If a student is unfamiliar with the terminology, the counselors ask if the student recalls having an Individualized Education Plan (IEP). If the student says yes, then the counselor recommends that the student visit the DSP&S program so that they can take an assessment and receive additional support services. A noted of such recommendation is made in the student file so that in the future, the counselor can follow up and ensure that the educational plan is appropriate for the student and will ensure academic success. In addition to collaborating with the DSP&S counselors with regards to educational plans, CalWORKS counselors collaborate with the transfer and career center as a way to ensure that students attend resume and cover letter workshops, which are critical for employment applications.

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 Management, Supervisors Classified Staff Classified Staff- Part-time Faculty Staff Faculty – Part-time Student Workers Professional Experts Total Full Time equivalent Staff

2012-13

2013-14

2014-2015

1

1

1

3

3

3

0

0

0

2

2

2

0

2

2

4

5

4

0

0

0

6

7

7

2. What staffing factors/challenges have influenced the effectiveness of the service/office/program? [Based on Title 5, Article 3 program standards, EOPS at Hartnell College meets the established EOPS waiver criteria for a full-time director. Within the current infrastructure of the college, the EOPS Director supervises additional categorical programs such as CalWORKs and DSPS. To this end, an EOPS coordinator position was created to oversee the day to day functions of the program. However, this is not a certificated position, 6|Page

so with neither a full-time EOPS Director or a Certificated Coordinator we do not meet appropriate standards to increase the number of students served in the program. At the very core of EOPS mission to retain and advance the educational opportunities of disadvantaged students, is EOPS counseling. The counseling component of EOPS is the most important service provided to our student population. Currently, the EOPS/CARE program has two fulltime tenured counselors, yet without growth in this area, the one-t0-one counseling format and appointment availability will continue to be stretched.

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 EOPS mission is to serve low-income and educationally disadvantaged students by providing academic support services to assist students in achieving their educational goals. The mission of CARE program is to assist single-parent EOPS students receiving county aid to overcome the obstacles of single parenthood in order to succeed in college and help expand their educational and job training opportunities. 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) 7|Page

3) 4) 5)

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. Data Element Counseling Appointments Attendance

2011-12 1156

+/- %

2012-13 933

+\ - %

2013-14 1300

Full-Time Equivalent Students (FTES) Unduplicated Number of Students Served

EOPS-580 CalWORKs- 228

EOPS-577 CalWORKs- 174

EOPS- 626 CalWORKs 159

EOPS-43 CalWORKs-3

EOPS-49 CalWORKs-4

EOPS- 52 CalWORKs- 9 EOPS 124

18 on Campus

13 on Campus

CalWORKs 16 14 on Campus

AA/AS, Transfers& Certificates

AA/AS, Transfers &Certificate

AS/AS Transfers, Certificates

Duplicated Number of Students Served Student Learning Outcomes: Transfer Graduation EOPS CalWORKs CalWORKs Job Placement Grade Point Average GPA Majors Student Retention/Attrition Rates

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+\ - %

EOPS Total Budget

$481,885

$ 481,885

$594,506

CalWORKs Total Budget Growth Trends Student Survey Faculty/Staff Survey

$178,333+TANF $54,6925

$185,675 TANF $56,662

$228,125 + $56,084 and $8,000 re-allocated funds

EOPS Students Demographics Ethnicity and Gender

1 _24__

4 _1__ 7__58_

1 _24__ 4_0___ 7_45__

1 _19__ 4_2___ 7_____

2 __6_

5 _4___ M_157

2 _5___ 5_4___ M_172

2 _6___ 5_4___ M_198

3 _344_

6 _27__

3 _379_ 6_21__ F_308

3 _519_ 6_29__ F_428

1_7____ 4 _2_____ 7 _11__

1_7____ 4__3____ 7_13__

1_5_____ 4__1____ 7_____

2 __4___ 5__3____ M_20__

2__4___ 5_3_____ M_20__

2_4____ 5_0_____ M_27_

3 __21__ 6__3_____F 143_

3__126_ 6__3____ F_143

3_118__ 6__14___ F_322

Student Exit Survey- Survey Monkey

F_306

CalWORKs Student Demographics Ethnicity and Gender

Corresponding number and letter Code: 1-Afro American, 2-Asian, 3-Hispanic, 4-Native American, 5-Filipino, 6-White Non-Hispanic, 7Other M-Male, F- Female 2. Analyze and report on salient patterns and trends in this data. Given these patterns and trends in users, needs, usage and/or other key factors, identify particularly challenging issues in service/program provision, office functioning, and the evaluation of the service/office/non-instructional program.

Data Patterns: CalWORKS: Among the CalWORKS students, there is a decline in student participation considering that in 2011-12 there were 228 students served, while in 2013-14 participation decreased to 159 students. In 2013-14 there were 9 students that transferred to a four-year university, and a total of 16 students that graduated with an associate degree or certificate. Transferring to a four year university is not the goal of all CalWORKS students as some students are attending Hartnell College to obtain their associate degree or certificate. The goal of the CalWORKS program is for students to earn a degree, find employment and become self-sufficient. CalWORKS counselors possess a “CalWORKS Employment Services Approved Programs and Employment Guide” which is useful when developing the educational plan as listed careers indicate annual openings, required entry level education and if fingerprint clearance is required prior to being hired. Once students’ career/employment goal has been discussed with the county caseworker and Hartnell College CalWORKS counselor, an educational plan is developed which culminates in an associate, certificate or transfer objective. Some of the most common transfer majors include social work/psychology, elementary teacher education, psychology, early childhood education and business administration. EOPS: EOPS program demographics continue to mirror the campus wide demographics. There was an increase in student enrollment for EOPS. In 2012-13, there were 577 unduplicated students served and in 2013-14, there were 626 unduplicated students served. The program continues to increase students served without significant increases in the program budget. 9|Page

Trends: EOPS/CARE graduation rates continue to exceed the college’s retention and graduation rate, listed at 72% and 22.46% respectively (collegestats.org). Needs: Expand EOPS/CARE counseling and CalWORKs staffing Users: EOPS/CARE and CalWORKs students are all low-income, educationally disadvantaged students who qualify for BOGW-A and/or federal and state grant awards. Upon the implementation of Assembly Bill (AB) 540, students who meet the income and California Dream Action qualifications are eligible to receive states student aid, which includes EOPS grant awards and book credits. In the spring 2014 semester, EOPS accepted 37 of 150 new students and awarded 3 AB 540 students who $500 individual scholarships. Challenges: We do not track transfer rates or conduct regular exit surveys to determine student satisfaction with services and if educational objectives were completed, this will be systematically implemented beginning in the spring 2014. Office functions: 1 – Director of Categorical Program (EOPS/CARE, CalWORKs, DSPS) 1 – EOPS/CARE/CalWORKs Program Coordinator, 1- EOPS Specialist, 1 – EOPS/CARE Technician, 4 – EOPS/CalWORKs Peer Advisors, 1 – Full time EOPS Counselor, 1- Full time EOPS/CARE Counselor, 2- part time CalWORKs counselors.

Trends: CalWORKS: Considering the student demographics by gender, female student participation heavily outweighs male student participation. Such gender disparity is not characteristic of Hartnell College as the Student Success Scorecard indicates that as a whole, gender is evenly distributed at the college with 49.8% female and 49.9% male attendance. The gender difference is a reflection of the difficulty male students have in obtaining eligibility for CalWORKS benefits. Male students have stated that when they apply for CalWORKS services through the county as primary recipients, they encounter many obstacles such as being told to find employment. Some of the CalWORKS male students that are currently attending Hartnell College are not the primary CalWORKS recipients; rather they are secondary recipients that receive benefits under the primary recipient, which is their female partner. Needs: CalWORKS: An area in which students have stated they would like more support is tutoring in English and math. Numerous studies and researchers have noted that English and math are gatekeeper courses for students. Some CalWORKS students are returning students, meaning they have not attended a formal higher education institution in over ten years and when they take the English and math placement assessment, they realize that they are at the foundation level for English (English 253) and math (Math 201). Providing specific CalWORKS tutoring would not only support students with their English and math courses, but would also provide a contact for new CalWORKS participants as they familiarize themselves with the CalWORKS requirements and deadlines (i.e. CWES 135 and passport to services).

EOPS: Expand EOPS/CARE counseling and clerical staffing. An additional Counselor position is needed and an Administrative Assistant position is needed. New software is needed to move from paper files to electronic files. Electronic files will reduce paper usage and eliminate files from being misplaced. Allocate funding to contract an outside consultant to build the software. 10 | P a g e

Work with IT department to have EOPS/CARE application available online for students to be able to submit electronically (e.g. directly from the EOPS/CARE website). Users: CalWORKS: CalWORKS program participants are all parents that are juggling multiple responsibilities which include being students, parents, partners, siblings and/or employees. The CalWORKS participants want to earn their degree and are highly motivated to do so. CalWORKS students are very appreciative of the support provided by the CalWORKS program with regards to textbook cost and childcare. They acknowledge that returning to school is a challenge for many of them, but they have a strong support network that includes parents, extended family and community. Community mothering is a concept that is founded on the trust individuals have on their community to represent them whenever they are unable to attend their son/daughter’s events and act on their behalf, always looking out for the best interest of the child. CalWORKS students rely on community mothering and acknowledge that without that trust in their community, they would not be able to attend school as their academics consume most of their day. Challenges: CalWORKS: One of the biggest challenges faced Fall 2014 was incentivizing students to attend CalWORKS workshops. A workshop with Manpower was scheduled for the month of November 2014, but only one student confirmed his attendance and the workshop was cancelled due to low student participation. The Manpower representative that was going to facilitate the employment workshop stated that she is accustomed to having 10-20 students per workshop and was not expecting such low student participation. After such discussion, the decision to cancel the meeting was made and the goal is to have individual appointments with a Manpower representative in which employment, cover letter and resume are discussed. In addition to facilitating an employment workshop, the goal was to have a nutrition workshop, but financial requests inhibited the execution of such workshop.

Program Staff: CalWORKS: Currently the CalWORKS program has two part-time counselors that work a combined total of 20 hours per week. One counselor, Nancy Reyes, works 11 hours, while counselor Norma Nichols works 9 hours for the CalWORKS program in addition to being the program coordinator. The counselor schedules have accommodated students’ schedules and needs as the first month of every semester is usually the busiest time as all new students need a comprehensive educational plan, while continuing students need to update their educational plan in addition to all students needing book vouchers. To address such need, the counselors coordinate their schedule so that a counselor is available every day of the week.

Evaluation: CalWORKS: The CalWORKS program provides workshops and new student orientation presentations to program participants. At the conclusion of every presentation, students complete a “Satisfaction Survey” in which the program participants are asked to indicate the quality of the presentation using the following scale: extremely satisfied, satisfied, neutralN/A, dissatisfied, and extremely dissatisfied. In addition to providing a “comments” section, the survey has a section in which students are asked to make any suggestions with regards to the quality of the presentation, changes or additions they would like to see. So far, the survey responses have been very positive, the main 11 | P a g e

“suggestion” students have has to do with regards to the time the presentation is offered as students have class and miss class in order to attend the workshop.

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.

CalWORKS: Many of the CalWORKS program participants are also EOPS and CARE participants. Students are encouraged to participate in various support programs, but are reminded that the CalWORKS program is unique in the sense that all students must have an educational plan completed by one of the CalWORKS counselors. Sometimes students forget such uniqueness and schedule appointments with non-CalWORKS counselors, and come to find out that they must schedule another educational plan appointment with a CalWORKS counselor. Some students are confused by such requirement, but when explained that the CalWORKS program has specific regulations that students must meet and that CalWORKS counselors are aware of such as their educational time clock and forms that are particular to the program, such as CWES 123, students come to understand the program requirements.

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.   

   12 | P a g e

Telephone advising is offered to students enrolled in full-time schedules through distance education, Alisal campus or King City Education center. Evening counseling is offered Monday and Tuesday each week throughout fall and spring semesters. EOPS/CARE mandatory orientation for new students is offered in-person. There were a total of 6 in person orientations offered in the fall 2013 for a total of 161 students attended. In the Spring 2014 there was a total of 3 in person orientations offered a total of 100 students attended the in person orientation 57 of the 100 students attended a Saturday orientation. Last year EOPS new student orientation was held on Saturday as a large group venue. With the success of this orientation, it is recommended to bring this orientation back. The EOPS/CARE orientation is available in person and in a power point-format. The EOPS/CARE staff and counselors present bilingual/multicultural competency for telephone, in-person or electronic correspondence with students EOPS updates and/or important forms are distributed via in-person, ―Remind 101‖ text messaging, facebook posts, gmail and telephone calls.

CalWORKS: All CalWORKS appointments are conducted at the Hartnell College main campus. Student appointments can be scheduled anytime between 8-6pm Monday to Friday, depending on counselor work schedule. Students can call or schedule the appointment in person at the EOPS/CARE/CalWORKS office. All counseling appointments are held in the D building. In order to ensure student success, CalWORKS counselors are always available 2 weeks prior to the start of the semester, Monday to Friday, in order for students to complete book voucher and/or educational plans. Sometimes students ask if the session can be in Spanish, and counselors are more than happy to communicate with students in the language they feel most comfortable with. New student orientations are not only a requirement of SB 1456, but are also a program requirement for new CalWORKS students. Every semester, at least 2 new student orientations are scheduled before the start of the semester. Once the semester begins, one to two orientations are scheduled at the start of the semester. One is usually offered from 11-1pm as it is usually during lunch time and students are not in class, and the other is usually offered in the evening. Despite all attempts to accommodate student schedules, it is inevitable that some students will be unable to attend the workshops due to course conflict and for such students, the on-line orientation is available. In an effort for all CalWORKS students to take advantage of their level 1 priority registration, an e-mail is sent to students reminding them of their registration date and time. The e-mail is usually sent one to two weeks before priority registration so that students that want to update their educational plan have time to schedule an appointment. In addition, sending the e-mail a couple of weeks before the priority registration date allows program staff to send the e-mail more than once, and for students that do not check their e-mail on a daily basis, they have the opportunity to receive the e-mail weeks in advance. 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. EOPS applications and brochures are sent to Student Services staff at the Alisal campus and the King City campus through inter-office mail. Students at either campus can complete an application and it is sent by Student Services staff to the EOPS Specialist for processing. As a requirement to qualify for EOPS, a new student must be enrolled in a minimum of 12 units. For new students to receive EOPS/CARE services, they must attend a mandatory EOPS orientation and complete a comprehensive educational plan with a counselor. The vast majority of our full-time students are enrolled in units on the main campus. For Fall 2013, we accepted a total of 196 new EOPS/CARE students, and for Spring 2014 we accepted 167 students. Furthermore, of the 363 new students we accepted during 2013-14 there was a total of 88 students from South County. A part-time counselor is available for the south county students. In addition, students enrolled at Alisal and King City can meet with general counselors located at those campuses to complete their educational plans. To accommodate South County students, they are given priority by coordinating their first counseling appointment and approving their book credit on the same day. Furthermore, the EOPS book credit is only available at the Hartnell Bookstore, so any EOPS student who utilizes their EOPS book credit must do so on the main campus in the case where students only take classes in south county arrangements can be made to have the bookstore send their books to the King City center. 13 | P a g e

In order to provide “Over and Above” services to EOPS/CARE students, we have started a Lending Library during the Fall 2013 we had 25 students that took advantage of our books. During the Spring 2014 we had 42 students that took advantage of borrowing books from the Lending Library. To this end, EOPS is providing ―Over and Above‖ services in accommodating the needs of a small percentage of students and we will continue to recruit at the south county high schools, in participation of ―Panther Prep‖ Days at the King City and Main Campus, where over 130 applications were collected. The ―AB 540‖ applications collected from both Panther Prep Days are being identified so these students will receive priority EOPS admissions. During 2013-14 school year we accepted 36 AB540 students. CalWORKS: All of the CalWORKS services are offered at the Hartnell College main campus location. Students are able to schedule appointments between 8-6pm, Monday to Friday. During the summer, counselors were available as early as 7am and students stated that they preferred the 7am time as they usually had to go in to work at 8am and having the availability of a 7am appointment allowed them to fulfill their employment and school commitments. When students live in King City or South County, they have stated that they do not mind commuting to the main campus as they take their classes at the main campus, so they are essentially not going out of their way to attend their appointment. One of the main areas in which students have expressed concern has to do with tutoring. Specifically, students from King City have stated that tutoring is not available at the King City location and they find themselves commuting to the main campus for tutoring support. The dean of the King City location has stated that they are aware of the tutoring need and are in the process of addressing such issue. 3. Describe the process to change and improve service/program quality for the more challenging locations, vehicles, and/or times. EOPS staff and counselors are actively engaged in committee work and/or regular contact with the Follett Bookstore, the Associated Student Body, DSPS, TRIO, Financial Aid, administrative support services at the other campus locations and the general counseling department to ensure that an EOPS/CARE qualified student has full access to appropriate support services across all campus sites.

CalWORKS: CalWORKS counselors meet with county CalWORKS case workers and the CalWORKS management analyst at least 2 times per semester. During such meetings, the Monterey Peninsula College (MPC) counselor and coordinator are present, as well as respective college library personnel. The collaborative meetings are beneficial as case workers and the management analyst provide statewide updates with regards to the CalWORKS program. In addition, MPC and Hartnell College counselors are able to discuss their practices and share what works and what can be improved. In a recent meeting with the Foster Kinship Director, collaboration is going to take place and already started with a movie night that was a joint collaboration between EOPS/CARE/CalWORKS and the Foster Kinship Center. The goal of the collaboration is to support students and provide workshops that are meaningful, engaging and address student issues/concerns.

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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/non-instructional 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)?

Student Workshops

Develop a new comprehensive student satisfaction survey Develop a new comprehensive student satisfaction survey Develop a new comprehensive student satisfaction survey

Yes

Student will utilize Priority Registration Students will find the information provide at Orientation to be beneficial to their academic success

Yes Yes

List Service Area Outcome(s) scheduled for assessment in AY 15-16

How will the Outcome(s) be assessed?

Student Satisfaction of Program Services: CalWORKs/ EOPS

Satisfaction Survey –Survey Monkey

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2. Describe how service area outcomes were specifically addressed by the service/office/program during the past year. Was there review and analysis of the data? How did the staff engage in discussion? Were any interventions conducted? Are there any plans to make changes/improvements in the service/office/program?  

Student evaluations are completed after each ―EOPS Student Success‖ workshop EOPS ―Student Success‖ and ―Early Alert‖ collaboration to offer workshop for STEM majors and managed follow-up on participating students 3. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving these improvements? [Begin response here]

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

1. Priority Registration

2. New Student Orientations

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What success has been achieved to date on this activity?

What challenges existed or continues to exist?

Will activity continue into AY 15-16?

Will activity continue into AY 16-17?*

The need for workshops prior to Priority Registration with hope to increase student use of Priority Registration Yes

Increase in number of students using Priority Registration

Yes

Yes

Too many scheduled orientations spread over two week period. Possible having large venue for new student orientation, i.e. Saturday Orientation

Yes

Yes

Yes EOPS staff to share in Yes Yes 3. Joint Activity participating in with Foster activities Youth Program * 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? Priority Registration:

New Student Orientations:

Joint Activity with Foster Youth Program

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III. ANNUAL ACTION PLAN This section must be completed for ALL services/offices/non-instructional programs, whether scheduled for annual or comprehensive review in spring 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. b. c. d. e. f. g. h. i. j.

NEW CURRICULUM FURTHER DEVELOPMENT OF THE PROGRAM OR SERVICE GRANT DEVELOPMENT AND PROPOSALS FACULTY AND STAFF TRAINING MARKETING/OUTREACH ENROLLMENT MANAGEMENT STUDENT SERVICES ADMINISTRATIVE SERVICES SUPPORT OPERATIONS FACILITIES

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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.

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Activity

1.EOPS Student success Workshops

Strategic Plan Goal(s) No. & Letter (e.g., 5A)* 2A, 2B

Related SAOs, SLOs, PLOs, or goals

SAO

2.EOPS & Foster Youth Joint Activities

2A, 2B

SAO

3. College Campus Tours

1A, 2A, 2B

SAO

4.CalWORKs program Workshops for student Success 5.Saturday EOPS new student orientation

2A, 2B

SAO

2A, 2B

SAO

Desired Outcome(s)

1 activity per month 80% of student survey will strongly agree EOPS student success workshops will indicate workshop were helpful toward their academic success

Professional Expert EOPS Counselors

1 per semester 80% of students surveyed will rate helpful attending college campus tours

Staff and funding for (Bus or Van) transportation expense

1 per semester

Over-time for Staff and NIC for EOPS faculty time.

Adjunct faculty to serve at main campus, and Alisal This position to assist in meeting EOPS require student contacts

Funding to support additional counseling staff and travel expense

SAO

6. Adjunct EOPS faculty

Resources Needed

Person Responsible

EOPS staff and Counselors

EOPS staff and Foster Youth Director Paul Casey

Estimated Date of Completion (can be more than one year in length) Plan for fall 2015

Future development of activities to Fall 2015

Joint effort with TRIO and Transfer /Career Center

August 2015

Adjunct EOPS counselor may be assigned at the King City Center depending on the need

* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.

*** Please complete items 2a-e immediately below for EACH new activity. *** 20 | P a g e

Comments

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) EOPS Student Success Workshops a. Counseling Faculty will facilitate student success workshop throughout the year. Some workshops may include hiring professional expert. b) EOPS & Foster Youth Joint Activities: a. EOPS staff will partner with Foster Youth c) College Campus Tours: a. EOPS program will collaborate with other student service programs, such as TRIO and Transfer Center d) CalWORKs program Workshops for student Success: a. CalWORKs Counselor will partnership with EOPS staff and other outside service . e) Saturday EOPS new student orientation: a. EOPS staff, Counselors and other Student Service Programs will be involved in the EOPS New Student Saturday Orientation. Large facility is needed to accommodate over 100 students. f) Adjunct EOPS faculty: a. Additional office space, computer workstation, EOPS implementation guideline training and travel to off campus sites. g) Describe the new activity or follow-on activity that this resource will support. h) 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) 21 | P a g e

4) Service/Program Goal (list applicable service /program goal outcome) 5) Strategic Plan Goal (list applicable strategic plan outcome) [Begin response here] i) Does this activity span multiple years?

☒ YES

☐ NO

If yes, describe the action plan for completion of this activity. [Begin response here]

j) What measureable outcomes are expected from this activity? List indicators of success. A satisfaction survey will be distributed at the end of each activity to measure the outcomes. It is expected that all students surveyed will indicate over 80% are Very Satisfied with the activity k) 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). 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. EOPS

Personn Supplies/Equipment Technology el (S/E)** Hardware/ Classifi Software ed (H/S)*** Staff/ Faculty (C/F/M Staff/)* Handouts (Supplies) Audio/Visual

Student success Workshops Faculty

(H/S)

2. Saturday

Staff/

EOPS new student orientation

Faculty

3. Adjunct

Faculty

General Office Supplies

Staff/

Food (snacks/Lunch)

EOPS faculty

4. . College Campus Tours

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Contract Services

Training

Travel

May hire profession al for areas of expertise

Library Materials

Facilities/Space e.g. Science Labs

Projected Costs

Smart Classroom $150.00 per hour for Professiona l expert

Survivor Kit(supplies) Audio/Visual (H/S)

B-208 room for $15.00 per large group kit x 300=$3,600

H/S for counseling

EOPS Conferences/ Training Transporta tion Service Co.

Office Space $35,669 main campus and Benefits off sites included Travel Authoriza tion and Funding

$5,000

5. Summer College Readieness

Faculty, Staff

Educational Supplies Audio /Visual for Student Survivor H/S Kits

Academic Faculty Course teaching

Campus and College Tours

Room to $10,000 for accommodate 15 NIC students Faculty Supplies: S500.00

* Personnel: Include a C or F after the amount to indicate Classified Staff or Faculty. ** S for Supplies, E for Equipment. *** 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.

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Priority 5:

Innovation and Relevance for Programs and Services

Goal 5A: Hartnell College will provide programs and services that are relevant to the realworld needs of its diverse student population, while also developing and employing a culture of innovation that will lead to improved institutional effectiveness and student learning. Priority 6: Partnership

with Industry, Business Agencies and Education

Goal 6A: Hartnell College is committed to strengthening and furthering its current partnerships, in order to secure lasting, mutually beneficial relationships between the college and the community that the college serves.

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