appendix a: budget history and impact - chabot college program reviews/ds… · web viewstudents...

Chabot CollegeAcademic Program Review Report

Year One of Program Review Cycle

Disabled Students Programs & Services (DSPS)

Submitted on February 28, 2013Kathleen R. Allen and DSPS Staff

Final Forms, 1/18/13

Table of Contents

Section 1: Where We've Been ...................................................1Section 2: Where We Are Now..................................................2Section 3: The Difference We Hope to Make..............................3

Required Appendices:

A: Budget History..........................................................................................4B1: Course Learning Outcomes Assessment Schedule..................................5B2: “Closing the Loop” Assessment Reflections ...........................................6C: Program Learning Outcomes.....................................................................9D: A Few Questions ....................................................................................12E: New Initiatives ........................................................................................13F1: New Faculty Requests...........................................................................14F2: Classified Staffing Requests...................................................................15F3: FTEF Requests........................................................................................16F4: Academic Learning Support Requests ..................................................17F5: Supplies and Services Requests.............................................................18F6: Conference/Travel Requests.................................................................19F7: Technology and Other Equipment Requests.........................................20F8: Facilities Requests ................................................................................21

1. Where We've Been

Complete Appendix A (Budget History) prior to writing your narrative. Limit your narrative to no more than one page.

As you enter a new Program Review cycle, reflect on your achievements over the last few years. What did you want to accomplish? Describe how changes in resources provided to your discipline or program have impacted your achievements. What are you most proud of, and what do you want to continue to improve? Disabled Student Programs and Services (DSPS) includes a Student service component the Disabled student Resource Center (DSRC) and 4 academic components; Adaptive Physical Education, Computer Application Systems, Learning Skills and Psychology Counseling. The faculty and staff work closely to ensure that each student with a disability understands their strengths and weaknesses, compensatory strategies that will benefit their learning process and the reasonable accommodations they are eligible for. Thus, it is essential that DSPS staff know and understand each student. Through the expertise of each staff member, working together as a team, students with disabilities are successful in achieving their educational goals.

DSPS is most proud of the positive impact our course offerings have on the success of students with disabilities achieving their educational goals. All DSPS courses are consistently filled over 100%. Through the excellent course curriculum specifically developed to teach DSPS students compensatory strategies, understanding their disabilities and becoming aware of their strengths and weaknesses. As a result, students are successful in college level courses in English, Mathematics and Computer Application Systems by providing them with a strong foundation and teaching them to become critical thinkers. DSPS courses support students with disabilities to become comfortable with their disabilities, utilizing academic reasonable accommodations and asking for assistance when needed. The curriculum of DSPS courses are designed to develop the whole person; build self-esteem, social skills, social cognition,Problem solving, and becoming independent participants in their academic process. Thus, assisting students with disabilities to reach their full potential.

DSPS has been diligent in reducing our funding requests and we are grateful for the funding we received. . The received funds allowed us to follow required State assessment guidelines to determine eligibility for learning disability services and provide mandated reasonable accommodations for students with disabilities.

Due to the severe budget cuts to DSPS allocation and Chabot College, our course offerings have been affected. DSPS lost English 116 E72 and English 121 in the last few Spring semesters and English 118A and 119 in last 2 Summer Sessions. The loss of English 120 has affected DSPS students concurrently enrolled in college level English courses, i.e. English 101A, 101B, 102, 1A, 4 and 7. Students struggle more without the English study skills strategies offered in this course. The loss of English 116 has greatly affected evening students, since they must waite until the Fall semester to determine their eligibility for learning disability services. These evening students are enrolled in classes without the benefit of utilizing the appropriate reasonable accommodations plus the pervasive student services offered to day students. It is our hope that these valuable courses can be reinstated.

In light of the fiscal crisis in the State, we are concerned with how we will be able to enhance our course offerings to provide a strong academic foundation for the increasing number of students with acquired brain injuries, developmental disabilities, Wounded Warriors, etc. These students would greatly benefit from a cognitive learning course. Our hope is to offer this course in the next 2 years.

1

2. Where We Are Now

Review success, equity, course sequence, and enrollment data from the past three years at http://www.chabotcollege.edu/ProgramReview/Data2012.cfm. Please complete Appendices B1 and B2 (CLO's), C (PLO's), and D (A few questions)before writing your narrative. Limit your narrative to two pages.

After review of your success and retention data, your enrollment trends, your curriculum, and your CLO and PLO results, provides an overall reflection on your program. Consider the following questions in your narrative, and cite relevant data (e.g., efficiency, persistence, success, CLO/PLO assessment results, external accreditation demands, etc.):

What are the trends in course success and retention rates (based on overall results and CLO assessments) in your program? Do you see differences based on gender and/or ethnicity? Between on-campus and online or hybrid online courses? Provide comparison points (college-wide averages, history within your program, statewide averages).

What changes are you seeing in enrollments in your courses and overall program, and what is driving those changes?

Describe how changes in investments--or lack thereof (funding, adding units to courses or adding supplemental instruction courses, adding or increasing student learning support, adding courses to sequences, classified staff, etc.) have impacted student learning in both specific courses, course sequences, and overall programs.

For PLOs, have you collaborated with colleagues in other disciplines to look at “whole programs

or "whole GE areas"? What insights have you gained from these collaborations?

All DSPS courses are consistently filled over 100%: Adaptive Physical Education, Computer Application Systems, Learning Skills and Psychology Counseling. Every semester we turn away many students who want to enroll in DSPS courses. The majority of Learning Skills courses have been offered for over 30 years. CAS and PSCN courses have been offered over 20 years. The curriculum and courses have been enhanced to meet the needs of our growing population. Case managers, Special Education teachers and faculty from other colleges from the greater Bay Area have referred students to our program and courses. This reflects the respect and confidence other professionals have for our DSPS program. We even had a visit from a Professor at Tel Aviv University wanting information on the curriculum for PSCN 20, “The College Experience”. He wanted to develop a similar entry course for students with disabilities at his university.

All DSPS courses show a diverse representation in gender and ethnicity. English 117 “Reading”, and English 119 “Problem Solving” show ethnicity is displayed across the

board with a significant percentage of African Americans. We feel this indicates a need for reading and quantitative reasoning skills among this population.

There are no significant trends in PSCN classes between African American, Asian American,

Latino and white students.

2

http://www.chabotcollege.edu/ProgramReview/Data2012.cfm

CAS classes leans towards a greater female population with Asian American Students leading the percentage as compared with other DSPS classes. Many female students, especially re-entry women have expressed their need to learn how to use computers.

It is very interesting that from the reflections for CAS 100 many students have not used a

computer; this is their first experience with technology. This reflects the economic disadvantage of our students; they could not afford to purchase a home computer.”

It is clear that the learning outcomes for CAS 102 must be changed to directly reflect the

curriculum of the course. The outcomes currently reflect the student’s knowledge of different assistive technology software. Therefore, the results were skewed, since the students learn the assistive technology based on their disability. The outcomes should reflect what a student has learned to do with the software, i.e. read, write an essay, read the web, etc. There is no difficulty with the curriculum but the learning outcomes must be changed.

In discussions with other CAS instructors on the campus, they express the need to continue

DSPS CAS courses so that students with disabilities are prepared for their classes. They do not have the expertise to instruct students based on their physical and learning needs of their disability. After taking DSPS CAS courses many students with disabilities have obtained a strong technology foundation that has ensured their success in college CAS courses. Many students have gone on to earn CAS AS degrees.

English 119 and 121 are very difficult to assess. The curriculum is extremely individualized. In

English 119 students are learning addition, subtraction, multiplication, division, fractions, percentages, decimals or algebra. At the beginning of the semester each student is assessed to determine what level of mathematics they should begin with. The students progress individually to the next book. Despite the difficulty in assessing the students’ outcome levels, it is clear that the curriculum is working. Students are proceeding to college courses and passing to the next sequence. DSPS students require this individualized method when learning mathematics.

Many faculty have referred their students to our DSPS courses. When an English instructor has a

student that is struggling in their class, they discuss with the DSPS Counselors and faculty strategies to support their student.

It is clear that our courses play a key role in a student with disability academic success. After

taking learning Skills English courses, students are progressing through college level English courses 101A, 101B, 102,1A, 4 and 7. SPS PSCN courses enhance their personal growth, accepting their disability, the value of utilizing reasonable accommodations, resources on campus and becoming independent participants in their academic process.

3

3. The Difference We Hope to Make

Review the Strategic Plan goal and key strategies at http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior to completing your narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resource Requests) to further detail your narrative. Limit your narrative to three pages, and be very specific about what you hope to achieve, why, and how.

What initiatives are underway in your discipline or program, or could you begin, that would support the achievement of our Strategic Plan goal? Over the next three years, what improvements would you like to make to your program(s) to improve student learning? What are your specific, measurable goals? How will you achieve them? Would any of these require collaboration with other disciplines or areas of the college? How will that collaboration occur?

DSPS service and academic areas work together to support students with disabilities at Chabot College. It is essential that students understand their disabilities; their functional limitations. Then the students must be aware of the compensatory strategies and academic accommodations that will support them in their classes. Ultimately, students will understand the benefit of these strategies and accommodations, thus they will become independent using and requesting these strategies and accommodations. Therefore they will complete their educational goals in a reasonable time. This process for students is very individualized, but once the students become aware of their needs and academic accommodations they are self-empowered. It is imperative that we know and fully understand each student. The success of our students has been due to the DSPS team working together to know and understand our student’s disabilities.

Within the next 3 years DSPS will be losing 2 counselors and 2 Learning Disability Specialist to retirement. This will also mean the loss of an Assistive Technology Instructor since 2009. The loss of 5 DSPS faculty positions will greatly affect general counseling, faculty and staff throughout the campus. DSPS Counselors, Learning Disability Specialists and the Assistive Technology Specialist as previously mentioned work with personnel on the campus in support of students with disabilities. Thus without these 5 DSPS positions Students will not be provided with the needed skills that will ensure their academic success. Currently DSPS is serving more students with complex needs and issues, which requires the expertise of faculty trained to work with students with disabilities. As mentioned in the previous responses, DSPS courses provide the needed foundation for students with disabilities which prepare and support them towards their achieving their educational goals. Without faculty to teach DSPS courses, Students with disabilities will take a longer time to achieve their educational goals. If the 2 Counselor, 2 Learning Disability Specialist and the Assistive Technology Instructor positions are not replaced it will be devastating for students with disabilities, DSPS and Chabot College.

Each semester DSPS offers 3 Adaptive Physical Education courses and 1 course in the Summer. These courses have been consistently filled 100%. All of our APE courses are taught by a full time instructor at 30% of his load. With this limited schedule we are unable to increase our course offerings. DSPS students and community agencies have requested that we offer Adaptive Swimming, Wheelchair Basketball, etc. Our students would benefit from a0.5 unit Assessment course where the instructor evaluates their physical limitations to develop an exercise program that meets their physical objectives. In this way the instructor and the student can track their progress. It is essential that the Adaptive Physical Education Instructor visit community agencies to ensure that Chabot College is meeting the

4

http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf%20

needs of the community. In 2008, the Chancellor’s Office Program Review recommended that Chabot College hire a full time Adaptive Physical Education Instructor in order to meet the needs of our students.

In the DSPS Student Services Program Review we expressed the need for the filling of the DSRC Office Manager position which has been vacant since 2008 due to retirement.

DSPS also requires a full time Instructional Assistant II for our Learning skills program. The Instructional Assistants work closely with the Learning Disability Specialists during class. Since the curriculum is extremely individualized the courses may be subdivided into smaller learning units to better meet the students’ needs. DSPS English 116 course requires that the Instructional Assistant administer many of the assessment tools to the students as the instructor is administering the assessment instruments that are required to be administered individually. The Instructional Assistant assists with the inputting much of the scores in order for the instructor to have all materials ready and available to complete the evaluation to determine eligibility for learning disability services for each student. We currently offer English 116 in the and 119 in the evening without the support of a permanent Instructional Assistant. . It is crucial for Chabot College to reinstate English 116 E72. Without this course evening students struggling in classes can not be assessed until the Fall semester. This puts evening students at a disadvantage because without the assessment they are not eligible for accommodations. These students also do not have the services available to them as day students have. At least with the assessment completed, we can put through the appropriate accommodations to support them in their classes sooner.

Since English 116 “Diagnostic Clinic” was developed as a 1 unit, 1.75, 1 hour lecture and 1 hour lab course, The DSPS Chancellor’s Office changed the assessment requirements. More assessment tools are required to do a comprehensive assessment. As a result the 1unit value no longer meets the curriculum requirement. It is necessary that we present this course to the Curriculum Committee in order to adjust the course unit value. As mentioned above our evening students with learning disabilities are at a disadvantage as compared with our day students. These students are having difficulty completing English 101A/B and 102 because they do not have the strong foundation in reading and writing. Many years ago we offered English 117 in the evening. At that time the instructor enhanced the curriculum to include writing skills. If DSPS offered An English 118A “Reading/Writing” in the Fall semester and English 118B “Writing/Reading” in the Spring semester evening students would be provided with the needed foundation in reading and writing to prepare them for higher level English courses. IT would not be necessary for students to repeat these courses. Thus evening students would complete their educational goals in a reasonable time.

In order to meet the needs of a growing number of students with acquired brain Injuries (ABI), Developmental Disabilities Stroke victims, etc. it is essential that DSPS offers a 3 unit Learning Skills Cognitive Learning course. This course would train student with memory retention and comprehension issues. California Association of Post-Secondary Educators and the Disabled (CAPED), California Community Colleges Student Services Conference and the Chabot College Advisory Committee state that with the growing growing number of students in this population including Wounded Warriors would benefit from this type of course.

5

As we have described the curriculum in our previous response for English 119 “Problem solving”, we could better meet the needs of our students if we made the curriculum of this course a 2 semester sequence. Many students are progressing through the different levels of mathematics but they cannot complete them in 1 semester. If English 119 were offered as n A/B 3 unit each sequence, it would not be necessary for students to repeat the course. With the new repeatability requirements in place by Financial Aid, State Department of Rehabilitation and the college, this would benefit DSPS students. This would also place students at similar mathematic levels in each course, instead of all levels of mathematics (addition to algebra) being presented in 1 class.

All of the requests made for DSPS faculty and staff positions with the increase of FTEF would greatly increase the success of DSPS students attending Chabot College. These requests would ensure equity for all students on the campus.

6

Appendix A: Budget History and Impact

Audience: Budget Committee, PRBC, and AdministratorsPurpose: This analysis describes your history of budget requests from the previous two years and the impacts of funds received and needs that were not met. This history of documented need can both support your narrative in Section A and provide additional information for Budget Committee recommendations.Instructions: Please provide the requested information, and fully explain the impact of the budget decisions.

Category2011-12 Budget

Requested

2011-12 Budget

Received

2012-13 Budget

Requested

2012-13 Budget

ReceivedClassified Staffing (# of positions) 4.5 4.5 5.5 5.5Supplies & Services $4,242.00 $4,242.00 $3,500.00 $3,343.00Technology/Equipment $904.00 $904.00 0 0Other 0 0 0 0TOTAL $5.146.00 $5.146.00 $3,500.00 $3,343.00

1. How has your investment of the budget monies you did receive improved student learning? When you requested the funding, you provided a rationale. In this section, assess if the anticipated positive impacts you projected have, in fact, been realized.

The funding requested, allowed us to follow required state assessment guidelines to determine eligibility for learning disability services and provide legally mandated accommodations for students with disabilities. This funding helped us to meet our desired goal of supporting DSPS students with mandated reasonable accommodations.

2. What has been the impact of not receiving some of your requested funding? How has student learning been impacted, or safety compromised, or enrollment or retention negatively impacted?

We have gratefully received all the funding we have requested.

7

Appendix B1: Course Learning Outcomes Assessment Schedule

All courses must be assessed at least once every three years. Please complete this chart that defines your assessment schedule.

ASSESSMENT SCHEDULE:Spring 2013

Fall2013

Spring 2014

Fall2014

Spring 2015

Fall2015

Spring 2016

Fall2016

Spring 2017

Courses:Group 1: 0 0 0 0 Full

AssmtDiscuss results

Report Results

Group 2: Full Assmt

Discuss results & report

Group 3: Full Assessment

Discuss results

Report Results

Group 4:CAS 100CAS 101CAS 102 1, 2 &3 unitsCAS 103English 116English 117English 118AEnglish 118BEnglish 119English 120English 121’PSCN 20PSCN 901, 902, 903, & 904.

Full Assmt

Discuss results & report

8

Appendix B2: “Closing the Loop” Assessment Reflections

Course CAS 100CAS 101CAS 102 1 unitCAS 102 2 unitsCAS 102 3 unitsCAS 103English 116English 117English 118AEnglish 118BEnglish 119English 120English 121PSCN 20PSCN 901PSCN 902PSCN 903PSCN 904

Semester assessment data gathered Spring 2012Spring 2012Spring 2012Spring 2012Spring 2012Spring 2012Spring 2012Fall 2011Spring 2012Fall 2011Spring 2012Fall 2011Spring 2012Fall 2011Fall 2011Fall 2011Fall 2011Fall 2011

Number of sections offered in the semester 11111151

9

2131121111

Number of sections assessed 111111512131121111

Percentage of sections assessed 100%100%100%100%100%100%100%100%100%100%100%100%100%100%

10

100%100%100%100%

Semester held “Closing the Loop” discussion Fall 2012Fall 2012Spring 2012Spring 2012Spring 2012Spring 2012Spring 2012Fall2011Spring 2012Fall 2011Spring 2012Fall 2011Spring 2012Spring 2012Spring 2012Spring 2012Spring 2012Spring 2012

Faculty members involved in “Closing the Loop” discussion

Allison GoldeAllison GoldeKathleen R. AllenKathleen R. AllenKathleen R. AllenKathleen R. AllenJerry Egusa, Monica Munger, Shirley PejmanMonica MungerJerry Egusa, Monica MungerMonica MungerJerry EgusaMonica MungerJerry EgusaKathleen R. AllenKathleen R. Allen, Felicia TrippKathleen R. Allen, Felicia TrippKathleen R. Allen, Felicia TrippKathleen R. Allen, Felicia Tripp

11

Form Instructions: Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in

aggregate for all sections assessed in eLumen. Part II: CLO Reflections. Based on student success reported in Part I, reflect on the

individual CLO. Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the

course as a whole.

PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE)

Defined Target Scores*

75%(CLO Goal)

Actual Scores** (eLumen data)

(CLO) 1:CAS 100:CAS 101:CAS 102 1 unitCAS 102 2 unitCAS 102 3 unitCAS 103:English 116 English 117English 118AEnglish 118BEnglish 119English 120English 121PSCN 20PSCN 901PSCN 902PSCN 903PSCN 904

75%75%50%50%50%75%100%/59 ACT.23 ACT.100%/48 ACT.15 ACT.100%17 ACT.100%75%75%75%75%75%

75%>75%25%18%10%76%96%/54ACT.22 ACT.na/33 ACT.13 ACT.Na15 ACT.Na78.4%92.3%76.9%83.4%80%

(CLO) 2:CAS 100CAS 102 1 unit:CAS 102 2 unitCAS 102 3 unit English 116English 117English 118AEnglish 118BEnglish 119English 120English 121PSCN 20PSCN 901

75%60%60%60%100%/59ACT.9 ACT.100%/49 ACT.15 ACT.100%18 ACT.100%70%75%

75%88%82%52%96%/49 ACT.8 ACT.Na/ 34 ACT.13 ACT.Na17 ACT.Na73.9%92.3%

12

PSCN 902PSCN 903PSCN 904

75%75%75%

84.6%88.9%80%

(CLO) 3:CAS 100CAS 102 1 UNITCAS 102 2 UNITCAS 102 3 UNITEnglish 116English 117English 118AEnglish 118BEnglish 120English 121PSCN 901PSCN 902PSCN 903PSCN 904

75%60%60%60%100%/59 ACT.23 ACT.100%/49 ACT.15 ACT.18 ACT.100%75%75%75%75%

75%88%82%52%96%/54 ACT.19 ACT.Na/34 ACT.13 ACT.17 ACT.Na92.3%83.3%88.9%80%

(CLO) 4:CAS 100ENGLISH 117ENGLISH 118BENGLISH 120 English 121

75%23 ACT.15 ACT.18 ACT.100%

75%22 ACT.13 ACT.16 ACT.Na

If more CLOs are listed for the course, add another row to the table.* Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO? (Example: 75% of the class scored either 3 or 4)**Actual scores: What is the actual percent of students that meet defined target based on the eLumen data collected in this assessment cycle?

13

PART II: COURSE- LEVEL OUTCOME REFLECTIONS

COURSE-LEVEL OUTCOME (CLO) 1: How do your current scores match with your above target for student success in this course level outcome?

CAS 100 The current scores exceed the above definition of success.

CAS 101 The current scores exceed the above definition, which lead me to believe the majority of students were able to understand the subject matter. They were able to effectively produce the material through adaptive learning examples.

CAS 102 1 unit: Assessment revealed lower scores than expected at 25%.

CAS 102 2 unit: Assessment revealed lower scores than expected at 18%.

CAS 102 3 units: Assessment revealed lower scores than expected at 10%.

CAS 103: Assessment reveals higher scores than expected at 76%.

English 116: The scores indicate that over 90% of the students are achieving the outcome.

English 117 Well over 89% of students achieved this outcome.

English 118A About 69% of the students met this goal.

English 118B Over 87% of the students met this outcome.

English 119 Since this course is taught on an extremely individualized basis, it is difficult to assess the class as a whole; but students are making progress with their mathematic skills.

English 120 88% of the students are making progress by meeting this outcome.

English 121 This outcome is very difficult to assess but students are becoming better self advocates as they communicate their needs to Math 103, 104, 65, 55, 43 instructors. PSCN 20 Assessment reflected higher scores than expected.

PSCN 901 Students scored higher than expected at 92.3%.

PSCN 902 Students scored higher than expected at 76.9%.

PSCN 903 Students scored higher than expected at 83.4%

PSCN 904 Students scored higher than expected at 80%.

CAS 100 The student shall demonstrate keyboarding techniques by touch.75% of the class scored a 3 or 4.

14

The current scores exceed the above definition of success.

CAS 101 Student will be able to create and print a word document.The scores that indicate success for me is a 3 or a 4, meaning more than 75% of the class scored 3 or 4.The data clearly shows many students are able to produce basic word documents, when prompted. I feel that many of the students could benefit from a year long course in Microsoft office. I also believe technology that is taught, such as Kurzweil and Dragon, while effective, would benefit my students if they were added to the computers my students use in my class.

CAS 102 1 unit Upon completion of the course the student will be able to use screen reading, speech recognition and screen enlargement software.50% of the class scored 3 or 4. Assessment revealed lower scores than expected at 25%.

CAS 102 2units: Upon completion of the course the student will be able to use screen reading, speech recognition and screen enlargement software.50% of the class scored 3 or 4.Assessment revealed 18% of students scored 3 or 4.

CAS 102 3 units: Upon completion of the course the student will be able to use screen reading, speech recognition and screen enlargement software50% of the class scored 3 or 4.Assessment revealed lower scores than expected at 10%

CAS 103: Demonstrate proficiency with the basic functions of his/her appropriate assistive technology, keyboarding, word processing and internet access.76% of the class scored 3 or 4; higher than expected.

English 116: Students will demonstrate newly acquired study skills.Over 90% of the students assessed acquired study skills.

English 117 The ability to articulate and demonstrate which reading and compensatory strategies work for them.

English 118A Students will identify support details and transition words while distinguishing the differences between major and minor details.Students are making progress with some difficulty.The majority of the students meet this outcome.

English 118B An ability to write a 500 word essay.Students have met this outcome at 87% of the class.

English 119 Students will increase their ability to perform (addition, subtraction, multiplication, division, fractions, decimals, percents, algebra and linear equations.Since this course is taught on an extremely individualized basis, it is difficult to assess the class as a whole; but students are making progress with their mathematic

15

skills.

English 120 Ability to apply self-advocacy techniques with instructors.Students are making progress by becoming self advocates.

English 121 Students will increase their ability to apply self advocacy techniques with instructors and staff.This is difficult to assess but they are making progress in their level math courses.

PSCN 20 Students will be able to identify what level of GPA would place a student on Academic ProbationStudents met this goal at a higher percentage than expected.

PSCN 901 A student will become comfortable advocating for the academic accommodations they are eligible to utilize based on their disabilities with their instructors.Students scored higher than expected.




1. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have?

CAS 100:The students are making progress and meeting the goals of the course.

CAS 101: The students are making progress and meeting the goals of the course.

CAS 102 1 unit: The student learning outcomes need to be changed. The student that scored 3 or 4, the form of instruction and materials work for them. The student that scored 3 or 4, the form of instruction and materials work for them. Change SLO.

16

CAS 102 2 units: 50% of the class scored 3 or 4. Assessment revealed lower scores than expected at 18%.The student learning outcomes need to be changed. The student that scored 3 or 4, the form of instruction and materials work for them. Change SLO.

CAS 102 3 units: The student learning outcomes need to be changed. The student that scored 3 or 4, the form of instruction and materials work for them. Change SLO.

CAS 103 : The students are making progress but they must be taught on an individual basis according to their disability.

English 116: Students are making progress and achieving the outcome.

English 117 Students are making progress and meeting the goals of the course.

English 118A The majority of students are making progress and meeting this outcome. .

English 118B It is great that 87% of the students showed ability to write a 500 word essay.

English 119 Since this course is difficult to accurately access but students are making progress in Math 103 and 104.

English 120 For many persons this is very difficult to achieve; but the students are making great progress.

English 121 Students are making progress by passing their higher level math courses.

PSCN 20 Students have successfully met this outcome.





A. COURSE-LEVEL OUTCOME (CLO) 2:1. How do your current scores match with your above target for student success in this

course level outcome?

17

CAS 100: Keyboarding alphabetic characters by touch.The majority of students were able to type up to 20 wpm by touch with less than 3 errors.CAS 102: Outcome: Use scan/read software.1unit: 50% of the class scored 3 or 4. Assessment revealed lower scores than expected at 25%.2units: 60%.Assessment revealed higher scores than expected at 82%.3units: 60%.Assessment revealed lower scores than expected at 52%. The student that scored 3 or 4, the form of instruction and materials work for them.

English 116: Students will increase their understanding of applying compensatory learning strategies based individualized learning styles.More than Over 85% of the students assessed understands their learning style.

English 117 An ability to visually recognize and pronounce new and familiar words using a multisensory approach.The majority of students were able to complete this outcome.

English 118A Students will increase their ability to identify the main idea of presented passages.Over 69% of the students assessed, achieved this outcome.

English 118B Improved ability to identify and apply grammar rules in their own writing.Over 87% of the students achieved this outcome.

English 119 Students will increase their ability to problem solve basic arithmetic word problems.As shown by the students making progress in Math 103 and 104; it is clear that students are meeting this outcome.

English 120 Familiarity with services available to him/her.Students are meeting this outcome at 94%.

English 121 Students will increase their ability to use compensatory arithmetic strategies.Students are making progress by improving their compensatory strategies in mathematics.

PSCN 20 Students will be able to identify 4 resources on campus that will assist them in becoming successful studentsStudents met this outcome at a higher level than expected.

PSCN 901 A student will become comfortable communicating their needs to persons employed at state and community agencies.Students have successfully met this outcome at a level higher than expected.

PSCN 902 A student will become comfortable communicating their needs to

18

persons employed at state and community agencies.Students have successfully met this outcome at a level higher than expected.




CAS 100: The students are making progress and meeting the course goal.

CAS 102:1unit: The student learning outcomes need to be changed. The student that scored 3 or 4, the form of instruction and materials work for them.

2units: Despite the results the SLO needs to be changed. The student that scored 3 or 4, the form of instruction and materials work for them. SLO needs to be changed.

3units: SLO needs to be changed.


English 117 Students are making progress and achieving this outcome.

English 118A Since the majority of students achieved this outcome, they are making progress.

English 118B The data reveals that the students are making progress with their writing.

English 119 Students are meeting this goal; since they are successful in Math 103 and 104.

English 120 Students are becoming more familiar with the services needed for their disability.

English 121 Students are performing better in their higher level math courses.

19

PSCN 20 Students have met this outcome at a higher level than expected.

PSCN 901 Students are successfully communicating their needs to State and community agencies.




20

C. COURSE-LEVEL OUTCOME (CLO) 3:1. How do your current scores match with your above target for student success in this


CAS 100: Perform basic computer operations.Met or exceeded the above definition.

CAS 102 1 unit Use assistive to access the internet.Higher scores than expected at 88%.

CAS 102 2 unit: Use assistive technology to access the internet.Assessment reveals higher scores than expected at 82%.

CAS 102 3 units: Use assistive technology to access the internet.Assessment lower scores than expected at 52%.

English 116: Students will increase their understanding of their learning strengths and weaknesses. Over 90% of the students are understanding their learning strengths and weaknesses.

English 117 Since the students are achieving this goal; no changes to the course are indicated.

English 118A Students will increase their receptive and expressive vocabulary skills.Students are making progress and meeting this outcome.

English 118B Increased confidence as a writer.87% of the students are becoming more confident as writers.

English 120 The ability to use compensatory strategies suitable to his/hers specific learning disability and learning style.Students are making significant progress by meeting this outcome at 94%.

English 121 Students will increase their ability to use quantitative based study skills appropriate to the arithmetic materials being used.Students are meeting this outcome, since they show improved quantitative based study skills.

PSCN 901 A student will obtain the skills to effectively communicate with their family and friends in an assertive manner.Students made progress by meeting this outcome as reflected in their scores.


21




CAS 100 Most of the students had prior computer knowledge, however there were some students who had no knowledge of the computer. These students needed instruction on an individual basis.

CAS 102 1 unit: Even though the students scored higher; the CLOs should be changed.

CAS 102 2 units: Even though the students scored higher; the CLOs need to be changed.

CAS 102 3 units: Even though the students scored higher; the CLOs need to be changed.


English 117 No changes are indicated, since there students are making progress.

English 118A Students are successfully meeting this outcome.

English 118B Students are making progress and meeting this outcome.

English 120 Students are making progress by meeting this outcome.

English 121 Students are making progress, since they are understanding quantitative study skills in their higher level math courses.

PSCN 901 Students have made progress by becoming more assertive with their family and friends.


22



D. COURSE-LEVEL OUTCOME (CLO) 4:1. How do your current scores match with your above target for student success in this


CAS 100: Demonstrate correct posture and finger placement based on each students’ disability.They exceeded the above definition of success.

English 117 Increase reading comprehensionStudents are exceeding our expectations and achieving this outcome.

English 118B Increased reading comprehension.Students are making progress with their reading comprehension.

English 120 The ability to use study skills appropriate to the materials being used.Students are meeting this outcome by 89%

English 121 Students will increase their awareness of on and off campus and on-line services available.With the increasing number of students utilizing PATH, Math Lab and online math tutorials; it is apparent they are meeting this outcome.


CAS 100: The students are making progress and meeting this outcome.

English 117 Students are making progress and meeting this outcome.

English 118B Student are making progress at 87% of the class.

English 120 Students are making progress and meeting this goal.

English 121 It is clear that students are making progress in their math courses by meeting this outcome.

23

PART III: COURSE REFLECTIONS AND FUTURE PLANS

1. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? CAS 100: None

CAS 101 None

CAS 102 1, 2 and 3 units: Changes will be made to the CLOs that better reflect the course curriculum.

CAS 103: None

English 116: None

English 117 None

English 118A None.

English 118B None.

English 119 None

English 120 None

English 121 None

PSCN 20 None

PSCN 901 None

PSCN 902 None.

PSCN 903 None

PSCN 904 None

2. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?

CAS 100: Since the course is very successful, no changes are indicated.


24

CAS 102 1, 2 and 3 units: We are working on CLOs that accurately reflect the course curriculum.


English 116: Since the course is very successful, we would like to reinstate English 116 E72 to the Spring schedule.

English 117 Since the curriculum is successfully improving students’ reading comprehension; no changes are indicated.

English 118A Since the students are making progress with their reading/writing skills, no changes are indicated.

English 118B Since the students are making progress with their writing and reading skills, no changes are indicated.

English 119 Since the students are making progress, the course should not be changed.

English 120 Since students are making great progress with study strategies, no changes are indicated.

English 121 Students are benefiting and making progress based on the curriculum provided in this course as shown by their successfully completing higher level math courses.

PSCN 20 The data indicates that the students are making progress and no changes are indicated.

PSCN 901 The scores indicate that the students are making progress in their personal growth. No changes are necessary.




3. What is the nature of the planned actions (please check all that apply)?

X Curricular Pedagogical Resource based

25

X Change to CLO or rubric Change to assessment methods Other:_________________________________________________________________

26

Appendix C: Program Learning Outcomes

Considering your feedback, findings, and/or information that has arisen from the course level discussions, please reflect on each of your Program Level Outcomes.

Program: Disabled Students Programs & Services ________________________________________________PLO #1: Interpret and apply compensatory learning strategies based on their individual learning style. Engl. 116, 117, 120, 121CAS 102

PLO #2: Demonstrate a Competency with increasing vocabulary skills, ability to identify main idea and supported ideas in passages, computation of math problems and in computer keyboarding. CAS 100 and 103, English 118A and 119

PLO #3: The ability to write a 500 word essay, create and edit Microsoft word documents, use assistive technology to complete their research and course assignments, request and utilize academic accommodations according to their individual needs to enhance their college success CAS 101, English 118A, 118B and 119, PSCN 20 and DSRC

PLO #4: Demonstrate an ability to communicate effectively for student success based on their individual needs.PSCN 20, 901-4, English 120, 121 and DSRC

What questions or investigations arose as a result of these reflections or discussions?Explain: How can we better serve evening students? Offer Learning Skills, CAS and PSCN courses in the evening.

What program-level strengths have the assessment reflections revealed?Strengths revealed:Since DSPS Program courses are consistently filled over 100%, students are successfully meeting these outcomes. We have an increasing number of students who are becoming more aware of their individual needs and requesting accommodations through the DSRC. Therefore DSPS students are passing higher level English and Math courses and completing their educational goals of earning Certificates, AA/AS degrees and transferring to 4 year colleges.

What actions has your discipline determined might be taken to enhance the learning of students completing your program?Actions planned:Reinstate English 116 E72 in the Spring semester.

27

Program: ________________________________________________ PLO #1:

PLO #2:

PLO #3:

PLO #4:

What questions or investigations arose as a result of these reflections or discussions?Explain:

What program-level strengths have the assessment reflections revealed?Strengths revealed:

What actions has your discipline determined might be taken to enhance the learning of students completing your program?Actions planned:

28

Appendix D: A Few Questions

Please answer the following questions with "yes" or "no". For any questions answered "no", please provide an explanation. No explanation is required for "yes" answers :-)

1. Have all of your course outlines been updated within the past five years? If no, identify the course outlines you will update in the next curriculum cycle. Ed Code requires all course outlines to be updated every six years. Yes

2. Have all of your courses been offered within the past five years? If no, why should those courses remain in our college catalog? Yes

3. Do all of your courses have the required number of CLOs completed, with corresponding rubrics? If no, identify the CLO work you still need to complete, and your timeline for completing that work this semester. Yes

4. Have you assessed all of your courses and completed "closing the loop" forms for all of your courses within the past three years? If no, identify which courses still require this work, and your timeline for completing that work this semester. Yes

5. Have you developed and assessed PLOs for all of your programs? If no, identify programs which still require this work, and your timeline to complete that work this semester. Yes

6. If you have course sequences, is success in the first course a good predictor of success in the subsequent course(s)? Yes

7. Does successful completion of College-level Math and/or English correlate positively with success in your courses? If not, explain why you think this may be. Yes

29

Appendix E: Proposal for New Initiatives (Complete for each new initiative)

Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget CommitteePurpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic Plan. The project will require the support of additional and/or outside funding. The information you provide will facilitate and focus the research and development process for finding both internal and external funding.

How does your initiative address the college's Strategic Plan goal, or significantly improve student learning? In the DSPS Student Services Program Review, we discussed 2 Initiatives for the DSRC. .

What is your specific goal and measurable outcome?

What is your action plan to achieve your goal?

Activity (brief description)Target Completion Date

Required Budget (Split out personnel, supplies, other categories)

How will you manage the personnel needs?New Hires: Faculty # of positions Classified staff # of

positions Reassigning existing employee(s) to the project; employee(s) current workload will be:

Covered by overload or part-time employee(s)Covered by hiring temporary replacement(s)Other, explain

At the end of the project period, the proposed project will:Be completed (onetime only effort)Require additional funding to continue and/or institutionalize the

project (obtained by/from):

Will the proposed project require facility modifications, additional space, or program relocation?No Yes, explain:

30

Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?

No Yes, explain:

Do you know of any grant funding sources that would meet the needs of the proposed project?No Yes, list potential funding sources:

31

Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]

Audience: Faculty Prioritization Committee and AdministratorsPurpose: Providing explanation and justification for new and replacement positions for full-time faculty and adjuncts Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request, including enrollment management data (EM Summary by Term) for the most recent three years, student success and retention data , and any other pertinent information. Data is available at http://www.chabotcollege.edu/ProgramReview/Data2012.cfm .

1. Number of new faculty requested in this discipline: 2 plus 1 on the DSPS Student Services Program Review.____

2. If you are requesting more than one position, please rank order the positions.Position DescriptionPriority#1:Adaptive Physical Education Instructor.

Priority#2:Assistive Technology Instructor:

Priority#1:Currently DSPS offers 3 Adaptive Physical Education (APE) courses each semester and 1 course in the summer. We have filled these courses each semester. Our current APE courses are taught by a 30% DSPS instructor. With this limited schedule we are unable to increase our APE course offerings. Students have expressed a need for and a wish for Chabot College to offer adaptive swimming, wheel chair basketball, etc. Our students would benefit from a .5 unit course that would allow the instructor to evaluate the student’s physical limitations and set goals for the student to work on to improve their strength and flexibility. This would support the student in determining their progress. It is essential that the APE instructor visit community agencies that offer programs to persons with physical disabilities in order for Chabot College to meet the personal enrichment of persons in the community. The Chancellor’s Office DSPS Program Review in February, 2008 recommended that Chabot College hire a full time APE instructor to meet the needs of students at the college and in the community.

Priority#2 In December, 2009 the DSPS Assistive Technology Instructor retired. We offer CAS 100 “Adaptive Keyboarding”,

32


Priority#3: Learning Disability Specialist

CAS 101 “Adaptive Word Processing” since 1990 and 1992. These courses have been consistently filled 100%. After completing these courses DSPS students have gone on to complete their AA, AS Degrees and Certificates in Computer Application Systems. Our DSPS CAS 102”Assistive Technology” and CAS 103 “Adapted Lab” provide our students with the needed instruction in Kurzweil 1000/3000 (scan/read), Dragon Professional (speech recognition) and SuperNova (screen reader software programs). These courses have also filled over 100%. Learning these assistive technology software programs directly support students with disabilities with achieving their education goals. This position is essential by keeping up with the current trends in assistive technology instruction.

Priority#3: In order to serve the needs of our evening students with learning disabilities, it is necessary to hire a full time Learning Disability Specialist. We do not offer an English 117, 118A, 118B or 120 in the late afternoon or evening. Many evening students have difficulty passing English 101A without the needed basic skill foundations offered in the DSPS Learning Skills courses. During the Fall and Spring we offer 29 sections of Learning Skills courses. All of these courses are filled 100%. With our 2 full time Learning Disability Specialists, it is difficult to enhance our Learning Skills offerings to meet the changing needs of our students and increase the unit value of English 116 “Diagnostic Clinic” which is greatly needed.

33

3. Rationale for your proposal. Please use the enrollment management data. Additional data that will strengthen your rationale include FTES trends over the last 5 years, persistence, FT/PT faculty ratios, CLO and PLO assessment results and external accreditation demands.

All of our adaptive physical education/Computer Application Systems/Learning Skills classes are consistently filled over 100%.

4. Statements about the alignment with the strategic plan and your student learning goals are required. Indicate here any information from advisory committees or outside accreditation reviews that is pertinent to the proposal.

As indicated in the descriptions, these positions were recommended by Chancellor’s Office, Program Review; and DSPS Advisory Committee. With these positions students with disabilities will be in a better position to achieve their educational goals and will ensure equity on the campus.

34

Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct. Category 2000]Audience: Administrators, PRBCPurpose: Providing explanation and justification for new and replacement positions for full-time and part-time regular (permanent) classified professional positions (new, augmented and replacement positions). Remember, student assistants are not to replace Classified Professional staff.Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan goal, safety, mandates, accreditation issues. Please cite any evidence or data to support your request. If this position is categorically funded, include and designate the funding source of new categorically-funded position where continuation is contingent upon available funding.

1. Number of positions requested: 1 plus 2 on the DSPS Student Services Program Review. ______

2. If you are requesting more than one position, please rank order the positions.Position Description

1. Instructional Assistant II 1. Full time instructional assistant for late afternoon and evening Learning Skills Program. To meet the needs of our learning disabled evening students it is necessary to hire and provide stable support to an evening Learning Skills Instructor. English 116 requires that an Instructional Assistant administer many of the assessment tools to the students as the Instructor is administering the assessment instruments that are required to be administered individually. The IA assists with inputting much of the scores in order for the Instructor to have all materials ready and available to complete the evaluation to determine eligibility for learning disabilities services. The reading, writing and mathematics curriculum offered in English 118A, 118B and 119 is extremely individualized to meet the needs of students. It is essential for the success of the student and the support of the Instructor that there be a permanent IA in the evening to meet this need. .

35

3. Rationale for your proposal. To meet the needs of our late afternoon and evening students. It is essential that we expand our Learning Skills Program for the college’s evening students. Currently these students are having difficulty completing English 101A./102 without a strong foundation in reading/writing.

4. Statements about the alignment with the strategic plan and program review are required. Indicate here any information from advisory committees or outside accreditation reviews that is pertinent to the proposal.

With this positions students with disabilities will be in a better position to achieve their educational goals and will ensure equity on the campus.

36

Appendix F3: FTEF Requests

Audience: Administrators, CEMC, PRBCPurpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty Contract.Instructions: In the area below, please list your requested changes in course offerings (and corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze enrollment trends and other relevant data at http://www.chabotcollege.edu/ProgramReview/Data2012.cfm .

To reinstate English 116-E72 1 unit 1.75 FTEF in the Spring semester. Without this course, evening students are unable to be assessed to determine eligibility for learning disability services available through the DSPS until Fall semester. As a result, this jeopardizes their academic success because they cannot receive accommodations without the assessment.

English 116 “Learning Skills – Diagnostic Clinic” (1 unit 1.75 FTEF). It is necessary for the 1 hour lecture, 1 hour lab for English 116 be revised and presented to the Curriculum Committee in order for the unit value to meet the required curriculum of the course. Since this course was developed, the DSPS of California Community Chancellor’s Office has made changes in the assessment tool used in the evaluation to determine eligibility for learning disability services. More assessment tools are required to determine a comprehensive assessment. As a result the unit value no longer meets this requirement.

English 118A “Learning Skills Reading-Writing” (3 units .20 FTEF) in the Fall, semester. In order to support the basic skill needs in reading/writing of students with learning disabilities attending classes in the evening it is essential that this course be added. This course would support our evening students who need a firm foundation in reading/writing because they are having difficulty completing English 101A/102.

English 118B “Learning Skills Writing /Reading” (3 units .20 FTEF) Spring semester. After evening students complete English 118A in the Fall semester students will have the opportunity to work more intensely on writing as it relates to reading essays. This sequence of courses will provide students with learning disabilities with the needed skills to be successful in English 101A/102.

Development of a Learning Skills Cognitive Learning course (3 units .20 FTEF). In order to meet the needs of a growing number of students with acquired brain injury (ABI), stroke victims, developmental disabilities, etc. This course would train individuals to strengthen memory retention/comprehension issues. Currently it is necessary for us to refer the majority of these students to College of Alameda. The California Association of Post Secondary Educators of the Disabled (CAPED), California Student Services Conference and Chabot College DSPS Advisory Committee feel that this is a growing population of students especially due to the increased enrollment of Wounded Warriors. The creation of this course is essential to meet the growing needs of this population.

Implement an English 119A/B course. All sections of English 119 are filled over 100% capacity thus many students are turned away. Implementing an English 119A and B, the curriculum would be offered over two semesters, reducing the number of times the student would repeat the course

37


Appendix F4: Academic Learning Support Requests [Acct. Category 2000]

Audience: Administrators, PRBC, Learning ConnectionPurpose: Providing explanation and justification for new and replacement student assistants (tutors, learning assistants, lab assistants, supplemental instruction, etc.). Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan goal . Please cite any evidence or data to support your request. If this position is categorically funded, include and designate the funding source of new categorically-funded position where continuation is contingent upon available funding.

1. Number of positions requested: __not at this time____

2. If you are requesting more than one position, please rank order the positions.Position Description

1.2.3.4.

3. Rationale for your proposal based on your program review conclusions. Include anticipated impact on student learning outcomes and alignment with the strategic plan goal. Indicate if this request is for the same, more, or fewer academic learning support positions.

Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]

Audience: Administrators, Budget Committee, PRBCPurpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of funds. Instructions: In the area below, please list both your current and requested budgets for categories 4000 and 5000 in priority order. Do NOT include conferences and travel, which are submitted on Appendix M6. Justify your request and explain in detail any requested funds beyond those you received this year. Please also look for opportunities to reduce spending, as funds are very limited.

2012-13 BudgetProject or Items Requested

Requested Received 2013-14 Request

Rationale

Supplies &Services

$3,500.00 $3,3430.00 $3,500.00 The funding requested, allowed us to follow required state assessment guidelines to determine eligibility for learning disability services and provide legally mandated accommodations for students with disabilities. This funding helped us to meet our desired goal of supporting DSPS students with mandated reasonable accommodations

40

Appendix F6: Conference and Travel Requests [ Acct. Category 5000]

Audience: Staff Development Committee, Administrators, Budget Committee, PRBCPurpose: To request funding for conference attendance, and to guide the Budget and Staff Development Committees in allocation of funds. Instructions: Please list specific conferences/training programs, including specific information on the name of the conference and location. Note that the Staff Development Committee currently has no budget, so this data is primarily intended to identify areas of need that could perhaps be fulfilled on campus, and to establish a historical record of need. Your rationale should discuss student learning goals and/or connection to the Strategic Plan goal.

Conference/Training Program

2013-14 Request Rationale

California Post-Secondary Educators & Disabled

$2,400.00 Improve and stay current on ways to provide accommodations and educate students with disabilities.

California State University, Northridge Assistive Technology Conference

$600.00 To determine more cost effective ways to provide technology for students with disabilities.

41

Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]

Audience: Budget Committee, Technology Committee, AdministratorsPurpose: To be read and responded to by Budget Committee and to inform priorities of the Technology Committee.Instructions: Please fill in the following as needed to justify your requests. If you're requesting classroom technology, see http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the brands/model numbers that are our current standards. If requesting multiple pieces of equipment, please rank order those requests. Include shipping cost and taxes in your request.

Please note: Equipment requests are for equipment whose unit cost exceeds $200. Items which are less expensive should be requested as supplies. Software licenses should also be requested as supplies.

2012-13 BudgetProject or Items Requested

Requested Received 2013-14 Request

Rationale*

$ $

* Rationale should include discussion of impact on student learning, connection to our strategic plan goal, impact on student enrollment, safety improvements, whether the equipment is new or replacement, potential ongoing cost savings that the equipment may provide, ongoing costs of equipment maintenance, associated training costs, and any other relevant information that you believe the Budget Committee should consider.

42

http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf%20

http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf%20

Appendix F8: Facilities Requests

Audience: Facilities Committee, AdministratorsPurpose: To be read and responded to by Facilities Committee.Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities Committee (FC) has begun the task of re-prioritizing Measure B Bond budgets to better align with current needs. The FC has identified approximately $18M in budgets to be used to meet capital improvement needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two to be used as match if and when the State again funds capital projects, and to fund smaller projects that will directly assist our strategic goal. The FC has determined that although some of the college's greatest needs involving new facilities cannot be met with this limited amount of funding, there are many smaller pressing needs that could be addressed. The kinds of projects that can be legally funded with bond dollars include the "repairing, constructing, acquiring, equipping of classrooms, labs, sites and facilities." Do NOT use this form for equipment or supply requests.Instructions: Please fill in the following as needed to justify your requests. If requesting more than one facilities project, please rank order your requests.

Brief Title of Request (Project Name):

Building/Location:

Description of the facility project. Please be as specific as possible.

What educational programs or institutional purposes does this equipment support?

Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?

43

appendix a: budget history and impact - chabot college program reviews/ds… · web viewstudents...

Documents