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Dr. Kathy Hart  Dr. Matt Wetstein  Dr. Charles Jennings March 27, 2012

Dr. Kathy Hart  Dr. Matt Wetstein  Dr. Charles Jennings March 27, 2012. Timeline of Activities. June 30, 2011 – ACCJC Letter July 26, 2011 – President ’ s Council PowerPoint presentation July 26, 2011 – Progress on Strategic Goals reported at President ’ s Council

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Dr. Kathy Hart  Dr. Matt Wetstein  Dr. Charles Jennings March 27, 2012

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  1. Dr. Kathy Hart  Dr. Matt Wetstein  Dr. Charles Jennings March 27, 2012

  2. Timeline of Activities • June 30, 2011 – ACCJC Letter • July 26, 2011 – President’s Council PowerPoint presentation • July 26, 2011 – Progress on Strategic Goals reported at President’s Council • Regular progress reports to President’s Council, Academic Senate, Management Senate, Classified Senate • Throughout the fall term – Program review trainings and work begins on administrative program reviews

  3. Timeline of Activities • August 12, 2011 Mandatory Flex Day – faculty discussion and work on program review, integrated planning and student learning outcomes assessment (SLOA) • October 4, 2011 Mandatory Flex Day – Course and program mapping to Institutional Learning Outcomes (ILO’s) by faculty • March 7, 2012 Mandatory Flex Day – Variety of assessment activities by faculty

  4. Timeline of Activities • November 4, 2011 – Cabinet, Dean & Academic Senate Leaders attend ACCJC workshop: “Capacity Building for educational Excellence through Program Review and Integrated Planning” • December 2, 2011 – Planning workshop on program review and integrated planning • January 13, 2012 – Second planning retreat and identification of eight strategic goals and educational master plan (EMP) action plans • February 10, 2012 – Planning retreat – 8 strategic goals narrowed down to 5, with 2 to 3 action plans each

  5. Timeline of Activities • February 29, 2012 – Shared governance retreat to review preliminary plans and outline for the ACCJC response draft • March – draft responses are shared with President’s Council, Academic Senate, Trustee Brown and editing comments are collected • March 27, 2012 – The Board reviews and endorses the ACCJC report and individuals sign off on its content

  6. Commission Recommendation 3 The visiting team recommends that the college decisively address the development and implementation of a comprehensive strategic plan closely focused on assessing institutional effectiveness. A systematic, continuous cycle of feedback and evaluative improvement must be critically and deliberately developed and put into effect. This strategic plan must incorporate student learning outcomes within all institutional efforts, resource allocations, and be supported by program and service reviews and research data. Educational, fiscal, technological, physical, and human resources should be considered and integrated. As a whole, the planning document should also identify short‐ and long‐term directions for the college, timelines for implementation, and the individuals responsible for each area, monitoring and follow‐up strategies, and expected outcomes (Standard IA; IB).

  7. Response to Rec. 3 Response in 5 Parts: • Planning Accomplishments – Long Range Plans Turned into Action • Integrated Planning Calendar and a New Strategic Plan • Program Review • New Planning Accomplishments: Committee Structure & Accountability Framework • Institutional Effectiveness & Institutional Research

  8. 1. Long Range Plans Turned into Action • New solar/electrical program at SCMH reflects EMP recommended labor market need • Faculty office relocations to encourage greater collaboration and (Science & Math Building and new office assignments) • Technology to support student success & external funding: STEM grant $2 million in equipment funds • Degree Audit software (Red Lantern) • US Dept. of Labor $20 million grant C6 Consortium – supporting the Psych Tech program • Measure L Re-Start – Forum Hall renovations, campus restrooms, Danner Hall safety projects Evaluation: “The accomplishment of major projects identified in the EMP and FMP reflect a College that is committed to long-range planning and to operationalizing those plans in a timely process” p. 20

  9. 2. Integrated Planning Calendar & New Strategic Plan • Short-term and Long-term calendar of planning allows the campus to see coordinated efforts to link annual program review and the budget with strategic, long-term initiatives • Strategic plans have “champions” dedicated to building teams and strategies that get goals accomplished • Reporting is quarterly and champions are accountable to the President and Planning and Budget Committee

  10. 2. Integrated Planning Calendar

  11. 2. Integrated Planning Calendar

  12. 2. New Strategic Goals Strategic Goal 1 Develop and implement effective strategies and appropriate policies and procedures to ensure adequate funding and effective planning in support of the college's fundamental mission and goals. Strategic Goal 2 Increase student access, student success, and the number of students who successfully achieve positive student learning outcomes. Strategic Goal 3 In order to provide adequate facilities, update the Facilities Master Plan and complete the remaining Measure L Bond projects in a timely manner. Strategic Goal 4 In order to improve the effectiveness of college operations, develop and implement a communication plan that provides regular, timely, open, and transparent communication among all internal and external stakeholders. Strategic Goal 5 Develop and implement an integrated, college-wide staff development program with the mission of providing all employees an array of required and elective training and development opportunities so as to make them more effective as employees and as members of a diverse college community. Endorsed at the Planning Summit of February 10, 2012

  13. Educational Master Plan Strategic Plan Team Process Strategic Goal 1: Develop and implement effective strategies and appropriate policies and procedures to ensure adequate funding and effective planning in support of the college's fundamental mission and goals. • Responsibilities • Develop action plan, strategies, accountability and timeline • Report to PBC on progress • Establish evidence of success Educational Master Plan Recommendations #1 Improve the integration of program reviews and student learning outcomes and assessments (SLOA) for all programs and services into the integrated planning and budgeting process. Action Plan Champion Charles Jennings& Team(s) Educational Master Plan Recommendations #2 Develop a unified institutional plan to coordinate and increase the college's external engagement activities to achieve greater involvement in the community and to promote greater external financial and programmatic support for the College. Action Plan Champion Kathy Hart& Team(s) Educational Master Plan Recommendations #3 Improve the operational infrastructure and integrity of the college by identifying core services, defining minimum expectations for service levels, assessing budgetary and staffing requirements, and where necessary, re-engineering operations to increase productivity. Action Plan Champion Chris Yatooma& Team(s)

  14. 2. Strategic Goals & Champions • Each Strategic Goal has action plans to address the issue within a 2 to 3 year period • Accountability is built in – teamwork, coordination with other champions, regular reporting to PBC • Some degree of flexibility to “change on the fly” • Goals and targets remain the same Evaluation “The new strategic plan encompasses hallmark elements of a sustainable planning process that is integrated and focused on quality improvement. It features realistic timelines and champions who are accountable for meeting strategic goals. It builds an accountability structure that features regular reports to the Planning and Budget Committee” p. 21

  15. 3. Program Review • Program Review Committees re-constituted • Instructional/administrative/student services • RP Group Program Review document used as a model to re-tool the process • Program review committees read and critiqued reviews in the fall term of 2011 • Committees have used a rubric to review the program reviews • Recommendations forwarded to Planning and Budget Committee (PBC)

  16. 3. Program Review • Instructional program reviews – done in CurricUNET • Dynamic data feeds based on program (FTEs, FTEF, Retention, Success) • Goals, plans for learning outcomes, plans for curriculum, and resource requests • 113 recommendations for requests in 2010-11 program reviews • Recently submitted to PBC for review

  17. 3. Program Review • Student Services Reviews – new approach in FileMaker software mimics instructional approach • Admissions & Records piloted in 2011-12 • Reviews for years have focused on goals, learning outcomes, key performance indicators, resource requests • 6 resource requests forwarded to PBC recently

  18. 3. Program Review Evaluation “These changes are evidence that the College is committed to continuous improvement of its program review process, has been reviewing and refining processes to improve the effectiveness of program review, and is insistent that program reviews be integrated into the annual planning and budget cycle” p. 21 • Administrative Services Reviews • Toolkit and trainings introduced in August 2011 • Management leadership & response has been strong • 12 programs completed reviews fall 2011 • Committee forwarded six recommendations to PBC

  19. 4. Committee Structure & Accountability Framework • Planning & Budget Committee is the clearinghouse for planning and annual budget development • Will receive regular reports on strategic plan action teams and their progress • March 2012 adoption of Accountability Framework – detailed information and schedule for reporting to PBC Evaluation The first iteration of the College’s new planning calendar has gone relatively well, and the PBC and President’s Council have formally approved the accountability framework that requires regular reporting on progress toward meeting strategic goals. The accountability framework also ensures that program review processes are completed and reported on in the PBC…” pp. 21-22

  20. 5. Institutional Effectiveness & Institutional Research • The College has benefitted from an active research office (Dean and 2 research analysts) • Increasing use of evidence for program evaluation • Support for external grants and grant evaluation purposes • Number of sample studies identified in the report that demonstrate a focus on student success and outcomes-based research Evaluation “The maturation of the PRIE Office has helped accelerate the establishment of a culture of inquiry on campus using data to make decisions about student learning, service delivery and success…However, recent events have limited the ability of the PRIE Office to sustain this momentum…” p. 22

  21. Summary & Action Plan PROGRESS A new strategic plan has been adopted with reasonable goals, champions who will lead processes to achieve the goals, accountability structures, and reporting timelines to ensure continued progress that improves institutional effectiveness and student learning. New action plans that are underway ensure that staff and resources are being designated to address prominent institutional goals. A widespread emphasis on institutional effectiveness and use of data flowing from student learning assessment reports, program reviews, strategic planning efforts, and institutional effectiveness reports. A detailed planning calendar that tracks a cycle of continuous improvement with benchmark timelines that link program reviews to resource requests and the annual budget, and ensures that longer range plans are on the College’s calendar for renewal in three and five year increments. Program review processes that identify student learning outcomes as central to student and instructional services, and key program performance outcomes as central to administrative/non‐instruction support units.

  22. Action Plan

  23. Commission Recommendation 1 • The College should demonstrate that it has completed the identification of SLOs and begun the implementation of assessments that would bring the College to the Development level on the Rubric for Evaluating Institutions Part III.

  24. SLO Development Prior to May 2011 • 90% Courses have defined Student Learning Outcomes • SLOs defined at three levels • Institutional Learning Outcomes • Program Learning Outcomes • Course Learning Outcomes

  25. SLO Development Since May 2011 • 100% of Courses have defined Student Learning Outcomes • 100% of Programs have defined Student Learning Outcomes • Student Learning Outcomes Coordinator Job Description revised • Dean of Student Learning and Assessment appointed Evaluation “…the College has made significant progress in regard to the identification of student learning outcomes…outcomes for courses, program, and the institution have been defined for all courses and programs. Assessment plans have been developed and are being implemented through faculty participation at in-service workshops and the CurricUNET system.” p. 36

  26. Faculty In-Service DaysSLO Activity August Flex Day October Flex Day Jeanne Marie Velickovic & Carol Day Review and Update PLOs and CLOs Course and Program Mapping March Flex Day Janice Takahashi • Student Learning Outcomes-What and What Now Steve Graham & Rachel Standish • Complete Mapping • Begin Assessment

  27. Commission Recommendation 2 • The College should provide evidence that faculty and others directly responsible for student progress toward achieving stated student learning outcomes have, as a component of their evaluation, effectiveness in producing those learning outcomes (Standard III.A.1.c.)

  28. Response • SJDC has always valued student learning, quality instruction, and effective student services. SJDC employees who are responsible for student learning, quality instruction, and effective student services have always been evaluated on this basis. Evidence: • College Mission Statement (BP 1200, esp. principle 4 & 5) • Policies on duties and responsibilities for faculty (BP 3100, 3120, 3121, 3140)

  29. Faculty Contract, Article XVI, Faculty Evaluation & Policies on Evaluation of Faculty (BP 3300, 3301, 3302, 3303) • Non-teaching employees: Management evaluation policy & form; classified evaluation policy & self-evaluation & administrative evaluation forms. • SJDC has made progress on explicitly addressing SLOA in the evaluation process for those responsible for student progress toward achieving student learning outcomes since December, 2010. Evidence: • December 10, 2010 MOU with CTA to include “Review of ... the SLOA process.” in the Peer Review Process (CTA Contract, Appendix F, Peer Review Verification Form).

  30. Spring, 2011 CTA Contract revisions, Article XVI & XVII, Appendix F, Peer Review Verification Form • Successful implementation for faculty evaluations conducted in Fall, 2011 and Spring, 2012. • Successful implementation of 2 additional “mandatory” flex days devoted to SLOA. • Administration designation of Flex days for 2012-13 for work on SLOA for managers and classified. • Administration will begin discussions with all employee groups to develop a common understanding of how SLOA will be reflected in the employee evaluation process. Evaluation “All members of the organization are evaluated on matters related to student learning outcomes.” p. 41

  31. Questions & Feedback

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