Dr. Marybeth Buechner Dean of Planning, Research & Institutional - - PowerPoint PPT Presentation

• Dr. Marybeth Buechner

Dean of Planning, Research & Institutional Effectiveness Sacramento City College Sacramento City College Los Rios Community College District

Important note: Some of the Slides in this PowerPoint come from the Accreditation Liaison Officer (ALO) Briefing & Training that was presented on September 23, 2011. Those slides are the property of the Accrediting Commission for Community and Junior Colleges, Western Association of Schools and Colleges (ACCJC/WASC) Reference to and/or use of the and Colleges (ACCJC/WASC). Reference to and/or use of the information provided in the PowerPoint must acknowledge the ACCJC/WASC. Slides from ACCJC will be shown in blue.

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Planning levels Planning levels

Strategic

 6+ year frame  6+ year frame  Broad strategic goals and strategic directions

Tactical

 3‐5 year view (may be a ‘rolling’ multiyear view)

I l i i d i i i i

 Implementation strategies and initiatives

Operational Operational

 Annual plans  Specific objectives and procedures

District strategic planning

District Strategic Plan Input from

District strategic planning ‐ District Strategic Plan. Input from

across the district, College Presidents, BoT, etc.

District coordination of tactical planning ‐ Coordinating District coordination of tactical planning Coordinating

• function. Input from District Budget Committee, District Curriculum

Coordinating Committee, Human Resources Office, etc. District operational planning ‐ Annual budget allocations to colleges, HR functions, etc.

C ll t t i l i C ll

S i Pl C ll Pl i

College strategic planning ‐ College Strategic Plan, College Planning

Committee, Executive Council. Input from across the college.

College tactical planning C ll

M t Pl P Pl

College tactical planning ‐ College Master Plans, Program Plans,

Program Reviews, Division Plans, etc. Input from constituency groups and Shared Governance Committees, etc.

College operational planning ‐ Divisions, Departments, Unit plans,

etc.

Critical functions coordinated under the district umbrella. Critical functions coordinated under the district umbrella.

Human Resources

District Budget Committee District Education Technology Committee District Curriculum Coordinating Committee District Grants Coordinating Committee District Basic Skills Competency Committees District Matriculation Coordinating Committee District Center Development Guidelines Assessment Portability Taskforce

Example of College plan mapped to district plan Example of College plan mapped to district plan

District Future Direction College Goal College Strategy Review district and college Deliver programs and services that Review courses, g processes and procedures related to educational goal achievement; identify and address those that may b l d l p g demonstrate a commitment to teaching and learning effectiveness that supports student success in the hi f ifi d , programs and services and modify as needed to enhance d act as obstacles to student goal completion. achievement of certificates, degrees, transfers, jobs and other goals. student achievement. Assess course and program schedules to confirm that students can enroll in essential courses in Align enrollment management processes to assist all students in moving through programs from first Provide students with clear pathways to goal completion

• rder to complete their certificate or

degree requirements within a specific time frame. g g p g enrollment to completion of educational goals. g p

Funding from District

Funding allocation formula; XYZ budget scenarios, District Budget Committee etc

Resource Allocation

$

• College Salaries and Benefits
• Unit base budgets

Categorical funds

Budget Committee, etc.

$ $

• College‐wide resource requests
• "President's Cabinet reviews

g Grant funds

$

• Unit resource requests
• Dept., Division, CSA prioritization
• IT, & Facilities Committee prioritization
• Budget Committee ranking

Other (e.g. federal funds, gifts, etc.) Budget Committee ranking

District Strategic g Plan and Tactical Coordination

District Trend Analysis

Institutional Plans Resource Plans Program Reviews

P D &

College Strategic Resource Plans

Institutional & Resource Metrics Program Data & SLOs

College Strategic Plan

Institutional Effectiveness Data Unit/Program Plan Unit Outcomes & SLO

U i /P Resource All ti

Input from Participatory SLOs

Unit/Program Resource Requests Allocation

Input from Participatory D i i M ki p y Decision‐ Making Decision‐ Making

Participatory Decision making and Planning Participatory Decision‐making and Planning

 Strategic Plans

 Input from br0ad process and College Planning Committee  Align with District Strategic Directions  Based on college‐wide data and information about the external environment

 College Master Plans (e.g. Education Master Plan)

 Input from Departments  Based on college‐wide information

 Tactical Plans (e.g. Student Equity Plan, Matriculation Plan)

 Dialogue at Committees  Based on college‐wide data

 Operational plans from departments, divisions, etc.

 Dialogue in departments/divisions  Based on data related to specific departments

Participatory Decision‐Making and Planning

 District formula for allocation of resources to the Colleges  District formula for allocation of resources to the Colleges

 Input from District Budget Committee

 Input into unit plan resource requests from departments,

divisions, etc. (dialogue includes measures of effectiveness)

 College‐level review/prioritization of resource requests

 Department, Division, CSA  IT Committee  Facilities Committee  Budget Committee

g

A dit ti N t Accreditation Notes

Accreditation requirements:

 Must be met at all times.  Require the college to demonstrate “organizational

effectiveness and educational quality”.

 Require “systematic assessments” that allow the college to  Require systematic assessments that allow the college to

improve.

 Apply to every college process, action, service and program.

The Accreditation Standards The Accreditation Standards call for: call for:

 Sustainable assessment of quality and

Sustainable assessment of quality and effectiveness effectiveness

 Sustainable integrated planning designed

Sustainable integrated planning designed

 Sustainable integrated planning designed

Sustainable integrated planning designed to improve educational quality and to improve educational quality and institutional effectiveness institutional effectiveness institutional effectiveness institutional effectiveness

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Institutional Mission District/System Institutional Mission P ti Mission & Expectations Programmatic Mission Outcomes

SLO/SAO

Inputs Identify Gaps Design Program Changes Processes Gaps Changes Allocate Needed Resources Allocate Resources Implement A t Analysis of Outcomes Resources

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Resources Implement Program Assessment

Mapping College to District Functions pp g g

Examples from LRCCD District primary, college secondary

• “The institution establishes and adheres to written policies ensuring fairness in

p g all employment procedures.”

• “The institution provides safe and sufficient physical resources that support and

assure the integrity and quality of its programs and services, regardless of l ti f d li ” location or means of delivery.” College primary, district secondary

• “The institution establishes student learning programs and services aligned with

g p g g its purposes, its character, and its student population.”

• “The institution demonstrates that all instructional programs, regardless of

location or means of delivery, address and meet the mission of the institution and uphold its integrity “ and uphold its integrity. Function shared equally

• “The institution assures that any technology support it provides is designed to

meet the needs of learning, teaching, college‐wide communications, research, and operational systems.”

Characteristics of Evidence Characteristics of Evidence

ACCJC notes that good evidence:

 Is intentional and purposeful  Informs dialogue and has been reflected upon

H b i d d i d i

 Has been interpreted and is presented in a context  Is corroborated by multiple sources of information  Is coherent and complete and provides guidance for  Is coherent and complete and provides guidance for

improvement

What things can constitute evidence? What things can constitute evidence?

 Institutional databases, research reports and fact books  Faculty and student handbooks  Catalogues

P li t t t

 Policy statements  Program review documents  Planning documents  Planning documents  Minutes  Syllabi, course outlines, rubrics and other class

y , , documents

 Etc.

Data should demonstrate the Data should demonstrate the institution knows about: institution knows about:

 Its service area

Its service area

 The needs of incoming students

The needs of incoming students

 The needs of incoming students

The needs of incoming students

 The needs of enrolled students

The needs of enrolled students Wh d hi i Wh d hi i

 What students are achieving

What students are achieving

 What students are learning

What students are learning

 How students are being supported

How students are being supported

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In using evidence, In using evidence, g , g , the college should: the college should:

 Gather it routinely and systematically

Gather it routinely and systematically

 Analyze and reflect upon it

Analyze and reflect upon it y p y p

 Publish it and share it widely within the

Publish it and share it widely within the campus (research reports, fact books) campus (research reports, fact books) p ( p , ) p ( p , )

 Use it to plan and implement program

Use it to plan and implement program improvements improvements p

 Use it to plan and implement institutional

Use it to plan and implement institutional improvements improvements

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p

Reasons for sanction Reasons for sanction

The most common problems for the colleges on sanction as

• f Jan 2013 are:

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 Board roles and responsibilities (17 colleges),  Planning using assessment results (16)  Financial management (13).

The ACCJC Spring 2013 newsletter also notes that deficiencies in the following areas are “emerging reasons for sanction” including including:

 Student Learning Outcomes (9 colleges)  Student Services (7)  Employee Evaluation (7)  Employee Evaluation (7)  Use of Research for Improvement (7)  Mission (7)  Miscellaneous HR deficiencies (8)  Distance Education (5)

Emerging Emphases Emerging Emphases

 Student Achievement measures  Use of assessment results in integrated planning  Making information available to the public

g p

 Ensuring quality regardless of modality or location

Two year rule: ACCJC is being required to enforce the Federal y J g q “two‐year rule” that requires accreditors to terminate the accreditation of an institution that is out of compliance for two or more years two or more years.

Measures of student achievement and assessment of learning outcomes

 College completion ‐ Completion numbers, time to completion, etc.  “Quality of graduates” –e.g. SLO achievement at the program and

institutional level (PROLOs, GELOs, ISLOs)

 Assessment of course SLOs – a continuing emphasis  “Institutionally‐set standards” – course success, Fall to Fall persistence,

numbers of degrees and certificates, number of transfers. numbers of degrees and certificates, number of transfers.

Use of assessment results in integrated planning –

Measures of student achievement and SLO assessment need to have a clear connection to planning processes.

M ki i f i il bl h bli Making information available to the public

 This includes making the information available ‘one click away’

from the college homepage. g p g

 This is aligned with new emphases from the CCCCO (e.g. the

ARCC 2.0 Scorecard data) and the Federal Government (e.g. Gainful Employment data) Gainful Employment data)

Ensuring quality regardless of modality or location g q y g y

 Student outcomes, student success, services available, etc.

should be equivalent for all locations or modalities of a course or program program.

 Substantive change reports and site visits are now required if

more than 50% of a program is available at a new location. b h d h h f

 Substantive change reports are required when more than 50% of

the units in a program are available by DE.

Group exercise