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LOS ANGELES COMMUNITY COLLEGE
DISTRICT
DISTRICT STRATEGIC PLAN
UPDATE
Institutional Effectiveness and Student Success Committee
January 27, 2016
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Why Do We Need a District Strategic Plan?
Opportunity to dialogue and reach agreement about our
shared vision,
 Guide for resource allocation decisions,
Allows the District to set strategic priorities and
direction,
Provides a framework for coordinated college planning,
Good practice! Allows us to collectively reflect on our
goals, strengths and weaknesses,
Regular review allows us to see where we’re meeting
targets and where we need course correction
Accreditation requires it!
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ACCJC Requirement!
Standard 4.D: Multi-College Districts or Systems
Institutional Effectiveness
Standard IV.D.2 …Where a district/system has responsibility for resources,
allocation of resources, and planning, it is evaluated against the Standards, and
its performance is reflected in the accredited status of the institution…
Integrated Planning
Standard IV.D.5 …District/system planning and evaluation are integrated
with college planning and evaluation to improve student learning and
achievement and institutional effectiveness…
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Life Before Vision 2017
2004: Board of Trustees “Vision and Goals” Retreat
Board agreed on five goals to guide further activity: institutional change, improving
administrative systems, facilities, grounds and equipment; strengthening
fundraising and development
2006: LACCD First Strategic Plan
Aligned with the CCCCO Chancellor’s Office System Strategic Plan
• Educational opportunity and access
• Enhance student success
• Student learning and educational excellence
• Culture of service and accountability
• Collaboration on resources and partnerships
2011-12: Plan Update
• Conducted college forums and focus groups
• Revised LACCD mission statement, goals, objectives, measures
• Finalized goals, implementation and assessment strategies
2013: Vision 2017 Adopted
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Vision 2017 Goals
GOAL # 1: Access and Preparation for Success
• Objective 1: Ensure equitable access to education.
• Objective 2: Increase the percentage of new students who complete the matriculation process by the
end of their first semester.
• Objective 3: Increase the percentage of new students successfully completing at least one English and
Math class in their first year and persisting to subsequent terms.
GOAL # 2: Teaching and Learning for Success
• Objective 1: Provide a learner-centered learning environment that encourages active learning and
student engagement.
• Objective 2: Increase the percentage of new students who have reached the following milestones
within three and six years: successfully completing 30 and 60 units; successfully completing English
101 and Math 125; and earning a certificate, degree, or transferring to a 4-year college or university.
• Objective 3: Increase the number of students who complete career-focused certificates in a timely
manner, find employment in high growth/high earning occupations, or realize higher earnings as a
result of their educational experience.
• Objective 4: Increase equity in successful outcomes by identifying achievement gaps and increasing
performance of under-performing groups.
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Vision 2017 Goals (cont’d)
GOAL # 3: Organizational Effectiveness
• Objective 1: Assess and improve District processes and services
• Objective 2: Improve communications and governance throughout the district
• Objective 3: Improve employee development opportunities
GOAL # 4: Resources and Collaboration
• Objective 1: Develop and diversify sources of revenue
• Objective 2: District and college Foundations will significantly increase
external resources in order to support the District and colleges
• Objective 3: Increase business and community partnerships to support
innovation and student learning
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Sample: Strategic Plan Reporting
College vs. District Goal Comparison
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Changes Since Vision 2017
Increased external accountability:
2012
• SB1456, Student Success Act of 2012 mandates creates new measures via Student Success
Scorecard [data measures and comparisons statewide, built on ARCC (Accountability Reporting
for Community Colleges) framework]
2013
• ACCJC requires colleges to set standards for degrees, certificates, transfer, course completion
and job placement
2014
• State Budget Act established Student Equity Program. Colleges identified disproportionate
impacts in achievement, and addressed these in their updated Student Equity Plans
• SB852 and SB860 required Board of Governors to adopt Institutional Effectiveness Partnership
Initiative (IEPI) indicators measuring student performance and outcomes, accreditation status,
fiscal viability, and programmatic compliance with state and federal guidelines
• Colleges and districts are required to adopt targets for all measures. Targets for four measures were
required in 2015-2016. Targets for all IEPI measures are required beginning in 2016-2017
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Sample: State IEPI Measures (2014)
College/District Indicator
Scorecard
Completion Rate
Percentage of degree, certificate and/or transfer-seeking students starting first time in 200809 who completed a degree, certificate or transfer-related outcomes.
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College-Prepared
Student’s lowest course attempted in Math and/or English was college level
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Unprepared for College
Student’s lowest course attempted in Math and/or English was pre-collegiate level
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Overall
Student attempted any level of Math or English in the first three years
Remedial Rate
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Datamart
Brief Description
Math, English, ESL
% of credit students tracked for 6 years who started in 2008-09 below transfer level in English,
mathematics, and/or ESL and completed a college-level course in the same discipline
See above
CTE Rate
% of students tracked for 6 years who started in 2008-09 and completed more than 8 units in
courses classified as career technical education in a single discipline and completed a degree,
certificate or transferred
Successful course completion
Percentage of students who earn a grade of “C" or better or “credit” in 2013-14.
Completion of degrees & certificates
Number of degrees and certificates completed in 2013-14
Number of students who transfer to
4- year institutions
Number of students who transfer to a four-year institution, including CSU, UC, or private
university in 2013-14.
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Sample: State IEPI Measures
College/
District Indicator
Definition
Fiscal Viability, Accreditation Status, Compliance with State and Federal Guidelines
Accreditation status
Latest ACCJC action: reaffirmed, warning, probation, show cause, restoration
Salary and Benefits
Salaries and benefits as a percentage of unrestricted general fund expenditures,
excluding other outgoing expenditures
Full-Time Equivalent
Students
Annual number of full-time equivalent students
Annual Operating Excess/
(Deficiency)
Net increase or decrease in unrestricted general fund balance
Fund Balance
Ending unrestricted general fund balance as a percentage of total expenditures
Cash Balance
Unrestricted and restricted general fund cash balance, excluding investments
Audit Findings
Modified opinion, material weaknesses, or significant deficiencies as identified in
an annual independent audited financial statement
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What Else Do We Measure?
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Where Are We Now?
DPAC Mid-Term Review of Vision 2017
• Review All DSP Goals, Objectives, and Measures
Examine metrics for relevance, timeliness, and alignment with
external accountability measures
• Assess Progress on District Goals
Develop a Districtwide dashboard
• Identify and Discuss Planning Items for Next
DSP
Framework for District-wide targets
Process, timeline, and team
DSP cycle and coordination with college strategic plans
• Develop a comprehensive DSP Mid-Term Report
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Sample: LACCD Annual Dashboard
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Next Steps
Planning for the Next District Strategic Plan
2016 Activities
• Mid-Term review of Vision 2017 by DPAC
2017 Activities
• Comprehensive evaluation of Vision 2017
• Reconstitute Strategic Planning Committee
• Strategic planning kick-off meeting
• Develop, analyze, and present external and internal scan data
• Conduct SWOT analyses with district and college-level stakeholders
• Coordinate review of preliminary DSP draft goals, objectives, metrics, and
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targets by all stakeholders and BOT
Provide regular updates on DSP activities to IE&SS
Roll out full DSP draft to all stakeholders for additional comments and
feedback
Present final recommendation to Chancellor and IE&SS Committee
Chancellor presents final recommended DSP to Board of Trustees for
approval
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Questions?