AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
October 4, 2010
SUBJECT:
ENCLOSURE(S)
Accreditation Midterm Report as Submitted to ACCJC
REASON FOR BOARD CONSIDERATION
Action
ITEM NUMBER
Page 1 of 55
D.5
BACKGROUND:
The Accrediting Commission of Community and Junior Colleges (ACCJC) requires that colleges submit
a Midterm Report showing the level of progress toward or completion of the Recommendations of the
Commission and the college’s self identified recommendations on the college self-study.
Enclosed is the October 4, 2010 Midterm Report for the 2007-13 Self-Study.
FISCAL IMPACT:
None
RECOMMENDATION:
It is recommended that the Governing Board approve the attached Midterm Report for the 2007-13
Self-Study.
Administrator Initiating Item:
Renée M. Kilmer, VP Instruction
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
Approved
MIDTERM REPORT
to
ACCREDITING COMMISSION
for
COMMUNITY AND JUNIOR COLLEGES
CABRILLO COLLEGE
6500 Soquel Drive
Aptos, California
October 4, 2010
TABLE OF CONTENTS
Statement of Report Preparation................................................................1
Responses to Commission’s Recommendations.........................................2
Recommendation 1
Recommendation 2
Recommendation 3
Recommendation 4
.........................................................................................................2
........................................................................................................2
........................................................................................................3
........................................................................................................3
Responses to Self-Identified Recommendations........................................3
Self-Identified Recommendations Completed or Near Completion ...........................3
Self-Identified Recommendations in Progress ..............................................................10
Self-Identified Recommendations Deferred ..................................................................13
Appendices
Appendix A: College Planning Council Membership ..................................................15
Appendix B: List of Responsible Leads for Recommendations...................................16
Appendix C: Documentation and Evidence List...........................................................17
Appendix D: List of Planning Documents Completed since 2007 ..............................18
Appendix E: Progress Matrix ........................................................................................20
Statement on Midterm Report Preparation
In fall 2007, Cabrillo College underwent a comprehensive site visit by a team from the
Accrediting Commission for Community and Junior Colleges for the purpose of reaffirmation of
accreditation. The college self-study and the ACCJC site team’s evaluation reports were posted
on the college website upon receipt of the Commissions notice of re-affirmation of accreditation.
After re-affirmation, the College Planning Council approved a plan to address the site team’s
recommendations as well as the college’s self-identified recommendations. The College
Planning Council is the primary shared governance committee with representatives from the
executive administration, the Faculty Senate, the faculty bargaining unit (CCFT), the classified
bargaining unit (CCEU), the managers and the confidentials. The ALO prepared the list of
recommendations with proposed lead responsible persons for each recommendation (the progress
matrix), which CPC approved. CPC also serves as the Accreditation Steering Committee.
This Midterm Report summarizes the progress Cabrillo has made on the site team’s
recommendations and on the self-identified recommendations. The ALO compiled a draft report
which was reviewed by the College Planning Council, the Administrative Council, and the
Faculty Senate, and was approved by the Governing Board on October 4, 2010.
Brian King, Superintendent/President
Date: October 5, 2010
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I.
Responses to Team’s Recommendations
Recommendation 1: The team recommends that Student Support Services develop and
implement student learning outcomes and measurements for all its departments, collect
and analyze the data, and link the results to planning and program improvement.
This recommendation is in progress. Since fall 2007, all student services departments have
written outcomes. Two departments have planned assessments for fall 2010: counseling and
EOPS. The counseling department includes four programs that also have assessments planned
for fall 2010: Puente, International Students, CAP, and Transfer Center. The other departments
have continued to develop outcomes and expect to have them completed by late fall 2010:
Admissions and Records, Assessment, Veterans, Financial Aid, Health Services, Student
Employment, and Student Affairs/Activities. Student Services are also developing a new
timeline for departments undergoing program reviews in 2010-11.
Recommendation 2: The team recommends that the next master plan include an emphasis
on planning for distance education and all off campus sites with regard to instruction and
support services. Further, the master plan should address the evolving classified staffing
needs in light of new technologies, facilities expansion, and operational needs.
The college has completed the recommendation with respect to distance education by developing
a Distance Education Master Plan that was approved by the Governing Board in June 2009. CMP
Goal B, Objective3, Strategy a: Develop a three-year Distance Education Master Plan. In
addition, the college has consolidated all off-campus sites under the supervision of one dean, the
Dean of Education Centers. With respect to evolving staffing needs, the state budget crisis that
began in early 2008 has severely limited the college’s ability to hire new staff, but has not
prevented the college from developing thoughtful plans to consider the new demands of new
facilities and technologies and to allocate staff as efficiently and effectively as possible. One
result was the termination of “Community Campus,” Cabrillo’s term for the loose set of classes
offered throughout the county at rental locations, primarily in the city of Santa Cruz, eliminating
the need for support staff for that operation. In addition, the course offerings at the Scotts Valley
Center were reduced by half, consequently reducing onsite staff. The College Master plan
included staffing under Goal D, Objective D2; Effectively address evolving classified staffing
needs including two specific strategies: D2a: Refine the classified staffing prioritization process
and D2b: Develop expertise to redesign work flow when appropriate and consider development
of a process for reallocation of staff to heavily impacted areas when appropriate.
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Recommendation 3: The team recommends that the college adopt a formal reserve policy.
The college should establish a clear written reserve policy to protect the financial stability
in the support of institutional effectiveness.
The college has completed this recommendation. The Cabrillo College Governing Board
discussed and approved a formal reserve policy at the February 2008 Board meeting and the
college has fully funded the reserve required by the policy.
Recommendation 4: The team recommends that the team update the Governance Manual
(1999) to reflect current governance processes used by the constituent groups of the college.
The college should describe the charge of the various committees and the composition and
membership and how often they meet.
The college is nearing completion of this recommendation. The Governance Manual is in the
final stages of being updated to reflect the current committee structure and now is available in an
electronic format as well as in hard copy. The fully revised Governance Manual should be
available on line in spring 2011.
II. Responses to Self-Identified Recommendations
The summary below describes completion, progress, or deferral of the issues the college
community identified in the Institutional Self-Study in Support of Reaffirmation of Accreditation
2007. They are divided into categories by those: completed or near since the accreditation visit;
those early in the stages of implementation or in progress; and those deferred.
Self-identified recommendations completed or near completion since the accreditation
visit:
1B.1: Continue to implement program planning within all components, having all
components go through the program planning process on a regular cycle.
All four major components of the college (President, Administrative Services, Instruction, and
Student Services) have developed a cycle and timeline for administrative program review. The
Instructional component has completed the development of administrative program planning for
all divisions and departments within its purview and completed the program review of the
following: Watsonville Center, Instructional Development & Matriculation, and Instruction
Office. In 2010-11, the five divisions will complete their administrative program review:
Business, English and Language Arts; Health, Athletics, Wellness, and Kinesiology; Human Arts
and Social Sciences; Natural and Applied Sciences; and Visual, Applied and Performing Arts.
Career Education and Contract Education will undergo its administrative program review in
2011-12. The other components have established timelines for their departments to complete
administrative program review and are currently collecting data and developing surveys. The
college expects all non-instructional departments to complete the full first cycle of program
review by 2013.
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1B.2: Revise the Master Plan and commit to revising the plan regularly with annual
updates and reports on progress towards objectives.
The governing board adopted the five goals for the 2008-2011 Master Plan at the November
2007 Board meeting. In 2007-08, the President held a college-wide “visioning” session, followed
by numerous small group meetings to develop the Objectives for the 2008-11 College Master
Plan. The final plan had 5 Goals, 23 Objectives, and numerous strategies. Since that time, the
Master Plan has been reviewed and revised on a regular basis. The governing board has received
regular reports and updates on progress towards achieving the goals.
1B.3: Schedule a revision of the College Facilities Master Plan to coincide with the
completion of the major construction projects currently in progress.
The facilities five year master plan has been updated and submitted to the state chancellor’s
office.
2A.1: Continue to provide training, through the learning outcomes assessment coordinator,
to entire departments and/or assist individual faculty with the assessment process.
The SLO Coordinator is a standing member of the Council on Instructional Planning, participates
in the review and approval of program plans, and works directly with the faculty on their
instructional plans throughout the annual process. In this capacity, the SLO coordinator meets
with faculty and department leads to review the assessment process and assist them when
necessary. In addition the Office of Instruction has worked with the planning and Research office
and IT to provide technological support for the SLO assessment process. The college has also
formed ARC, the Assessment Review Committee, which is charged with reviewing all
assessment plans of all program reviews: instructional and non-instructional. The SLO
coordinator is the chair of this committee.
2A.2: Endeavor to make the Core Four even more visible and accessible to students and
faculty.
In 2007, posters of the college mission statement and the Core Four were posted in all
classrooms and offices on campus.
2A.3: Continue its college-wide dialog to review the Core Four for any missing pieces with
a view to correct any gaps that are identified.
In 2007, the Faculty Senate led a discussion on the Core Four, reviewing each one of the core
competencies for its accuracy and relevancy, making a few minor revisions. Posters of the final
revision of the Core Four were made and posted around campus.
2A.4: Implement CurricuNet (the newly purchased curriculum development and
management program) to more adequately address the needs of the curriculum process.
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CurricuNet was purchased in spring 2007 and full implementation with training was completed
by Spring 2008. CurricuNet replaced the older home-grown curriculum development program,
FIESTA. All faculty, administrative review members and curriculum committee reps have been
using CurricuNet successfully for the past 2 ½ years. It has provided far more options in
curriculum development and course modifications, program development, and articulation, due
to its clear workflow and reporting capabilities.
2A.5: Implement technological innovations that will assist instructional divisions in meeting
the challenges of course scheduling and enrollment management.
Until recently, scheduling at the department and division level has been conducted in a very
traditional manner with limited technology support. Reviews of course scheduling software
systems have occurred but no adequate system has been identified to date. Over the past two
years, the Office of Instruction has worked with the Planning and Research Office to develop an
in-house scheduling system, resulting in two tools currently in use. The first “Enroll Tracker 2.0”
was completed in 2008 and provides a live snapshot daily of enrollments throughout the
registration period and the add periods, with a fill rate component and a four-year comparison
function. The second tool, a curriculum & scheduling pivot table, provides five years of data
about enrollments in various programs and majors in an easy to access form. The research
analyst continues to upgrade the tool with more functions that will simplify the enrollment
management of the college.
2A.6: Implement a system whereby students will be able to review their progress towards
the A.A. and A.S. degrees to facilitate student success in the transfer programs.
Admissions and Records has been in transition for the past two years. The new Director of
Admissions and Records was hired in summer 2010, and one of her first priorities has been to
work with the Articulation Officer to implement the articulation tables of the Datatel Degree
Audit system, allowing students to have transfer credit evaluated and visible on their degree
audit in WebAdvisor. The initial implementation date is expected to be by the beginning of the
academic year 2011-12.
2A.7: Continue to monitor the needs of county employers so that occupational programs
will continue to provide high quality programs that meet the needs of their students.
The college utilizes a variety of mechanisms for monitoring the changing needs of employers.
Each of our CTE programs has an employer advisory committee that it meets with one to three
or more times per year. In addition we have formed Career Partnerships that bring employers
across an industry sector together with college faculty and administrators, other education
partners (high schools, Regional Occupational Program, adult schools, County Office of
Education), and workforce development agencies (Workforce Investment Board, Employment
Development Department). Our Career Partnerships in Health, Public Safety, Industrial
Technology facilitate comprehensive responses to a variety of workforce development needs.
The college is also represented on the Santa Cruz County Workforce Investment Board and its
Youth Council and Career Center subcommittees. Each of these provides opportunity for regular
dialog concerning workforce development issues with employers. When there is an emerging
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industry that appears to have new workforce development needs, the college will actively seek to
determine whether it has a role in assisting the growth of the industry. For example, in response
to the growing interest in green technology the college partnered with the WIB and three
community based organizations to contract with a team of consultants. This team is currently
surveying industry and government to assess what role education can play in supporting the
growth of this industry. Finally, we conduct an annual survey of all of the completers and leavers
of our CTE programs. The data from this survey provides us with a good measure of the extent
to which the number and quality of our graduates matches the needs of our employers.
2B.2: Equal access: the college will continue to expand the services and information
available to students via the Internet. The college will enact policies to ensure that all
members of Cabrillo’s diverse community have access to the college’s student services.
The college has undergone a complete web redesign process over the past two years and the new
website was migrated this summer, 2010. The new website is much more user-friendly and
student–centered than the previous one. The college webmaster will be monitoring where the
activity is taking place on the site for future possible adjustments. The college developed an
online orientation for students who could not attend an on-campus, face-to-face orientation,
which was implemented in the 2009-10 academic year. However, the online orientation has
encountered problems and may need to be re-designed so that it functions in a way that is
sustainable.
2C.1: Continue to closely monitor the resource requirements of the students and integrate
the instructional elements of the Library and Learning Support Services into the cyclical
pattern of assessment through instructional planning.
The library initiated its most recent Instructional Program Planning in 2006, submitting a final
report with review and recommendations in Spring of 2007. Beginning with this cycle, and
continuing with all future planning cycles, the library incorporated direct student surveys of
library users in addition to traditional measures into ongoing planning efforts. The Library's next
program plan is due in Spring 2012.
2C.2: Expand the Library’s catalog coverage to include other collections on campus, such
as the ECE Department’s Peace Library.
The library incorporated the Horticulture Center library collection into the Library's catalog in
2005, and the Early Childhood Education department's Peace Library collection into the catalog
in 2007. Students may now use the library's catalog to find books located not only in the library
at the Aptos campus, but also textbook collections in the Computer Technology Center and the
Watsonville Center, in addition to the two collections mentioned earlier.
2C.3: Review the physical space needs of some learning support resources.
All space needs were reviewed and evaluated through the Space Allocation Process in 2008-09,
with a final draft space allocation recommendation going to the Governing Board in January,
2009.
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2C.4: Monitor the effectiveness of evaluative processes and develop mechanisms to improve
learning support services, especially the Math Learning Center.
Beginning Fall 2009, initial data for all labs and learning centers at Cabrillo were gathered and
organized in order to get a clearer picture of all such labs/learning centers, enabling us to do a
contrastive analysis of comparable data, including types of labs/centers (i.e., what discipline(s)
served) location (and co-location), hours of operation, numbers of students served, capacity of
facility, supply costs, and personnel costs broken down by faculty, staff, and student workers.
Numerous meetings were convened in which administrators, faculty, and staff met, shared
insights and ideas, and collaboratively discussed what is working well and what might be
improved. The resulting spreadsheet is a convenient and powerful tool to assist all constituencies
in monitoring the effectiveness of individual labs/centers. Another result of the meetings was a
decision to adopt a common “gatekeeper” software program in all labs/learning centers, which
can produce reports showing the ebbs and flows of student use, and types and times of use,
among other data. As a result, the directors of the labs/learning centers can better manage their
resources and provide the services students most need. It also benefits Cabrillo's planning and
research office (PRO) which, once it has access to data gathered in a similar fashion across
campus from all labs/learning centers, can then produce valuable reports on the various areas
listed above, comparing like data, allowing the administration to accurately quantify the
effectiveness of the labs and centers as well as identify any areas in need of improvement. In
addition, the Planning and Research Office (PRO) is conducting a study of effectiveness of
tutoring in terms of student success.
3A.2: Make the processes for planning and budgeting for new management and classified
positions more transparent to all stakeholders.
The college has used transparent, clear processes for evaluating management and classified
positions. The administration and the classified union developed a “classified hiring process,” in
2006, which was used twice successfully. Unfortunately, because of the budget crisis, relatively
few new positions have been considered since 2008. Since that time, Cabinet has used a
“managed hiring” process as vacancies occur in order to determine collaboratively which of the
vacant positions can be filled in any given month in light of the fiscal limitations. The vacant
management positions also have been reviewed by the Cabinet, with some positions remaining
vacant for several months. After determining management needs, Cabinet then presents
comprehensive management staffing recommendations to Administrative Council and the
College Planning Council and finally the Governing Board for approval.
3A.4: Clarify college hiring processes.
Human Resources has developed Guidelines for Search and Selection Committee Members
which is available on Cabrillo's public drive (P) P:\Business Services_PUBLIC\Personnel and
Human Resources_PUBLIC\Search_Select_Guidelines.pdf. Further, Administrative Regulations
(ARs) for hiring college employees are in the process of review and update. The review and
update process for adjunct faculty hiring has been completed.
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3A.5: Improve awareness of available HR resources for accessing HR policies, procedures
and other information related to personnel issues, including their updated web pages.
Human Resources (HR) created and debuted its first edition HR Newsletter in the Spring of
2010, receiving wide acclaim, followed by the second HR Newsletter in Fall 2010. The
department plans to distribute two newsletters annually, one each in the spring and fall semester.
In collaboration with IT, HR is currently working to enhance and update the HR web page. HR
has developed and posted a master calendar of benefits-related activities (e.g. wellness
workshops, retirement planning workshops, etc.) on the HR web page for employee access,
awareness and more effective planning. As referenced in 3A.4 above, HR has developed
Guidelines for Search and Selection Committee Members, now available on the campus Public
drive (college intranet). In collaboration with Business Office managerial colleagues, HR
management co-presented Cooperation, Consistency & Compliance (regarding various payroll
and leave accounting policies, procedures & practices) to the college management team as a
professional development activity in Nov. 2009. HR has disseminated updated labor law posters
at various campus sites
3A.6: Develop a hiring handbook that explains the process and time lines for all hiring
committee members that explicitly addresses issues of diversity.
Human Resources has developed Guidelines for Search and Selection Committee Members, now
available on the campus P drive at P:\Business Services_PUBLIC\Personnel and Human
Resources_PUBLIC\Search_Select-Guidelines.pdf.
3A.7: Explore ways to improve the evaluation processes at the college.
The evaluation processes for college faculty and classified support staff are subject to the
collective bargaining process. The adjunct faculty evaluation process was revised and codified
in the 2007-10 CCFT Collective Bargaining Agreement. In spring 2010 negotiations with
CCFT, evaluation process revisions were made specific to Distance Education faculty that
further defines expectations related to instructor interactions with students, accessibility and the
composition of the evaluation team.
3A.8: Clarify the college’s commitment to a professional code of ethics and publicize that
policy more effectively.
The governing board approved a revised code of ethics at the August 2007 Board meeting that
included sanctions for violations. The policy was discussed on several occasions at public
meetings before a final version was approved by the board.
3B.1: Develop a plan to more fully integrate facilities, equipment and maintenance
planning, which will include a process to evaluate how resources are being allocated for
facilities and equipment to ensure the best possible learning environment for students. The
plan will also explicitly address staffing requirements for the maintenance of all new
facilities at the college.
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A Maintenance and Operations Staffing Costs analysis and recommendation for College Wide
and Health & Wellness needs have been submitted to the District in March 2010. This Document
addressed the needs for staffing relative to the expansion and investment in new facilities made
by the community and District. This document identified the need for adequate facilities relative
to Student access and made recommendations for staffing and equipment for all new facilities.
3B.2: Continue its efforts through the FPAC and SEAC to solicit broad input into the
process of reallocation and renovation of existing space when new facilities open up.
With the opening of several new buildings on campus, several existing buildings were vacated
and the college entered a planning phase for the reallocation of space. The College hired an
outside consultant in 2008 to review the current facilities usage and program needs for facilities.
The consultants met with department faculty, management and staff and over a one-and-a-half
year period, they developed a space utilization plan for the campus, which went to the Governing
Board for approval in January 2009.
3B.4: Evaluate the current IIPP and ensure timely implementation.
A review of the IIPP was accomplished by our JPA representative, Pamela Gangloff and the
system for ensuring that employees are trained remains in place.
3D.2: Review the roles of the CPC and the President’s Cabinet in the financial planning
process, as part of an overarching effort to more clearly define the roles of these two
governing bodies.
In January 2007, an all-day CPC retreat was held during which the CPC membership developed
a shared definition of shared governance and delineated the role of CPC. According to the
minutes of the meeting, the role of CPC is as follows: In service to our students and community
the CPC reviews policy matters requiring broad institutional input and advises the President prior
to recommendations to the governing board. CPC is the shared governing body responsible for:
 Developing and tracking the college master plan
 Reviewing and advising on all budgetary and resource allocation matters
 Ensuring that the resource allocations reflect the priorities of the master plan
 Reviewing and advising on new & existing programs, services, staffing and facilities
 Serving as the Steering Committee for the accreditation process
4A.4: Develop a formalized mechanism for college-wide dialog, encouraging input from
both inside and outside an area under discussion.
In response to the budget crisis in 2008, the college developed a robust process for college-wide
dialog that encourages input from everyone at the college. In addition to discussions at all shared
governance bodies (including the Faculty Senate, Administrative Council, the component
councils, and the College Planning Council), the college has held numerous Town Hall Meetings
and keeps a current Budget Information Center on the college website. We anticipate this model
will prove fruitful in future discussions of other important college-wide issues.
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4A.5: [Develop] A plan to improve the college web site to keep it more current, and to make
sure that faculty and staff are familiarized with it's usefulness as a resource.
The college website has been completely revamped, with the full migration of the new website
taking place in summer 2010. Assistance is now available in the TLC for all faculty and staff to
create their own department web pages and to familiarize them with the new website and its
resource capacity.
4A.6: Revise the Governance Manual in order to clarify the relationships and functions of
the college’s primary councils and committees, including the role of Cabinet and the
Administrative Leadership Team in college governance.
As noted in response to Recommendation 4 above, the revision of the Governance Manual is
very close to completion.
4B.2: Schedule regular retreats to review the role and functions of the board.
The board began holding annual retreats for the first time in 2007, and will hold its fourth annual
retreat facilitated by a seasoned board expert in the fall of 2010.
4B.3: Conduct the Board’s self-evaluation according to the schedule and manner
determined in the policy.
The board conducts a comprehensive self-evaluation each year, and has reviewed the results as a
part of its annual retreat.
Self-identified recommendations in progress, expected completion by 2013:
1B.4: Revise the Facilities, Watsonville, and Technology Plans to more clearly cohere with
the College Master Plan.
The current Watsonville Center master plan was completed in 2006 prior to the current College
Master Plan. The Watsonville Center planning process for 2011-13 is in the preliminary stage
and will coincide with the next College Master Plan, which is also entering the planning stage for
2011-14. Much of the current Technology Plan has been successfully implemented, especially
with regard to upgrading the infrastructure. The IT Retreat was held in August 2010 in
preparation for an expected tech plan revision by the end of academic year 2011, which will
be aligned with the revision of the College Master Plan.
2B.3: Student Services will continue to implement a systematic and on-going cycle of
program planning, evaluation, and assessment for all Student Services and Support
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programs, including the Counseling Division, allowing sufficient opportunities for dialog
within and among programs. SLOs will be integrated throughout the departments’ plans
along with effective assessment practices and instruments to measure their success.
In summer 2010, Student Services developed a new program review cycle that mirrors that of the
instructional component. All departments have completed SLOs. Assessment
Services/Matriculation identified SLOs from the Core 4: all students assessing for course
placement complete an online survey assessing their knowledge of the SLOs; correct answers are
read as part of the script and are posted in hallways of the assessment office. Several other
programs (Counseling and EOPS) will have assessment plans completed by fall 2010 and will
begin the initial assessment of the SLOs soon thereafter. Once the new program review plan is
in place, several departments will begin their program reviews for completion by the 2011-12
academic year.
3A.1: Continue to implement the new classified hiring prioritization process with an eye
towards staffing needs for the new facilities.
Because of the budget crisis, relatively few new positions have been considered since 2008. The
classified hiring prioritization process was last formally utilized in fiscal year 2008-09 when 67
positions were submitted for consideration, and of those CCEU, the classified bargaining unit,
ranked 20 prioritized positions. With regard to new facility staffing needs, the college has
authorized the following 8 FTE new classified support staff positions to support facility and plant
expansion: 6 custodians, 1 lead custodian, and 1 grounds maintenance worker. The college has
attempted to address the staffing needs of new facilities with some reallocation of resources and
positions within the components.
3A.9: Engage in a college-wide dialog to discuss ways to improve access for faculty, staff
and managers seeking professional growth and training.
The college has made significant efforts to highlight the importance of professional growth and
training, including a strategy in the college master plan that was the result of a college-wide
dialog, Goal B, Objective B2b: Provide ongoing professional development for faculty and staff to
improve teaching and learning in basic skills and send Cabrillo personnel to state-sponsored
professional development activities in accordance with the statewide Basic Skills Initiative
recommendations. Budgetary limits have restricted but not eliminated professional growth and
training at the college. The college has sought private sources of funding whenever possible to
provide for training.
3B.3: Enhance security by improving the alarm and key distribution systems.
A proposal to reconfigure the distribution of the key system is underway – an outline of a
process has been provided by the NAS division.
3C.1: Develop a college-wide process for requesting technology funding, recognizing the
specialized needs of individual departments and programs.
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This item will be addressed in the next Tech Plan slated for completion no later than the end of
spring 2011.
3C.2: Address concerns about the adequacy of staff and faculty training in technology,
including Datatel.
The Datatel Core Team has been reactivated after a lag for the past couple of years due to budget
constraints. The Datatel Action Planning process has been scheduled to begin in early fall 2010.
This team will address a number of technology concerns around Datatel in particular, including
staffing and training.
3C.3: Create a college-wide technology maintenance and replacement plan for ll programs,
both instructional and non-instructional.
This item will be addressed in the next Tech Plan slated for completion no later than the end of
spring 2011.
3C.4: Address technology staffing needs through the hiring priority process.
The Network Administrator position has been filled. Analysis of staffing needs is in progress and
will be addressed in the next Technology Plan slated for spring 2011.
3C.5: Increase the technological support for the Instruction, Student Services and Business
Services
This item will be addressed in the next Tech Plan slated for completion no later than the end of
spring 2011.
4A.1: Develop an easy-to-read flow chart of the decision-making processes at the college.
The college is developing flow charts for various decision-making processes. Since one chart
does not adequately outline the process for every important decision, the final product may l
include various flow charts depending on factors. For instance, a college-wide decision making
process on budget and planning would include numerous groups from different constituencies,
whereas curriculum would rely primarily on the Faculty Senate.
4A.3: [Develop] a transparent and open decision-making process that can be
communicated clearly to the college community.
As noted in 4A.1, the college is developing flow charts for various decision-making processes.
Since one chart does not adequately outline the process for every important decision, the final
product may l include various flow charts depending on factors. For instance, a college-wide
decision making process on budget and planning would include numerous groups from different
constituencies, whereas curriculum would rely primarily on the Faculty Senate. Once fully
developed and approved, this decision-making process will be communicated to the entire
college community.
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4B.1: Create a review cycle for policies, manuals and procedures.
The college is presenting revised policies and procedures to the Governing Board on a quarterly
basis, making good progress in revising the manual.
Self-identified recommendations deferred:
The following items are deferred due primarily to budget/resource constraints or because they
are dependent upon the completion of another recommendation or task.
2B.1: Communication: the college will develop and implement a plan to better advertise
and explain the range of student services to students, faculty and staff. This plan will
specifically address: student extra-curricular opportunities; regular updates and
distribution of policy books and college publications; improved storage and security of
student records; improved communication regarding program review, assessment process,
and budgeting with the Student Services programs; and improved communication among
all college components, particularly about the changes that impact other services.
Due to budget constraints over the past three years, this item has been deferred. Communication
has improved in some areas of the college, especially with regard to the state and college
budgets, budget and budget reduction planning, and budget related lay-offs. These topics have
been widely communicated in numerous venues across campus as noted in item 4A.4 above.
However, a comprehensive review of all communication with a resulting plan has not occurred.
3A.3: Study the usefulness of developing benchmarks for measuring the staff-hours
required to perform classified functions.
It has been determined that clarification is needed on what exactly "study the usefulness of
developing benchmarks" refers to in this context before proceeding.
3A.10: Reinstate a college-wide Diversity Committee to address issues of diversity at the
college and encourage professional development on diversity issues.
The Diversity Committee has been, and continues to be, a standing committee included in the
college’s Governance Manual. The Diversity Committee has not met in recent years, but other
groups and committees, including the Cabrillo Hispanic Affairs Council (CHAC) have met
regularly to encourage professional development on diversity issues.
3B.5: Develop a Total Cost of Ownership model for facilities and equipment and
implement such a program where it best serves the needs of the college.
The Director of Facilities Planning and Plant Operations serves on a state-wide think tank
consisting of five northern California Community College Districts that has been established to
make recommendations to the State Chancellor’s office. These Districts consist of the following:
Director Facilities Construction and Maintenance West Valley-Mission Community College
13
District; Director Ohlone College Facilities; Director of Facilities, Planning & Management
Monterey Peninsula Community College District; Maintenance Supervisor Marin Community
College District; Chief Facilities Planner Contra Costa Community College District; Facilities
Planning & Plant Operations Director Cabrillo Community College District. The mission of
the group is to develop a California Community College Maintenance & Operations Standards
guidebook for cost planning & reference, to develop Maintenance and Operations standards and
costs, to set up standards for design to include total cost of ownership required up front in order
to get state funding; and new construction standards and up front costs. Cabrillo will defer
directly addressing this self-identified item until the completion of the state-wide model.
3D.1: Refine and improve the classified staff hiring prioritization process and
communicate its mechanisms to the staff of the college.
As noted above, the process was developed and implemented in 2005-2006, but the recent
budget constraints, resulting in some classified lay-offs and few replacement or new positions,
has put this self-identified item on hold. The classified staff hiring prioritization process was last
used officially in November 2007. Since early 2008 Cabinet has been using a "managed hiring
process" to review, assess and determine which vacant classified positions can be filled at any
given time given budget reductions and fiscal limitations.
4A.2: A clear explanation of the relationship between Program Planning and the decisionmaking process.
The college is undergoing a review of the decision-making processes on campus and developing
flow charts to illustrate the existing processes. This item is on hold until that review and
evaluation are completed.
14
APPENDIX A
College Planning Council Membership
The College Planning Council (CPC) serves as the accreditation steering committee.
The membership is listed in alphabetical order.
Brian King, Superintendent/President
Mikki Adams, CCEU
Dennis Bailey-Fougnier, VP Student Services
Diane Goody, Confidentials
Paul Harvell, CCFT President
Steve Hodges, Faculty Senate President.
Renee Kilmer, VP Instruction and ALO
Victoria Lewis, VP Administrative Services
Graciano Mendoza, Director, Business Services
Dan Rothwell, Faculty Senate
Leticia Scott Curtis, Faculty Senate
Barbara Shultz Perez, CCFT
Stephanie Stainback, CCEU President
Kathie Welch, Division Dean
15
Classified
Administration
Confidential
Faculty
Faculty
Administration
Administration
Administration
Faculty
Faculty
Faculty
Classified
Administration
APPENDIX B
List of Responsible Leads for Recommendations
Ard, Pegi
Bailey-Fougnier, Dennis
Bowen, Johanna
Deaver, Doug
Fabos, Kristin
Garner, Wanda
Harvell, Paul
Hayward, Craig
Kilmer, Renée
King, Brian
Lewis, Victoria
Mayo, Rachel
McCawley, Loree
Owen, Bob
Nugent, Joe
Pfotenhauer, Rock
Weckler, James
Vice President of Business Services- Retired
Vice President of Student Services
Library Director - Retired
Director of Facilities
Director of Marketing and Communications
Dean, Natural and Applied Sciences
CCFT President
Dean, IT, Planning and Research Knowledge Systems
Vice President, Instruction
President
Vice President, Administrative Services
Dean of Education Centers, Watsonville and Scotts Valley
Director Human Resources
IT, Associate Vice President
Director M&O
Dean of Instruction CEED
Dean, Business, English and Language Arts
16
APPENDIX C
Documentation of Commission’s Recommendations
1. Student Services SLOs
a. Student Services SLO
b. Student Services Program Review Schedule
2. Master Planning: distance education and off-campus sites
a. Distance Education Master Plan – Board minutes – June 2009
b. College Master Plan Goal B, Objective 3, Strategy a
c. College Master Plan Goal D, Objective 2, Strategy a
d. College Master Plan Goal D, Objective 2, Strategy b
3. Formal Reserve Policy - BP 4030
a. Board Minutes – February 2008
b. Revised BP 4030 – February 2008
4. Updated Governance Manual - Table of Contents
a. Most current updated Governance Manual - Table of Contents
17
Appendix C - 1a
Student Services: Student Learning Outcomes 2009
Office of Admissions & Records
(Includes Veterans Services)
Outcomes
I. Communication
After successfully navigating A&R, students will be able to read and fill out forms such as
applications, petitions, transcript requests; listen on the phone and in person; and verbally
communicate needs.
II. Critical Thinking and Information Competency
After successfully navigating A&R, students will be able to research and critically analyze
information in the College Catalog and Schedule of Classes to formulate educational goals and
explore opportunities.
IV. Personal Responsibility and Professional Development
Students will respond appropriately to challenging situations, meet deadlines, and navigate faceto-face procedures and online systems within enrollment services.
Assessment Plans





Student satisfaction survey
Number of application vs number of registered students
Enrollment counts on WebAdvisor vs in-person office enrollment
Accreditation Standard IIB
Tally of web site hits, office phone calls, and office visits of students
Appendix C - 1a
Student Services: Student Learning Outcomes 2009
Office of Financial Aid and Scholarships
Department:
Financial Aid & Scholarships Office
Coach, develop & disseminate resource
information, conduct presentations/workshops,
provide counter service and one-on-one advising.
Provide each applicant with all related financial aid
materials: SAP, Loans, Scholarships, FAFSA, BOG,
Dependency, Types of Aid, etc…
Advising re: SAP, money mgmt, deadlines, Ed
Plans, incentives to receive aid in a timely manner,
turning in complete correct documents.
Student Learning Outcome (SLO)
Core Competency #1
Support students in their efforts to meet competency
1, Communication: Students will be able to:
navigate the financial aid application process,
complete forms correctly, solicit appropriate
materials, read, comprehend and interpret materials,
ask the right questions… (read, write, speak, listen)
Core Competency #2
Support students in their efforts to meet competency
2, Critical Thinking & Information Competency:
Students will be able to analyze & identify how
complex (financial aid) rules & regulations are
relevant as they apply to the individual student…
Core Competency #4
Support students in their efforts to meet competency
4, Personal Responsibility and Professional
Development; Students will be able to meet
deadlines, set realistic academic, goals, complete
appropriate paperwork.
Appendix C - 1a
Student Services: Student Learning Outcomes 2009
Assessment of Services
Year 1
Scholarships/FWS (next cycle, year 6)
Process & Tools & Criteria
(existing sustainable data)
Fact book
 FAFSA submission Dates
 Advisor Review Worksheet
 File completion rates
 Valid vs. rejected FAFSAs
 Cohort default rate
Year 2
All Services
Program Planning
Fact book, student user survey, campus climate survey,
 FAFSA submission Dates
 Advisor Review Worksheet
 File completion rates
 Valid vs. rejected FAFSAs
 Cohort default rate
Year 3
Outreach/Cal Grant Program
Fact book,
 FAFSA submission Dates
 Advisor Review Worksheet
 File completion rates
 Valid vs. rejected FAFSAs
 Cohort default rate
Year 4
Technical support/document imaging
Fact book, Campus climate survey
 FAFSA submission Dates
 Advisor Review Worksheet
 File completion rates
 Valid vs. rejected FAFSAs
 Cohort default rate
Year 5
R2T4/Withdrawal rate
Loans/default rates
Fact book,
 FAFSA submission Dates
 Advisor Review Worksheet
 File completion rates
 Valid vs. rejected FAFSAs
 Cohort default rate
Appendix C - 1a
Student Services: Student Learning Outcomes 2009
Student Employment
Department Services
Our services provide on-line access to on and off
campus student jobs and off campus job application
materials.
SLOs:
Student Employment supports students in their
efforts to master Competencies I, II and IV.
Students will:
The office also provides students and college staff
with access to on campus student job listings and
processes all hiring paperwork once the student has
been hired in an on-campus job.
These services allow students access to the financial
resources needed for them to meet the monetary
requirements of school fees and living expenses.
Our services provide on-line access to on and off
campus student jobs and off campus job application
materials.
The office also provides students and college staff
with access to on campus student job listings and
processes all hiring paperwork once the student has
been hired in an on-campus job.
These services allow students access to the financial
resources needed for them to meet the monetary
requirements of school fees and living expenses.
Students are provided the following services by the
Student Employment Office:





Individual staff led tutorials on internet
access and how to access job listings.
Resume Writing and Interviewing skills
workshops and handouts
Individual staff review of student resumes
and other written job search materials.
Student advising where students do not
follow the Student Employment Student
Code of Conduct regarding dependability
and professionalism.
Processing of on campus student hiring
paperwork.
Employers are provided assistance with:
 Writing job announcements
 Accessing on-line job board
 Student/Employer issues advising
 Employment laws

access data, interpret written information,
communicate ideas and information about
employment opportunities in writing and
verbally;
(use statistics, surveys)

assess accurately their own knowledge,
skills and abilities, meet deadlines and
complete tasks;
(surveys)

maintain a professional attitude and
behavior;
(observation, surveys)

navigate internet technology to find and
apply to employment offerings.
(use statistics, surveys)
Appendix C - 1a
Student Services: Student Learning Outcomes 2009
College staff is provided assistance:

Completing hiring paperwork, writing and
accessing student job descriptions and
placing positions appropriately on the
student salary schedule.

Materials dealing with motivating students,
positive criticism and other aspects of
supervising student employees are
available on our web site for supervisors.

Advising supervisors who are dealing with
student issues.
Assessment of Services
(list services you will assess under each year of
the departmental review process)
Year One
Service being measured
Direct Services - Students
Year Two
Service being measured
Direct Services – Employers / Supervisors
Year Three
Service being measured
All services
Program Review
Year Four
Service being measure
Off campus jobs
Year Five
Service being measured
On campus jobs
Describe Assessment Process your department
will use to evaluate each service and its
outcomes. Include the assessment tool you plan
to use and the criteria to evaluate success.
Review status of multi year goals and objectives
Workshops (number offered)
Handouts (number and type)
Individual advising (individual contacts)*
Use statistics (increase/decrease)*
Review status of multi year goals and objectives
On line materials (number and type)
Email communications (number and type)*
Individual advising (individual contacts)*
Use statistics (increase/decrease)*
Program Review
Campus Climate Survey (change)
Program Statistics (increase/decrease)*
Survey instruments
Review status of multi year goals and objectives
On-line Student Survey
(change from previous)
On-line Employer Survey
(change from previous)
Review status of multi year goals and objectives
On campus Student Employee Survey
(change from previous)
On campus Student Supervisor Survey
(new)
Appendix C - 1a
Student Services: Student Learning Outcomes 2009
Assessment Evaluation
Describe the process the department will use to
evaluate assessment results. Include:
What meetings will be held?
All surveys and materials (on-line and print)
reviewed with staff.
When?
Annual meetings held with department staff and
student representatives.
Who will be involved?
Department staff and student employees.
What will be discussed?
Results of surveys and statistical analysis*,
programmatic goals and funding needs
What process will be used to implement any
improvements needed to services?
Recommendations will be forwarded to Dean of
Students for review and implementation.
Assessment Evaluation
Describe the process the department will use
to evaluate assessment results. Include:
What meetings will be held?

SLO Assessment Staff meetings are held
annually.

SLO Assessment Staff meetings include all
members of the FAO staff.

Results of assessment instruments will be
discussed.

Process will be developed based on assessments
and recommendations.
When?
Who will be involved?
What will be discussed?
What process will be used to implement any
improvements needed to services?
Appendix C - 1a
Student Services: Student Learning Outcomes 2009
Counseling Division
(Including Puente, CAP, International Student Services,
and the Transfer and Career Center)
Student Learning Outcomes and Assessment Tools
Outcomes
Objectives
Assessment Tool
Survey
I. Read, write,
listen and/or
speak effectively
to complete the
processes
involved in
reaching
educational
goals






Complete documents for educational advancement
Utilize educational planning
Successful navigate counseling scheduling process, e.g.,
express, regular
Differentiate between various educational requirements.
Articulate questions and concerns about requirements for
transfer, degrees, and other educational goals.
Utilize written, verbal, and/or electronic sources of
educational and career information to plan and achieve
goals
TAGs and TAAs
SARs Data
Graduation
Petition #s
# of UC
Applications
(Competency #1:
Pre/post tests at
Communication).
workshops
II. Integrate
self-knowledge,
educational and
career
information,
and institutional





Choose appropriate counseling format
Differentiate between various educational requirements.
Utilize career support services, career planning classes,
online career exploration resources, the Transfer/Career
Center, Strong Interest Inventory, and Myers Briggs
Type Indicator when appropriate.
Identify educational goals.
Create education plan to facilitate goals.
Appendix C - 1a
Student Services: Student Learning Outcomes 2009
processes, to
develop a
process of
educational
decisionmaking.
(Competency #2:
Critical thinking
and Information
III. Demonstrate
awareness of
institutional
requirements
and
opportunities
that promote
cultural
sensitivity and
global and
political
awareness.
(Competency
#3: Global
Awareness).









Evaluate general education patterns chose most
appropriate given educational goals.
Evaluate which courses are applicable to their
educational goal.
Interpret assessment scores and choose correct classes in
English and Math.
Navigate Assist and other online resources.
Navigate WebAdivsor to access course history and other
functions to facilitate educational goals.
Consider opportunities, such as taking foreign language
classes, study abroad, and/or participating in clubs and
activities on campus.
Participate in college culture.
Recognize the value and rational of the multicultural
graduation requirement.
Understand and adhere to immigration requirements in
regards to studying in the United States, when
appropriate.
Appendix C - 1a
Student Services: Student Learning Outcomes 2009
IV. Demonstrate
responsibility
for reaching



educational and
career goals.



(Competency #4:



Personal
Responsibility
Access support services to help facilitate that process
Recognize important deadline dates and identify where
such information is published.
Anticipate and identify and potential barriers to
achieving educational goals and create a plan to address
those barriers.
Access resources needed to overcome barriers.
Employ effective time management strategies.
Understand academic/progress probation and dismissal
policies and execute needed steps to address dismissals.
Understand student’s rights and responsibilities.
Utilize support services on campus.
Integrate and act upon information proactively.
and Professional
Development).
Assessment Plans
The process for assessing the learning outcomes for each of the competency areas listed will be
ongoing involving all in the division. We propose to use our flex meeting each semester to
identify instruments for assessing one or more of our SLOs, analyze and discuss the results of
completed assessments, and/or articulate priorities for improving student learning as suggested in
the assessment results. Additional dialogue and planning may occur at regular counseling
meetings as needed.
We propose a Counseling Division SLO Task Force that will collect and record assessment
instruments, present assessment results, facilitate dialogue, and document the process and
priorities for improving student learning. This Task Force can include both faculty and classified
members of the division. Currently we have a team of four willing to serve as the initial Task
Force (Mario, Rudy, Anna, and Jay). The Task Force will consult with the college’s SLO
Coordinator (currently Winnie) and staff from the PRO (currently Craig) as needed. We propose
to rotate members on the Task Force, rotating two new members in every two years.
We propose to evaluate outcomes for each competency over a 4 year cycle. In the 5th year the
division will produce a Program Review that incorporates the results or our assessments in our
program planning.
Appendix C - 1a
Student Services: Student Learning Outcomes 2009
With this purpose in mind, we propose the following schedule:
Four-year Cycle beginning Fall 2009
Fall 2009
Flex: approve program SLOs and Assessment Plan; discuss and approve
objectives as needed; continue discussion at division meetings as needed.
Over the course of the semester: Assess SLOs for Counseling and other services
to students that can be measured through PRO survey.
Spring 2010
Flex: analyze and dialogue on results of survey; articulate priorities for improving
student learning as suggested in survey results; begin discussion to identify the
fall 2010 instrument for assessing one or more of the SLOs not addressed in the
fall 2009 survey.
Over the course of the semester: implement the priorities for improving student
learning identified at flex meeting.
Fall 2010
Flex: identify instrument for assessing one or more of the SLOs not addressed in
the fall 2009 survey; articulate priorities for improving student learning as by
assessment; Over the course of the semester: Employ assessment instrument
identified in Flex.
Spring 2011
Flex: analyze and dialogue on results of assessment conducted last semester;
articulate priorities for improving student learning as by assessment; begin
discussion to identify instrument for assessing one or more of the SLOs not
addressed.
Over the course of the semester: implement the priorities for improving student
learning identified at flex meeting
Fall 2011
Flex: articulate priorities for improving student learning as suggested by
assessments.
Over the course of the semester: Re-administer PRO survey.

Some examples of other assessment tools generated at May 13 th meeting: pre/post test in Transfer Center
workshops; exit survey for individual counseling meetings; survey in Puente class; SARS and other data
documenting students’ use of Webadvisor, Hawktalk, etc. Some colleges have counselors fill out a simple
evaluation form after each meeting with a student summarizing students’ outcomes.
Appendix C - 1a
Student Services: Student Learning Outcomes 2009
Spring 2012
Flex: analyze and dialogue on results of PRO survey; articulate priorities for
improving student learning as suggested in survey results; begin discussion to
identify the fall 2012 instrument for assessing one or more of the SLOs not
addressed in the fall 2011 survey.
Over the course of the semester: implement the priorities for improving student
learning identified at flex meeting.
Fall 2012
Flex: identify instrument for assessing one or more of the SLOs not addressed in
the fall 2011 survey; articulate priorities for improving student learning as by
assessment;
Over the course of the semester: Employ assessment instrument identified in Flex.
2009 / 2010 – PRO Survey / dialogue, articulate and implement priorities
2010 / 2011 –– choose and administer assessment instrument / dialogue, articulate and
implement priorities
2011 / 2012 –– PRO Survey / dialogue, articulate and implement priorities
2012 / 2013 –– choose and administer assessment instrument / dialogue, articulate and
implement priorities
2013 / 2014 - Write and complete Program Review
Appendix C - 1a
Student Services: Student Learning Outcomes 2009
Office of Student Affairs
(includes Student Activities, Student Government)
Department: Student Affairs Office
List the specific services
offered by your department.
SLOs: Write an SLO for each service if that service
teaches students specific skills or knowledge. If the
service doesn’t teach specific skills, state how it
indirectly contributes to mastery of the four college
competencies
I Student Government ASCC Senate
a) ASCC Senate Meeting
Supervision – Year 1, 3, 5
b) Leadership Training
Year 2, 4
c) Budget
Training/Supervision
Ia. ASCC Senators will apply and demonstrate
appropriate and professional behavior during senate
meetings and in their service to the Cabrillo College
Community.
Ib. ASCC Senators will demonstrate comprehension of
the use of Robert’s Rules of Order, the Brown Act, and
effective meeting strategies.
Ic. ASCC Senators will apply and evaluate the
appropriate use of budget management and procedures for
expenditure of funds.
Year 1,3,5
Id. ASCC Senators will evaluate and apply student body
election procedures
d) Election Supervision
Ie. Core Competency IIIB – Global Awareness –
Appendix C - 1a
Student Services: Student Learning Outcomes 2009
Year 1,3,5
e) Inter-Club CouncilStudent Clubs, Guidance
and Supervision
Year 2,5
Social diversity and civics
Core Competency IV – Personal Responsibility
II Services to all Students
IV B. Social and Physical Wellness
a) Student Rights and
Responsibilities
Handbook.
Year 2
b) Bus Passes, Parking
Permits, Tabling, Student
Activity Cards, RN ID’s,
Bike Lockers, Reg. Lockers,
Book Loans, Personal and
Crisis Counseling, Postings,
Vending
Year 2
IV C. Workplace Skills
Assessment of Services: List
the services you will assess
under each year of the 5 year
Departmental Review Process
Describe the Assessment Process your department
will use to evaluate each service and its outcomes.
Include the assessment tool you plan to use and the
criteria to evaluate success. If using a rubric, attach it
to the end of this form.
Year One
Assessment Evaluation
Service:
Service Ia – ASCC apply and
demonstrate professional
behavior
Describe the process the department will use to
evaluate assessment results. Include:
What meetings will be held?
Dean Of SS and Coord. of Student Activities will meet to
develop and conduct a survey and observation data log.
Appendix C - 1a
Student Services: Student Learning Outcomes 2009
When? March – June 2006
Who will be involved? Dean of SS, Coord. Of St.
Activities, ASCC Senate Members
What will be discussed? Observation notes, minutes of
meetings, survey results. Student behaviors, respect,
orderliness, preparation, . . .
What process will be used to implement any
improvements needed to services? A summary of the
findings and recommendations will be developed and
used as a guide for the following ASCC Senate.
Assessment Evaluation
Process to evaluate assessment results.
What meetings will be held?
Training meetings by St. Activities Coord. with ASCC
Treasurer.
When? Weekly as needed.
Who will be involved? St. Activities Coord., ASCC
Treasurer, ASCC Senators as appropriate.
Service Ic – Budget Training
Supervision
What will be discussed? Appropriate use of Purchase
requisitions and account numbers, budget development
procedures.
What process will be used to implement any
improvements needed to services? Dean of SS and
Coord of St. Activties will discuss, choose and implement
in consultation with ASCC Senate members
Appendix C - 1a
Student Services: Student Learning Outcomes 2009
Year One continued
Service Area I
Year Two
Dean of SS, Coord. Student Activities will develop
survey and incentive program for students to complete
survey.
Service:
Student Affairs Ofc. Serviceseffectiveness:
Dean of SS to consult with PRO Director, for format
and validity of survey.
Bus passes, parking permits,
tabling etc.
What meetings will be held?
When? Fall of 2005 through Spring/summer of 2007
Who will be involved? Dean of SS and Coord. Of
Student Activities
What will be discussed? Purpose of evaluation, survey
instrument, incentive program
What process will be used to implement any
improvements needed to services? Survey results will
be collected and discussed among the 3 key office
personnel. Improvements will be planned as a result
of the findings discussions thereof.
Year Three
Service:
Election Supervision
What meetings will be held? Assessment meetings will
be held.
Appendix C - 1a
Student Services: Student Learning Outcomes 2009
When? February 2008-May2008
Who will be involved? Dean of SS, Coord. Student
Activities, ASCC President other key student leaders.
What will be discussed? Past practice, what has not
worked well, ideas for improvement. Data showing
the number of students votes per year for the last 5
years.
What process will be used to implement any
improvements needed to services? New processes will
be decided upon and used per the direction of the
ASCC Advisors and key student leaders, Dean of SS,
Coord. Student Activities, ASCC President other key
student leaders
Year Four
Service:
What meetings will be held? Meetings to disucss the
effectiveness and purpose of the ICC will be
conducted.
Interclub Council
When? Fall 2008
Who will be involved? ASCC Advisors and key ASCC
Senate Leaders, Dean of SS, Coord. Student Activities,
ASCC Pres., and ICC Chair.
What will be discussed? Purpose and effectiveness of
ICC.
Appendix C - 1a
Student Services: Student Learning Outcomes 2009
What process will be used to implement any
improvements needed to services? Changes in ICC
management procedures would most likely require a
bylaw and maybe a constitutional change. ASCC
Agenda information items/discussion would be the
driving force behind any planned changes. . . with
bylaw changes and constitutional changes prepared
for an election if needed.
Year Five:
Service:
Student Rights and
Responsibility
What meetings will be held? Meetings with VP of SS,
Dean of SS, Instruction Council
When? Fall of 2009
Who will be involved? VP of SS, Dean of SS,
Instruction Council, Safety Committee.
What will be discussed? Data collected regarding
student discipline, suspensions, expulsions, use of the
SRRH, survey info from Flexweek workshops etc.
Needed revisions of the SRRH.
What process will be used to implement any
improvements needed to services? Any revisions to
the SRRH will be discussed and approved by
committee appointed by shared governance groups,
representation from Faculty, Staff, Students and
Administration.
Appendix C - 1a
Student Services: Student Learning Outcomes 2009
Assessment Evaluation
Describe the process the
department will use to
evaluate assessment results.
Include:
What meetings will be held?
When?
Who will be involved?
What will be discussed?
What process will be used to
implement any improvements
needed to services?
Appendix C - 1a
Student Services: Student Learning Outcomes 2009
Extend Opportunities, Programs and Services(EOPS)
& Cooperative Agencies Resources for Education
(CARE)
Year 3 (moved year 5.Social Justice/Multicultural Awarness to year 3)
SLOs: Write an SLO for each service if that
service teaches students specific skills or
knowledge. If the service doesn’t teach specific
skills, state how it indirectly contributes to
mastery of the four college competencies.
Year 1
Writing/adjusting
education plans
Core Comp. Areas:
#2
#1
#4
Year 2
Semester Orientation
Core Comp. Areas:
#4
#1
#2
Year 3
Progress reports
Core Comp. Areas:
#1
#2
#4
Year 4
On-going Counseling
Core Comp. Areas:
#1
#2
#4
Students articulate, identify, and clarify career, vocational and transfer goals
Students communicate their interests and aspirations
Students take responsibility for goals committed to on plan
Students will take responsibility for college success by becoming familiar
with resources on campus and in program
Students will communicate with each other to complete orientation activities
Students critically analyze their own educational goals
Students communicate directly in person with instructors
Students participate in their own evaluation process
Students with less than passing grades strategize with counselor in ways to
improve
Successful matriculation for 6 semesters
Students successfully transfer to 4 year institutions or achieve vocational
objective
Retain eligibility fro EOPS and financial aid
Students successfully pass
Appendix C - 1a
Student Services: Student Learning Outcomes 2009
Year 5
Social Justice and
Multicultural
Awareness
Core Comp.
Areas:
-
Create campus club (EOPS Club)
Promote and participate in multicultural events
Identify economic and political issues
#1
#2
#4
Assessment Evaluation
Year 3 Analysis
(5. Social Justice and
Multicultural awareness)
Describe the process the
department will use to
evaluate assessment
results.
Include:
What meetings will be
held?
When?
Who will be involved?
Assessments used are:
Will investigate whether the EOPS Club registered with ICC on
campus, elected officers, and established regular meetings each
semester
Meet with multicultural student organizations to plan activities
Arrange for letter campaign writing and meeting with local
government officials
Regular staff meeting and convening with appropriate campus
leaders as deemed necessary.
During the academic year.
EOPS/Care staff, EOPS students staff, Members of
Multicultural clubs.
What will be discussed?
What process will be used
to implement any
improvements needed to
services?
All parties involved will be involved in a formal debriefing and
recommendations for future activities or improvements
Established Club EOPS. Through previous semester meetings and
preparations, we helped implement activities such as “Dia de los
Muertos, CARE Xmas party, MLK Day, Cinco de Mayo, March in
March, Students met with Senator Simitian’s office, and Rep.
MOning’s office, Awards Bar B Que.
Through articles in the Cabrillo Voice, Santa Cruz Sentinel,
Sacramento Bee, and other campus feedback we determine these
efforts have fulfilled our goals.
Appendix C - 1b
Student Services Program Review
Program Review Schedule
After initial comprehensive program review, there will be a comprehensive every five years with
an annual assessment of outcomes and program goals.
Program reviews to be completed in 2010-11:
Student Health Services
Student Employment
A&R/Veterans
Student Affairs/CAP/Student Activities and Government
VPSS
Program reviews to be completed in 2011-12:
Financial Aid/Scholarships
Counseling/Transfer and Career Center/International Students/Puente
Fast Track to Work
EOPS/CARE
Completed in 2009/10
Matriculation/Assessment
Disabilities Services
Learning Skills
Appendix C - 2a
Minutes of Meeting
CABRILLO COLLEGE GOVERNING BOARD
June 15, 2009
REGULAR MEETING
The regular monthly meeting of the Cabrillo College Governing Board was
held at the Scotts Valley Center, Cabrillo Community College District, 104
Whispering Pines Drive, Scotts Valley, California on Monday, June 15, 2009. CALL TO ORDER
Chair Rebecca Garcia opened the meeting in Open Session at 4:10 pm. Roll
was taken; present were Chair Garcia, Trustees Gary Reece, Al Smith, Rachael
Spencer,
Katy Stonebloom, Susan True, and Claudine Wildman. Chair Garcia asked for
Public Comments on Closed Session items. There were no public comments.
Closed Session items were announced and the meeting was adjourned to
Closed Session at
4:11 pm. Closed Session was adjourned at 6:00 pm.
ROLL CALL
Chair Rebecca Garcia called the Open Session to order at 6:07 pm. Other Board members present were
Trustees Gary Reece, Al Smith, Rachael Spencer, Katy Stonebloom, Susan True,
and Claudine Wildman. Student Trustee Gary Meyer arrived later in the meeting. Also present were
members of the community, college faculty, staff and students.
Item 17. Distance Education Three-Year Master Plan
President King presented the recommendation that the Governing Board approve the Distance Education
Three-Year Master Plan.
Trustee Spencer commented that the plan represented comprehensive, terrific work. She added that the
challenge would be implementation in times of budget cuts but it was worthwhile as she knew so many
students who came to Cabrillo through the Distance Education program.
Student Trustee Meyer noted that the Distance Education classes fill the fastest. He thanked the college for
providing this class format.
It was moved and seconded (Spencer/True) to approve the Distance Education Three-Year Master Plan. The
motion carried unanimously.
Roll Call
DISTANCE
EDUCATION
THREE-YEAR
MASTER PLAN
Appendix C - 2b
Appendix C - 2b
Appendix C - 2c
Appendix C - 2d
Appendix C - 3a
Minutes of Meeting
CABRILLO COLLEGE GOVERNING BOARD
February 4, 2008
REGULAR MEETING
CALL TO ORDER
The regular monthly meeting of the Cabrillo College Governing Board was held at
the Sesnon House, Cabrillo Community College District, 6500 Soquel Drive, Aptos,
California
on
Monday,
February 4, 2008. Chair Claudine Wildman called the meeting to order in Open
Session at 5:00 pm. Roll was taken; present were Chair Claudine Wildman and
Trustees
Rebecca
Garcia,
John
Leopold,
Gary Reece, Al Smith, Rachael Spencer, and Katy Stonebloom. Chair Wildman
asked for Public Comments on Closed Session items. There were no public
comments.
Closed Session items were announced and the meeting was adjourned to Closed
Session at 5:01 pm. Closed Session was adjourned at 5:38 pm.
ROLL CALL
ROLL CALL
Chair Wildman called the Open Session to order at 5:40 pm. Other board members
present were Rebecca Garcia, John Leopold, Gary Reece, Al Smith, Rachael
Spencer, Katy Stonebloom, and Student Trustee Jonathan Saad. Also present were
members of the community, college faculty, staff and students.
REPORT OUT OF CLOSED SESSION
Chair Wildman stated that there was nothing to report out of Closed Session.
REPORT OUT OF
CLOSED SESSION
PROCEDURAL ITEMS
APPROVAL OF
CONSENT
AGENDA
AND MINUTES
ACTION ITEMS (continued)
ACTION ITEMS
(continued)
Item 17. Board Policy Revision: Business Services
President King presented the recommendation that the Governing Board adopt Board
Policy 4030 as revised.
It was moved and seconded (Reece/Leopold) to adopt Board Policy 4030 as revised.
The motion carried unanimously.
1 of 1
BOARD POLICY
4030:
BUDGET
PREPARATION
Appendix C - 3b
Chapter Four: Business Services and Operations
BP 4030
Budget Preparation
Each year, the Superintendent/President or designee shall present to the Board a budget, prepared in
accordance with Title 5 and the California Community Colleges Budget and Accounting Manual.
The schedule for presentation and review of budget proposals shall comply with state law and
regulations, and provide adequate time for Board study.
Budget development shall meet the following criteria:
 The annual budget shall support the District’s master and educational plans.
 Assumptions upon which the budget is based are presented to the Board for review.
 A Budget Calendar is provided to the Board by the first Board meeting in January of each
year that includes dates for presentation of the tentative budget, required public hearing(s),
and approval of the final budget. At the public hearings, interested persons may appear and
address the Board regarding the proposed budget or any item in the proposed budget.
 Unrestricted general reserves shall be no less than the minimum prudent reserve level
established by the State Chancellor’s Office.
 Changes in the assumptions upon which the budget was based shall be reported to the Board
in a timely manner.
 Budget projections address long term goals and commitments.
Adopted:
Revised:
Revised:
May 2, 1988
December 3, 2007
February 4, 2008
Appendix C - 4a
Governance Manual
(in–progress)
Table of Contents
1. Introduction
2. List of College Committees
3. College Standing Committees
4. Assignment Lists
5. Ad Hoc Committees
6. CCEU Committees
7. Faculty Senate Committees
APPENDIX D
LIST OF PLANNING DOCUMENTS COMPLETED SINCE 2007
College Wide Master Plans
1. College Facilities Master Plan – Board Approved: September 2010
2. College Master Plan – Board Approved: June 2008
3. Distance Education Master Plan – Board Approved: June 2009
4. Technology Master Plan – (Technology Assessment and 3 yr plan- June 2007)
Program Plans/Program Review
Instructional Program Plans
Board Date
6/4/07
Program Plan
Anthropology
Art History
Business
Culinary Arts
Dental Hygiene (CTE)
Early Childhood Education
Engineering
Horticulture (CTE)
Library
Photography
Physical Education
Physics
Political Science
Sociology
6/16/08
Archaeologic Tech (CTE)
Chemistry
ESL
Geology/Oceanography (CTE)
MESA
Music
Radiologic Technology (CTE)
Speech Communications
Stroke Center
6/15/09
Astronomy
Biology
DSPS
6/14/10
Computer Science
Criminal Justice
Economics
Fire Technology
Foreign Language
Journalism
Math
Philosophy
Psychology
18
Board Date
6/14/10
Non-Instructional Program Plans
Administrative Program Review
Office of Instruction
 Basic Skills Initiative
 Catalog/Schedule of Classes Production
 Curriculum
 Distance Ed
 Staff Development
6/14/10
Date completed June 2007
We had not begun sending the
administrative program reviews
to Board at this time.
Instructional Development/Matriculation
 Articulation
 Assessment
 Honors Transfer Program
 Matriculation
 Outreach and recruitment
 Tutoring Services
Watsonville Center
19
APPENDIX E
Key
1B
2A
2B
2C
3A
3B
3C
3D
4A
4B
Cabrillo College Accreditation: Focus and Planning for Standard
Recommendations: Tracking Matrix
Updated:
9/28/2010
The team recommends that Student Support Services develop and
implement student learning outcomes and measurements for all its
departments, collect and analyze the data, and link the results to
Rec. 1 planning and program improvement. (II:B.1., II:B.4.)
Therefore, the team recommends that the next master plan include
an emphasis on planning for distance education and all off campus
sites with regard to instruction and support services. Further, the
master plan should address the evolving classified staffing needs in
light of new technologies, facilities expansion, and operational
Rec. 2 needs. (III:A.2., III:B.2.a.,III:B.2.b, III:C.).
The team recommends that the college adopt a formal reserve
policy. The college should establish a clear written reserve policy
to protect the financial stability of the college in the support of
Rec. 3 institutional effectiveness. (III:D.2.c.).
The team recommends that the college update the "Governance
Manual" (1999) to reflect the current governance processes used by
the constituent groups of the college. The college should describe
the charge of the committees and the composition of the
Rec. 4 membership and how often they meet. (IV:A.2.a., IV:A.5.).
Continue to implement program planning within all components,
having all departments go through the program planning process
1B.1 on a regular cycle.
Fall '08
x
All Components
Master Distance Ed plan created and approved by
Governing Board, July, 2009.
King
Governing Board approved formal reserve policy in
February 2008 -- reserve is fully funded.
Harvell / King
Governance manual in final stages of being updated.
Estimated completion in Spring 2011.
All
Cycle and timeline for program review developed. (See
Program Planning at a Glance spreadsheet).
All
Master Plan goals developed, "visioning" held and plan is
reviewed and revised on a regular basis.
Spring '10
Revise the Master Plan and commit to revising the plan regularly
with annual updates and reports on progress toward objectives.
x Spring '08
Schedule a revision of the College Facilities Master Plan to coincide
with the completion of the major construction projects currently in
1B.3 progress.
x x Fall '10
2A.1
2A.2
2A.3
2A.4
2A.5
2A.6
2A.7
Five-year master plan updated and submitted to state
Ard/Lewis / DeaverChancellor's office.
x
x
x Spring '08
x
Near Completion
Bailey-Fougnier
1B.2
Continue to provide training, through the learning outcomes
assessment coordinator, to entire departments and/or assist
individual faculty with the assessment process.
Endeavor to make the Core Four even more visible and accessible
to students and faculty.
Continue its college-wide dialog to review the Core Four for any
missing pieces with a view to correct any gaps that are identified.
Implement CurricuNet (the newly purchased curriculum
development and management program) to more adequately
address the needs of the curriculum process.
Implement technological innovations that will assist instructional
divisions in meeting the challenges of course scheduling and
enrollment management.
Implement a system whereby students will be able to review their
progress towards the A.A. and A.S. degrees to facilitate student
success in the transfer programs
Continue to monitor the needs of county employers so that
occupational programs will continue to provide high quality
programs that meet the needs of their students.
Comments
Responsible Parties
x
x
Revise the Facilities, Watsonville, and Technology Plans to more
1B.4 clearly cohere with the College Master Plan.
Institutional Effectiveness
Instructional Programs
Student Support Services
Library and Learning Support Services
Human Resources
Physical Resources
Technology Resources
Financial Resources
Decision-Making Roles and Processes
Board and Administrative Organization
Mission Statement (no self-identified plans)
SLOs written by all Student Services departments.
Integrating ongoing SLO assessment with program
review process.
Spring '08
x
Deferred
In-Progress
Completed Date
Completed
On-Going
Standard
*1A
Item (See Color Code Key for Standard Title)
Plan for Standard
Site Team Recommendations
Watsonville Center planning process for 2011-2013 in
preliminary stage -- will coincide with next College
Master Plan. Tech plan will aligned with Master Plan.
Deaver / Mayo
SLOs incorporated into CIP and program review
processes. Instruction, Planning and Research and IT
provide continuing support and facilitate SLO review
Kilmer / SLO Coordinator
and revision.
Fabos
2007
x 2007-2008
x x 2007-2008
Posted in all classrooms and offices on campus.
Reviewed for accuracy and relevancy. Posted around
campus.
Full implementation, including training, providing
better options for curriculum development completed.
Instruction and PRO developing in-house scheduling
system. Two tools in-use (Enroll Tracker and
x Kilmer / Hayward scheduling pivot table).
A&R Director working with Articulation to implement
tables in degree audit system for transfer credit
x Bailey-Fougnier
evaluation.
Kilmer
Pfotenhauer
CTE summit, Feb 2010. Formed and continue to foster
partnerships to discuss relevant issues in CTE program.
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APPENDIX E
Key
1B
2A
2B
2C
3A
3B
3C
3D
4A
4B
Cabrillo College Accreditation: Focus and Planning for Standard
Recommendations: Tracking Matrix
Updated:
9/28/2010
Communication: the college will develop and implement a plan to
better advertise and explain the range of student services to
students, faculty and staff. This plan will specifically address:
student extra-curricular opportunities; regular updates and
distribution of policy books and college publications; improved
storage and security of student records; improved communication
regarding program review, assessment process, and budgeting with
the Student Services programs; and improved communication
among all college components, particularly about the changes that
2B.1 impact other services.
x
Equal access: the college will continue to expand the services and
information available to students via the Internet. The college will
enact policies to ensure that all members of Cabrillo’s diverse
2B.2 community have access to the college’s student services.
Near Completion
Deferred
In-Progress
Completed Date
Completed
On-Going
Standard
*1A
Item (See Color Code Key for Standard Title)
All Components
x Spring '08
Bowen
Bowen
2C.3
Review the physical space needs of some learning support resources.
x Fall '08
SEAC
Continue to implement the new classified hiring prioritization
process with an eye towards staffing needs for the new facilities.
x
x
Study the usefulness of developing benchmarks for measuring the
staff-hours required to perform classified functions.
Improve awareness of available HR resources for accessing HR
policies, procedures, and other information related to personnel
3A.5 issues, including their updated web pages.
Horticulture, ECE, CTC and Watsonville libraries
incorporated into Library's main catalog.
Final draft space allocation went to Governing Board in
January, 2009.
Lab, learning center, supply and personnel costs data
elements compiled. Resulting spreadsheet is powerful
tool to monitor costs and effectiveness, and PRO office
can produce reports to identify areas of effectivemess or
x Garner/Weckler those to targed for improvement.
On-going process of annual implementation. Due to
budget, relatively vew positions have been considered.
Attempting to address staffing needs with reallocation of
Ard/Lewis /McCawley
resources and positions.
Classified hiring process developed, and managed hiring
process utilized through budget crisis times.
Comprehensive management staffing recommendations
presented by Cabinet to Admin Council, CPC and
Ard/Lewis / King Govenrning Board.
Monitor the effectiveness of evaluative processes and develop
mechanisms to improve learning support services, especially for the
2C.4 Math Learning Center.
Clarify college hiring processes.
Web redesign process, majority of student-centric site
complete and re-launched in summer 2010. Online
orientation and some other functions being refined.
Library now incorporates direct student surveys of users
in addition to traditional measures in ongoing planning
efforts.
x Fall '08
3A.4
Due to budget constraints, item deferred.
Communication has improved with regard to state and
college budgets, reduction planning and lay-offs.
Comprehensive reivew with resulting plan has not yet
occurred.
Bailey-Fougnier
x
Expand the Library’s catalog coverage to include other collections
on campus, such as the ECE Department’s Peace Library.
3A.3
Comments
Student Services developed program review cycle to
mirror Instruction component cycle.
Assessment/Matric identified SLOs from Core 4,
Counseling and EOPS will complete plans in 2010 and
assess SLOs soon afterwards.
2C.2
Make the processes for planning and budgeting for new
management and classified positions more transparent to all
3A.2 stakeholders.
Institutional Effectiveness
Instructional Programs
Student Support Services
Library and Learning Support Services
Human Resources
Physical Resources
Technology Resources
Financial Resources
Decision-Making Roles and Processes
Board and Administrative Organization
Mission Statement (no self-identified plans)
Responsible Parties
x Fabos
Program planning: Student Services will continue to implement a
systematic and on-going cycle of program planning, evaluation and
assessment for all student services and support programs, including
the Counseling Division, allowing sufficient opportunities for
dialog within and among programs. SLOs will be integrated
throughout the departments’ plans along with effective assessment
2B.3 practices and instruments to measure their success.
Continue to closely monitor the resource requirements of the
students and integrate the instructional elements of the Library and
Learning Support Services into the cyclical pattern of assessment
2C.1 through instructional planning.
3A.1
Plan for Standard
Site Team Recommendations
x
McCawley
x 2009-2010
McCawley
x Spring 2010
McCawley
Need clarification and context before proceeding
HR developed and communicated/posted Guidelines for
Search and Selection Committee Members . Additionally,
ARs are being reviewed and updated, and Adjunct
Hiring process was revamped and codified.
HR newsletter developed and launched to wide acclaim.
HR is working with IT to enhance and update the look
and functionality of HR website, most especially to
include workshops, employee access and college-wide
planning tools.
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APPENDIX E
Key
1B
2A
2B
2C
3A
3B
3C
3D
4A
4B
Cabrillo College Accreditation: Focus and Planning for Standard
Recommendations: Tracking Matrix
Updated:
9/28/2010
Explore ways to improve the evaluation processes at the college.
Clarify the college’s commitment to a professional code of ethics
3A.8 and publicize that policy more effectively.
3A.7
x
x Spring 2010
x
2007
Develop a plan to more fully integrate facilities, equipment and
maintenance planning, which will include a process to evaluate how
resources are being allocated for facilities and equipment to ensure
the best possible learning environment for students. The plan will
also explicitly address staffing requirements for the maintenance of
3B.1 all new facilities at the college.
Evaluate the current IIPP and ensure timely implementation.
Develop a Total Cost of Ownership model for facilities and
equipment and implement such a program where it best serves the
3B.5 needs of the college.
Develop a college-wide process for requesting technology funding,
recognizing the specialized needs of individual departments and
3C.1 programs.
Near Completion
Comments
Responsible Parties
Ard/Lewis /
Bailey-Fougnier /
Kilmer / King
x
Reinstate a college-wide Diversity Committee to address issues of
diversity at the college and encourage professional development on
3A.10 diversity issues.
3B.4
Institutional Effectiveness
Instructional Programs
Student Support Services
Library and Learning Support Services
Human Resources
Physical Resources
Technology Resources
Financial Resources
Decision-Making Roles and Processes
Board and Administrative Organization
Mission Statement (no self-identified plans)
HR Developed Guidelines for Search and Selection
Committee Members now available on the District's
McCawley
public network drive.
Process revised and codified in most recent collective
bargaining contract. Process revisions were made to DE
faculty that defines expectations related to instructor
Ard/Lewis / McCawley
interactions.
Governing Board approved revised code of ethics in
King / McCawley / August
Fabos 2007.
2010
Engage in college-wide dialog to discuss ways to improve access for
faculty, staff and managers seeking professional growth and
3A.9 training.
Continue its efforts through the FPAC and SEAC to solicit broad
input into the process of reallocation and renovation of existing
3B.2 space when new facilities open up.
Enhance security by improving the alarm and key distribution
3B.3 systems.
Deferred
In-Progress
Completed Date
Completed
Item (See Color Code Key for Standard Title)
On-Going
Standard
*1A
Develop a hiring handbook that explains the process and timelines
for all hiring committee members that explicitly addresses issues of
3A.6 diversity.
Plan for Standard
Site Team Recommendations
x Fall '08
Efforts have been made to highlight importance of
professional growth and training. Strategy included in
college master plan. Budgetary limits are restrictive, but
private sources are sought when possible.
x
Diversity committee is a standing committee included in
the Governance Manual. While it has not met in ecent
years, other groups such as CHAC meet regularly to
King / Cabinet / HRencourage professional development on diversity issues.
x
A Maintenance and Operations Staffing Costs analysis
and recommendation for College Wide and Health and
Wellness needs have been submitted to the District in
March 2010. This document addressed the needs for
staffing relative to the expansion and investiment in new
facilities made by the community and District. This
document identified the need for adequate facilities
relative to Student access and made recommendations
Ard/Lewis / Deaverfor staffing and equipment for all new facilities.
x
x
x Fall '10
x
Nugent
With the opening of several new buildings on campus,
several existing buildings were vacated and the college
entered a planning phase for the reallocation of space.
The College hired an outside consultant in 2008 to
review the current facilities usage and program needs for
facilities. The consultants met with department faculty,
management and staff and over a one-and-a-half year
period, they developed a space utilization plan for the
campus, which went to the Governing Board for
approval in January 2009.
Proposal to reconfigure distribution of key system is
underway. Outline provided by NAS Division.
Nugent
A review of the IIPP was accomplished by our JPA
Representative, Pamela Gangloff and the system for
ensuring that employees are trained remains in place.
Deaver
Director of Facilities Planning and Plant Operations
serves on state-wide think tank that makes
recommendations to Chancellor's office. Mission of
group is to develop an M&O standards guidebook /
obtain stardards for funding, construction, costs, etc.
Deferring addressing this item indivdually until statewide model is completed.
SEAC
3C.2
Address concerns about the adequacy of staff and faculty training in
technology, including Datatel.
x
Hayward
Item to be addressed in next Technology Plan, slated for
completion by Spring 2011.
Datate Core Team reactivated to address concerns about
staffing and training. Action planning process slated to
start in fall 2010.
3C.3
Create a college-wide technology maintenance and replacement
plan for all programs, both instructional and non-instructional.
x
Hayward
Item to be addressed in next Technology Plan, slated for
completion by Spring 2011.
x
Hayward
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APPENDIX E
Key
1B
2A
2B
2C
3A
3B
3C
3D
4A
4B
Cabrillo College Accreditation: Focus and Planning for Standard
Recommendations: Tracking Matrix
Updated:
9/28/2010
Address technology staffing needs through the hiring priority
process.
Increase the technological support for the Instruction, Student
3C.5 Services and Business Services
3C.4
3D.1
Refine and improve the classified staff hiring prioritization process
and communicate its mechanisms to the staff of the college.
Review the roles of the CPC and the President’s Cabinet in the
financial planning process, as part of an overarching effort to more
3D.2 clearly define the roles of these two governing bodies.
4A.1
An easy-to-read flow chart of the decision-making processes at the
college.
4A.2
A clear explanation of the relationship between Program Planning
and the decision-making process.
4A.3
A transparent and open decision-making process that can be
communicated clearly to the college community.
A formalized mechanism for college-wide dialog, encouraging input
from those both inside and outside an area under discussion.
A plan to improve the college web site to keep it more current, and
to make sure that faculty and staff are familiarized with its
4A.5 usefulness as a resource.
Revise the governance manual in order to clarify the functions and
relationship of the college’s primary councils and committees,
including the role of the Cabinet and the Administrative
4A.6 Leadership Team in college governance.
4A.4
Create a review cycle for policies, manuals, and procedures.
Schedule regular retreats to review the role and function of the
4B.2 board.
Conduct the Board's self-evaluation according to the schedule and
4B.3 manner determined in the policy.
Near Completion
Deferred
In-Progress
Completed Date
Completed
On-Going
Standard
*1A
Item (See Color Code Key for Standard Title)
Plan for Standard
Site Team Recommendations
Comments
Responsible Parties
x
Hayward
x
Hayward
Network Admin position filled. Item to be addressed in
next Technology Plan, slated for completion by Spring
2011.
Item to be addressed in next Technology Plan, slated for
completion by Spring 2011.
McCawley
Process developed and implemented, but recent budget
constraints/layoffs put this self-identified item on hold.
Meanwhile, for duration of budget restrictions, college is
using managed hiring process."
x Fall '07
x
x Spring '07
x
x
x
x 2008-2009
x
CPC membership developed definition of shared
governance and delineated role of CPC including master
plan, budget allocation, resource allocation, programs,
services, staffing and steering for accreditation
Ard
Developing flow charts for various decision-making
processes. Planning to include different constituencies
King
where applicable.
Undergoing review of decision-making processes on
campus and developing flow charts to illustrate. (Item
on hold until that review is complete).
Kilmer/Bailey-Fougnier
Developing flow charts for various decision-making
processes. Planning to include different constituencies
where applicable, and communicated to the entire
college community.
Developed process for college-wide dialog, including
Town Hall Meetings, Budget Information Center
online, and discussions at all shared governance body
meetings (e.g. CPC, Faculty Senate, Admin Council,
King
etc.)
Website completely revamped. Assistance available in
TLC for all factuly and staff to develop own department
Fabos
pages and learn new resource capacity.
x King
x
4B.1
x
Institutional Effectiveness
Instructional Programs
Student Support Services
Library and Learning Support Services
Human Resources
Physical Resources
Technology Resources
Financial Resources
Decision-Making Roles and Processes
Board and Administrative Organization
Mission Statement (no self-identified plans)
2007
x Fall '08
King
Near completion: See Recommendation #4
Revised policies and procedures are presented to the
Governing Board on a quarterly basis -- progress is being
made on revising the manual.
Two annual retreats have been held, at least annual
retreats intended.
King
Created a regular cycle of Board self-evaluation.
Ard/Lewis /
Bailey-Fougnier /
Kilmer / King
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