SLO ACTION PLAN FOR INSTRUCTIONAL AREAS
Task
Contact deans
Ask for deans to schedule
a division meeting by
third week of September,
during which time Cheryl
and Kathy will review SLO
assessment needs and
process (meet with deans
prior to meeting with
division).
Process
E-mail, phone, Deans’
Meeting Agenda item
Develop schedule for
discipline faculty to fully
engage in a broad-based
dialog regarding
assessment, intervention,
and improvement for
course and program
SLOs
Emphasize the need for
faculty to fully engage in
a broad-based dialog
regarding assessment,
intervention, and
improvement for course
and program SLOs
Identify courses that
have SLOs assessments
completed but not
documented on the
Course Assessment
Summary Report
Discussion should occur
among discipline faculty
to determine what has
been assessed and where
the evidence of that is
housed
All assessed courses
should be documented
on the Course
Assessment cycle should
be completed for all
previously assessed SLOs
Draft 1—Mendelsohn and O’Donnell (8.30.13)
Purpose/Outcome
To ensure that deans are
aware of the SLO Longterm Plan and processes
as well as status of
courses in their division
To facilitate task
completion in the SLO
Long-term Plan by faculty
To ensure engagement
by faculty in a broadbased dialog regarding
assessment, intervention,
and improvement for
course and program SLOs
To assess where we are in
the assessment process
(to determine what
faculty have completed
and are currently working
on in the assessment
loop)
To provide data in a
consistent format to be
Standard/ACCJC Recommendations
4a. Fully engage in a broad-based
dialogue that leads to the identification of
student learning outcomes at the course
and program levels, and regular
assessment of student progress toward
achievement of the outcomes.
4b. Develop student learning outcomes
and assessment that is ongoing,
systematic, and used for continuous
quality improvement, where student
learning improvement in all disciplines is a
visible priority in all practices and
structures across the college.
4c. Provide training for all personnel in
the development and assessment of
learning outcomes at the course,
program, institution and service levels.
Timeline
By 9.16.13
4a. Fully engage in a broad-based
dialogue that leads to the identification of
student learning outcomes at the course
and program levels, and regular
assessment of student progress toward
achievement of the outcomes.
4b. Develop student learning outcomes
and assessment that is ongoing,
systematic, and used for continuous
quality improvement, where student
By 9.16.13
SLO ACTION PLAN 2
Task
Assessment Summary
Report
Process
and documentation
placed on the R drive
(create SLO, assess SLO,
determine action plan if
necessary) on the Course
Assessment Summary
Report.
Purpose/Outcome
uploaded into new
assessment software
Standard/ACCJC Recommendations
learning improvement in all disciplines is a
visible priority in all practices and
structures across the college.
4c. Provide training for all personnel in
the development and assessment of
learning outcomes at the course,
program, institution and service levels.
Timeline
Faculty and deans should
refer to the Yes/No form
data that was submitted
in March 2013 as a
reference.
Develop data collection
document (Excel
spreadsheet) that lists all
SLOs
Provide faculty with new
data collection document
to include SLOs,
mapping, and
assessment calendar.
Faculty will use data
collection document to
map course-level SLOs to
program-level outcomes
to Core Competencies as
well as to indicate
timelines for course
assessment per semester
(9.5.13)
Create spreadsheet for
each discipline that has 3
separate worksheet tabs:
Tab 1 addresses CourseLevel SLOs and related
planning activities; Tab 2
identifies program
outcomes for the
discipline; and Tab 3 lists
the College’s Core
Competencies
SLOs for each course that
were extracted from
CurricUNET will be
populated in Tab 1 for
each discipline
Spreadsheets for each
4a. Fully engage in a broad-based
dialogue that leads to the identification of
student learning outcomes at the course
and program levels, and regular
assessment of student progress toward
To complete mapping
achievement of the outcomes.
(which can be used as a
4b. Develop student learning outcomes
scheduling tool and
and assessment that is ongoing,
assessment calendar)
systematic, and used for continuous
quality improvement, where student
To complete the
document for data upload learning improvement in all disciplines is a
visible priority in all practices and
into new assessment
structures across the college.
software
4c. Provide training for all personnel in
the development and assessment of
To verify accuracy of
learning outcomes at the course,
existing data (active
program, institution and service levels.
courses)
To facilitate planning for
program and course
assessments
By 9.6.13
(Blank
templates for
each discipline
will be
available for
use)
By 10.4.13
(For mapping
SLOs PLOs
CCs
SLO ACTION PLAN 3
Task
over five years.
Process
discipline will be placed
in the appropriate
discipline folder for
faculty to access.
Purpose/Outcome
Standard/ACCJC Recommendations
Timeline
To create a visual big
picture/pattern of course
SLO groupings by
program outcome
4a. Fully engage in a broad-based
dialogue that leads to the identification of
student learning outcomes at the course
and program levels, and regular
assessment of student progress toward
achievement of the outcomes.
4b. Develop student learning outcomes
and assessment that is ongoing,
systematic, and used for continuous
quality improvement, where student
learning improvement in all disciplines is a
visible priority in all practices and
structures across the college.
4c. Provide training for all personnel in
the development and assessment of
learning outcomes at the course,
program, institution and service levels.
By 10.11.13
(Sorted forms
back on R
drive on
10.14.13)
Instructions for
completing the data
collection document will
be sent to faculty
Sort outcomes by
program
Kathy and Cheryl will look
at completed forms in R
drive and complete this
To complete Program
Level Outcome
Assessment Summary (To
provide data in a
consistent format to be
uploaded into new
assessment software)
To assist in scheduling
and planning assessment
(sorted view should help
drive the calendar of
assessment and
scheduling) to determine
what needs to be
completed in the course
and program assessment
loop
(9.5.13)
SLO ACTION PLAN 4
Task
Process
Purpose/Outcome
Standard/ACCJC Recommendations
Timeline
Faculty will build a fiveyear assessment calendar
Use Tab 1 on data
collection document to
indicated in what
semester discipline
courses will be assessed
To ensure all courses are
assessed within a fiveyear cycle
4a. Fully engage in a broad-based
dialogue that leads to the identification of
student learning outcomes at the course
and program levels, and regular
assessment of student progress toward
achievement of the outcomes.
4b. Develop student learning outcomes
and assessment that is ongoing,
systematic, and used for continuous
quality improvement, where student
learning improvement in all disciplines is a
visible priority in all practices and
structures across the college.
4c. Provide training for all personnel in
the development and assessment of
learning outcomes at the course,
program, institution and service levels.
By 11.8.13
Active courses not
included in the extracted
data from CurricUNET
will be added to
appropriate disciplines
(Kathy and Cheryl)
To ensure accurate
reporting of active
courses
4a. Fully engage in a broad-based
dialogue that leads to the identification of
student learning outcomes at the course
and program levels, and regular
assessment of student progress toward
achievement of the outcomes.
4b. Develop student learning outcomes
and assessment that is ongoing,
systematic, and used for continuous
quality improvement, where student
learning improvement in all disciplines is a
visible priority in all practices and
structures across the college.
On-going
throughout
process
Compare list of courselevel SLOs (extracted
from CurricUNET with
active course file from
Colleague to ensure all
courses are represented
on form
(9.5.13)
To ensure all program
outcomes are assessed
within a five-year cycle
SLO ACTION PLAN 5
Task
Process
Purpose/Outcome
Standard/ACCJC Recommendations
4c. Provide training for all personnel in
the development and assessment of
learning outcomes at the course,
program, institution and service levels.
Timeline
Course-level and
Program-level
assessments on-going
Follow calendar that was
developed
To ensure development
of sustainable,
continuous quality
improvement
4a. Fully engage in a broad-based
dialogue that leads to the identification of
student learning outcomes at the course
and program levels, and regular
assessment of student progress toward
achievement of the outcomes.
4b. Develop student learning outcomes
and assessment that is ongoing,
systematic, and used for continuous
quality improvement, where student
learning improvement in all disciplines is a
visible priority in all practices and
structures across the college.
4c. Provide training for all personnel in
the development and assessment of
learning outcomes at the course,
program, institution and service levels.
On-going
throughout
process
Provide assistance to
faculty and staff in
assessment of all levels
of learning outcomes
Develop set schedule for
Cheryl to be available in
the FRC for faculty and
staff to get assistance
with assessment
Purchase software
To ensure faculty and
staff have adequate
resources to complete
assessment loop
4c. Provide training for all personnel in
the development and assessment of
learning outcomes at the course,
program, institution and service levels.
Ensure efficient and
effective roll out of new
software
4b. Develop student learning outcomes
and assessment that is ongoing,
systematic, and used for continuous
quality improvement, where student
learning improvement in all disciplines is a
9-6-13
(Provide
schedule to
faculty and
staff)
TBD by
purchase date
Develop implementation
plan for new assessment
software system
(9.5.13)
Complete appropriate
forms and store in R drive
Meet with publishing
representatives to
determine training
Ensure accurate and
SLO ACTION PLAN 6
Task
Process
timeline and resource
needs (staff)
Draft plan for Hartnell
Meet with campus
constituents to vet plan
and deadlines
(9.5.13)
Purpose/Outcome
timely upload of data
Determine appropriate
reports to provide
outcome data
Develop sustainable
schedule for upload
Standard/ACCJC Recommendations
visible priority in all practices and
structures across the college.
Timeline
SLO ACTION PLAN 7
SLO ACTION PLAN FOR NON-INSTRUCTIONAL AREAS
Task
Contact vice presidents
Emphasize the need for
staff to fully engage in a
broad-based dialog
regarding assessment,
intervention, and
improvement for service
program SLOs
Process
Ask to be included on
Cabinet agenda
Develop schedule for staff
to fully engage in a broadbased dialog regarding
assessment, intervention,
and improvement for
service program SLOs
Purpose/Outcome
To ensure that vice
presidents are aware of
the SLO Long-term Plan
and processes as well as
the development and
status of outcomes in their
service areas
To facilitate task
completion in the SLO
Long-term Plan by staff
To ensure engagement by
staff in a broad-based
dialog regarding
assessment, intervention,
and improvement for
service program SLOs
(9.5.13)
Standard
4a. Fully engage in a broad-based
dialogue that leads to the
identification of student learning
outcomes at the course and program
levels, and regular assessment of
student progress toward achievement
of the outcomes.
4b. Develop student learning
outcomes and assessment that is
ongoing, systematic, and used for
continuous quality improvement,
where student learning improvement
in all disciplines is a visible priority in
all practices and structures across the
college.
4c. Provide training for all personnel in
the development and assessment of
learning outcomes at the course,
program, institution and service levels.
5a. Create evaluation and assessment
process for the library and support
services that is integrated with the
college’s program review processes,
and that includes an assessment of the
process for integrating library
acquisitions into circulation in a timely
manner and how the needs for
staffing, maintenance, and technology
support are addressed.
5b. Create process to evaluate the
impact of minimal library and learning
Timeline
By 9.20.13
SLO ACTION PLAN 8
Task
Process
Purpose/Outcome
Standard
support services at the King City
Education Center and Alisal Campus to
ensure the sufficient availability of
library and support services, including
better up-to-date counseling online.
Timeline
Have VPs or lower-level
management provide
directive to complete SAO
Assessment Plan and
Summary Forms. (see
attached document in
email)
Provide Service Area
Outcome Assessment
Form to designated
managers of service areas.
Discussion should occur
within service area units to
determine what has been
assessed and where the
evidence of that is housed.
To assess where we are in
the assessment process
4a. Fully engage in a broad-based
dialogue that leads to the
identification of student learning
outcomes at the course and program
levels, and regular assessment of
student progress toward achievement
of the outcomes.
4b. Develop student learning
outcomes and assessment that is
ongoing, systematic, and used for
continuous quality improvement,
where student learning improvement
in all disciplines is a visible priority in
all practices and structures across the
college.
4c. Provide training for all personnel in
the development and assessment of
learning outcomes at the course,
program, institution and service levels.
5a. Create evaluation and assessment
process for the library and support
services that is integrated with the
college’s program review processes,
and that includes an assessment of the
process for integrating library
acquisitions into circulation in a timely
manner and how the needs for
By 10.11.13
Determine status of
outcome creation and
assessment in noninstructional areas.
Ensure that each outcome
is included on the Service
Area Outcome Assessment
Form.
(9.5.13)
Review Program Planning
and Assessment
documentation for the
non-instructional areas
(distributed in Spring 2013
to all VPs). Outcomes for
each area are addressed
within the PPA Plan in
terms of assessment,
results, etc. If this
document has been
completed it can be used
to cross-check information
that is being entered on
To provide data to
complete the progress
report due March 2014.
To provide data in a
consistent format to be
uploaded into new
assessment software
SLO ACTION PLAN 9
Task
(9.5.13)
Process
the SAO Assessment Plan
& Summary Form.
Purpose/Outcome
Standard
staffing, maintenance, and technology
support are addressed.
5b. Create process to evaluate the
impact of minimal library and learning
support services at the King City
Education Center and Alisal Campus to
ensure the sufficient availability of
library and support services, including
better up-to-date counseling online.
Timeline
SLO ACTION PLAN 10
SLO ACTION PLAN FOR CORE COMPETENCIES
Task
Re-examine adopted
model for Core
Competency Assessment
Process
Meet with the SLO
Committee to discuss how
and what we have
assessed in the past and to
determine if we want to
proceed or adopt new
methods
Invite the new VPAA and
academic deans to
participate
Purpose/Outcome
To determine the
sustainability of the
existing methods and
discuss the value of the
resulting data
To facilitate Core
Competency assessments
To examine new methods
vs. what we have been
doing, discuss how new
tools, such as turnitin.com
and the CCSSE and SENSE
surveys might be
employed
To develop an assessment
timeline/calendar
(9.5.13)
Standard
Timeline
4a. Fully engage in a broad-based
By 9.23.13
dialogue that leads to the
identification of student learning
outcomes at the course and program
levels, and regular assessment of
student progress toward achievement
of the outcomes.
4b. Develop student learning
outcomes and assessment that is
ongoing, systematic, and used for
continuous quality improvement,
where student learning improvement
in all disciplines is a visible priority in
all practices and structures across the
college.
4c. Provide training for all personnel
in the development and assessment
of learning outcomes at the course,
program, institution and service
levels.