SACRAMENTO CITY COLLEGE
2013-14 Achievements
SCC has three overarching goals; each goal has supporting strategies. Those strategies are
shown in the table as specific goals for the College.
SCC Overarching Goal A: Deliver student-centered programs and services that demonstrate a
commitment to teaching and learning effectiveness and support student success in the achievement of
basic skills, certificates, degrees, transfer, jobs and other student educational goals.
SCC Overarching Goal B: Align enrollment management processes to assist all students in moving
through programs from first enrollment to completion of educational goals.
SCC Overarching Goal C: Improve organizational effectiveness through increased employee
engagement with the college community and continuous process improvement.
GOAL A: STUDENT SUCCESS
GOAL
ACHIEVEMENT DETAIL
Promote the engagement and success of all
students, with a special emphasis on first-year
students who are transitioning to college. (SCC
Strategy A1)
Student engagement
The 2014 CCSSE indicates areas of high
engagement for SCC students (from 2014 SCC
CCSSE Key Findings Report):
 Discussing ideas from readings or classes
with others outside of class (students,
family members, co-workers, etc.).
 Analyzing the basic elements of an idea,
experience, or theory.
 Making judgments about the value or
soundness of information, arguments, or
methods.
 Encouraging contact among students from
different economic, social, and racial or
ethnic backgrounds.
 Frequency of use of career counseling.
Course Success
Overall course success rates have not changed
substantially in recent semesters.
 The course success rate for all students was
approximately the same Fall 12 to Fall 13.
 The course success rates for Ed Initiative
students fell slightly from Fall 12 to F13.
College Initiatives
The Sacramento Pathways for Success
initiative provides for a developing partnership
between SCC, feeder High Schools, and
CSUS.
Initiatives have been developed across the
college to increase the engagement and success
of new students. Examples include:
 The SAH Division developed an alternative
model for a Geology dual enrollment
course with Rosemont H.S. in which
students take a high school level Geology
course immediately before taking our
college course.
 The SAH division, with support from
Health Workforce Initiative, developed a
Community of Practice that includes three
instructors, a counselor and administrator
from SCC and from two feeder H.S.(Health
Professions and River City), with the goal
of improving the transition from H.S. to
college.
 Student Leadership and Development
collaborated with “Freshmen Welcome” to
incorporate activities from “Week of
Welcome” (WOW) with SLD’s Welcome
Day activities to help new students gain a
sense of identity with their campus and to
promote student engagement.
 SLD collaborated with the “Senior
Saturday” program to offer participating
high school seniors an opportunity to meet
members from 10 campus clubs and learn
more about our campus life activities at the
SLD information booth. SLD also provided
live musical performances and a trivia
contest (SLD gave away prizes) to promote
student engagement and diversity.
Review courses, programs and services and
modify as needed to enhance student
achievement. (SCC Strategy A2)
Partially achieved
Courses and Programs
SOCRATES reports for SCC show that in the
13-14 academic year, 565 courses and 103
programs were reviewed; many were modified
to enhance student achievement. This includes
modifications related to program review, the
new repeatability policies, SLOs assessment
results, etc.
Program reviews were completed for
instructional programs according to the
Instructional Program Review Calendar.
Services
Student services and support programs have
been modified to enhance student achievement.
Examples include:
 The Human Career Development Institute
held January 15, 2014 to address curricular
overlap between instructors.
 The Los Rios Study Abroad Program
reviewed and enhanced the processes and
procedures that governed our participation.
It succeeded in increasing student
participation from an average of 4 to 5
students to a total of 21 in one semester.
Student Services conducted a comprehensive
set of Program Reviews across the College
Service Area.
Provide students with the tools and resources
that they need to plan and carry out their
education, complete degrees and certificates,
and/or transfer. (SCC Strategy A3)
Achieved
Degrees and Certificates Awarded
Preliminary data indicate that SCC awarded
1684 degrees in 2013-14, an increase from the
1480 awarded in 2012-13. For certificates,
there was a slight decrease form 536 for 201213 to 499 for 2013-14.
Transfer
The percent of students who were transfer
ready increased from Fall 12 to Fall 13. (Other
transfer data for 13-14 not yet available).
College Initiatives
Innovative approaches to improving student
completion were implemented. Examples
include:
 Group counseling/ISEP completion was
done for students in the Business and
Computer Information Science Division.
 The SSSP plan is nearing completion.
Improve basic skills competencies in reading,
writing, math, and information competency
across the curriculum in order to improve
student preparedness for degree and certificate
courses and for employment. (SCC Strategy
A4)
Partially achieved
Scorecard Metrics
The 2014 Scorecard shows an increase in
Remedial English Progression in the most
recent cohort. The metrics for Remedial Math
Progression was relatively unchanged and
Remedial ESL progression declined slightly.
College Initiatives
The “Second Chance Algebra” program
resulted in approximately 50% of participants
(40 students) successfully completing the
course. The “Second Chance Statistics”
program resulted in 10 of 10 students passing
Statistics in the fall 2013 and 9 of 10 passing
Statistics in the spring 2014.
The Math “Pass that Class” program resulted
in three of four algebra groups having higher
pass rates than the total student population
enrolled in those classes.(70 students enrolled
during 13-14)
Following the introduction of a new
compressed English composition sequence a
slightly higher percentage of students who
started at the beginning of the sequence
progressed through it and attempt ENGWR
300.
Implement practices and activities that reduce
achievement gaps in student success. (SCC
Strategy A7)
Partially achieved
Course success
The gap in course success rates between age
groups has declined from 6.4% in Fall 2012 to
3.5% in Fall 2013. The gap in course success
rate between ethnic groups has not changed
substantially.
The three EOPS Math Cohorts demonstrate a
higher success rate for students than the regular
classes.
College Initiatives
African American students enrolled in
Learning, Tutoring and Academic Technology
(LTAT) courses in higher numbers than in the
SCC population overall and slightly higher
than the division taken as a whole.
SCC is participating in the CCSSE/NSSE
Engaging Latino Students project.
Implement a formal college-wide plan to
increase the completion of degrees and
certificates across the college. (SCC Strategy
A9)
Achieved
This plan was subsumed into the new SSSP
plan. The SSSP plan for the college is nearing
completion.
Achieved
COLLEGE / UNIT NAME
2013-14 Desired Outcomes
GOAL B: TEACHING AND LEARNING EFFECTIVENESS
GOAL
Deliver services, curriculum, and instruction
that result in equivalent student outcomes for
all modalities and locations. (A5)
ACHIEVEMENT DETAIL
Locations – Course success
Course success rates for the main campus and
the centers are very similar.
Locations – College services
A course coordinator for ENGWR 157 worked
with the Davis Center to develop an expanding
program (added nineteen sections) with strong
student success.
The Davis Center successfully offered a variety
of faculty and staff events during flex week
and throughout the year.
Modalities - Course success
Course success rates for online courses are
similar to those for face-to-face courses.
Hybrid courses which are less than 50% DE
have lower course success rates than face-toface courses. The SCC DE Committee is
reviewing DE course success rates in order to
suggest ways to reduce gaps.
Modalities – College services
Equivalent services are available for both on
campus and DE students. The College Catalog
and schedule of classes are available online.
Students are able to apply to SCC and register
for classes by using “eServices” which is
reached from the Online Services webpage.
Through eServices, students are able to add
and drop classes, pay for classes and purchase
parking permits online.
Three online CIS classes were chosen to pilot
online counseling
The SCC DE Committee is reviewing
processes and practices related to DE with the
goal of providing support and training to
faculty teaching the courses and services to
students taking the courses.
Identify and disseminate information about
teaching practices and curriculum that are
effective for a diverse student body. (A6)
Assess student learning at the course, program,
and institutional levels and use those
assessments to make appropriate changes that
support student achievement. (A8)
Partially achieved
Staff development
SCC has a strong staff development program
related to effective teaching for a diverse
student body. Examples include:
 The Staff Resource Center offers a wide
array of flex workshops related to teaching
practices. Evaluations of those workshops
indicate high satisfaction by attendees.
 Faculty members of the AHLC have
engaged in a number of efforts to
disseminate information about teaching
practices to the broader campus
community.
 Flex activities in the Davis Center focused
on “Who Are Our Students?” and “Student
Success Across the Curriculum”—how we
can work together to ensure that students
see connections among courses and build
their knowledge as they complete their
programs.
Achieved
SLO assessment
65.3% percent of college programs have
ongoing assessment of learning outcomes.
94.3% percent of college courses have ongoing
assessment of learning outcomes.
86.4% percent of student and learning support
activities have ongoing assessment of learning
outcomes.
Use of assessment of student learning for
improvement.
Over 100 unit plan objectives for 2013-14 used
SLO data. These objectives were related to all
three College Goals. The great majority (88%)
of the objectives that used SLO data were fully
or partially accomplished during the 2013-14
academic year. Many objectives that were not
accomplished have end years of 2014-15 or
later.
Faculty and staff dialogue
Faculty and staff discuss student learning and
use that information to make changes.
Examples include:
 Math faculty schedule regular meetings
to discuss the results of SLO
assessments and evaluations, all in an
effort to improve student success.
 The Student Learning Outcomes
Assessment Committee (SLOAC)
meets regularly to discuss SLO
assessment processes.
 The PRIE Office and SLO Coordinator
produce an annual Institutional
Effectiveness Report on SLOs.
Partially achieved
COLLEGE / UNIT NAME
2013-14 Desired Outcomes
GOAL C: ACCESS AND GROWTH
GOAL
ACHIEVEMENT DETAIL
Use quantitative and qualitative data to identify PRIE data
strategies which improve enrollment
Enrollment data is provided via a website that
management processes. (B2)
is updated daily by PRIE.
Demonstrated use of data related to enrollment
management was shown by a PRIE survey
Conducted in Fall 2013. The greatest number
of respondents had worked with PRIE on unit
planning, enrollment data, descriptive student
data, and student success data.
Master Plans
The Education Master Plan has been updated
and will be available early in Fall 2014. The
VPI Office works with all instructional
departments to manage enrollment.
The Student Services Master Plan update will
be completed during Fall 2014.
Explore and create multiple ways to
disseminate information to students in order to
engage them with learning in the college
community. (B3)
Support “front door” policies and practices that
assist students with the transition to college.
(B4)
Achieved
College initiatives
SCC has developed a variety of ways to
disseminate information to students and engage
them with the college. Examples include:
 The iSEP has been implemented
 Revision of the college website.
 “411 for Success” bookmarks and
folders have been printed for first time
college students.
 The English and Journalism
Departments sent letters to all students
listed as majoring in those disciplines,
offering them information about SCC’s
offerings and the benefits of majoring
in those areas.
 The BUS/CIS Division added a Twitter
account to inform students about class
openings, events on campus, and other
relevant information.
Achieved
The recommendations of the Student Success
Act have been implemented.
SCC has implemented policies and practices
that support student use of “front door”
services. Examples include:
 The provisions of the State policies related
to the SSSP are being implemented.
 In Fall 2013 Student Services Feedback
Cards showed 80% satisfaction rate for the
student’s front counter experience during
the first two weeks of the semester; 83%
excellent rating for quality of services
received overall and 78% satisfaction with
extent to which student’s needs were met.



Maintain the quality and effectiveness of the
physical plant in order to support access and
success for students (i.e. modernization, TAP
improvements, equipment purchases, etc.).
(B5)
Preview Night was held Oct. 30th to
provide incoming students and their parents
an opportunity to explore SCC certificate
and degree programs. Approximately 600
people attended.
The SAH Division has obtained funding to
support the formation of a community of
practice in collaboration with two area high
schools (River City H.S. of the Washington
USD and Health Professions H.S. of the
Sacramento City USD) focused on how to
ease the transition of high school students
to college.
Students Obtaining Success (SOS) tables
the first three days of the semester assist
students with directions, general
information and answering any questions
they may have. In Fall 2013 at the oncampus SOS sites, 58 SCC students, staff,
faculty and managers served 8005 students.
Achieved
SCC physical plant
Facilities are adequately maintained as a result
of coordination efforts between the college and
district Facilities Management staff.
Progress on construction and modernization
projects is ongoing. SCC’s Long Range Capital
Needs Plan (LRCNP) related to new
construction and modernizations projects
continues to be updated and implemented.
Achieved
COLLEGE / UNIT NAME
2013-14 Desired Outcomes
GOAL D: COMMUNITY, ECONOMIC, AND WORKFORCE
DEVELOPMENT
GOAL
ACHIEVEMENT DETAIL
Revise or develop courses, programs,
schedules and services based on assessment of
emerging community needs and available
college resources. (B1)
New or revised courses and programs:
SOCRATES reports for SCC show that in the
13-14 academic year, 565 courses and 103
programs were reviewed. This includes
modifications related to community needs. For
example, 22 Associate Degrees for transfer
have been developed.
Student services and support programs have
been modified to enhance student achievement.
Examples include:
 The Human Career Development Institute
held January 15, 2014 to address curricular
overlap between instructors.
 The Los Rios Study Abroad Program
reviewed and enhanced the processes and
procedures that governed our participation
and succeeded in increasing student
participation from an average of 4 to 5
students to a total of 21 in one semester.
Expand interactions with community and
industry partners in order to increase student
opportunities for experiences that help them
transition to careers (career exploration,
completion of licenses, internships, etc.) (B6)
Achieved
Pathways and partnerships:
K-12, community and industry partnerships
include:
 Sacramento Pathways for Success
 2+2+3 Law School Pathway
 Deputy Sector Navigator at SCC
 both CRANE and CAP programs
 “Move the Workforce Needle” work of the
Business Division


Allied Health Learning Community
CCSSE/NSSE Engaging Latino Students
Partnership.
Transition to careers:
College initiatives have addressed student
transition to careers. Examples include:
 A grant was received to help cover the cost
of some licensure exams for students in
CIS. These credentials are highly sought in
in the workplace, and bringing down or
eliminating the cost to students is expected
to increase the number of students who sit
for these exams.

Deans from all four BUS and CIS
Divisions have begun plans to conduct
joint Advisory Board meetings, faculty
workshops for flex, and other activities to
better streamline processes for students
across the district.
Licenses:
Seventeen of the 19 CTE programs with
licensure exams have pass rates of over 80%.
Twelve have pass rates of 95% or higher.
Provide students with clear pathways to goal
completion. (B7)
Achieved
SSSP:
SCC is restructuring of the Matriculation
Program to become the Student Success and
Support Program. The College’s SSSP plan is
near completion.
The iSEP has been implemented.
Degrees:
AA-T and AS-T degrees have been developed.
SCC now has 22 Associate Degrees for
Transfer.
Course sequences
Pre-requisite predictive validation
implementation studies have been conducted
for Spanish 401; SOC 300, 301, 321; ESLW to
ENGWR “bridge”, and enrollment limitations
for the PTA program.
Pre-req consequential validation studies have
been conducted or are in progress for BUS
100, 310, 320; HIST 300, 302, 307, 308, 309,
310, 311, 314, 320, 321, 344, 360, 364, 365,
373, 375, 380 and for the Chemistry placement
exam (for CHEM 400).
A new compressed English composition
sequence was implemented
Partially achieved
COLLEGE / UNIT NAME
2013-14 Desired Outcomes
GOAL E: ORGANIZATIONAL EFFECTIVENESS
GOAL
ACHIEVEMENT DETAIL
Review staff processes, including those for
hiring, orientation, training, customer service,
evaluation and professional development and
modify as needed in order to make them more
effective and inclusive. (C1)
VPA processes:
The VPA office tracks staff processes through
annual program review and quarterly metric
assessments of key management areas related
to classified personnel. These metrics indicate
that staff processes are effective.
Staff Development
Evaluation surveys of staff development
workshops by attendees indicate high
satisfaction.
Areas across the campus have supported
effective staff development. Examples
include:
 The SAH Division through its class
scheduling strategy developed a true
“college hour” to provide faculty more
opportunities to attend PD and to interact
with each other as a method of professional
learning.
 New staff development activities for
classified staff have been implemented.
Build and maintain an effective staff that
reflects the diversity of our students and
community. (C2)
Achieved
College processes:
Staffing requests have been effectively
prioritized. New hires have been requested,
prioritized, and hired in a timely fashion.
Over the past 5 years the percentage of White
Non-Hispanic employees at SCC has decreased
and the number of Hispanic employees has
increased by over 3 percentage points.
SCC programs and activities support staff
effectiveness and diversity. For example:
 The Staff Resource Center has offered
activities related to the diversity of students
and community.
 The Cultural Awareness Center has worked
in collaboration with faculty across the
curriculum to coordinate a wide range of
CAC programs.
 Equity training was provided for campus
employees.
 Equity Officer: Addressed 56 student
complaints, 2 staff/faculty complaints,
Addressed 6 staff/faculty Requests for
Accommodations.
 In the 13-14 academic year, the Equity
Officer doubled the number of workshops
on equitable hiring from the previous year,
including division-specific workshops on
request.
 In the 13-14 academic year, the Equity
Officer provided equity training, upon
request, to the campus police officers and
facilities maintenance staff. These
trainings focused on equitable behaviors in
the workplace, rather than on hiring
processes.
Achieved
Promote health, wellness and safety throughout College initiatives:
the institution. (C3)
Health, wellness and safety have been
promoted throughout the institution. For
example:
 New environmental standards related to
smoking areas have been instituted at the
college.
 College President Kathryn Jeffery has
begun a new health initiative called “Come
Walk With Me”.
 A subcommittee of the Safety Committee
was created by President Jeffery to
investigate ways to create a healthier
campus.
 SCC staff participated in the LRCCD health
improvement challenges.
 A number of activities offered by the Staff
Resource Center related to health and
wellness were offered.
 Health Services is implementing a campus
campaign to reduce smoking.
 Last year SCC led the district in member
participation and in team rankings for
Kaiser Thrive teams.
Utilize quantitative and qualitative data to help
guide decision-making throughout the
institution. (C4)
Achieved
College processes:
The operational work of college units is based
on data:
 Unit planning data includes student
demographics, enrollment, success, and
achievement information.
 Program plans include data on measures of
merit for the program.
 Institutional plans include appropriate data
analysis.
 Tutoring services collect and use student
survey data to improve processes.
 Program reviews include data on student
demographics, enrollment, success, SLO
achievement, and achievement of degrees
and certificates.
 Pre-requisites are selected for courses
based on data analyses.
 The Basic Skills Initiative committee
evaluates the effectiveness of interventions
to increase student achievement.
The SCC Institutional Effectiveness Reports
are utilized across the college.
PRIE conducted a feedback survey in Fall
2013. The greatest number of respondents had
worked with PRIE on many types of data, most
commonly unit planning, enrollment data,
descriptive student data, and student success
data.
Increase the effectiveness of communication
both within the college and between the
college and the external community. (C5)
Achieved
College processes:
The college website has been redesigned.
There has been increased departmental use of
technology for communication (websites,
Facebook use, etc.)
The college Viewbook and Tabloid are being
updated.
Increased communication with residents of
Davis and West Sacramento is being
implemented.
The Communication Council is working
effectively sharing information between
colleges.
Continue to exercise transparent and fiscally
sound financial management. (C6)
Partially achieved
Budget metrics
Budget metrics demonstrate continued fiscal
soundness. SCC has weathered the budget
crisis well. The college is poised to grow in
the 2014-15 year. Solid procedures in place
have served the college well over these past
several years.
 Categorical funds are being integrated into
the SCC resource allocation process. For
example, Student Services completion of a
Matriculation Program Plan presented to
the President’s Cabinet in Dec. 2013 for
more transparent categorical integration
throughout college in FY 2014-15
 Ongoing college costs and program plan
allocations were adequately funded with
sufficient funds remaining to provide for
unit plan requests for new resources.
Unit plans:
Most 2013-14 unit plan objectives associated
with resource requests were accomplished.
Those with financial resource requests had the
highest percentage of objectives accomplished
or partly accomplished (65%); those with
requests to hire permanent classified staff had
the lowest percentage of objectives
accomplished or partially accomplished (41%).
Many objectives that were not accomplished
have end years of 2014-15 or later.
Encourage collegiality, connection, and
participatory decision-making at the college.
(C7)
Achieved
College processes:
The Campus Issues Process was utilized
effectively in the 2013-14 academic year.
Examples include:
 Development of a Sustainability Planning
Committee
 Implementation of new environmental
standards with respect to smoking on
campus.
 Change of the name of the Business
Division to the Business & Computer
Science Division
PRIE conducted a feedback survey in Fall
2013 which demonstrated that participation
data based planning is common across the
college. Effective planning processes occur at
the department, division, CSA, and college
levels. Action supporting this include:
 The Spring 2014 convocation activities that
included a campus-wide charette on student
success strategies.
 The SCC college community is widely
engaged in developing the Accreditation
Self-Evaluation.
 During Summer 2014 a number of staff
development activities were offered
specifically for classified staff.
 A Planning Handbook has been developed
for use beginning Fall 2014.
 The SAH Division has launched a Divisionwide process that will provide chairs with
monthly financial reports in order to
improve the visibility of financial decisions
and improve the Unit Plan process.
Partially achieved