Integrated Planning

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ASCCC Accreditation Institute
2013
Marybeth Buechner, Sacramento City College
Dolores Davison, Foothill College
Roberta Eisel, Citrus College, facilitator
Lean times
Growth times
Integrated Planning and the
Standards
Accreditation Standards
Adopted June 2002
Revised June 2012
Edited November 2012
Integrated Planning is addressed in each
of the four Standards.
Introduction to the Standards…
“The institution provides the means for
students to learn, assesses how well learning
is occurring, and strives to improve that
learning through ongoing, systematic, and
integrated planning.”
Standard I: Institutional Mission
and Effectiveness
“The institution uses analyses of quantitative data
in an ongoing and systematic cycle of evaluation,
integrated planning, implementation, and reevaluation to verify and improve the effectiveness
by which the mission is accomplished.”
I. B. 3.
“The institution assesses progress toward achieving
its stated goals and makes decisions regarding the
improvement of effectiveness in a ongoing and
systematic cycle of evaluation, integrated
planning, resource allocation, implementation,
and reevaluation.”
Standard II. Student Learning
Programs and Services
II. A. 2. f.
“The institution engages in ongoing, systematic
evaluation and integrated planning to assure
currency and measure achievement of its stated
student learning outcomes in courses,
certificates, programs including general and
vocational education, and degrees.”
III. A. Human Resources
III. A. 6.
“Human resource planning is integrated with
institutional planning.”
III. B. Physical Resources
III. B. 2. b.
“Physical resource planning is integrated with
institutional planning.”
III. C. Technology Resources
III. C. 2.
“Technology planning is integrated with
institutional planning.”
III. D. Financial Resources
“Financial resources planning is integrated with
institutional planning at both college and
district/system levels in multi-college systems.”
III. D. 1. a. “Financial planning is integrated with
and supports all institutional planning.”
III. D. 4. “Financial resource planning is integrated
with institutional planning.”
IV. Leadership and Governance
IV. B. 2. b. “The president guides institutional
improvement of the teaching and learning
environment by the following:
“… ensuring that educational planning is integrated
with resources planning and distribution to
achieve student learning outcomes…”
Integrated Planning in 2009
at Foothill College
Strategic Planning Structural Elements
DRAFT 2/13/09
* To Be Determined:
Recommendations to President
- # of councils
- Charge of councils
- Composition of councils
- Planning integration details
Resource
Allocation
Accreditation Oversight
Planning Calendar
Constituent-Based Penultimate Planning Council *
(Drives Strategic Planning)
Strategic Planning Goals
Integration of College Plans
Constituent-Based
Planning Councils *
Program
Review
Program
Review
Program
Review
Program
Review
Program
Review
Program
Review
Program
Review
Program
Review
Program
Review
Program
Review
Program
Review
Program
Review
Data
SLOAC
Resource Requests
Data
SLOAC
Resource Requests
Data
SLOAC
Resource Requests
Data
SLOAC
Resource Requests
Data
SLOAC
Resource Requests
Data
SLOAC
Resource Requests
Data
SLOAC
Resource Requests
Data
SLOAC
Resource Requests
Data
SLOAC
Resource Requests
Division Plan
Data
SLOAC
Resource Requests
Division Plan
Data
SLOAC
Resource Requests
Division Plan
Data
SLOAC
Resource Requests
Division Plan
Constituent-Based
Planning Councils *
Integrated Planning at Foothill College
• Work to create a clearer and more integrated
planning process began in 2009
• Surveys were distributed to all participants
every spring to gauge issues and concerns
• Integrated Planning and Budget task force
meets each summer to discuss survey and
recommend means by which to address
concerns
• New structure was put into place in 2009-10
Membership
Tri-Chairs: College President, Academic Senate
President, Classified Senate President
Voting Members: Tri-Chairs from each of the four work
groups (Basic Skills, Transfer, Operations, and
Workforce), along with four students (ASFC President,
Student Trustee, two other senators from ASFC)
Non-voting representatives from all bargaining units
and other interested parties (Multicultural Staff
Association, Sustainability Committee, etc.)
Presented by
Dr. Marybeth Buechner
Dean of Planning, Research &
Institutional Effectiveness, SCC
Critical functions coordinated under the district
umbrella.
Human Resources
District Budget Committee
District Education Technology Committee
District Curriculum Coordinating Committee
District Grants Coordinating Committee
District Basic Skills Competency Committees
District Matriculation Coordinating Committee
District Center Development Guidelines
Assessment Portability Taskforce
Planning levels build upon one another
District Strategic Planning
College Strategic Planning
Program Review
Unit Plan
Unit Plan
Unit Plan
Unit Plan
Unit Plan
Unit Plan
Sacramento City College
Strategic Planning System
Purposeful planning process that results in:
Institutional effectiveness
Mission accomplishment
Continuous improvement
The system…
 Is integrated with District planning
 Consists of an integrated family of plans
 Includes numerous feedback loops between assessment
and plans
College plan is mapped to district plan (example below)
LRCCD Future Direction
Review district and college processes
and procedures related to educational
goal achievement; identify and
address those that may act as
obstacles to student goal completion.
SCC Goal
Goal A: Deliver programs and services
that demonstrate a commitment to
teaching and learning effectiveness that
supports student success in the
achievement of certificates, degrees,
transfers, jobs and other goals.
SCC Strategy
Review courses,
programs and services
and modify as needed
to enhance student
achievement
Assess course and program schedules
to confirm that students can enroll in
essential courses in order to complete
their certificate or degree
requirements within a specific time
frame.
Goal B: Align enrollment management
processes to assist all students in
moving through programs from first
enrollment to completion of
educational goals.
Provide students with
clear pathways to goal
completion
Continue to exercise the prudent
approach that has helped Los Rios
maintain its current financial
stability.
Goal C: Improve organizational
effectiveness through increased
employee engagement with the college
community and continuous process
improvement.
Continue to exercise
transparent and
fiscally sound
financial
management.
College Plans are integrated with resource
allocation and assessment
SCC Family of Plans
Strategic Master Plan
Institutional
Plans
Program
Plans
Educational
Plan
Resource Management
& Capital Outlay Plan
Professional Development
Tutoring Services
Matriculation Plan
Operational
Unit Plans
Resource
Plans
Distance Education
Marketing
Unit
Financial
Facilities
Student Support
Services Plan
Safety & Security
Foundation
Other Program Plans
Plans
Faculty
Classified
Staff
Information
Technology
District Strategic
Plan
District Trend Analysis
Institutional
Plans
Resource Plans
Institutional &
Resource Metrics
SCC Strategic
Plan
Program
Reviews
Program Data &
SLOs
Institutional
Effectiveness Data
Unit Plans
Resource
Allocation
Unit Resource
Requests
Program Plan
Resource
Requests
Unit Outcomes &
SLOs
Program Plans
Program Metrics
An Example of Integrated Planning in Action
The SCC Davis Educational Center
SCC’s Values
Working Together, Pursuing Excellence, and Inspiring
Achievement
Integrated Planning at SCC in Action
Davis Educational Center
Integrated with LRCCD Strategic Planning
“…in the year 2000, the Los Rios Board of Trustees made a
policy decision to guide the growth of the district by
developing regional centers…” (LRCCD Centers Development
Guidelines)
LRCCD “A Plan for Educating the Region” (2003)
LRCCD Centers Development Policy (2006)
LRCCD 5-Year Construction Plan (2007)
LRCCD Centers Development Guidelines (2008)
LRCCD Timelines for Center Approval (2008)
LRCCD Strategic Master Plan (2006 and 2011)
Integrated Planning at SCC in Action
Davis Educational Center
Center planning is integrated across SCC
“Provide consistent, comprehensive counseling services at the outreach
centers by assigning regular tenure track counselors to both the Davis and
West Sacramento” (Objective 4.3 , Counseling 2009 Program Review)
Institutional Plans including the Educational Master Plan,
Resource Management & Capital Outlay Plan, and Student
Support Service Plan
Program Plans and Unit Plans for departments in both
Student Services and Instruction
Resource Plans – Financial Plan, Facilities Plan, Classified
Staff Plan, and Information Technology Plan.
Integrated Planning at SCC in Action
Davis Educational Center
Center outcomes are integrated with the
assessment of institutional effectiveness.
“Ensure that processes, services, curriculum and instructional
design result in equivalent student outcomes for all modalities
and locations” (College goal/strategy)
Unit Plan Outcomes Reports
Program Reviews
Annual fiscal and resource allocation metrics
Student success data
Integrated Planning at SCC in Action
Davis Educational Center
The Davis Center is fully integrated into the
larger college and district.
 Faculty are part of the College’s academic divisions.
 Students services and learning resources are fully
integrated with overall college services.
 The Davis Center Dean works with both instruction
and student services.
The SCC Davis Center was honored as the District's
Program of the Year.
District Strategic
Plan
District Trend Analysis
Institutional Plans
Resource Plans
Institutional &
Resource Metrics
Resource
Allocation
SCC Strategic
Plan
Program
Reviews
Program Data SLOs
Institutional
Effectiveness Data
Unit Plans
Unit Resource
Requests
Program Plan
Resource
Requests
Unit Objectives
SLOs
Program Plans
Program Metrics
Citrus College Integrated Planning
 Comprehensive roadmap to fulfill mission and
achieve long-term goals
 Collegial process based on data-driven
decision-making that includes all college
constituencies
 Data-driven decision-making that includes all
college constituencies
 Important and ongoing effort
Integrated Planning Manual
 Significant component of college-wide effort
 Provides an overview of the major planning
documents used by the college
 Illustrates the connection and interaction between
each of the plans
 Identifies the integrated planning process
 Describes the ways each of the college’s constituent
groups participates in and contributes to college
planning
Major Planning Documents
 Mission, Vision, Values Statements
 Program Review
 Strategic Plan
 Educational and Facilities Master Plan
 Sustainability Plan
 Technology Plan
 Human Resources Plan
 Institutional Advancement Plan
Integrated Planning Model
Mission, Vision, Values
Strategic Plan
Educational and
Facilities
Master Plan
Annual
Implementation
Plans/Progress
Reports
Board Goals
Institutional
Support Plans
Resource Allocation
Annual and
Comprehensive
Program Reviews
Plan Implementation
Assessment
Program Improvement
Annual and
Comprehensive
Program Reviews
BP 2510
PARTICIPATION IN
LOCAL DECISIONMAKING
Citrus Community College District is
committed to shared and
participatory governance
principles, designed to guide wise
decision making supporting the
College’s mission
and strategic goals.
Governance and Integrated Planning
BP 2510
This governance philosophy is based upon five pillars of
shared decision making, all which must be present for
effective governance.
These pillars are:





shared vision
shared engagement
shared respect
shared information
shared risk.
How?
Citrus College Steering Committee
Steering Committee guides and assesses major
institutional planning initiatives and makes
recommendations based on the actions of the
Standing Committees.
Major governance committee of the
College
 Advances mission and objectives of the institution
through broad-based participation in the decisionmaking process
 Brings together all constituent groups: faculty,
students, classified staff, supervisory and confidential
employees, and managers
 Serves as a liaison for all college constituents by
coordinating the functions of its Standing
Committees
Sanctions and Integrated
Planning
It may be helpful to know…
Top Deficiencies Causing Sanctions
(ACCJC Newsletter, June 2012)
Planning
Internal
Governance
Board
Financial
Stability or
Management
71%
(17)
92%
(22)
46%
(11)
46%
(11)
54%
(13)
2010 Sanctions
(n=19)
68%
(13)
89%
(17)
42%
(8)
58%
(11)
58%
(11)
2011 Sanctions
(n=21)
19%
(4)
71%
(15)
24%
(5)
67%
(14)
62%
(13)
2012 Sanctions
(n=28)
21%
(6)
71%
(20)
18%
(5)
71%
(20)
50%
(14)
Colleges on
Sanction
Program
Review
2009 Sanctions
(n=24)
Trends in Deficiencies Leading to Sanctions
 The proportion of institutions with deficiencies in
program review work has decreased considerably
from 71% of those on sanction in 2009 to 19% of
those on sanction in 2012.
 The proportion of institutions with deficiencies in
planning practices has decreased somewhat from
92% of those on sanction in 2009 to 71% of those
on sanction in 2012.
ACCJC Newsletter June 2012
Trends, continued
 Internal governance deficiencies have decreased from
46% of those institutions on sanction in 2009 to 18% of
those on sanction in 2011.
 Of most concern, the proportion of institutions with
deficiencies in governing board practices has increased
sharply from 46% of on sanction in 2009 to 71% of those
on sanction in 2012.
 The proportion of institutions on sanction with
deficiencies in financial stability or management has
remained at or slightly above 50% since 2009.
ACCJC Newsletter June 2012
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