INTEGRATED PLANNING AND RESOURCE ALLOCATION HANDBOOK

2012-2013

San Jose City College

Integrated Planning and Resource Allocation Handbook

TABLE OF CONTENTS MESSAGE FROM THE PRESIDENT ....................................................................................................... 2 MESSAGE FROM STRATEGIC PLANNING COMMITTEE CO-CHAIRS ............................................. 3 I. LAYING THE FOUNDATION: INSTITUTIONAL OVERVIEW ................................................ 4 HISTORICAL CONTEXT ........................................................................................................... 4 EDUCATIONAL MASTER PLAN ............................................................................................... 6 FACILITIES MASTER PLAN ....................................................................................................... 7 II. BUILDING THE STRUCTURE: ................................................................................................ 8 WHAT IS INTEGRATED PLANNING AND WHY IS IT IMPORTANT? .................................. 8 HOW IS PLANNING ORGANIZED - WHO IS INVOLVED? ................................................ 8 III. STRATEGIC PLAN ............................................................................................................. 10 MISSION, VISION, VALUES, AND GOALS ........................................................................ 10 Performance Indicators Aligned with Strategic Goals ..................................................... 11 Strategic Planning Model .................................................................................................... 12 IV. RESOURCE ALLOCATION MODEL .................................................................................. 14 V. NUTS AND BOLTS: INTEGRATED PLANNING ................................................................. 18 STRATEGIC PLANNING PROCESSES: Basic Steps ............................................................ 18 STRATEGIC PLANNING PROCESSES: Departmental Planning & Program Review ...... 20 STRATEGIC PLANNING PROCESSES: Timeline for Planning & Program Review ......... 22 THE NECESSARY FORMS ..................................................................................................... 22 VI. NUTS AND BOLTS: RESOURCE ALLOCATION ................................................................ 24 BUDGET CYCLE..................................................................................................................... 24 COMMITTEE OVERSIGHT .................................................................................................... 24 BUDGET HEARING PROCESS ............................................................................................. 24 APPROVAL PROCESS .......................................................................................................... 26 APPEAL PROCESS................................................................................................................. 26 CONTINGENCY PLANS ....................................................................................................... 27 VI. EVALUATING EFFECTIVENESS ........................................................................................ 29 Evaluation of College Standing Committees ..................................................................... 30 Evaluation of Strategic Planning Committee ..................................................................... 30 Evaluation of Resource Allocation Process ......................................................................... 30 ADDENDUM ............................................................................................................................ 32

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Integrated Planning and Resource Allocation Handbook SAN JOSE CITY COLLEGE

MESSAGE FROM THE PRESIDENT Since 1921, San Jose City College has been meeting the educational needs of its community. Programs and services have evolved over the years in response to changes in the environment; however, the one constant has been our focus on access through an open door mission. Our Vision at SJCC is “To Inspire Success. . . One Student at a Time.” And the mission of SJCC is to promote social justice by providing open and equitable access to quality education and programs that both challenge and prepare individuals for successful careers and active participation in a diverse, global society. To accomplish our mission, and to move the institution into the future, we have developed a comprehensive strategic plan. Within this plan are all the elements that help us fulfill our mission, which include the establishment of strategic goals and performance indicators, environmental scanning, resource allocation, evaluation processes, etc. This Integrated Strategic Planning and Resource Allocation Handbook introduces all the processes associated with our strategic plan and resource allocation models. We have divided the handbook into seven main sections. Section One, “Laying the Foundation,” provides the reader with historical information on the college and introduces information related to long-term planning. Section Two “Building the Structure” defines strategic planning and provides information about participants, timelines, organization, etc. Sections Three and Four introduce the reader to our Integrated Planning and Resource Allocation Models. Section Five, “Nuts and Bolts: Integrated Planning,” provides an overview of our integrated planning processes while Section Six, “Nuts and Bolts: Resource Allocation,” provides an overview of how resources are allocated and aligned with planning. Finally, Section Seven, “Evaluating Effectiveness” highlights all evaluation processes associated with planning. We hope that you will find this Handbook useful in answering all your questions and providing guidance for “how to” engage in strategic planning at SJCC. Best regards,

Barbara R. Kavalier, Ph.D.

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MESSAGE FROM STRATEGIC PLANNING COMMITTEE CO-CHAIRS The process of integrated planning and resource allocation is among the most important activity that occurs at San José City College. As we envision what our college will be in the future, strategic planning is the process we use to guarantee that our current and future students receive the best education our college can offer. Our planning efforts are available for the world to see on our college website. This handbook is a blueprint to effectively realize our progress to institutional effectiveness. With this handbook guiding our deliberative efforts, we are well on the way to a philosophy of making college decisions based on mindful intentionality in service to student success. Charles Heimler Academic Senate President

As Co-Chairs of the campus Strategic Planning Committee, we represent a participatory group of individuals from the faculty, classified, student and administrative ranks who have dedicated themselves to evaluate and recommend improvements to our integrated planning and resource allocation process. While our charge has kept us focused on the task at hand, we have enjoyed the rewarding work associated with our committee. We wish to thank all our members, past and present, who have contributed their time and effort to insure the success of our committee and for providing a valuable resource to our college. All who were and continue to be participants in this journey have our deepest appreciation.

Dr. Romero Jalomo Dean of Research, Planning and Development

Charles and Romero

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I.

LAYING THE FOUNDATION: INSTITUTIONAL OVERVIEW

HISTORICAL CONTEXT The 91-year history of the San Jose City College makes the institution the tenth oldest community college in California. Opening its classes in September 1921, it is among the earliest of the “junior” colleges started in the 20th century. San Jose Junior College acted as a department within State Teachers College that would later become San Jose State University. The college stayed in this role until 1953 when the oversight of the college was transferred to the San Jose Unified School District. During this transfer the school district purchased property from the Southern Pacific railroad and relocated the campus to its current Moorpark Avenue location along with the San Jose Technical High School. In 1958 the college was renamed San Jose City College. In 1963, due largely to faculty-led effort, the San Jose Community College District was formed. In 1986, the district was renamed the San Jose/Evergreen Community College District to incorporate the name of its sister college Evergreen Valley College, which opened in 1975. In 1999, 2004, and 2010, voters within the San Jose/Evergreen Community College District passed bond measures to help rebuild the campus and provide modern technology and facilities for the students at San Jose City College. Some of the buildings completed as part of these bond proceeds are the Cesar Chavez Library, Student Center, Science Complex, Parking Garage, Career Technology Building, Technology Center, Multi-Disciplinary Building, and Carmen Castellano Fine Arts Center. Major renovations were made to the Business, Cosmetology, and Reprographics buildings. Developments of the new Kinesiology/Wellness & Athletics Building and a new Theatre /Drama Building are currently underway, to be completed within the next two to three years. Located in California’s famed Silicon Valley, the College offers all the benefits of being a part of the world’s hub of technological innovation and entrepreneurship. San Jose City College currently serves the Milpitas, San Jose, and other surrounding communities, and serves approximately 10,000 students per semester. Throughout its history, the growth and development of San Jose City College has been driven by strategic planning. As the College moved into the 21st century, it embraced the following mission statement: The mission of San José City College is to prepare and empower students for success in a global multicultural society. The college, as its primary charge, provides continuous access to a wide range of comprehensive and flexible post secondary academic and occupational programs that prepare Silicon Valley residents of all ages for balanced and productive lives and successful careers. To reach

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these educational goals, the college provides the appropriate support services to meet the needs of an increasingly diverse student population. In fulfilling this mission, the college assists students: • in achieving their education, • employment goals including, but not limited to, • lower-division transfer, and general education, • certificates, • distance learning opportunities, • basic skills instruction, • English as a Second Language, • economic development, • adult non-credit courses, targeted career training, • two-year college degrees, and • community services courses Strategic Planning was also aligned with the college philosophy: We believe our student body reflects a wide range of individual interests, achievements and potential; we further believe that growth toward full recognition and use of individual abilities is the right of every citizen and is enhanced by the professional counseling and guidance of the faculty and staff. We believe that learning occurs in many ways and in many places and that it is not limited to the classroom; that abroad range of experiences can be related to learning and may be used to gain knowledge and appreciation. We believe that high quality instruction must be offered in all courses and programs and that a faculty guarantees such standards, continuously critical of its personal teaching standards and of its instructional programs, imbued with intellectual tolerance and a respect for learning. We believe a wide variety of curricula must be available to provide students with different interests and the opportunity and motivation to succeed at a high scholarship level. We believe that we must stimulate students to think critically and creatively, to recognize and accept personal capabilities, and to participate effectively in a dynamic society. We believe that we have an obligation to respond to the academic and cultural needs of our community; to maintain a leadership role in defining and clarifying the needs and aspirations of the community; to provide for their realization through services within the functions of this college as an educational institution; and to warrant community support through dedication to excellence in learning. To strengthen its strategic planning processes, from 2007-2009, the College was engaged in developing, implementing, and evaluating its “Commitments to Action” (CTA) plan. In this plan, work focused on the following three areas: 1) Student needs and retention, 2) Curriculum and schedule, and 3) Image and outreach. Five college wide goals were identified: 1. Program improvement

2. Student Success

2. Student success

3. Budget Planning

4. Facilities infrastructure

5. Organizational Structures

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Additionally, specific objectives were identified for each goal. All departments and divisions were asked to align their plans and program reviews to these key areas and during Fall 2009, the CTA plan was evaluated. The results were used to identify three new areas of focus: 1. Matriculation 2. Course scheduling 3. Equity and student success With a comprehensive short-term strategic plan in place, the College moved to develop long-term goals, and during the spring and summer of 2010, produced the Educational/Facilities Master Plan, which was approved by the Board during the Fall 2010 semester. During the 2009-10 academic year, the following new mission statement was adopted: The mission of San Jose City College is to effect social justice by providing open and equitable access to quality education and programs that both challenge and prepare individuals for successful careers and active participation in a diverse, global society. To fulfill our commitment to student learning and to assist students of all ages and backgrounds in achieving their education, employment, and life-long learning goals, we offer the following: • Two year college degrees and certificates • Lower-division transfer and general educationcourses • Basic skills and English as a Second Languageinstruction • Career and technology training To further align with the accreditation requirements associated with integrated planning, during the 2011-12 academic year, a new strategic plan was adopted. Although the institution has kept the mission and vision statements, in 2009-10, new strategic goals and performance indicators were identified. This information is captured in the section II: Building the Structure.

EDUCATIONAL MASTER PLAN The San José City College Educational Plan: 2010-2025 is a comprehensive plan highlighting the future educational needs of the College. This Plan was developed in response to the San José City College Strategic College Initiatives and to provide specific direction and parameters for the implementation of programs, along with activities relating to the educational and support service programs of the College. Furthermore, the current and future financial projections for the College and the District were also taken into consideration when developing the recommendations included in the Plan. The overarching objective of this master plan was to develop a document that establishes a framework for the College to project the instructional programs and support services that will be needed to meet the needs of students through the year 2025. As part of the process, the master plan also provides direction for providing these programs and services within the anticipated financial parameters projected through the year 2025. It is a dynamic document, flexible enough to adjust to new issues and needs that may arise, yet with regular monitoring and updating, provides a solid, quantifiable data base for future decision-making by the College and District. The San José City College Educational Plan: 2010-2025 has its roots in the assessment and evaluation of both qualitative and quantitative data relative to the educational, support service, and facility needs of the College, as well as population demographics and employment information from the

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college service area. This information serves as basis for explanations to changes that have occurred in the past and to forecast the future needs of the College. The Educational Master Plan serves as the sole source document that develops the needs for the Facilities Master Planning document of the College. Both plans intertwine with each other. should a new facility be built, the instructional programs identified for that building must be approved in the Educational Master Plan prior to being able to proceed with such planning.

FACILITIES MASTER PLAN The 2025 Facilities Master Plan for San José City College was created to serve as a guide for future campus development. It includes a graphic and narrative description of the College’s strategy to support the initiatives identified in the Educational Master Plan: 2010–2025. It supports the identified growth projections, translates educational program needs to facilities recommendations, and positions the College to maximize funding sources. Currently the 2025 Facilities Master Plan helps to inform the allocation of resources within any bond measure that the College receives from the San Jose/Evergreen Community College District. The master plan includes, but is not limited to: renovations, demolishing of buildings, new construction, and major improvements to existing buildings, infrastructure, or landscaping.

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II.

BUILDING THE STRUCTURE: Introduction to Integrated Planning and Resource Allocation

WHAT IS INTEGRATED PLANNING AND WHY IS IT IMPORTANT? Today’s community colleges must respond to an everchanging and complex environment that holds such challenges as reduced funding, changing student demographics, competition from for-profit colleges, and increased accountability at both the state and national level. Perhaps the most significant challenge is the changing needs of the students and communities. For example, today’s new generation of learners is proficient in navigating technology and exploring information in a virtual world. Within our communities, demand for highly trained employees continues to grow and more and more businesses are seeking employees who hold at least an associate degree and who possess skills and abilities commensurate with the new and emerging job markets. With such challenges looming at our open doors, today’s community college must shift from a traditional method of operating to designing organizational practices that transform the way we keep up with the needs of the 21st Century learner. At San Jose City College, Integrated Planning serves as a roadmap that provides direction for meeting these challenges. More importantly, planning allows the college an opportunity to identify goals and resources needed to address the evolving needs of our students and our community. According to the Society for College and University Planning: Integrated planning is the linking of vision, priorities, people, and the physical institution in a flexible system of evaluation, decision-making and action. It shapes and guides the entire organization as it evolves over time and within its community. Aligned with this definition of planning, SJCC has identified an Integrated Planning process that captures all the critical elements needed to ensure effective programs and services and to move the institution forward in accomplishing its mission.

HOW IS PLANNING ORGANIZED - WHO IS INVOLVED? Ultimately, everyone at San Jose City College has a role to play in Integrated Planning. However, the College recognizes that a formal committee was needed to provide oversight of all planning activities. During the 2011-12 academic year, the College created a Strategic Planning Committee (SPC) to oversee all the key functions associated with integrated planning. The SPC is co-chaired by the Academic Senate President and the Dean of Research, Planning and Development. The SPC consists of two administrators, four faculty, two classified staff, and one student. Supporting the work of the committee and serving as resources at each meeting include:

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College President Executive Director of Research and Institutional Effectiveness Accreditation Faculty Coordinators Vice President of Academic Affairs Faculty Coordinator of Program Review Student Alternate The purpose of the SPC is to ensure that the College’s strategic planning process is sound, collaborative, evidence-based, and sustainable, and that the Strategic Plan guides decision-making and activities that support improvement of institutional effectiveness and student learning in the long term. This purpose is consistent with the Sustainable Continuous Quality Improvement level in the Accrediting Commission’s planning rubric, which includes the following criteria: •

The institution uses ongoing and systematic evaluation and planning to refine its key processes and improve student learning.

•

There is dialogue about institutional effectiveness that is ongoing, robust and pervasive; data and analyses are widely distributed and used throughout the institution.

•

There is ongoing review and adaptation of evaluation and planning processes.

•

There is consistent and continuous commitment to improving student learning; and educational effectiveness is a demonstrable priority in all planning structures and processes.

The charge of the committee is to oversee the following tasks: 

Evaluate progress on the College Goals annually, based on the Strategic Planning Performance Indicators, results of program reviews and student learning outcomes assessments, and other sources of quantitative and qualitative data.



Based on the evaluation findings, recommend improvements in policies, procedures, or operations that will promote progress on the College Goals.



Monitor alignment of other plans and planning processes with the Strategic Plan, and recommend corrective action as needed.



Promote the engagement of the campus community in strategic planning, and widespread ongoing dialogue about institutional effectiveness.



Disseminate information about strategic planning to the campus community.



Evaluate all components of the Strategic Plan and the strategic planning process annually, and recommend revisions as needed.

The SPC meets weekly throughout the fall, spring, and summer months. Their work is guided by the Integrated Planning Timeline that is highlighted later in this report.

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III.

STRATEGIC PLAN

MISSION, VISION, VALUES, AND GOALS Mission The San Jose City College 2011-2016 Strategic Planning is guided by the College’s mission, vision, values, and goals, indicated below: The mission of San Jose City College is to effect social justice by providing open and equitable access to quality education and programs that both challenge and prepare individuals for successful careers and active participation in a diverse, global society. To fulfill our commitment to student learning and to assist students of all ages and backgrounds in achieving their education, employment, and life-long learning goals, we offer the following: • Two year college degrees and certificates • Lower-division transfer and general education courses • Basic skills and English as a Second Language instruction • Career and technology training

Vision Inspiring Success…One Student at a Time

Values 

Student Driven



Priority Driven



Collaborative

Goals The College has identified the following six strategic goals: Goal 1:

Promote Student Success

Goal 2:

Expand Partnerships with Our External Communities

Goal 3:

Enhance Employee Development

Goal 4:

Foster Cultural Competence

Goal 5:

Increase Campus Safety

Goal 6:

Expand Resource Development

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PERFORMANCE INDICATORS ALIGNED WITH STRATEGIC GOALS The Performance Indicators identify College wide measures of effectiveness that help us to assess progress in meeting the strategic goals and in fulfilling the mission.

College Strategic Goal #1: Promote Student Success Key Performance Indicator: 1A: Increase the persistence rate of first-time students each year 1B: Increase the successful course completion rate of both full-time and part-time students each year 1C: Increase the successful course completion rate in basic skills courses each year 1D: Increase the improvement rate of students in basic skills College Strategic Goal #2: Expand Partnerships with Our External Communities 2A: Increase the number of partnerships with business and industry each Key Performance Indicator: year 2B: Enhance partnership with neighborhood associations College Strategic Goal #3: Enhance Employee Development 3A: 25% of all full-time faculty and staff will participate in training Key Performance Indicator: offered by the Professional Development Center each year. 3B: 85% of participating faculty and staff will indicate satisfaction with the workshop(s) they attended through the Professional Development Center. College Strategic Goal #4: Foster Cultural Competence 4A. 85% of the students who participate in multi-cultural Key Performance Indicator: programs/events will indicate increased understanding and awareness of cultural diversity 4B. Increase the number of international students by 5% 4C. 85% of faculty and staff who participate in workshops intended to foster cultural competence will indicate increased understanding and awareness of cultural diversity. College Strategic Goal #5: Increase Campus Safety 5A. 85% of the participating faculty and staff will be satisfied with Key Performance Indicator: emergency preparedness safety training received. 5B. Increase use of technology to enhance campus safety College Strategic Goal #6: Expand Resource Development Key Performance Indicator: 6A. Apply for at least two new grants annually 6B. Obtain at least one new grant of at least $100,000 annually 6C. Increase the ending balance of SJCC’s Foundation Account each year

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STRATEGIC PLANNING MODEL Beginning with an alignment to the College’s mission and vision, the Strategic Planning Model identifies all the components associated with the integrated planning activities and the relationship of each function. The Model represents a continuous improvement system whereby all planning activities direct back to the mission of the College. Strategic Planning Model

The following provides an introduction of each part of the planning model:

Mission, Vision and Values: The College’s mission statement articulates who we are; the College’s vision focuses on who we want to become, and the values communicate what we believe in. After a thorough review of the mission, vision, and values, the College has elected not to make any changes.

Performance Indicators: Performance Indicators were developed to assess how the College as a whole is performing. Specifically, the Indicators are related to access, retention, persistence, and success. As well, Performance Indicators are identified to measure progress toward goal achievement. The expectation is that the Indicators will be measurable, aligned with state and national data for comparison, and tracked over time.

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College Goals: The College’s strategic goals identify the primary areas of focus or the objective that must accomplished to fulfill its mission. The goals were developed in Fall 2010 and will be evaluated and reviewed on an annual basis.

Integration/Review of Planning Documents: Each fall semester, the groups overseeing various planning documents (technology plan, educational master plan, etc.) will perform a review of the goals and objectives of each plan and make recommendations for improvements. So too will the plans be reviewed to ensure alignment with college wide goals and indicators.

Alignment of Planning to Resource Allocation: The SPT has developed a Resource Allocation Model to highlight the steps associated with aligning resources to planning. A detailed description of this model is provided on the following pages.

Evaluation of Planning: To ensure continuous improvement, each year, the SPT will evaluate the effectiveness of the College’s planning process and will review performance indicator data to determine the extent to which the College has accomplished its goals.

Environmental Scan: The environmental scan will consist of a periodic review of external and internal data needed to assess the needs of the communities. This evaluation process allows the College to consider the factors that influence the direction of the College. The scan is conducted every three years.

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IV.

RESOURCE ALLOCATION MODEL

The purpose of the Resource Allocation Model (RAM) is to allocate funds to support the College’s mission, values, vision, and its strategic goals, to ensure that allocations are linked to strategic planning and program review, and to utilize correct and effective data in budget decision-making. Resources are all assets of the College, including its human resources, physical resources, technology resources, and financial resources. Following is SJCC’s Resource Allocation Model:

Each component of the San Jose City College Resource Allocation Model is defined below.

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Integrated Strategic Plan: The Integrated Strategic Plan was developed based on input from State and District strategic initiatives and input from the College community. The mission, values, and vision of the institution were then established, followed by the development of the College’s strategic goals. The San Jose City College Strategic Planning Model represents a continuous improvement cycle where we 1) evaluate our environment, 2) establish college-level performance indicators, 3) identify annual goals, 4) develop program reviews and SLOs, 5) integrate all planning documents, 6) align planning to resource allocation, and 7) evaluate planning processes.

Educational & Facilities Master Plans: The Educational and Facilities Master Plans chart the College’s long-term course. The Educational Master Plan is the foundation document for the Facilities Master Plan. Both focus on institutional change, analysis, and improvement of existing conditions; both anticipate changes in the community, growth of the College as a whole, and changes in programs and services, as well as include institutional strategic goals and opportunities for input from all College constituencies.

Technology Plan: The Technology Plan, in alignment with the District Technology Plan, guides the implementation of technology at the College, responds to the strategic goals, and incorporates technology requirements defined in the Educational and Facilities Master Plan. It encompasses the evaluation and development of the technology infrastructure, management information systems, operations support, and management of web resources.

Student Success Action Plan: The Student Success Action Plan, aligned with the College mission, values, vision, and strategic goals, will lead the College toward the development and expansion of innovative pedagogy and instructional delivery, programs and services, and other strategies and practices that increase student course completion, persistence, retention, graduation, certificate completion, transfer readiness and enrollment into a university as well as employment opportunities and job placement. These strategies will incorporate exemplary practices from programs such as Achieving the Dream (AtD), the Basic Skills Initiatives, the Student Success Act, and more.

Program Review Committee: The Program Review Committee (PRvC) is responsible for providing guidance to the College in the use of program review materials and the process of program review, evaluating and provide feedback on the quality of program review documents submitted by the units undergoing a selfstudy, validating completed program review documents and forwarding the documents to the Strategic Planning Process. The full committee breaks up into PRvC subgroups to work closely with the constituency units undergoing program studies.

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Department/Program/Service Program Reviews: Program review is either annual or comprehensive depending upon where the department, program, or service falls on the program review cycle. Program Review allows for analyzing the College’s instructional, instructional support, student services, and administrative services areas to identify the following: strengths and weaknesses, solutions to weaknesses, how each has achieved or is aligned with college strategic goals, and the equipment, staff, and facilities needs for budget requests. In addition, the program review includes the status on the development and assessment of student and program learning outcomes.

Requests for Discretionary Funds: Based on prior year allocations, Administrative Services prepares a report on preliminary budget allocations. These reports are sent to the Vice President and each College division. Each division, department, program and service discusses and completes a budget augmentation request based on its review of its budget report.

Resource Needs by Department/Program/Service: Requests for discretionary funds must be aligned with the College mission and strategic goals and based upon analysis of each department, program, or service’s program review and standards for budgeting decisions. In turn, Division deans and program directors communicate their discretionary budget needs to their respective Vice President.

Academic Senate: Each department program review can be used to identify needed personnel. Recommendations for new faculty positions are presented to the Academic Senate. The Senate reads and analyzes each program review and submits its recommendations, a prioritized list for new faculty hires, to the President.

Prioritization by Vice Presidents: The Vice Presidents review each department, program, or service augmentation request documents with the deans and directors, prioritize requests, and then submit the requests to the Finance Committee in preparation for the budget hearings.

Budget Hearings by Finance Committee: The Finance Committee lead by the Vice President for Administrative Services comprises the Budget Hearing Committee. This Committee is equipped with a binder containing department, program, or service budget requests, annual or comprehensive program reviews, and any other pertinent documentation. Each Vice President accompanied by individual division deans and/or program directors are scheduled to present their prioritized budget requests to the Budget Hearing Committee. The Committee reviews and analyzes all documents and testimony given, then prepares budget augmentation recommendations for submission to the College Planning Council.

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College Planning Council (CPC) Recommendations: The College Planning Council reviews and analyzes budget recommendations from the Finance Committee, then approves, amends, notes reasons for amendments, and submits its recommendations to the President.

College President Approval: The College President, along with the College Executive Team, receives the budget request recommendations from the College Planning Council (CPC), and then reviews the augmentation budget request documents along with the Finance Committee’s and the College Planning Council’s recommendations. Together they decide on funding priorities. If the priorities differ from the CPC’s recommendations, rationale is provided in writing. However, the ultimate decision of approval or approval with amendments/revisions, is the President’s.

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V.

NUTS AND BOLTS: INTEGRATED PLANNING Previous sections of this Handbook have outlined in general terms the planning processes undertaken by each unit in integrating activities with our College mission, strategic goals, key performance indicators, individual program outcomes, and the resource allocation process. The processes were designed to evaluate and support the improvement of institutional effectiveness and student learning at each step and continually in the future. This section of the Handbook will outline: 

Basic steps in the strategic planning process



Planning at the program level



Timeline associated with planning and program review



Forms/templates associated with planning and program review

STRATEGIC PLANNING PROCESSES: BASIC STEPS As highlighted in Section II, the SJCC Strategic Planning Committee (SPC) is charged with the oversight of all strategic planning processes, including: 

Recommending improvements in policies, procedures, or operations that will promote progress on the College Goals



Monitoring alignment of other plans and planning processes with the Strategic Plan



Promoting the engagement of the campus community in strategic planning



Disseminating information about strategic planning to the campus community



Evaluating strategic planning processes

Each year, the SPC will create an Action Plan that outlines all the processes associated with planning activities. For the 2012-13 academic year, the following Action Plan has been developed: STRATEGIC PLANNING COMMITTEE – ACTION PLAN WHAT Establish a Strategic Planning Shared Governance Group. Finalize plan/meeting dates for SP Group.

WHO President/VPAA/Academic Senate President/VPAA/VPSA

BY WHEN

Status

March 1, 2012

Completed

March 1, 2012

Completed

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WHO

BY WHEN

Status

Increase employee awareness/understanding of strategic planning.

President/Staff Dev Committee Meeting/Fac Dev Center/Managers

Ongoing

Increase employee awareness/understanding of strategic planning.

President/Staff Dev Committee Meeting/Fac Dev Center/Managers

Ongoing

Review and Revise Strategic Goals.

President/Strategic Planning Committee/Dr. Lee President/VPAA/VPSA/SP Committee/ PUG/Dr. Lee

April 13, 2012

Develop work plan for gathering, analyzing, and using PI data for evaluation of progress on Strategic Goals.

SP Committee/Dr. Hawley/Dr. Lee/PUG

April 26, 2012

Assess the level of understanding of current Strategic Goals and integrated planning in the campus community.

SP Committee/Dr. Lee/Dr. Hawley

May 18, 2012

Complete analysis of PI data and other information as needed, and write evaluation of progress on Strategic Goals.

Dr. Hawley/Dr. Lee/PUG

June 1, 2012

Review evaluation results, make recommendations for operational improvements and Strategic Plan improvements, and draft revised Strategic Plan accordingly. Disseminate revised Strategic Plan (including Strategic Goals and PIs) to campus community.

President/SP Committee/Dr. Lee

June 12, 2012

Hold Strategic Planning Retreat to complete work.

President/VPs/SP Committee/CPC/Academic Senate

Aug. 9, 2012

Utilize venues such as: Public Forums Newsletter Email Brown bag Website Create flyer to announce plan is in progress. Announce at March and April PDDs.

Begin implementation of recommended operational improvements.

President/VPs/Groups and departments as appropriate

Aug. 1, 2012

Review and Revise Performance Indicators: Simplify and align with Strategic Goals.

April 13, 2012

Presentation at PDD – March 23 Presentation at Administrator Meeting – March 28 Presentation at PDD – March 23 Presentation at Administrator Meeting – March 28 Review and Finalize at 4/12 SPC meeting Review and Finalize at 4/12 SPC meeting – Forward to Academic Senate (4-17) and CPC (?) for approval Determine data sources for all PIs. Establish timeline for data gathering. Develop a suitable assessment process. Implement the first iteration of that process to establish baseline data. Disseminate findings. Determine best analysis methods and presentation format well ahead of time.

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WHO

BY WHEN

Hold workshop or working session on issues and practices related to program review and/or SLO processes.

Program Review Committee and/or SLOAC, with Dr. Lee

May 4, 2012

Analyze findings and make recommendations for improvements in program review, SLO, and budget allocation processes.

Chair, Finance Committee/Chair, Program Review/Chairs, SLOAC/PUG/Dr. Hawley/Dr. Lee/SP Committee IT Chair/VPAS/SP Committee

May 18, 2012

VPAA/VPAS/Facilities Committee/SP Committee Celia/Barbara/Greg/Edwin/ PUG/ Dr. Hawley President, VPAS, Web Master, CTS

May 4, 2012

All VPs / Deans/Team Chairs

Begin Feb 2012 and ongoing

President/VPs

End of May 2012 June 12, 2012

Conduct an evaluation of Campus Technology Plan; make recommendations for improvements. Evaluate Facilities Committee’s processes; make recommendations for improvements. Create Research/Planning Website. Update and post current and accurate improvements made by each area on College’s website & web pages with current postings. Document meetings held by each area by keeping minutes of activities, decisions, actions, and recommendations of subcommittees and posting of the actions and recommendations on Infostore repository. Disseminate resource allocation decision to campus. Map out planning activities for 2012-13.

SP Committee

May 4, 2012

Status Determine nature and content of workshop or working session, and then schedule accordingly. Improvements must be approved and in place for the beginning of the 2012-13 cycles. SP Committee to review alignment of process with strategic planning elements

April 20, 2012 Begin Feb 2012 and ongoing

Develop the oversight to ensure that this is done at least six times annually, if not monthly. Use the same template, which includes: Committee Name, Recommendation, Action Taken and by Whom.

Environmental scanning; activities for fall; etc.

STRATEGIC PLANNING PROCESSES: Departmental Planning & Program Review It is through the Program Review process that the links to SLO assessments and Resource Allocation are established and documented. As mentioned previously, each Program or Unit must submit a Comprehensive Program Review every four years, and an Annual Program Review that summarizes changes and resource requests in the intervening years. Following is the schedule for the submission of Comprehensive Program Reviews for the years 2011-2015 as of July 2012.

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Integrated Planning and Resource Allocation Handbook 2011-2012 Fine Arts-Art/Multimedia/Ceramics Communication Studies Construction Technology Dance Journalism Laser Technology Mathematics Photography Theatre Arts Career/Transfer Center Financial Aid Health Services Avanzamos Puente Student Life and Activities Business Services

2013-2014 Athletics Chemistry Computer Applications/ Computer Information Systems English as a Second Language Music/Humanities Physical Education, includes Adaptive PE Economics Global Studies History Psychology Counseling & Matriculation/Orientation International Students Academic Affairs Service Learning

2012-2013 Accounting/Business Administration of Justice Alcohol & Drug Studies Biological Sciences Dental Assisting Early Childhood Education English Health Sciences Labor Studies Reading Real Estate Admissions & Records Assessment CARR Open Computer Lab PLTL Reading & Writing Center Tutoring Center UMOJA Academic Support Campus Tech 2014-2015 Air Conditioning & FMT Anthropology Cosmetology Ethnic Studies Foreign Language & Sign Language Geography Machine Technology Medical Assisting Philosophy Physical Science Physics Political Science Sociology DSP&S EOP&S/CARE Library WIN/CALWorks Veterans Program Grounds & Custodial

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STRATEGIC PLANNING PROCESSES: Timeline for Planning & Program Review The suggested annual cycle to be completed within each program/unit is reflected in the following table: Month of Academic Year

Task

Responsible Parties

September/October

Comprehensive Program Review self-study team formed Review templates Gather data Meet with Program Review Committee (PRvC) for clarification Draft Comprehensive Program Review Meet with PRvC as needed Confer with unit colleagues Final drafts of Program Reviews are due to Deans/Managers Drafts forwarded to PRvC PRvC vets Comp Prog Reviews After revisions, Comp Prog Rev are forwarded to Finance Committee if requests being made Annual Program Review self-study team formed

Managers/Deans Unit leads

Oct through Nov

December

Dec through Feb

January Feb through Mar

May

Data and information reviewed for Annual Prog Rev PRvC available as resource Finance Committee holds Budget Hearings

Annual Program Reviews due to Deans/Managers

Evaluations of the processes by the pertinent standing committees

Summer

PRvC reviews Annual Prog Reviews and sends comments Prepare for next academic year

Unit leads

Unit leads Deans/Managers Prog Rev Committee Prog Rev Committee Deans/Managers/ Finance Committee Managers/Deans and Unit leads Unit leads Prog Rev Committee Finance Committee Deans/Managers Unit leads Deans/Managers Prog Rev Committee Strategic Planning, Finance, SLO, PRvC, and CPC PRvC, Unit leads, Deans/Managers

THE NECESSARY FORMS As reflected in the Comprehensive Program Review form, the process involves four major components: 1) Program Description, which includes its goals, main components/courses, student learning outcomes, alignment with College mission and ISLOs, five year enrollment/service data, and student success data. 2) Program Content, which outlines all courses/services, sequencing, and alignment between course and program level SLOs.

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3) Program Improvement – Analysis and Assessment, which describes the process established in the program to review and revise curriculum/services, to conduct SLO assessment, and to incorporate that data into making changes to improve student learning. 4) Strategic Planning section, which describes changes made, current strengths of the program, and planned future changes all linked to supporting the Program and College goals. These changes should take into account staffing, facilities, library resources, equipment, and technology. The Annual Program Review form reflects any changes and/or resource requests being made in the years between the Comprehensive Program Review. In the completion of both forms, pertinent student data such as student demographics, completion rates, etc., is necessary for review and analysis. This data can be found via the newly established Research and Planning Website: http://www.sjcc.edu/accreditation/html/collegeplanning.html Detailed instructions for the completion of the Program Reviews are found in the SJCC Program Review Handbook [insert link here]. Copies of all forms and templates are located in the Addendum.

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VI.

NUTS AND BOLTS: RESOURCE ALLOCATION

BUDGET CYCLE Within the San Jose/Evergreen Community College District, the budget cycle and timelines are defined at the District level. Information pertaining to the District’s timeline is contained in the Addendum.

COMMITTEE OVERSIGHT The Finance Committee is a subcommittee of the College Planning Council. The Finance Committee is charged with recommending the disbursement of discretionary funds as they relate to program reviews, both annual and comprehensive, to ensure that the dollars are allocated based on the resource allocation model adopted by the College. The Committee is a cross representational group of employees and students as follows: 3 Administrators, appointed by Managers, Supervisors & Confidential (MSC) 3 Faculty, appointed by the Academic Senate 3 Classified Staff, appointed by the California School Employees Association (CSEA) 3 Students Representatives, appointed by Associated Student Government The Vice President of Administrative Services serves as an Ex-Officio of the Committee The Committee meets bi-monthly during the course of the academic semesters and a meeting is called by the Chair when a quorum is reached. The Committee will meet outside the semester if the need arises During the Fall Semester, the Committee reviews and learns the various documents needed to understand the budget process and the intricacies of the instructional and non-instructional programs on campus. During the Spring Semester, the Committee begins its work to prepare for and conduct its review of the budget and the subsequent recommendations to the College Planning Council.

BUDGET HEARING PROCESS During the course of the spring semester, the Finance Committee distributes instructions and a template electronically, to all of the supervisors, deans, vice presidents, president, and other budget managers on campus. The process of planning the needs of divisions and departments within the College also begins at the beginning of spring semester. Once all source documentation is submitted based on the “Budget Cycle Timeline Flow Chart,” the Finance Committee schedules hearings with all budget managers in the College. See example:

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PRESENTATION TIME

ADMINISTRATOR/DEPARTMENT

8:15-8:45 AM

Student Life

8:45-9:15 AM

Kinesiology/Wellness/Athletics

9:15-10:15 AM

Multiple Student Affair Programs

10:15-10:45 AM

Special Programs/Counseling/Health services

10:45-11:15 AM

Language Arts

11:15-11:45 AM

Custodial/Grounds

11:45 AM - 12:30 PM

LUNCH

12:30-1:00 PM

Business Services

1:00-1:30 PM

Math & Science

1:30-2:00 PM

Humanities & Social Sciences

2:00-2:30 PM

Business/Technology/Applied Science

2:30-3:00 PM

CalWorks

3:00-3:30 PM

Academic Affairs

3:30-4:00 PM

CTSS

4:00-4:30 PM

Enrollment Services

For the budget hearings, academic programs are allocated 45 minutes and non-academic programs 30 minutes to allow deans with many large and/or complex programs time to adequately defend their needs to the Committee. A number of days prior to the hearings, all members of the Committee receive all of the source documentation needed and reviewing these documents in advance. These documents usually translate to a five-inch binder full of material for the entire college. Documents include, but are not limited to, program reviews, budget requests, enrollment data, SJCC fact book, 3 years of financial history by cost center. At the budget hearings, every presenter is asked to make his/her case. As documents are presented, Committee members openly ask questions of the presenter at any time and do so to have a better understanding of the needs of the budget in question. Many times, this is the first time for a member of the Committee to learn anything about other areas of the College so many times, the most simple questions are asked to better understand the various levels of needs throughout the College.

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APPROVAL PROCESS A sequence of events must take place over the course of the spring semester for the allocation of resources. Once the Finance Committee has had its budget hearings, the Committee sets aside another day to review what they hear during the hearings and ask further questions if needed. We then begin the process of making sure what is being recommended for the allocation is in line with the program reviews. After the program reviews are reviewed, the Committee then looks at the delta between the revenue anticipated for the College and what the requests currently amount to. If there is a difference, and usually this happens, then the committee must make reductions based on established priorities for the year. Based on priorities that vary from year to year, the committee makes the appropriate reductions to areas within the college to balance the budget. Upon the completion of the Committee deliberations, the Finance Committee then votes on its recommendation as a whole for the annual budget. This recommendation is then forwarded to the College Planning Council (CPC). This committee is a quadripartite committee and made up of 5 members from each of the constituency groups on campus: staff, faculty, students, and administrators. The CPC then reviews, as a first reading, the budget in its entirety, allowing time for questions and making sure that the Finance Committee has allocated resources based on the established resource allocation model, program reviews, and institutional priorities as needed. CPC then schedules the second meeting for action on the budget itself. Once the CPC approves the recommendation from the Finance Committee and any subsequent amendments, this becomes the recommendation of CPC to the College President. The President of the College then receives the full documents from the Finance Committee and CPC to begin the review of all pertinent materials. Once the College President has had the opportunity to review/amend/approve the budget, the College Vice President of Administrative Services (VPAS) is notified of the approved final document. The VPAS then compiles all documentation for a final approved budget book for record keeping. The VPAS also completes allocation letters to all budget managers outlining the budget from their request to final approval. This tracking methodology allows managers to see where their specific line items were changed throughout the process. These allocation letters are received by the administrators on campus in a detailed format, allowing them to disseminate this information to the individual programs within their departments for full disclosure.

APPEAL PROCESS As a result of the 12/13 allocation process, the decision was made to allow for an appeal process for departments to appeal the decision of the Finance Committee, College Planning Council, or the College President based on the allocation they received. Many times this is a result of their initial allocation being reduced based on the criteria established in the allocation process. The allocation they received may be appealed to the following adhoc groups: College President Vice President of Administrative Services Vice President of Academic Affairs (Also serves as CPC Chair) Vice President of Student Affairs

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Finance Committee Chair This adhoc group will review appeals of the budget allocation based on the following criteria: 1. The program/department cannot meet essential requirements of accreditation or third party accreditation based on the reductions made by one or multiple layers of approval. 2. The program/department is new to the college and thus does not have significant historical references to make quantitative decisions based on what was presented. 3. The program/department was reduced so drastically, more than 50%, that it must address the funding or risk the viability of the program/department. The appeal made by the program/department must address why the need was not addressed in the annual/comprehensive program review, must address the impact the funding level has on the program/department, and must also address the impact the reduction has on total student served and curriculum impact if any. Once the above criteria are addressed in a formal appeal, the appeal must follow the signature authority: 1. Signature of Author 2. Signature of supervising dean/ manager / vice president 3. Signature of divisional vice president The divisional Vice President will present the appeal to the adhoc group and all appeals will be heard in one meeting held annually. The recommendation will be forwarded to the President. Once a decision has been made regarding the appeal, proper notification will be served through the Vice President of Administration in the form of an approval or denial of the request. Shall an approval be received, an amended allocation letter will be submitted to the budget manager over that program/department. Shall an appeal be denied, the VPAS will write a letter to the budget manager outlining the denial of the appeal. Upon the completion of the appeals process, there will be no other recourse to have a budget reviewed or amended in the current budget year. Any needs that have not been met for a program/department will have to be managed within the departmental budget as allocated.

CONTINGENCY PLANS The College currently has a resource allocation process that manages how the College allocates resources throughout its various areas. However, there are situations that arise that require the College to keep a contingency of funds for reductions, emergencies, and other one-time needs. To manage, the College currently holds a very conservative contingency to help mitigate these issues. Shall the College have any of the above issues, and it cannot be absorbed into the departmental budget, the College will use the contingency funds it has at its disposal to address the problem so as not to harm the operations of individual departments. The following represents examples of the uses for contingency funds:

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1. Emergency – Unknowingly one of the boilers in the central plant in the College suddenly fails. This would be an unplanned emergency as this equipment is very expensive but is needed to operate the heating and air conditioning on campus. 2. Reductions- The State of California doesn’t meet its revenue estimate and the Governor calls for a cut in the state budget mid-year. This would result in the colleges receiving FTES reductions, which in turn require a reduction to the institution’s base funding. A contingency budget can offset the reductions to minimize the impact to programs or positions. 3. One Time Funding – The College is allowed to carry forward any fund balance from the prior year for one additional year. These funds can only be used for one-time items as the dollars will not be there in subsequent years. Thus, the College must use these funds for items such as small repairs, or improvements for grounds or other areas that will not require the funding to be annualized in the next fiscal years.

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VI.

EVALUATING EFFECTIVENESS Institutional effectiveness encompasses the implementation and evaluation of a mission-based strategic plan that is aligned with the college resource allocation model. It is the role of the campus Strategic Planning Committee to serve as the agent to ensure that the college’s strategic planning process is sound, collaborative, evidencebased, and sustainable. A standard that must be adhered to when evaluating institutional effectiveness is Sustainable Continuous Quality Improvement. This standard was established by the Accrediting Commission and requires the following:



The institution uses ongoing and systematic evaluation and planning to refine its key processes and improve student learning.



There is dialogue about institutional effectiveness that is ongoing, robust, and pervasive. Data and analyses are widely distributed and used throughout the institution.



There is ongoing review and adaptation of evaluation and planning processes.



There is consistent and continuous commitment to improving student learning, and educational effectiveness is a demonstrated priority in all planning structures and processes.

STEP 1: REVIEWING THE STRATEGIC GOALS USING KEY PERFORMANCE INDICATORS To begin the process of evaluating institutional effectiveness, the Strategic Planning Committee (SPC) reviews and evaluates the college strategic goals. The goals are proposed by the College President after consultation with the district Chancellor who in turn is provided direction from the Board of Trustees. Upon receipt of the college goals, the Strategic Planning Committee attempts to identify and determine Key Performance Indicators (KPIs) to measure whether or not and to what degree a strategic goal has been met (or not). The SJCC Power Users Group, a resource to the campus SPC, is also enjoined to help identify KPIs and do the same. During 2011-12, a subcommittee of the SPC proposed a revision to the campus strategic goals. Next, the Strategic Planning Committee (SPC) and the Power Users Group (PUG) worked to identify KPIs for each indicator. Once all data were identified, the SPC proceeded to evaluate each performance indicator and evaluated the extent to which each indicator advanced college strategic goals. The source documentation used to identify the KPIs was diverse and included annual reports, bond reports, HR documentation, and state reports. After receiving approval from the SPC, the revised goals and KPIs were submitted for

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approval from the SJCC Academic Senate, College Planning Council, and Associated Student Government.

STEP 2: EVALUATION OF COMMITTEES & PROCESSES As part of the comprehensive assessment of planning processes, the College has established a number of annual evaluations including that of: 

Standing Committees associated with Planning and Resource Allocation



Strategic Planning Committee



Resource Allocation Processes



Strategic Planning Processes

The following information provides a summary of the evaluations conducted and overall use of results for improvements.

Evaluation of College Standing Committees The SPC developed a survey instrument that was administered to all standing committees (Technology, Finance, Facilities, and College Planning) identified in SJCC’s Resource Allocation Model. This instrument allowed each committee to assess its achievement of established goals and its alignment to the college strategic plan. In addition to the survey items listed above, the Committee evaluation included an assessment of goal completion and recommendations for improvements based on survey findings. For example, the Facilities Committee recommended that it set up subcommittee meetings to be more engaged in the process, establish more clearly defined procedures for the budget hearings, and invite guest speakers who have ideas on possible sources of alternative funding.

Evaluation of Strategic Planning Committee The Strategic Planning Committee Self-Evaluation consists of three questions. The instrument uses a fivepoint scale: 5=almost always, 4=often, 3=sometimes, 2=seldom, and 1=almost never. The questions deal with the Committee’s processes, interactions, and outcomes during the 2011–12 academic year. The evaluation is conducted during the annual retreat held in June. Results are used to improve planning processes and committee performance.

Evaluation of Resource Allocation Process Under the leadership of the Finance Committee, a survey related to the effectiveness of the resource allocation process was developed. This survey is administered by the Chair of the Finance Committee within 30 days of the completion of the scheduled budget hearings, usually in the month of June. Upon completion of the survey, the results are compiled and submitted to the Finance Committee in the first meeting of the fall semester for a review of the results. Based upon this review, the Finance Committee begins to formulate ways to improve the resource allocation process for the purposes of planning the next round of allocations.

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ADDENDUM

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2012-2013 Annual Program Review ACADEMIC PROGRAMS-SAN JOSE CITY COLLEGE PROGRAM: ADMINISTRATOR: EVALUATION YEAR (CHECK ONE): TWO

THREE

FOUR

Program description

SLOs and/or SLO Assessment process Curriculum Information Staffing information Technology information

Budget information

Other:

PROGRAM REVIEW SUBMISSION DATE: PREPARED BY: The Program Review Committee validates the review and forwards to the institution’s Integrated Planning Process. SIGNATURE:

DATE:

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2012-2013 Comprehensive Program Review ACADEMIC PROGRAMS-SAN JOSE CITY COLLEGE PROGRAM: ADMINISTRATOR: PART ONE: PROGRAM DESCRIPTION 1. Program Goals: Please provide a general statement on why the program exists. 2. Description of the Program Components. 3. Program Student Learning Outcomes (PSLOs). 4. How do the Program Student Learning Outcomes (PSLOs) align with and support San Jose City College’s mission and Institutional Student Learning Outcomes (ISLOs)? 5. Enrollment trends for the previous five years. 6. Student population served/demographics-age, gender, ethnicity, income, previous education, etc. 7. Student completion/ success data – retention, persistence, GPA, analysis by gender, ethnicity. PART TWO: PROGRAM CONTENT 1. Course listing including dates of last revision, advisories, co and prerequisites, articulation with four year colleges. 2. Include a list/diagram of courses reflecting course sequencing and how often how courses have been offered. 3. Course mapping illustrating how course Student Learning Outcomes’ offering align with the Program Student Learning Outcomes? PART THREE: PROGRAM IMPROVEMENT/ANALYSIS AND ASSESSMENT 1. What process is used to review and revise the curriculum? Include information on Advisory committee and workforce data (if applicable).

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2. Calendar indicating how Student Learning Outcomes (SLOs) are assessed on a regular basis. 3. How are Student Learning Outcome (SLO) assessments and campus-based research data utilized to improve instruction? 4. How is data collected on student completion/success, retention and persistence used to inform instructional practices? PART FOUR: STRATEGIC PLANNING 1. Date of last Comprehensive Program Review. 2. Describe any changes in the program that have occurred since the last Comprehensive Program Review. (See intervening Annual Program Reviews.) 3. What are the current strengths of the program? Include faculty and staff training, projects and other achievements. 4. What changes to the program do you plan to (would you like to) implement before the next Comprehensive Program Review? 5. How will these changes impact student success, instructional techniques, and course offerings? 6. What are the budgetary implications? 7. Please address projected needs in the following areas and indicate how each will support Program and College Goals. Include information on current status and projected needs. STAFFING FACILITIES LIBRARY EQUIPMENT TECHNOLOGY

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PROGRAM REVIEW SUBMISSION DATE: PREPARED BY: The Program Review Committee validates the review and forwards to the institution’s Integrated Planning Process. SIGNATURE:

DATE:

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2012-2013 Comprehensive Program Review Form and Instructions STUDENT AFFAIRS: PROGRAMS & SERVICES San Jose City College 2012-2013 Comprehensive Program Review STUDENT AFFAIRS: PROGRAMS & SERVICES-SAN JOSE CITY COLLEGE DEPARTMENT: ADMINISTRATOR: PART ONE: MISSION 8. Describe the department/program function and purpose (and how the function and purpose tie into college’s mission.)

9. List the department/program’s program learning outcomes.

10. Previous goals and objectives: List the department goals, objectives and activities for the last academic year. Discuss the attainment level of activity implementation and its relationship to meeting student or program need by ranking the activity implementation as needsmet, needs unmet, or needs partially met. Briefly explain why an activity was unmet or onlypartiallymet. Goal: Objective: Person Responsible: Timeline: ( ) Complete

( ) Incomplete

( ) On-going

Activities for Attainment of Objective:

Student Learning Outcomes or Service Area Learning Outcomes addressed:

Degree of Goal & Objective Attainment:

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Goal: Objective: Person Responsible: Timeline: ( ) Complete

( ) Incomplete

( ) On-going

Activities for Attainment of Objective:

Student Learning Outcomes or Service Area Learning Outcomes addressed:

Degree of Goal & Objective Attainment:

Goal: Objective: Person Responsible: Timeline: ( ) Complete

( ) Incomplete

( ) On-going

Activities for Attainment of Objective:

Student Learning Outcomes or Service Area Learning Outcomes addressed:

Degree of Goal & Objective Attainment:

3.1. Discuss in detail the barriers to completing the above goals.

11. Recent College and State Developments: List recent College and State developments that significantly impact the unit’s ability to provide services to students. 4.2. Describe the positive and negative impacts of these developments on the unit.

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12. Describe the unit’s active participation in the College’s mission 5.1. Discuss how the unit evaluates its effectiveness in participating in the College’s mission.

13. Describe how SJCC Institutional Learning Outcomes are integrated into the unit. PART TWO: NEED 1. Describe Current and Needed Staffing: List the number of full-time (filled & unfilled positions) and part-time faculty, full-time (filled and unfilled positions) and part-time classified staff, unclassified (student workers) and managers in the program/department. 1.2 Identify the ratio of students to faculty/staff.

1.3 Faculty, staff and student survey results and their significance to the program.

1.4 Do you have any additional staffing needs? Please explain. 2. Describe the impact of the program’s service offerings on other departments

3. Course Outline and Syllabi (where applicable): Review all course outlines and syllabi to ensure currency (no more than 1 year old) and relevance. The campus Curriculum Committee must approve updated outlines.

4. Is the program information for the department consistent, current, accurate and accessible? MIS

( ) Consistent ( ) Current

( ) Accurate ( ) Accessible

Class Schedule

( ) Consistent

( ) Current

( ) Accurate ( ) Accessible

Catalog

( ) Consistent

( ) Current

( ) Accurate ( ) Accessible

Brochures

( ) Consistent

( ) Current

( ) Accurate ( ) Accessible

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Website

( ) Consistent ( ) Current

( ) Accurate ( ) Accessible

PART THREE: QUALITY 1. Improvement of Student Learning Outcomes and Delivery of Student Services (address all applicable topics): Departmental and individual activities toward improving services and contributing to professional community (list participation in staff development, conference attendance/participation, and academic preparation/training during the past 5 years). 1.2.

Describe how these activities have enriched and been implemented into the department’s services and have resulted in campus, district or state enrichment.

1.3. Describe how the unit addresses the multicultural/diverse student body and disabled populations in the curriculum and/or services. 1.4. Describe active participation of flexible and alternative delivery systems (i.e., online applications/regulation, distance learning, web-based counseling): 1.5. Describe any outside classroom learning experiences for students (field trips, field work, community service, etc.): 1.6. List the results of the most current student satisfaction survey on your program: 2. Supportive Working Environment: Describe the involvement/inclusion of part-time faculty in departmental and college activities: 2.2. Describe the involvement/inclusion of departmental classified staff (if any) in departmental and college activities. 2.3. Describe intra- and inter-departmental activities and collaborations between faculty and staff. 2.4. Describe the methods used to promote respect for diversity and inclusion among faculty, staff and students. 2.5. Describe the department’s efforts to increase communication and collaboration between student services and instruction.

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2.6. List the results of the current surveys regarding the department staff’s availability and helpfulness. 3. Facilities Renewal: Adequacy and accessibility of departmental facilities with respect to size, layout and location. 3.2. Current condition of departmental facilities. 3.3. Identify any safety or hazardous conditions in your departmental facilities. 3.4. Describe recent significant facility changes and their effect on departmental operations, if applicable. 3.5. Identify proposed modifications to facilities (within the next 5 years) and rationale for those changes. 3.6. List the results of the student survey on the condition of the facilities. 4. Technology: Departmental utilization of technology (i.e., computers, equipment, etc.) in the delivery of instruction, in or outside of the classroom, and/or services in the department. 4.1.1. Types of technology used and where (i.e., labs, classroom, and offices).

4.1.2. Numbers of faculty, staff, and student users.

4.1.3. Provision of staff training in technology applications.

4.1.4. Appropriateness of technology to departmental mission/function.

4.1.5. Accessibility of computer workstations, hardware and software for individuals with disabilities.

4.2. Describe proposed technology-based instructional and services delivery in your

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department/program, both hardware and software. 4.2.1. Identify required employee training to meet these plans. 4.2.2.

Describe the campus upgrades required to achieve these plans.

4.3. List the results of the student survey on the quality and condition of department technology (if students use department technology).

5. Equipment & Supplies: Current condition of the department’s major equipment inventory.

5.2. Need and rationale for any major new equipment (a cost must be included):

5.3. Need and rationale for any new supplies (a cost must be included):

5.4. List the results of the student survey on the department equipment (if students use department equipment)

5.5. Describe any equipment/supply deficits (financial, A & I, etc.) hindering the functioning of the department.

6. External Funding Sources: List and describe any state/federal grants received.

6.1.1.

Describe the amount awarded and items purchased.

6.2. List and describe any private-sector grants and donations received

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6.2.1.

Describe the amount awarded and items purchased.

7. Community Interaction: List any current or proposed community outreach programs.

7.1.1.

Describe these programs.

7.2. List any current or proposed industry and school partnerships.

7.2.1.

Describe these partnerships.

8. Student Learning Outcomes: Describe how Program SLOs are assessed and what the responses to the results have been, i.e., any program changes, improvements of student support services and environment that have occurred based on the results, and analysis of these improvements. (Attach SLO reporting forms.)

8.2 Discuss how the program ensures that the SLOs are assessed consistently.

8.3 Describe departmental engagement in the discussion, review, assessment and revision of program SLOs.

PART FOUR: FEASIBILITY 1.

Current Department (2012-2013)

1000 – Certificated Salary 2000 – Classified and MSC Salaries 3000 – Benefits 4000 – Supplies 5000 – Other

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6000 – Equipment TOTAL 2.

Proposed Department Budget for the next fiscal Year (budget should remain stable with little increase) – Level funding, no anticipated changes

1000 – Certificated Salary 2000 – Classified and MSC Salaries 3000 – Benefits 4000 – Supplies 5000 – Other 6000 – Equipment TOTAL 3.

Rationale and justification for augmentations, including staffing increases

PART FIVE: COMPLIANCE 1. List any current program-specific compliance requirements (if any), with state and/or national agencies, and any other outside agencies.

2. Describe the unit’s method or plans of complying with state and federal mandates and Title V regulations.

PART SIX: FIVE-YEAR PLAN

1. Describe how the program will specifically address any weaknesses identified in the self-study. 2. Discuss how the program will build on existing strengths. 3. List measurable departmental goals and objectives for the next 5 years (based on the College’s mission statement and strategic plan). List the unit’s plan for completing these goals and objectives. Include proposed timelines, budget, if needed, and persons responsible. Goal: Objective:

Budget:

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Person Responsible: Timeline: Goal: Objective:

Budget: Person Responsible: Timeline:

Goal: Objective:

Budget: Person Responsible: Timeline:

Goal: Objective:

Budget: Person Responsible: Timeline:

PROGRAM REVIEW SUBMISSION DATE: PREPARED BY: The Program Review Committee validates the review and forwards to the institution’s Integrated Planning Process. SIGNATURE:

DATE:

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June 27, 2012 MEMORANDUM To: Dr. Keiko Kimura, Acting Dean of Humanities & Social Sciences From: Greg Nelson, Vice President for Administrative Services Re: FY 2012-2013 Approved Budget Dr. Kimura, As a budget manager you provided the Finance Committee with a budget submission for the 2012-2013 Fiscal Year. As part of this submission dollars were requested for respective areas within the college that were planned using the annual/comprehensive program reviews for each department. In reviewing all requests and the subsequent budget hearings that were held on May 18, 2012, the Finance Committee made a recommendation to the College Planning Council on May 25, 2012. The College Planning Council then voted to on June 1, 2012 to recommend to the college President who approved the budget on June 15, 2012. Below represents an approved allocation summary for your respective areas: Program Area

General Fund

Lottery Funds

2010 G -Bond Funds

Art

$7,200

0

0

Music

$1,450

0

0

Dance

$5,700

0

0

Drama/Theatre

$10,000

0

0

Multimedia

$1,400

0

$45,319

$700

0

0

$1,200

0

0

Photography ECE

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Ethnic Studies

$1,000

0

0

Social Sciences

$3,470

0

0

Humanities

$6,660

0

0

As a budget manager, the approved budgets for each department are attached for your review. The approved budget line items will be entered into Datatel and you will have access to funds effective July 1, 2012 for all departments. All funding that is represented on each spreadsheet represents a tracking sheet that shows the changes that were made as it progressed through the resource allocation model from submission to final approval. All funds represent Fund 10 (General Fund) dollars and should be spent in accordance with district purchasing and accounting regulations. If you have a green highlighted field on your allocation then that specific line item was moved out of your Fund 10 request and was funded using Lottery, Fund 17 proceeds. If you have a yellow highlighted field then on your allocation then that specific line item was moved out of your Fund 10 request and was funded using Measure G 2010 Bond Fund 41 proceeds. All dollars regardless of funding source will be entered into accounting system appropriately and will be reflected in the Districts 2012-2013 Adopted Budget. If you have questions regarding your departmental allocations please let me know and my office in conjunction with the Finance Committee Chair, Takeo Kubo, will help you in any way we can to help you understand the allocation process. Thank you for making sure that we are planning our yearly expenses appropriately using program reviews and ensuring compliance with the college’s integrated planning process. Your input, along with that or your faculty and staff had a great impact upon the success of the resource allocation process of the college.

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Annual Self-Evaluation of Standing Committees San Jose City College FINAL SAMPLE TEMPLATE  This template is provided by the Strategic Planning Committee to assist your committee in its annual self-evaluation process.  Your committee as a whole may discuss and complete one form, or may choose to prepare a consolidated form from individual members’ responses.  If the committee chooses to use a different form entirely, please be sure to assess at a minimum a) progress on your goals, b) your overall effectiveness, and c) alignment and integration with the College’s Strategic Plan and strategic planning process.  Please send a copy of the consolidated committee form (or, if the committee chose to use a different form, a summary of results) to the Strategic Planning Committee. Thank you for helping SJCC in the ongoing process of improving our effectiveness! Instructions: Committee Goals Section  Please enter each goal of your committee for this academic year in the space provided. (Space will expand as needed.)  For each goal, please mark with an “X” the box that best describes the alignment of that goal with SJCC’s Strategic Plan, and the box that best describes your committee’s achievement of that goal, using the scales shown.  Please explain in the Comments section at the bottom of the page if you mark Low Alignment or Made Little or No Progress for any Goal.  If you need space for additional goals, just copy and paste new lines into the table. Standing Committee Name: Academic Year:

Alignment of Goal with College Strategic Plan

Committee Goals

High Alignment

Moderate Alignment

Low Alignment

Achievement of Goal

Met Completely

Met Partially

Made Little or No Progress

Enter Goal #1: Enter Goal #2: Enter Goal #3: Enter Goal #4: Enter Goal #5: Enter Goal #6:

Instructions: Overall Committee Performance Section  In each listed area, please mark your committee’s performance using the scale shown. Please explain in the Comments section at the bottom of the page any mark in the Poor column.  Briefly answer the remaining questions, and add any other comments you wish. (Spaces will expand as needed.)

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San José City College Strategic Planning Committee Self-Evaluation, 2011–12 Overall Directions: Please think about the internal processes, external interactions, and work products or outcomes of this committee during 2011-12, and answer each of the following questions as objectively as you can. 1. Please circle the numeral under the choice that best describes how often this committee’s processes, interactions, and outcomes during 2011-12 reflected each of the following characteristics. If you have no opinion for a characteristic, leave that line blank. Characteristic

Almost always

Often

Sometimes

Seldom

Almost never

A. Collaborative (Sharing, inclusive, open to input, respectful of diverse opinions, characterized by meaningful dialogue) B. Transparent (Open, easy to understand, clearly defined, characterized by effective and meaningful communication with the College community) C. Evidence-based (Reliant upon relevant, accurate, complete, timely qualitative and/or quantitative information; not based solely on assertion, speculation, or anecdote) D. Effective (Working properly and productively toward the committee’s intended results) E. Efficient (Performing well with the least waste of time and effort; characterized by serving the committee’s specified purposes in the best possible manner) Sum of circled numbers in each column: Add up the column sums and enter total at right: Average: Divide the total of column sums by the number of entries you circled, and enter at right:

2. Please circle the numeral under the choice that best describes your agreement or disagreement with each of the following statements about your service on this committee overall this year:

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Strongly agree

Statement

Agree

Neither Agree nor Disagree

Disagree

Strongly disagree

A. I feel comfortable contributing ideas. B. My ideas are treated with respect, whether or not others agree with them. C. I have had sufficient opportunities to provide input into committee recommendations. Sum of circled numbers in each column: Add up the column sums and enter total at right: Average: Divide the total of column sums by the number of entries you circled, and enter at right:

3. For each listed aspect of committee work, please circle the numeral under the choice that best describes your committee’s performance using the scale shown. Please explain in the Comments section at the bottom of the survey any mark in the Poor column. If you have no opinion for or don’t know about an aspect, leave that line blank. Aspect

Excellent

Adequat e

Poor

A. Fulfillment of the committee’s charge B. Completion of items listed in the committee’s Action Plan B. Communication within the committee C. Communication to and from constituency groups D. Communication to and from the wider College community E. Training or mentoring for you as a committee member or co-chair F. Establishment of expectations, norms, or ground rules for committee members and co-chairs G. Adherence to expectations, norms, or ground rules by committee members and co-chairs I. Establishment of committee goals for next year J. Alignment of the committee’s work with District-level strategic planning Sum of circled numbers in each column:

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Add up the column sums and enter total at right: Average: Divide the total of column sums by the number of entries you circled, and enter at right:

4. Please write legibly this committee’s single most significant accomplishment this year: 5. Please write legibly up to three improvements most needed by this committee next year in its processes, interactions, outcomes, or other aspect of its work: 6. If you would like to make any additional comments about this committee’s work or effectiveness, please write them legibly in the space below. Attach another form if you need more space. Thank you!

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