integrated planning, program review and resource allocation handbook · 2014. 3. 11. · integrated...

INTEGRATED PLANNING AND RESOURCE ALLOCATION HANDBOOK

2012-2013 San Jose City College

Integrated Planning and Resource Allocation Handbook

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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

S A N J O S E C I T Y C O L L E G E

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. 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.

Charles and Romero

Charles Heimler

Academic Senate President

Dr. Romero Jalomo

Dean of Research, Planning

and Development


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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 ever-

changing 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

Key Performance Indicator: 2A: Increase the number of partnerships with business and industry each

year

2B: Enhance partnership with neighborhood associations

College Strategic Goal #3: Enhance Employee Development

Key Performance Indicator: 3A: 25% of all full-time faculty and staff will participate in training

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

Key Performance Indicator:

4A. 85% of the students who participate in multi-cultural

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

Key Performance Indicator: 5A. 85% of the participating faculty and staff will be satisfied with

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.

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.

Strategic Planning Model


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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 self-

study, 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 WHO BY WHEN Status

Establish a Strategic Planning Shared

Governance Group.

President/VPAA/Academic

Senate

March 1, 2012 Completed

Finalize plan/meeting dates for SP Group. President/VPAA/VPSA March 1, 2012 Completed


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Increase employee

awareness/understanding of strategic

planning.

President/Staff Dev

Committee Meeting/Fac Dev

Center/Managers

Ongoing Presentation at PDD –

March 23

Presentation at

Administrator Meeting –

March 28

Increase employee

awareness/understanding of strategic

planning.

President/Staff Dev

Committee Meeting/Fac Dev

Center/Managers

Ongoing Presentation at PDD –

March 23

Presentation at

Administrator Meeting –

March 28

Review and Revise Strategic Goals. President/Strategic Planning

Committee/Dr. Lee

April 13, 2012 Review and Finalize at

4/12 SPC meeting

Review and Revise Performance Indicators:

Simplify and align with Strategic Goals.

President/VPAA/VPSA/SP

Committee/ PUG/Dr. Lee

April 13, 2012 Review and Finalize at

4/12 SPC meeting –

Forward to Academic

Senate (4-17) and CPC (?)

for approval

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 Determine data sources

for all PIs.

Establish timeline for data

gathering.

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 Develop a suitable

assessment process.

Implement the first

iteration of that process to

establish baseline data.

Disseminate findings.

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 Determine best analysis

methods and presentation

format well ahead of time.

Review evaluation results, make

recommendations for operational

improvements and Strategic Plan

improvements, and draft revised Strategic

Plan accordingly.

President/SP Committee/Dr.

Lee

June 12, 2012 Hold Strategic Planning

Retreat to complete work.

Disseminate revised Strategic Plan (including

Strategic Goals and PIs) to campus

community.

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


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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 Determine nature and

content of workshop or

working session, and then

schedule accordingly.

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

May 18, 2012 Improvements must be

approved and in place for

the beginning of the

2012-13 cycles.

Conduct an evaluation of Campus

Technology Plan; make recommendations for

improvements.

IT Chair/VPAS/SP Committee May 4, 2012

SP Committee to review

alignment of process with

strategic planning

elements

Evaluate Facilities Committee’s processes;

make recommendations for improvements.

VPAA/VPAS/Facilities

Committee/SP Committee

May 4, 2012

Create Research/Planning Website. Celia/Barbara/Greg/Edwin/

PUG/ Dr. Hawley

April 20, 2012

Update and post current and accurate

improvements made by each area on

College’s website & web pages with current

postings.

President, VPAS, Web Master,

CTS

Begin Feb

2012 and

ongoing

Develop the oversight to

ensure that this is done at

least six times annually, if

not monthly.

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.

All VPs / Deans/Team Chairs Begin Feb

2012 and

ongoing

Use the same template,

which includes: Committee

Name, Recommendation,

Action Taken and by

Whom.

Disseminate resource allocation decision to

campus.

President/VPs End of May

2012

Map out planning activities for 2012-13. SP Committee June 12, 2012 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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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

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

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

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

Managers/Deans

Unit leads

Oct through Nov Draft Comprehensive Program Review

Meet with PRvC as needed

Confer with unit colleagues

Unit leads

December Final drafts of Program Reviews are due to

Deans/Managers

Drafts forwarded to PRvC

Unit leads

Deans/Managers

Prog Rev Committee

Dec through Feb PRvC vets Comp Prog Reviews

After revisions, Comp Prog Rev are forwarded to

Finance Committee if requests being made

Prog Rev Committee

Deans/Managers/

Finance Committee

January Annual Program Review self-study team formed

Managers/Deans and Unit

leads

Feb through Mar Data and information reviewed for Annual Prog Rev

PRvC available as resource

Finance Committee holds Budget Hearings

Unit leads

Prog Rev Committee

Finance Committee

Deans/Managers

May Annual Program Reviews due to Deans/Managers

Evaluations of the processes by the pertinent standing

committees

Unit leads

Deans/Managers

Prog Rev Committee

Strategic Planning,

Finance, SLO, PRvC, and

CPC

Summer PRvC reviews Annual Prog Reviews and sends

comments

Prepare for next academic year

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, evidence-

based, 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 five-

point 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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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:





Goal:

Objective:

Person Responsible:





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:


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

Photography $700 0 0

ECE $1,200 0 0


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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 Achievement of Goal

Committee Goals High

Alignment

Moderate

Alignment

Low

Alignment

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

Some-

times 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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Statement Strongly

agree 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.



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



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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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