STRATEGIC PLAN AND BUDGETING: Criterion 5, Core Component 5.C

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1 STRATEGIC PLAN AND BUDGETING: Criterion 5, Core Component 5.C David Bea, Executive Vice Chancellor for Finance and Administration and Nicola Richmond, Assistant Vice Chancellor for Institutional Research, Planning and Effectiveness

2 College Plan Strategic Planning & Budgeting Background Prior to 2014, the College used the College Plan process to document areas of focus for the institution No key performance indicators to monitor progress Strategic Plan Provides overarching directions for the College Supported by: Senior Administrator Goals and Plans (in ) Operational Plans (piloted in , full implementation in )

3 Strategic Planning & Budgeting Improvements Alignment between the Strategic Plan and mission fulfillment has been reviewed Key Performance Indicators for the Strategic Plan have been identified Identified by the Strategic Planning Committee Drawn from the mission fulfillment framework, where possible Strategic Planning Committee Budget Subcommittee Charter December 2014 Budget Criteria April 2015

4 Strategic Planning & Budgeting Effectiveness Budget Criteria used to determine applicability of funding requests: 21 st Century Classrooms Hiring Justifications Strategic Initiative Requests Key Performance Indicators (KPIs) to monitor progress Adoption of a college-wide effectiveness process that is aligned with operational planning

5 Strategic Planning & Budgeting - Continuous Improvement Mission KPIs provide an accountability structure for the College which is directly linked with planning Moving to a revised strategic planning process for the development of the Strategic Plan: Stronger links to stakeholder groups Aligned with the mission fulfillment framework Utilizing a planning approach from the Society of College and University Planning Through operational plans, each operational unit at the College aligns to support the mission and strategic directions

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7 REDESIGN OF DEVELOPMENTAL EDUCATION: Criterion 3, Core Component 3.D Jeff Thies Executive Director of Developmental Education

8 History of the Problem Comprehensive Visit Report - October, 2010 Based on analysis of data, the institution would benefit by aligning initiatives and activities with targeted discipline cohorts, rather than implementing a list of broad-based projects. The College needs to accelerate steps toward a solution to these challenges. Assurance Section p. 19 To its credit, the institution has collected data about Student Learning Outcomes and course completion in Developmental Education. Over the last ten years, the institution has taken a number of planning steps and implemented pilot projects at certain campuses to address some of the concerns of the team. It s evident that the institution has now made Developmental Education a priority based on plans outlined in the College Plan. Perhaps a good first step for the Developmental Education Retention Committee is to develop a vision, mission, and philosophy for Developmental Education that is aligned with the institutional vision and mission. Advancement Section p.5

9 History of the Problem Comprehensive Evaluation Report - September, 2014 The HLC team was appreciative of the extensive array of support for student learning and teaching at PCC; however, because of the recent restructuring of developmental education with a director still to be hired, the HLC team believes that PCC meets criterion 3D with concerns. The team also encourages PCC to be more proactive with the Pima County adults who need to be served through adult education. Failure to implement the necessary changes to support developmental education would affect PCC s ability to meet the needs of many of their students and could put at risk their continued ability to meet the criteria. IV. Fulfillment of the Criteria for Accreditation p.28 The team is recommending a focused visit report to occur no later than March 31, 2016 to review the following:... (8) Progress to date of the Developmental Education Redesign Committee, including evidence of its effectiveness and outcomes resulting from it, as well as the allocation of sufficient resources to Developmental Education to serve the student population (Criterion 3: D) V. Team Recommendation p. 46

10 Changes Made in Response to HLC Redesign Committee provided a list of Recommendations (11/01/2014) Hired Executive Director of Developmental Education (Start Date in March, 2015) Hired 4 Provisional Faculty for Developmental Education ( ) Two in Mathematics (Downtown and West) One in Reading (Desert Vista) and one in Writing (Desert Vista) Wrapped BP on DevEd into Curriculum BP (April, 2015) Restructuring has led to the creation of drafts of a new Developmental Education BP and three APs

11 Redesign Recommendations Council and Campus Teams were created Mission, Vision, Goals and KPIs were created Planning and Implementing: IRPE partnership Academic Early Alert Non-credit Learning Opportunities Multiple Measures Placement Pre Placement Tutorial Alternative pathway for lowest level Maintain consistent quality tutoring Curriculum modifications Recognition of completion of Developmental Education Class size Partnerships with other Educational Institutions Professional Development Second W/F intervention (Attributional Retraining) Structure Learning Assistance (SI) NADE Accreditation

12 Effectiveness and Performance Outcomes of Changes Enrollment in Developmental Education Enrollment in Developmental Education Courses (MAT, REA, WRT) increased for first time in 5 years in Fall 2015 MAT 089 Success rate fluctuates between 42% (Fall) and 36% (Spring) from Fall Spring 2015 MAT 123 Success rate fluctuates between 42% (Fall) and 52% (Spring) from Fall Spring 2015 WRT 101S Success rates in WRT101S significantly eclipse the success rates when compared to a two semester sequence (WRT100+ WRT101)

13 Plans for Continuous Improvement Executive Director -> Dean Moving Campuses as part of Reorganization Unit Plan (pdf) Provisional Faculty Faculty Evaluations Council Program Goals, Baseline Data, and KPI s (pdf) Restructuring Campus Teams Unit Plans (Examples: Desert Vista and Downtown, pdf)

14 Plans for Continuous Improvement Initiatives Placement (Connect) Pre Placement, Placement Tool, Multiple Measures Support (Connect and Continue) Non Credit Learning Opportunities, Targeted Tutoring, Academic Early Alert, Tutor Linked Courses Curriculum (Continue) Prerequisites, Pathways, Contextualized Professional Development Local, Regional, National

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16 COMPLAINTS AND GRIEVANCES: Criterion 2, Core Component 2.A

17 Historical Context The College was not providing clear information regarding receiving complaints and grievances from students and other constituencies, responding timely, or conducting analysis of complaints and grievances to improve processes. The Grievance Ad Hoc Working Group (GAHWG) (February 2013) and the Complaints and Grievances Oversight Team (CGOT) (June 2013) convened to address weaknesses and recommendations made with regard to student, employee, and community complaints and grievances. CGOT recommended the creation of an independent complaints and grievances office that would serve as a central repository for complaints from all constituencies, triage complaints and grievances from a central location, and provide centralized investigatory expertise. The plan was approved for implementation by Chancellor Lambert on February 7, The Office of Dispute Resolution was created in July 2014.

18 Office of Dispute Resolution The mission of the Office of Dispute Resolution (ODR) is to provide fair, consistent and objective management of complaint and grievance processes at PCC to ensure a professional environment that supports student success.

19 Effectiveness and Outcomes The office will provide timely acknowledgement to complaints/concerns to ensure concerned persons are aware the office is acting on the matter. Goal to acknowledge within one business day The office will provide fair, objective, and thorough investigations into allegations of non-criminal misconduct of employees in a timely manner. Goal to complete investigation within 14 days Goal 80% or better believe they had opportunity to present their side Goal 80% or better believe ODR handled matter objectively and fairly The office will ensure resolution of complaints/concerns by direct action or referral to appropriate resources that can address the matter. Goal 90% or better believe matter was resolved to their satisfaction

20 Continuous Improvement Internal Adjustments Refining classification of issues Refining survey instrument Improving communication with constituents Changing Trends Communication Supervision

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22 NEW POLICIES, PROCESSES, PROCEDURES: Criterion 2, Core Component 2.A; Criterion 5, Core Components 5.A, and 5.B Jeff Silvyn, College General Counsel

23 Development of Policies, Procedures, and Processes April 16, 2013 HLC notice of probation identified lack of policy review and updates; inconsistent application Board completed update of bylaws Dec College and Board updated all Board policies by Feb. 2015; tracking March 9, 2015 HLC placed PCC on Notice Provide evidence of effectiveness of policies, procedures and processes (Core components 2A, 5A, 5B) Outcomes of All College Council, Finance & Audit, HR Committee

24 2A- Operate with integrity; follow policies to promote fair and ethical behavior Simplify policy and procedure structure Transition Regs and SPGs to APs; tracking HR hiring process AP Contracts revision to purchasing processes in draft Build in checks and balances Finance and Audit Committee (community members) Published charter; open meetings; post materials Works directly with auditors Recommendations directly to Board HR Advisory Committee (community members) Purpose statement charter Recommended indicators adopted Open meetings; post materials

25 2A cont d Concern/complaint resolution Office of Dispute Resolution, tracking and reporting Grievance process revisions implemented Board bylaws on complaints revised Dec Regular review cycle Connection to key performance indicators

26 5A Financial and Human Resources support programs adequately Adoption of unit planning process Coordination of planning and budget processes Comprehensive master planning under way Review and update of qualifications in key areas (i.e. advising, faculty certification) Training supervisor training program; focused training

27 5B Governance promotes Effective Leadership and Board reports calendar Collaboration Process for BP and AP development requires input from those affected and governance bodies (BP 1.01; AP &.02); record of input Task forces in key areas (i.e. advising, developmental ed, etc.) have diverse membership Faculty Senate statement of commitment; plan for charter update

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29 SYLLABI REVIEW AND STANDARDIZATION: Criterion 3, Core Component 3.A Kate Schmidt, Director of Provost Office and College Initiatives

30 Syllabus - History From HLC notification letter: evidence of a process for reviewing syllabi to ensure that all of them have proper and specific learning goals (Core Component 3.A): No standardized syllabi template, resources existed but varied from campus to campus No standardized process for checking syllabi and ensuring syllabi contained correct Student Learning Outcomes

31 Syllabus Changes Fall 2015 A standard syllabus template was developed, mandated and the Provost s Office for each course. These were posted for faculty use on MyPima A process by which the administrative supervisor checked each submitted syllabi, was implemented The template had some technical issues and was unpopular with faculty for both its restrictive nature and its difficulty of use

32 Syllabus - Changes Spring 2016 Syllabus Work Group recommended to Provost that faculty be offered a choice to use either the syllabus template, as provided, or a checklist that had all the required elements. This was approved and implemented for Spring A centralized archive was developed to collect and store all syllabi from across the College

33 Syllabus - Outcomes Syllabus archive was created and is now populated with 2500 syllabi from Spring 2016 Spot check revealed a few missing or incorrect SLOs. We are now in process of pulling a statistically significant sample, and developing interventions, as appropriate

34 Syllabus - Continuous Improvement Fall 2016 Provost has given a charge to Syllabus Work Group to develop one standard system (not template & checklist), with recommendations to her by October 2016 for a Spring 2017 implementation Syllabus Review & Storage: Mechanisms and Processes document is being updated to include a review of the archive each semester. Those results will be taken to Work Group to develop metrics and interventions.