general template for psr - chaffey.edu inst support psr fa 15... · responses for the dean of...

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GENERAL TEMPLATE FOR PSR

PROGRAM OVERVIEW PAGE (ALL REVIEW TYPES): Program Title: Dean, Instructional Support Program Code: 6023 Review Type: ☐ Instructional (programs that have curriculum) ☒ Administrative (programs that have no curriculum and do not provide direct

support to students (examples: dean’s offices, VP’s offices, M&O, Litho))

☐ Student Support (programs that provide direct student support (examples: counseling, A&R, success centers, library))

Programs may meet the criteria for more than one review type. Multiple review types can be selected. Complete pages that are applicable to the review type(s) selected. Does this review contain any career technical education (occupational) programs or does the program have an advisory committee? ☐ Yes ☒ No All career technical education programs or any other program that has an active advisory committee should choose yes. External Regulations? ☒ Yes ☐ No External regulations apply to areas with outside accrediting agencies. Chaffey College Mission Statement: Chaffey College improves lives within the diverse communities it serves through equal access to quality occupational, transfer, general education, and foundation programs in a learning-centered environment where student success is highly valued, supported, and assessed. Please describe how your program supports the college's mission: The Office of Instructional Support encompasses a number of functions that both broadly and specifically influence student success including the Library/Cybraries, the Success Centers, the Faculty Success Center, Classified Success Network, Distance Education, Professional Development, curriculum, student learning outcomes, Chaffey's Title V and Basic Skills grants, Fast Track, Enrollment and Success Management, and Weekend and Fast Track programs. Some of these programs, like the Success Centers, Supplemental Instruction, and the Library/Cybraries, directly connect to the support of classroom instruction. This support requires high levels of coordination and cooperation in order to effectively address the diverse needs of both students and faculty. All of these programs already address the standards of evaluation through their own Program Review processes. Other programs or efforts like Professional Development, Distance Education, Title V Grant activities, Enrollment and Success Management, and College Planning Council have more indirect relationships to student learning. However, the policies and products of these efforts profoundly impact student behavior and student engagement with the college. All of the programs within Instructional Support provide students with

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unique learning opportunities that can be modified or diversified to meet the needs of the learner. For instance, Fast Track, which is governed by the Office of Instructional Support, is a uniquely structured learning delivery that supports the needs of learners who are able to accelerate their progress on goal. Additionally, research from the IR Office indicates that a significant number of students thrive in the highly structured environment of a Fast Track class. Additionally, the implementation of the 3 year scheduling plan addresses the mission of the college to be "learning centered" in that it helps to give both counselors and students the tools they need to ensure that students complete their goals. Philosophically and operationally, the Office of Instructional Support provides a bridge to the infrastructure that students, faculty, and staff need to be successful. The Program and Services Review responses for the Dean of Instructional Support will specifically address the goals and activities of the following areas, as they are not already addressed in other PSR processes: Title V and Basic Skills grants, Fast Track, Student Learning Outcomes, and Title 5 compliance and curriculum. PROGRAM DATA PAGE (INSTRUCTIONAL REVIEWS ONLY): Data will be provided as a separate document. Enrollment Given the data, what changes can be identified in enrollment patterns? Identify and explain important trends and implications. N/A

Retention Given the data, what changes can be identified in retention patterns? Identify and explain important trends and implications. N/A

Success Given the data, what changes can be identified in success patterns? Identify and explain important trends and implications. N/A

For each of these questions, programs should review the data supplied and consider what the data shows about their program. What changes can be identified and what are possible reasons for those changes? How will the program address changes? DEGREE/CERTIFICATE DATA PAGE (INSTRUCTIONAL REVIEWS ONLY): Data will be provided as a separate document.

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Given the data, is the number of majors and certificates what you would expect? Please comment. Has the number of majors and certificates increased or decreased over time? Why? Are there any plans to make changes to this program? N/A

Programs should review the degree/certificate data and consider what the data shows about their program. Are there low numbers of degree/certificate earners? Why? If numbers have increased or decreased over time, what are possible reasons for that? If changes are planned, what are the changes addressing – updated curriculum, changes in labor markets, etc? STUDENT LEARNING OUTCOMES PAGE (INSTRUCTIONAL AND STUDENT SUPPORT REVIEWS): This is the opportunity for your area to discuss/review your program’s learning outcomes. If at any point in this process you need help contact the SLO Facilitator. Copy and paste your most recent program SLOs into this first box. Please number your SLOs. Outcome Statements N/A

Where will you find your Program Learning Outcomes? INSTRUCTIONAL PROGRAMS: Find your program SLOs on the curriculum side of Curricunet at www.curricunet.com/chaffey; look down the left side of our Curricunet homepage and do a program search; once on the program page, look in the upper right portion of the screen for the “Program Checklist” and click on Program SLOs. Feel free to update your program SLOs at this time. Do not erase old program SLOs – keep them for historical purposes. Remember, we need 3-5 program SLOs per program and certificate. Also, please look for the SLO preparation for PSR Sheet created for you by the SLO Facilitator. This document will contain useful information for you as you complete this PSR SLO page. This should be sent to you via email mid-September. STUDENT SERVICES PROGRAMS: Find your program outcomes in one of several areas:

• from the Chaffey SLO page www.chaffey.edu/slo; click on tab for program evidence; locate your program alphabetically; look for the link to the 2009 PSR and click to open; OR

• From your 2010 PSR located on www.curricunet.com/chaffey_reviews; OR • That white three ring binder that might still be floating around; OR • Start anew and create fresh program learning outcomes. • Please remember, we need 3-5 program SLOs per program and certificate, or student

service. Also, please look for the SLO preparation for PSR Sheet created for you by the SLO Facilitator. This document will contain useful information for you as you complete this PSR SLO page. This should be sent to you via email mid-September.

http://www.curricunet.com/chaffey

http://www.chaffey.edu/slo

http://www.curricunet.com/chaffey_reviews

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The second question asks you to make some conclusions about your program health based on evidence you have collected during learning outcome assessments. Take a minute to review all assessment data you have collected. How does your assessment evidence speak to your program health? N/A

INSTRUCTIONAL PROGRAMS: This is your opportunity to discuss your assessment format and why you went with that particular type of assessment. Find your course level assessment and make inferences to what that evidence means regarding your program learning outcomes. Where do you find course SLO evidence?

• Course level SLO evidence is kept on the curriculum side of Curricunet (www.curricunet.com/chaffey); click on the pencil icon; select learning outcomes from the course checklist located in the upper right corner of that screen; OR

• You may keep some of your SLO course assessment in those white binders that might still be floating around

STUDENT SERVICES PROGRAMS: This is your opportunity to discuss your assessment format and why you went with that particular type of assessment. Make some inferences to what your assessment evidence means regarding your program learning outcomes. Where do you find your evidence?

• That white three ring binder that may still be floating around was created as your main repository of evidence; OR

• Institutional Research has done a terrific job of analyzing and writing up much of the learning outcome activity which has occurred in student services. Please check their learning outcomes websites at http://www.chaffey.edu/research/slo_resources.htm

In addition to checking your specific assessment evidence, the following checklist is provided for both instructional and student services to help jump start your thoughts in terms of closing loops in relation to your program health. Check all that might apply and see if you can make any inferences regarding your program health: ☐ Modify your syllabus to spend more or less time covering a particular concept/topic ☐ Modify the Course Outline of Record for the course ☐ Modify the Course Outline of Record for the entire program of study ☐ Establish Pre-requisites or co-requisites ☐ Eliminate pre-requisites or co-requisites ☐ Add new material/topics/content ☐ Engage in professional reading in your field to check trends ☐ Engage in other professional development activities related to your teaching style ☐ Employ new technologies in your classroom ☐ Re-write your course SLOs ☐ Re-write your program SLOs ☐ Re-considered the effectiveness of your assessment tool ☐ Changed your assessment tool

http://www.curricunet.com/chaffey

http://www.chaffey.edu/research/slo_resources.htm

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☐ Sought student input into the SLO process ☐ Modified your program review ☐ Requested additional faculty or staff ☐ Requested technology ☐ Spent more time thinking and discussing “student success” with your colleagues ☐ Reviewed results and decided to assess in the same manner again ☐ Employed elements of Hope Theory ☐ Other The third questions asks you for your thoughts regarding any discoveries you may have made as a result of this assessment evidence and reflection in regards to a need for materials, equipment, staffing, more course/sections. This is where you begin to make your case for requests of resources. You will be requested to refer back to this box in the Visionary Improvement Plan section of PSR. Has any of your assessment evidence resulted in discovering a need for materials, staffing, more course/ sections? Please explain. N/A

Instructional programs will be required to attach their Chronological Assessment Plan (CAP), Core Competency Matrix, and Curriculum Map. Student Support programs will be required to attach their Chronological Assessment Plan (CAP) and Core Competency Matrix. CURRICULUM UPDATE PAGE (INSTRUCTIONAL REVIEWS ONLY): Data will be provided as a separate document. Courses should be updated every six years; courses with dates in red have not been updated in the six year window. Use the data to answer the following questions: Courses should be updated every six years; if course updates are due, please describe your plan and timeline for updating courses: N/A

If your discipline has no program of study: Why is there no program of study associated with these courses? What is the rationale for continuing these courses without a program of study? N/A

What steps has your program taken to proactively respond to changing and emerging student and community needs? ☐ Advisory Committees

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☐ Needs Assessments/Labor Market Studies ☐ Demographic Trends ☐ Develop New Courses/Programs ☐ Other Briefly explain: N/A

ADVISORY COMMITTEE INFORMATION PAGE (IF APPLICABLE TO YOUR PROGRAM): Describe the advisory board membership, how often it meets, its role and involvement with the program, and how the program responds to advisory board recommendations. N/A

Programs will need to send minutes of advisory committee meetings since the last program review with the template. Instructional programs will also need to include a needs assessment, which will be supplied by Institutional Research. EXTERNAL REGULATIONS PAGE (IF APPLICABLE TO YOUR PROGRAM): Programs will need to provide the following information (more than one external agency can be added within the same field if needed):

1. Name of external agency a. When agency last reviewed program b. What recommendations were made c. Were there any budgetary or institutional impacts from the recommendations d. Were the recommendations addressed; comment on status if needed e. When will the next review occur (if known)

The college’s inmate education program through CIW does depend upon regulatory compliance with the California Department of Corrections and Rehabilitation. All staff working in CIW or with inmate students are required to attend training offered through CDCR and comply with all regulatory statutes for volunteers. These trainings occur annually and are ongoing. The college works in tandem to assure that the appropriate materials and environment are provided in CIW while also complying with the laws that govern a correctional facility. There is no economic impact related to these compliance measures. ADMINISTRATIVE PROGRAM INFORMATION PAGE (ADMINISTRATIVE PROGRAMS ONLY) How does your program improve, expand or support the operations of the college? How does the program evaluate its effectiveness?

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The Office of the Dean of Instructional Support is charged with the effective management of a number of campus-wide initiatives and efforts. The continuous evolution of those initiatives and their expansion is certainly one measure of effectiveness. The extent to which departments collaborate to accomplish various goals is also a measure of effectiveness. For instance, Chaffey’s Curriculum Office, supervised by the School of Instructional Support, currently leads the state in the aggregate number of Associate Degrees for Transfer. This requires the collaboration of the Curriculum Chair and staff with faculty stakeholders, as well as the management of the approval process in order to assure that programs are submitted and approved by the Chancellor’s Office in a timely way. Additionally, academic support services have been expanded for all students at all locations to ensure that as the college grows, students also have access to tutoring, Success Center requirements, and Supplemental Instruction. An example of such growth is attached and illustrates the coordinated efforts to provide students with access. Fast Track is another program that has experienced program growth, now approximately 25% of total college offerings, and has a well-documented history of success. That research is also attached. Further, the Office of the Dean of Instructional Support supervises efforts to expand, improve, and coordinate professional learning activities. Within the last period of PSR, the Office of the Dean has supported the development of the Classified Success Network designed to provide professional learning to classified employees so that they can be at their best to serve both students and colleagues. Finally, student learning outcomes are an ongoing initiative requiring collaboration between management and faculty. Through coordinated efforts with the SLO Facilitator’s leadership and the Office of the Dean, student learning outcomes continue to be an integral part of the PSR process, and faculty continue to improve their efforts to assess and respond to the results of assessment. In summary, the effectiveness of the Office of the Dean of Instructional Support is measured by program growth and increased access, program improvement, and institutional analysis. Describe staff functions and services in relation to day-to-day activities. The staff of the Dean's Office of Instructional Support is deeply engaged in the efforts described above, providing professional development for others when new tools are developed and coordinating with all areas on campus. More than any other dean's office on campus, the staff of the Dean of Instructional Support must effectively interface with every other department on campus, including Maintenance, IT, and Accounting Services, on a regular basis. Such activity requires a philosophy that is service-oriented and committed to the global goals of the college, not just the local interests of the School of Instructional Support. The staff all engage in activities that support innovation, sometimes funded through grant opportunities, as well as the tracking, documentation, and evaluation of those efforts. Grants generally require a high level of accountability and reporting, and the staff support the efforts to provide state and federal stakeholders in this regard. Additionally, because the Office of Instructional Support hires so many hourly employees, primarily apprentices, managing the hiring and processing of over 400 support staffers is a considerable undertaking requiring a finely-tuned system and attention to detail. STUDENT SUPPORT PAGES (STUDENT SUPPORT PROGRAMS ONLY) Please note not every student support area provides all of the services below. Complete what is applicable to your area. Access: How do the services you provide to students facilitate access to learning? How do the services introduce students to the college?

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What service was provided? How many students received this service? Method of

Measurement 12-13 13-14 14-15 To add more rows to table above, use the Tab key. Support: How do the services you provide to students support student learning? How do the services support students while attending the college?


Measurement 12-13 13-14 14-15 To add more rows to table above, use the Tab key. Other: How do the services you provide to students promote transfer, completion, and/or future success? How do the services help students move on from the college?


Measurement 12-13 13-14 14-15 To add more rows to table above, use the Tab key. PROFESSIONAL DEVLEOPMENT PAGE (ALL REVIEWTYPES) List recent departmental professional development activities connected to student learning. Flex activities Student Learning Outcomes, DE Showcase, Hope and Mindset Training,

Using Language, Soft Chalk, Voice Thread, CIW Orientation Workshops/ courses taken Soft Chalk, Interest-Based Bargaining, Handling Emotionally Charged

Situations, Excel 2010, Chaffey 101, Excel Series: Pivot Table, Emotional Intelligence, Google Calendar and Drive, Stress Management, Climate Survey, Powerpoint 2010, Adobe Acrobat: Creating Fillable Forms, Archiving Emails, Datatel: Working with Budgets and Requisitions, Basic

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Business Writing Tips, Conferences/ training Strengthening Student Success, Leading from the Middle, Student Support

ReDefined, Accreditation, Adaptive Learning, Prison University Project, Chief Instructional Officer Conference, Unique Populations Conference

Other RP Group Board Member Programs should include flex activities, workshops, courses taken, conferences, trainings, or any other activities related to student learning or, for non-instructional areas, their department. Two years of information is sufficient and for faculty, only full-time faculty should be included. Discuss departmental engagement on campus in connection to student learning. Governance Committees Enrollment and Success Management, Tree Committee, Classified

Senate, College Planning Council, Accreditation Oversight Committee, Labor Management, Academic Issues Group, CSEA, Professional Development, Classified Success Network, Faculty Success Center Advisory Committee, Curriculum Committee

Other college-related committees

Hiring Committees, Negotiations, Accreditation Writing Team

Other campus participation Programs should include all committee participation or any other campus activities related to student learning, or for non-instructional areas, their department. How does your program benefit from participation in these activities? How do the activities support student learning (or for non-instructional areas, your department)? How was information shared within the department? Since Instructional Support provides a bridge and a connection point among and within so many programs, the participation of the Dean and the staff in the Dean's Office is critical to ensuring effective communication and the dissemination of information among stakeholders. Information is shared in School Meetings and Department Meetings, as well as through email updates, retreats, and print media.

Dean, Inst. Support Prior Year Goals 1

VIP GOAL RESULTS TEMPLATE Three Year Goal: Modify the 3 Year Scheduling Plan to make it more user-friendly for stakeholders, including coordinators, deans, students, and counselors. The three year plan is an impotant aspect of the Completion Agenda in that it supports the development of a useful educational plan; however, the document is currently a bit unwieldy and difficult to read. To which Educational Vision and/or Strategic Goal does this apply? a. Improving pathway identifications by students a. Monitoring progress on goal with intrusive action during key momentum points b. Facilitating completion points Year One Steps to Success The three year plan has just been published in the fall of 2012. Now that it is available, feedback needs to be collected from users and some exploration of other ways to present the material can begin. Year One Assessment Over the next year, the Dean's Office will gather information from the primary users--deans, coordinators, counselors, and students--to determine how much the tool was used and the limits to its effectiveness. Year Two Steps to Success The Dean's Office will explore various options about ways that the 3 year plan can be delivered and used, based on the feedback from the users. Year Two Assessment The satisfaction of the users is the primary measurement of the effectiveness of the plan. If it is being used and it contributes to planning effectiveness, which can be determined through a user's group, then it can be deemed successful. Was this goal accomplished? Yes, this goal was accomplished. The staff and dean established a system by which students and counselors can review the 3 Year Plan by choosing just one course and its future planning. From a drop down menu, the course is selected and the spreadsheet sliced to just display the pertinent information for just that course. Please explain: Because the 3 Year Plan fosters important departmental dialogue and planning efforts it has been embraced by the campus community. The tool is currently being managed by the Office of the Vice President of Instruction and Institutional Effectiveness and continues to be an essential component of the scheduling process.


How were the results used? If the goal was not accomplished will your program reassess or change the goal? The results indicate the importance of planning but also the need to retain flexibility to manage changes in the budget. The 3 Year Plan works well, in part, because it publishes minimum commitments to students, which makes their journeys more transparent and obtainable. Three Year Goal: Develop a comprehensive plan for Fast Track offerings and models for students and counselors so that they are better able to use Fast Track offerings to meet their goals. Given the almost uniformly postive results from Fast Track offerings, the college has committed to the expansion of the program, and by fall of 2014, the college will be offering approximately 300 sections per term; as a result,it is important that these offerings be mindfully planned. To which Educational Vision and/or Strategic Goal does this apply? a. Improving pathway identifications by students c. Developing enrollment procedures that structure successful student behavior and decision making c. Providing instruction in delivery modalities that foster completion d. Developing sustained engagement strategies b. Facilitating completion points 1. Student Success through Teaching and Learning Year One Steps to Success From previous semesters, the college has already gathered a significant data set to help determine the effectiveness of Fast Track offerings; however, discussions about the cohesiveness and diversity of offerings is relatively new. The Fast Track Task Force is beginning conversation about different ways that offerings could be "packaged," and as the college plans for growth in this area, the Fast Track Task Force can be invited to make recommendations about ways to strategically grow and provide options to students. Year One Assessment Using the data from the Fast Track offerings thus far, the Dean's Office, in conjunction with IR and the Fast Track Task Force, can evaluate the past effectiveness and identify gaps in current offerings that would support transfer, skill-building, or degree/certificate obtainment. Year Two Steps to Success This information can be presented to the deans and coordinators for review and input in order to grow offerings more mindfully. Year Two Assessment The measure of effectiveness will be the identification and publication of multiple pathways within the Fast Track sequences. Students' successful enrollments and increases in success and completions are also significant metrics to use in service of this goal.


Was this goal accomplished? This goal was achieved in terms of the numbers of offerings but not in terms of the comprehensiveness of the scheduling.

Please explain: The college has achieved a high level of student success with Fast Track, and the deans have been able to achieve approximately 25% of offerings in the Fast Track model. Additionally, students at Rancho can meet the entire CSU certificate using Fast Track. At Chino and Fontana, however, that is not the case. Space issues, especially as it relates to labs, have been obstacles to expansion in those sites. How were the results used? If the goal was not accomplished will your program reassess or change the goal? The goal is still part of the scheduling dialogue, and Distance Education is becoming part of the solution with additional Fast Track options in hybrid formats. Additionally, science faculty have been communicating with the DE Committee about implementing a hybrid science lab course, which would help to address the absence of many lab options in Fast Track. Three Year Goal: Institutionalize Title V Grant efforts. The college's Title V Grant efforts are currently funded through 2016. For the next two years, the Dean's Office, as the responsible officer for the Title V Grant, needs to develop a realistic proposal for the continuation of the three efforts tied to the Title V Grant; those efforts include supplemental instruction, the Faculty Success Center, and the Success Guides in the Success Centers. To which Educational Vision and/or Strategic Goal does this apply? b. Connecting students to necessary resources and pre-enrollment processes a. Improving pathway identifications by students b. Establishing students’ relationship with the college d. Connecting students to support services a. Providing intrusive academic support in key areas c. Providing instruction in delivery modalities that foster completion d. Developing sustained engagement strategies b. Facilitating completion points 1. Student Success through Teaching and Learning 6. Learning Support and Fiscal Stability Year One Steps to Success Next year, the Dean's Office needs to prepare a comprehensive proposal about the needed resources and rationale regarding the three efforts associated with the Title V Grant. Year One Assessment


Success of the initial aspect of the goal will be measured by the comprehensiveness of the proposal, which will include IR data currently being reported to the Department of Education. All of the principle stakeholders will need to be involve in the development of these proposals. Year Two Steps to Success In year two, the proposals will need to vetted, reviewed, and evaluated by the stakeholders. Ultimately, any work products will need to be submitted to the executive team for review and evaluation before implementation could occur. Year Two Assessment If the college is able to adopt fiscal, educational, and organizational responsibility for these programs, these efforts will have been successful. Was this goal accomplished? Yes, this goal was accomplished.

Please explain: Chaffey’s Title V Grant featured three primary goals: the advancement of professional learning for faculty that improves student success, the implementation of more goal-related support through the Success Guides, and the expansion of Supplemental Instruction. All three of these initiatives have been institutionalized through district and categorical funding and continue to flourish and develop. The Faculty Success Center is now supported through a district-funded faculty position that is outlined in the Faculty Contract. While the activity is still funded through the Basic Skills Grant, proposals are still being considered to shift those to district funds. The Success Guides began in the Success Centers, but when the demands of SSSP legislation went into effect in 2014, the GPS Centers were initiated, and they are now funded through SSSP and Student Services. Finally, the Supplemental Instruction efforts continue to grow, and because they have been documented as a significant part of the college’s Equity efforts, the college has funded over 100 sections of SI and the hiring of a temporary full-time faculty member to lead the initiative. The college is also exploring ways that additional study group rooms can be added to the Library in order to further support expansion. How were the results used? If the goal was not accomplished will your program reassess or change the goal? The goals of the Title V Grant were met as it expired. The shift of those projects to institutionalized structures demonstrated the planning necessary to ensure that efforts continue.

Three Year Goal: Publish recommended program pathways for students. Currently the Catalog includes the information for the Program of Study as well as the student learning outcomes for the program; this effort would add additional recommendations about the order of courses with the intent of improving course-taking decisions and improving completions.


To which Educational Vision and/or Strategic Goal does this apply? a. Improving pathway identifications by students b. Establishing students’ relationship with the college c. Developing enrollment procedures that structure successful student behavior and decision making b. Requiring students to define academic, occupational, and career goals a. Monitoring progress on goal with intrusive action during key momentum points 1. Student Success through Teaching and Learning Year One Steps to Success In year one, the Dean's Office will work with the coordinators and deans to establish the viability of this idea and explore formats for its dissemination. Year One Assessment The measurement of success for this idea is in the endorsement of stakeholder groups to advance the idea and the capacity of the Dean's Office to work with the coordinator and deans to provide pathway recommendations in a timely way. Year Two Steps to Success In year two, once the it is determined if the idea has merit and the recommended pathways have been identified, then the Dean's Office can begin to explore ways to disseminate the information: through counseling, the college Web page, separate publications, major sheets etc. Year Two Assessment Like the Three Year Planning Tool, the measurement of success is in the capacity of this information to be used. That information can be gleaned from users once the information is disseminated either through user groups, surveys, or informal discussion. Was this goal accomplished? No, this goal was not accomplished.

Please explain: After this goal was established, Student Services embarked upon an effort to do something similar with the Student Planning Tool. However, the Student Planning Tool, which replaced E-Advising, only allows programs to “load” core requirements. It does not manage any required areas that have course choices. As a result, this goal was delayed. It was initiated again at the 09/09/15 Curriculum Committee Meeting, and there was general openness to the idea of publishing a preferred pathway. How were the results used? If the goal was not accomplished will your program reassess or change the goal? The implementation of this particular goal would have distracted from the necessary work on Student Planning, and so the timing has been recalibrated to a more appropriate time.


Three Year Goal: Coordinate efforts to connect the Scheduling Tool with schedule-building in Colleague. For the past two years, the college has engaged in a robust annual scheduling process using the Scheduling Tool spreadsheet, which was implemented by the Dean's Office. The tool ensures more accurate projections of both FTES and costs. The tool, however, creates some additional work for the administrative assistants, and the Office of Instructional Support has been working with IT to determine the possibility of using the Scheduling Tool as the basis of section scheduling. To which Educational Vision and/or Strategic Goal does this apply? b. Connecting students to necessary resources and pre-enrollment processes 4. Improve the Infrastructure and Physical Learning Environment Year One Steps to Success This goal is currently in process. The actions being taken now include continuous meetings with IT to test and refine the systems and their compatibility. Year One Assessment The measurement of success is in Colleague's capacity to accept the data from the tool and the level of redundancy that can be reduced once the systems are integrated. The administrative assistants will also be able to give feedback about the effectiveness of the integration. Year Two Steps to Success In year two, the Dean's Office will work closely with IT to import the fall and spring schedule data to populate Colleague's section-building fields. Any errors or misalignment will need to be identified to give the administrative assistants further direction. Year Two Assessment Once the administrative assistants have the opportunity to access a full year's worth of scheduling data that has been transferred, the Dean's Office will be able to determine the effectiveness of continuing the effort. Was this goal accomplished? This goal was accomplished, but implementation has been delayed.

Please explain: A coordinated effort between Instructional Support and IT occurred in the summer of 2013 to do a small scale pilot to populate Colleague with the data from the Scheduling Tool. The summer pilot went well, but many of the summer sections are fairly standard, and some of the more complicated scheduling situations were not represented. In the fall of 2013, an integration was again attempted, but with more mixed results. Several key fields populated incorrectly, which slowed the momentum of the continuation of the initiative. According to IT, some of the problems are still difficult to pinpoint, and


programmers have needed to spend their time on other efforts related to external mandates like SSSP. Therefore, the integration of the Scheduling Tool and Colleague is currently on hold until the problems can be re-examined. How were the results used? If the goal was not accomplished will your program reassess or change the goal? The results of this pilot demonstrated the need to pursue other possible technological solutions to scheduling, like software solutions. The goal itself remains under review.

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VISIONARY IMPROVEMENT PLAN TEMPLATE (ALL REVIEW TYPES) Programs will list 1-3 program goals along with the steps and assessments necessary to reach those goals. Consider the future of the program. Where does the program want to be in three years? Goals should support the programs three year vision. What steps will the program take to reach the goal? How will the program know that the steps were successful? What assessments will be used to measure success? Remember that goals are not projected needs requests. Goals should discuss where the program wants to go, not the items needed to reach that goal. Steps and assessments should also not include budgetary requests. The projected needs section of the PSR is where all budgetary requests should be listed. Three Year Goal: Develop the infrastructure to sustain and expand inmate education at both local prisons: The Office of Instructional Support and Library/Learning Services is currently developing the infrastructure to sustain an expanded inmate education program for the college. Although CIW has been functioning for 10 years, it has remained a small program. With a grant from the CCCCO for the next 18 months, the logistical infrastructure for inmate education must be built for more students to enroll. To which Institutional Goal(s) does this goal apply?* Institutional Goal 1: Chaffey College will provide quality learning experiences that promote holistic student development and support success and completion in a timely manner. Institutional Goal 2: Chaffey College will create, maintain, and support innovative and effective learning

environments that engage students toward success and completion Institutional Goal 5: Chaffey College will decrease the achievement gap. Steps to Success – Year 1 Expand the role and scope of the CIW Coordinator Develop an MOU with participating prisons for custody and space commitments Provide on-demand training for participating staff Initiate certificate enrollments in January 2016 at CIW Assessment – Year 1 Effectiveness will be measured by the number of staff who receive training to support the program, the presence of a signed MOU by the college and prisons, and successful enrollments in January

Steps to Success – Year 2 Expand the program to include a new cohort of degree students Expand the program to include a rolling non-credit life transitions course Expand the CIW model to the California Institution for Men Assessment – Year 2 Effectiveness will be measured by the increasing enrollments at both CIW and CIM, which will not only satisfy the needs of the grant funds but also contribute to Chaffey’s growth initiative.

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*refer to following pages for Institutional Goals; copy and paste goals and objectives that apply to your three year goal. Three Year Goal: Professionalize the leadership within the School of Instructional Support and Library Services: Instructional Support is fortified by faculty in key leadership positions, specifically the Success Center Coordinator, the Library/Cybraries Coordinator, the Curriculum Chair, SLO Facilitators, and the Instructional Specialist in the Faculty Success Center. To assist their continued development and professional growth, the Dean of Instructional Support and Library/Learning Services will formalize some leadership and team training for this group. To which Institutional Goal(s) does this goal apply?* Institutional Goal 2: Chaffey College will create, maintain, and support innovative and effective learning

environments that engage students toward success and completion Institutional Goal 3: Chaffey College will provide an effective organizational structure and workforce

through strategic hiring practices in which all employees are given the encouragement and resources needed to achieve excellence.

Steps to Success – Year 1 Establish a set of team times for the group to collaborate Establish a curriculum or topic list for the group to use, in addition to the topics that the group generates on its own

Assessment – Year 1 In May of 2016, survey the group regarding the efficacy of the meetings and plan for development in the next year

Steps to Success – Year 2 Expand and modify the meeting topics for efficacy

Assessment – Year 2 Continue ongoing research efforts to strengthen the efficacy of the convenings

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Three Year Goal: Implement a “preferred pathway” in the College Catalog: A third goal is to implement a “preferred pathway” that is published in the Catalog or other college publication, as well as a “trail map” for each part of a students’ journey as it has been outlined in the “Integrated Planning Manual.” To which Institutional Goal(s) does this goal apply?* Institutional Goal 2: Chaffey College will create, maintain, and support innovative and effective learning

environments that engage students toward success and completion

Steps to Success – Year 1 Advance the dialog about these publications with the appropriate groups: namely, the Curriculum Committee, the Dean of Enrollment Management and Discipline, and Enrollment and Success Management Develop a template for the “preferred pathway” for faculty to use Establish a work group to work on the “Trail Map” in Enrollment and Success Management Assessment – Year 1 Determine the viability of publishing the “Trail Maps” by spring of 2016 Determine the viability of publishing the preferred pathways by late spring of 2016

Steps to Success – Year 2 Refine the documents for publication so that they may be published by year 2

[Steps to Success – Year 2 Once published, gather feedback and a fixed point in time for revision, just like program modifications

Assessment – Year 2 Put feedback from the published templates into the work flow so that revision becomes as naturally as the 3 year plan or curriculum revision.

Paste all fields for Goal 2 here] [Paste all fields for Goal 3 here] To which Institutional Goals does this goal apply?

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☐ Institutional Goal 1: Chaffey College will provide quality learning experiences that promote holistic student development and support success and completion in a timely manner.

☐ Objective 1: Increase the number of students who engage in academic support activities

☐ Objective 2: Decrease the time students take for goal completion ☐ Objective 3: Increase the Basic Skills Completion rate (state defined metric) among

students who identify transfer as their goal. ☐ Objective 4: Increase the number of award earners.

☐ Institutional Goal 2: Chaffey College will create, maintain, and support innovative and

effective learning environments that engage students toward success and completion ☐ Objective 1: Broaden participation in the activities that encourage reflective teaching

practices. ☐ Objective 2: Increase the amount of instructional and collaborative spaces at all

three campuses. ☐ Objective 3: Improve and expand the use of current technologies that facilitate student learning and success. ☐ Objective 4: Implement cost effective investments in current technologies and equipment that support the learning infrastructure. ☐ Objective 5: Create and maintain an effective online/electronic learning atmosphere (virtual environment). ☐ Objective 6: Improve and expand upon the security systems at all campuses.

☐ Institutional Goal 3: Chaffey College will provide an effective organizational structure and workforce through strategic hiring practices in which all employees are given the encouragement and resources needed to achieve excellence.

☐ Objective 1: Ensure that the District’s organizational structure matches the financial

and learning needs of the College. ☐ Objective 2: Develop strategic hiring plans and practices. ☐ Objective 3: Implement appropriate training orientation and professional

development for all employee groups. ☐ Objective 4: Expand recruitment efforts to achieve increased diversity among

applicants. ☐ Institutional Goal 4: Chaffey College will support the needs of the communities through

meaningful external relations, workforce development, outreach, partnerships, and linkages.

☐ Objective 1: Increase contact points with all of our K-12 partners. ☐ Objective 2: Create multiple entry points for educational partners, including K-12

and Adult Educational Programs. ☐ Objective 3: Increase and strengthen the relationships with all of our business

partners. ☐ Objective 4: Increase and strengthen the relationships with all of our government

partners. ☐ Objective 5: Increase and strengthen the relationships with all of our community

stakeholders. ☐ Institutional Goal 5: Chaffey College will decrease the achievement gap.

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☐ Objective 1: Research key achievement gap indicators that affect student

achievement and widely disseminate findings. ☐ Objective 2: Increase the number of underrepresented students’ participation in

programs and support services. ☐ Objective 3: Conduct research to understand performance disparities and identify

strategies to improve student success. ☐ Objective 4: Implement a consistent opportunity for culturally responsive strategies

in college training and professional learning. ☐ Objective 5: Address financial assistance strategies for socioeconomically challenged

students. ☐ Institutional Goal 6: Chaffey College will responsibly manage financial, physical,

technological, and environmental resources through effective planning, decision-making, and implementation.

☐ Objective 1: Develop and maintain effective practices of identifying and applying for

grants. ☐ Objective 2: Ensure that resources are allocated based on institutional planning. ☐ Objective 3: Improve the alignment of expenditures with revenue. ☐ Objective 4: Reduce the College’s carbon footprint.

REVIEW TEAM RESPONSE ADDENDUM

PROGRAM TITLE:

Dean, Instructional Support

PROGRAM OVERVIEW

Review Team Initial Comments (due back to department no later than Oct. 30):

Nice job no changes needed. The Dean of Instructional Support should be commended for supporting the College’s Mission in such a broad way.

Department Response (due back to review team no later than Nov. 13):

Review Team Final Comments:

The Dean of Instructional Support should be commended for supporting the College’s

Mission in such a broad way.

PROGRAM DATA: ENROLLMENT, RETENTION, SUCCESS


N/A


Review Team Final Comments and Rubric Score:

RUBRIC FOR PROGRAM DATA

PSR Review Teams: Assess whether or not the writers explained trends and implications. Use

the following DATA Rubric to evaluate their responses.

3 = Data and trends are interpreted properly. Implications for the program are included.

2 = Data and trends are interpreted properly, but implications for the program are not

included.

1 = Interpretation does not match the obvious trends. Revision required.

DEGREE / CERTIFICATE DATA


N/A



STUDENT LEARNING OUTCOMES

PSR Review Teams will not provide comments here – the Outcomes and Assessment Committee

will review this section and provide a rubric score on a separate Excel spreadsheet. The SLO

rubric score will be considered by the PSR team when determining the final PSR score.

CURRICULUM UPDATE


N/A



ADVISORY COMMITTEE INFORMATION


N/A



EXTERNAL REGULATIONS


No changes needed.



The Dean of Instructional Support should be commended for maintaining a positive

working relationship with the Department of Corrections and Rehabilitation and

working to expand our course offerings at this location.

ADMINISTRATIVE PROGRAM INFORMATION


The Dean, Instructional Services has done an excellent job explaining how the Dean’s

office supports the operations of the college.



The Dean, Instructional Services has done an excellent job explaining how the Dean’s

office supports the operations of the college.

STUDENT SUPPORT: ACCESS, SUPPORT, AND OTHER


N/A



PROFESSIONAL DEVELOPMENT


No changes needed.



The Office of Instructional Support should be commended for its continued participation

with committees and outside workshops and trainings.

VIP GOAL RESULTS


Good job; no changes needed.



The Office of Instructional Support should be commended for accomplishing most of

their past 3 year VIP goals and for their overall support of the college’s mission for

student success.

VISIONARY IMPROVEMENT PLAN (VIP)


Request for Changes On all three of your 3-Year goals, please reword into one, maximum two sentences in length. First sentence to begin with a verb. Next include what your plan is to achieve your goal (the what) and the rational (the why). Example: Develop the infrastructure to sustain an expanded inmate program for the college to increase access to inmate education.

First 3-year goal, assessment year 1: How will you know if you expanded the role and scope of the CIW Coordinator?

Second 3-year goal, assessment years one and 2: Assessment is clear but please also include how you will know how this step is accomplished. For example in the year one assessment you will know you accomplished this step because there will be teams that collaborated and there will be a curriculum or topic list that is created or implemented.

Third three year goal assessment year 2 is missing. 2 = Goals are clear but not fully developed.


Please review the changes in the PSR documents. Thank you for your input!


Goals are clear and support the college’s effort to expand course offerings and improve

student’s knowledge of effective pathways to success. Final Score: 3

VIP GOALS RUBRIC

PSR Review Teams: Assess Visionary Improvement Goals with the following VIP Goals Rubric:

3 = Goals are clear, specific, measurable, action-oriented, realistic, and time- bound.

2 = Goals are clear but not fully developed.

1 = Goal(s), steps to success and/or assessment are unclear. One or more of the above

are not goals. Revision mandatory.

PROJECTED NEEDS: FACULTY




PROJECTED NEEDS: STAFF




PROJECTED NEEDS: OTHER




FINAL SUMMARY:


The program contains excellent information and analysis to be useful for planning,

supporting and improving student achievement and SLO’s. The review contains clear,

measurable goals and resource requests. Final Score: 3


FINAL SUMMARY RUBRIC

PSR Review Teams: Use the following Final Summary Rubric to evaluate your full program

review:

3 = The program contains excellent information and analysis to be useful for planning,

supporting and improving student achievement and SLO’s. The review contains clear,

measurable goals and resource requests.

2 = Parts of document unclear; revision suggested. See comments below. (The review team

will leave specific comments on the parts of the document that were not clear. Although

projected needs will be moved forward, it is strongly suggested that the program correct any

issues.)

1 = Parts of document unclear; mandatory revision required. See comments below. (The

review team will leave specific comments on the parts of the document that were not clear.

Projected needs will not be moved forward until all issues are corrected.)

0 = Document unclear. Mandatory revision required for projected needs to move forward.

general template for psr - chaffey.edu inst support psr fa 15... · responses for the dean of...

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