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STRATEGIC PLAN:

INTEGRATED PLANNING AND RESOURCE ALLOCATION

2015-17 San Jose City College

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TABLE OF CONTENTS

MESSAGE FROM THE PRESIDENT ............................................................................................................. 2

MESSAGE FROM STRATEGIC PLANNING COMMITTEE ...................................................................... 3

I. INSTITUTIONAL OVERVIEW ............................................................................................ 4

HISTORICAL CONTEXT ................................................................................................................. 4

EDUCATIONAL MASTER PLAN.................................................................................................... 6

FACILITIES MASTER PLAN ............................................................................................................ 7

STUDENT EQUITY AND SUCCESS PLAN .................................................................................. 7

TECHNOLOGY PLAN ................................................................................................................... 7

II. INTRODUCTION TO INTEGRATED PLANNING AND RESOURCE ALLOCATION .............. 8

WHAT IS INTEGRATED PLANNING AND WHY IS IT IMPORTANT? .................................... 8

HOW IS PLANNING ORGANIZED - WHO IS INVOLVED? ................................................... 9

III. STRATEGIC PLAN .............................................................................................................. 10

MISSION, VISION, VALUES, AND GOALS ............................................................................ 10

Performance Indicators Aligned with Strategic Goals ........................................................ 11

Strategic Planning Model ......................................................................................................... 13

IV. RESOURCE ALLOCATION ............................................................................................ 15

BUDGET CYCLE ................................................................................................................................. 17

COMMITTEE OVERSIGHT ......................................................................................................... 17

BUDGET HEARING PROCESS .................................................................................................. 17

APPROVAL PROCESS ................................................................................................................ 17

APPEAL PROCESS ...................................................................................................................... 18

CONTINGENCY PLANS ............................................................................................................ 19

V. INTEGRATED PLANNING .............................................................................................. 20

STRATEGIC PLANNING PROCESSES: Basic Steps ................................................................ 20

STRATEGIC PLANNING PROCESSES: Departmental Planning & Program Review ....... 21

STRATEGIC PLANNING PROCESSES: Timeline for Program Review................................ 22

THE NECESSARY FORMS .......................................................................................................... 23

VI. EVALUATING EFFECTIVENESS ..................................................................................... 24

Reviewing the Strategic Goals Using KPIs ............................................................................ 24

Evaluation of Committees and Processes ............................................................................... 24

ADDENDUM ....................................................................................................................... 26

Ver. 04/22/2016

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Integrated Planning and Resource

Allocation Handbook

MESSAGE FROM THE PRESIDENT

The past several years have provided opportunities for significant accomplishments at San Jose City College. Growth and innovation across almost all dimensions of the institution have allowed us to establish San Jose City College as a college that offers students the right preparation for the 21st century—a pragmatic education for social justice and democracy. We have developed truly distinctive and worthwhile educational programs, expanded resources and re-positioned the college among America’s leading institutions of higher education.

The planning process has embraced transparency and built consensus by soliciting input from across our college community. Our strategic plans have served as a significant guide for our decision-making and actions, providing the foundation for exceptional progress toward our student success efforts.

A key ingredient in our success has been our focus on student success and social justice. San Jose City College has embraced that mantra and developed specific goals, objectives and benchmarks against which to gauge our performance. Furthermore, the structure of the plan has added the important elements of accountability and sustainability as defining characteristics of our practice and the delivery of quality educational services to our students and the community.

As the institution celebrates 95 years of providing quality educational opportunities to the community, we draw upon our historic sense of purpose and demonstrated ability through innovation to turn difficulties into opportunities. Despite the challenges, we engage in the task of charting our path forward with optimism born of the momentum generated by our earlier planning efforts.

The challenges which confront us are multifaceted. Therefore the Strategic Plan at SJCC touches upon virtually all aspects of the institution. It centers, however, on our students - from their recruitment through their experience on campus to their completion. Our success ultimately rises or falls with our ability to provide our students with a quality education that will serve them well in the “new economy”, one that gives them a firm foundation for lives of meaning and accomplishment as they engage a complex, global, and ever-evolving world.

Regards, Byron Byron D. Clift Breland, Ph.D. President, San Jose City College

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MESSAGE FROM STRATEGIC PLANNING COMMITTEE

The process of integrated planning and resource allocation was fully implemented in 2011with the first “Integrated Planning and Resource Allocation Handbook”. Since that time, campus-wide understanding of the purposes and processes of integrated planning and resource allocation have improved and are among the most important activities that occur outside the classroom 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.

The Strategic Planning Committee represents 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. During the 2013-2014 and 2014-15 Academic Years, we have endeavored to refine the excellent work done by the previous committees by aligning the Key Performance Indicators to match data requirements examined by the State. As part of that alignment process, we engaged the full campus community to select Key Performance Indicators requiring the most attention; those focused upon student success and campus safety were selected. The campus community was further engaged to create , review, and implement various strategies for achieving improvements in the Key Performance Indicators. 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. In particular, we would like acknowledge the recent and current members of the Strategic Planning Committee for their work in refining the process.

2013-2014 2014-2015 2015-2016

Sean Abel, Dean Sean Abel, Dean Sean Abel, Dean

Sue Hager, Classified Lisa Brillon, Classified Lisa Brillon, Classified

Deanna Herrera, Classified Sue Hager, Classified Mary Cook, Faculty

Alan Johnson, Faculty Deanna Herrera, Classified Deanna Herrera, Classified

Takeo Kubo, Dean Alan Johnson, Faculty Takeo Kubo, Dean

Lucas Randall, Faculty Takeo Kubo, Dean Joyce Lui, Classified

Leslie Rice, Faculty Joyce Lui, Classified JoAnn McGowan, Classified

Isai Ulate, Faculty Lucas Randall, Faculty Lucas Randall, Faculty

Leslie Rice, Faculty Gina Ronzano, Faculty

Isai Ulate, Faculty

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I. INSTITUTIONAL OVERVIEW

HISTORICAL CONTEXT

The nearly 100 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 t he S a n Jose Technical High School.

In 1958 the college was renamed San Jose City College. In 1963, due largely to faculty-led efforts,

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, Reprographics buildings as well as the 100 and 200 wings.

Construction of the new Kinesiology/Wellness & Athletics Building is currently underway and should be

completed within the next two 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. Nearly 10,000 students attend San Jose

City College each semester and come from Milpitas, San Jose, and other surrounding communities.

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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 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.

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 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:

• Achieve their educational goals

• Achieve their employment goals

• With lower-division transfer and General education

• Distance learning opportunities

• Basic skills instruction and English as a Second Language

• Adult non-credit courses, targeted career training

• Two-year college degrees

• Certificates

• Career and Technology training

• Community services courses

Our Mission aligns with our Vision statement, “Inspiring Success . . . One Student at a Time” as well as the

Vision statement of the San Jose Evergreen Community College District, that “By the year 2017, SJECCD

becomes the premier institution for advancing opportunity, equity, and social justice for everyone through

education excellence.”

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.

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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 4. Budget Planning

2. Student Success 5. Organizational Structures

3. Facilities infrastructure

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.

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. In 2014-2015 the strategic goals and key performance indicators were presented to the college community to determine which ones required the most attention. These indicators are being reviewed to be distributed to appropriate committees, departments and individuals for refinement and implementation.

EDUCATIONAL MASTER PLAN

The San José City College is working with consultants from Cambridge West and HPI Architecture to

develop the 2016 Educational Master Plan and Facilities Master Plan: 2016-2030. The comprehensive

plan will highlight 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 2030. 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 2030. 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: 2016-2030

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 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.

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The Educational Master Plan serves as the sole source document that develops the needs for the Facilities

Master Planning document of the College.

FACILITIES MASTER PLAN

The 2030 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: 2016–2030. It supports the identified growth

projections, translates educational program needs to facilities recommendations, and positions the College

to maximize funding sources.

In the future, the 2030 Facilities Master Plan will help to inform the allocation of resources within any

bond measure that the College receives from the San Jose/Evergreen Community College District. The

Facilities Master Plan will include, but is not limited to: renovations, demolishing of buildings, new

construction, and major improvements to existing buildings, infrastructure, or landscaping.

STUDENT EQUITY & SUCCESS PLAN

Student Equity Planning is administered through the Student Success and Support (SSSP) unit at the

Chancellor's Office. SSSP staff members are responsible for the implementation of the Board of Governor's

Student Equity Policy and related regulations, including assessing district plans and reporting recommendations to the Board of Governors, providing districts with technical assistance in the development and improvement of plans, and assessing district progress towards the implementation of their plans over time. College student equity plans focus on increasing access, course completion, ESL and basic skills completion, degrees, certificates and transfer for all students as measured by success indicators linked to the

CCC Student Success Scorecard, and other measures developed in consultation with local colleges. “Success

indicators” are used to identify and measure areas for which disadvantaged populations may be impacted

by issues of equal opportunity. Title 5 regulations specify that colleges must review and address the

following populations when looking at disproportionate impact: American Indians or Alaskan natives, Asians

or Pacific Islanders, Blacks, Hispanics, Whites, men, women, and persons with disabilities (§54220(d)).

The State Budget trailer bill, SB 860 (2014) added requirements to address foster youth, veterans and low

income students. Each college develops specific goals/outcomes and actions to address disparities that are

discovered, disaggregating data for indicators by student demographics, preferably in program review. College plans must describe the implementation of each indicator, as well as policies, activities, and procedures as they relate to improving equity and success at the college.

TECHNOLOGY PLAN

The purpose of the San Jose City College Technology Plan is to integrate technology with current strategic planning on our campus, to create a fair and open document that all affected parties and stakeholders will

be involved in and participate, to adhere to current accreditation guidelines, to efficiently use our college’s resource (both our staff and faculty’s expertise and budgetary), and to first and foremost serve our

community and students as best we can to promote student success. Our college has great potential in that our administration, faculty, and classified staff are unified in finding

new and innovative ways to serve our diverse student body. We are dedicated to preparing our students

for the future and using technology in positive ways to improve communication, vigilantly monitor plagiarism,

provide excellent library resources for research, and prepare our students for success in their careers,

transfer goals, and personal achievement. The San Jose City College Technology Plan is overseen by the

San Jose City College President, VP of Finance and Administration, Campus Technology Committee (CTC),

College Planning Council (CPC), and Academic Senate.

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II. INTRODUCTION: INTEGRATED PLANNING & 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 outdated funding models at the district

level, changing student demographics, and increased

accountability at both the state and national level.

Perhaps the most significant challenge is the lack of

adequate funding or support from the district which

directly relates to the lack of understanding by the district

office of our core mission. Adequate funding would

enable the college to fully and robustly achieve its stated

mission, which includes training and educating current and

potential employees to meet the demands of the business

community.

Another challenge that our college faces is the large numbers of students who enroll in our college yet are

under-prepared for college level courses. For example, in the 2014-15 Academic year 50% of our

students were enrolled in basic skills English, math, reading, and/or ESL classes before they were able to

successfully master college-level courses. The faculty knows what needs to be done and with adequate

funding and support, this cohort can achieve college and career success, which is one of our main goals.

At San Jose City College, Integrated Planning should serve 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 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.

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HOW IS PLANNING ORGANIZED - WHO IS INVOLVED?

Ultimately, everyone at San Jose City College should have 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 currently chaired by the

dean of the Humanities and Social Science Division. The SPC consists of two administrators, four faculty,

three classified staff, and one student (this student seat remains unfilled awaiting a student volunteer).

The goal 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 b i - weekly throughout the fall and spring semesters. 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 STRATEGIC GOALS

Strategic Planning at San Jose City College is guided by the College’s mission, vision, and strategic goals:

Mission

The mission of San Jose City College is to serve our students and the community by offering high quality, relevant, and innovative instruction for basic skills, career pathways, university transfer, and life-long learning. We strive to accomplish this by awarding certificates and associate degrees to eligible students taught in a multicultural environment where student achievement, successful learning and social justice are highly valued, supported, and continually assessed.

Vision

The Vision of San Jose College is to be an educational institution of excellence through:

The guiding principles of opportunity, equity, and open, equitable access for student success and achievement.

An exceptional learning environment that challenges and empowers students through teaching excellence, robust student support programs, innovation, and state-of-the-art technologies that prepare students with the knowledge, relevant transferable skills, creativity, ethics and values to succeed and thrive in a dynamic healthy global environment.

A culture of inquiry and evidence that is characterized by the commitment of faculty, staff and students to be accountable for learning excellence through the assessment of measurable and meaningful learning outcomes that lead to improved learning, and to inform data-driven decisions that foster adaptability in programs and services

Strategic Goals

• Promote Student Success

• Expand Partnerships with External Communities

• Enhance Employee Development

• Foster Cultural Competence

• Increase Campus Safety

• Expand Resource Development

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KEY PERFORMANCE INDICATORS ALIGNED WITH STRATEGIC GOALS The Key Performance Indicators (KPIs) identify College wide measures of effectiveness that help us to

assess progress in meeting the Strategic Goals and in fulfilling the Mission of the College. In May of

2014, the Strategic Planning Committee held an expanded retreat to modify the KPIs to meet State

collected data. In the Fall 2014 semester, the campus community selected six KPIs as the most urgent

to address and continued by proposing various strategies for that work.

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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. Developed in Fall 2010, these goals are evaluated and

reviewed on an annual basis.

Performance Indicators:

Modified in May of 2014, the Key Performance Indicators are used 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.

Strategies:

Developed during the 2014-2015 academic year, strategies are campus-wide contributions to

ideas and ways to improve six Key Performance Indicators selected by the campus community at

the Fall 2014 Professional Development Day. These strategies are being reviewed and

implemented by various committees, offices, and other personnel as selected by the Strategic

Planning Committee.

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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 with all activities keeping the

College Mission, Vision, and Values at the center. Explanations of items follow the graphic.

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. The Mission, Vision, and Values

location at the center of the Strategic Planning Model is significant in that it is a visual

representation of how all activities at San Jose City College keep these concepts at their core.

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.

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Program Review and Focused Instructional Analysis:

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.

The Program Review Committee 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

appropriate offices and committees. The Program Review Committee breaks up into subgroups to

work closely with the constituency units undergoing program studies.

Student Learning Outcomes (SLOs) are assessed on a regular schedule. One SLO per course is

assessed each semester, one Program Learning Outcomes is assessed per program each semester,

and one Institutional Outcome is assessed at the end of each by the Student Learning Outcomes

Assessment Committee. Results are evaluated by appropriate faculty members in order to improve

instruction to further student success.

Campus Budget Development and Resource Allocation:

The Strategic Planning Committee has modified the previous Resource Allocation Model to highlight

the steps associated with aligning campus resources to planning. These modifications are a result of

analysis of effectiveness of current activities, re-evaluation of the current activities, and proposed

improvements to the process. A detailed description of this model is provided in the next section of

this document.

Analysis and Process Evaluation:

Analysis: To ensure continuous improvement, each year, the Strategic Planning Committee 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.

Evaluation: Each fall semester, the groups overseeing various planning documents 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 Strategic Goals and Key Performance

Indicators.

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IV. RESOURCE ALLOCATION

The purpose of the Resource Allocation process 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. Explanations of each box follow the graphic.

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Each component of the San Jose City College Resource Allocation process is defined:

Program Review:

All departments, programs and services (cost centers) are expected to submit a program review each

year. The program review will identify and justify the budgetary needs of the respective cost center.

Program reviews must be validated and rated as proficient. All program reviews and validation

reports will be available for the Finance Committee to review.

Identify Resource Needs by Department/Program/Service:

Requests for discretionary funds must be aligned with the College mission and strategic goals and

supported by program review. In turn, budget managers communicate their 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.

Classified Senate (PROPOSED):

Each department program review can be used to identify needed personnel. Recommendations

for new classified staff positions are presented to the Classified Senate. The Senate reads and

analyzes each program review and submits its recommendations, a prioritized list for new staff

hires, to the President.

Prioritization by Deans and Vice Presidents:

The Deans and Vice Presidents review each cost center’s budget requests, s yn t he s i ze and

prioritize requests, and submit the requests to the Finance Committee in preparation for the budget

hearings.

Budget Hearings by Finance Committee:

The Finance Committee conducts Budget Hearings. The Committee is equipped with each cost

center’s budget requests, program reviews, and any other pertinent documentation. Each budget

manager accompanied by appropriate faculty and staff are scheduled to present their

prioritized budget requests a t the Budget Hearing. The Committee reviews and analyzes all

documents and testimony given, then prepares budget recommendations for submission to the

College Advisory Council.

College Advisory Council (CAC) Recommendations:

The College Advisory 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 CAC, and then reviews the budget request documents along with the

Finance Committee’s and CAC’s recommendations. Together they decide on funding priorities. If

the priorities differ from the CAC’s recommendations, rationale is provided in writing. However,

the ultimate decision of approval or approval with amendments or revisions is the President’s.

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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 Advisory Council. The Finance Committee

is charged with recommending the allocation 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 may 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 Advisory Council.

BUDGET HEARING PROCESS

During the course of the Spring Semester, the Finance Committee distributes instructions and a

template electronically, to all 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.

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.

Prior to the hearings, all members of the Committee receive all of the source documentation

needed and reviewing these documents in advance. 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 explain the need for the amounts stated on their

requests. 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.

APPROVAL PROCESS

Once the Finance Committee has had its budget hearings, the Committee schedules time to review

information from the submitted documentation and from the hearings and ask further questions if

18

needed. T he commi t tee work s t o en s u re t ha t t he budge t requests are aligned with the

program reviews. After the information is reviewed, the Committee considers the difference between

the revenue anticipated for the College and current requested amounts. If there is a difference 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

Advisory Council (CAC). 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. CAC then

reviews, as a first reading, the budget in its entirety, allowing time for questions, ensuring that the Finance

Committee has allocated resources based on the established resource allocation model, program

reviews, and institutional priorities as needed. CAC then schedules the second meeting for action on the

recommendation from the Finance Committee and makes a recommendation to the President. The

President of the College then receives the full documents from the Finance Committee and CAC to begin

the review of all pertinent materials. Once the College President has had the opportunity to review,

amend, and 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

Departments are able to appeal the amount of funds allocated through this process. 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 an ad-hoc group, comprised of the following:

College President Vice President of Administrative Services Vice President of Academic Affairs (Also serves as CAC Chair) Vice President of Student Affairs Finance Committee Chair

This ad-hoc 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 that it affects the sustainability and functionality of the program/department.

The appeal made by the program/department must address: why the need was not addressed in the

program review, the impact the funding level has on the program/department, and the impact the

reduction has on total student served and curriculum impact if any. Once these criteria are addressed

in a formal appeal, the appeal must follow the signature authority:

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1. Signature of Author 2. Signature of supervising dean/ manager / vice president 3. Signature of divisional vice president

The Vice President of the division will present the appeal to the ad-hoc group and a 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 Administrative Services in the form of an

approval or denial of the request. An amended allocation letter will be submitted to the budget

manager over that program/department. Should the 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:

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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V. 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 or set of goals that outlines all the activities

associated with SPC. For the 2014-15 academic year, the following goals were developed:

1. Align KPIs with Accreditation Standards to streamlinework

2. To align KPI baseline creation and data collection to appropriate committees and/or

offices/personnel on campus and in the District.

3. Collection of campus committee self-evaluations for review

4. Collect baselines for KPI data

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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 2014-

2018.

San José City College Comprehensive Program Review Schedule 2013-2017 2014-2015 Air Conditioning Facilities Maintenance Technology & Solar Global Studies/Anthropology/Geography Ethnic Studies World Languages Machine Technology Medical Assisting Philosophy Physical Science Physics Political Science Sociology DSP&S EOP&S/CARE Library WIN/CALWorks Veterans Resource Center Facilities Services Division of Business and Workforce Development Division of Humanities and Social Sciences Division of Language Arts Division of Mathematics and Science Computer App/Computer Information Systems Work Experience

2015-2016 Fine Arts-Art/Multimedia/Ceramics Communication Studies Construction Technology Dance Journalism Laser Technology Mathematics Photography Theatre Arts Career/Transfer Center Financial Aid Health Services Puente Student Life and Activities Business Services Honors Program Articulation Student Outreach METAS *Cosmetology

2016-2017 Accounting/Business Real Estate Administration of Justice Alcohol & Drug Studies Biological Sciences Dental Assisting Early Childhood Education English Emergency Medical Services Labor Studies Reading Admissions & Records Assessment CARR Open Computer Lab Reading & Writing Center Tutoring Center UMOJA Academic Affairs

2017-2018 Athletics (Basketball, Cross Country, Football, Golf, Softball, Track & Field, Volleyball) Chemistry Computer Applications/Computer Information Systems English as a Second Language Music Humanities Kinesiology Adaptive PE Economics History Psychology Counseling & Orientation International Students Service Learning Student Affairs Work Experience Campus Tech

*Programs that did not complete a proficient review in their assigned cycle will be expected to continue the comprehensive program review process in the following academic year.

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STRATEGIC PLANNING PROCESSES:

Timeline for Program Review

The suggested annual cycle to be completed within each program/unit is reflected in the following table:

Date Program Review

May Notification of Annual and Comprehensive Program Review Sent to Departments. Forms Distributed.

August Comprehensive and Annual Program Review Data Sheets for All Programs Distributed by the Research & Institutional Effectiveness Office by PDD, August 27, 2015. Reminders sent to annual program review writers regarding the November deadline.

September-October

Identify New Faculty Prioritization List from Previous Year’s Program Reviews

October Preliminary Draft of Comprehensive program Review Due: Wednesday, October 7, 2015 Self-Study Teams meet/confer with Program Review Subgroups to obtain feedback/suggestions

November All Annual Program reviews Due November 11, 2015. November 25, 2015: Program Review Committee Subgroups complete validation reports for Annual Program Reviews. Self-study teams continue to write and revise comprehensive program reviews. New comprehensive program review drafts may be submitted for feedback by Wednesday, November 25, 2015. The Second Draft is Optional.

Mid-December Comprehensive Program Review Self-Study Teams That Chose to Submit a Second Draft Meet/Confer with Program Review Subgroups to Obtain Feedback/Suggestions. Subgroup members will provide feedback no later than December 14

th.

Mid-February Final Version of Comprehensive Review Due: Wednesday, February 1o, 2016

March Validation Reports of Comprehensive Reviews Returned to Programs

End of March Completed Program Reviews and Summary Reports Posted for use in Resource Allocation Process Add table for April: Program Review Committee completes its self evaluation process.

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THE NECESSARY FORMS

As reflected in the Comprehensive Program Review form, the process involves four major components:

1) Program Description This section includes the prompts regarding descriptions of the program

components, function, and purpose; program staffing; program goals in support of the college mission;

information regarding Program Student Learning Outcomes (PSLOs) and how they align with San Jose

City College’s Institutional Learning Outcomes (ISLOs); and enrollment, success, retention, and persistent

trends related to various demographic categories. Additionally, this section requires discussion and plans

for improvement related to the descriptions discussed.

2) Program Content This includes prompts regarding courses, advisories, requisites and articulation with four year institutions. Mapping of course to program SLOs is requested, including specific examples thereof. 3) Program Improvement/Analysis and Assessment This includes prompts regarding curriculum revision,

advisory committees and workforce data as well as SLO assessment processes for both course and

program SLOs. Questions are also asked about program student satisfaction data and how that data is

used in program enhancement and revision.

4) Strategic Planning This includes prompt regarding analysis of previous program reviews in relation to

accomplishments of the program, descriptions of change in the program, achievements of the program,

information regarding program staffing, new goals, and budgetary matters for the program.

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 should be given to each department and program by

the district Office of Institutional Effectiveness. This goal was not realized in the 2014-2015 academic year.

The district has now committed to having all data for program reviews available to faculty and staff at or

shortly after PDD in August 2015.

Detailed instructions for the completion of the Program Reviews are found in the SJCC Program Review

Handbook. Copies of all forms and templates are located in the Addendum.

http://www.sjcc.edu/PresidentOffice/Documents/Program%20Review%20Handbook%202014_2015_rev5_20_14.pdf

http://www.sjcc.edu/PresidentOffice/Documents/Program%20Review%20Handbook%202014_2015_rev5_20_14.pdf

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VI. EVALUATING EFFECTIVENESS

Institutional effectiveness is looking at data to plan

for the future as related to the implementation and

evaluation of a strategic plan that is aligned with

the college resource allocation model. Strategic

Planning Committee e v a l u a t e s o t h e r

c o m m i t t e e s t o 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

The Strategic Planning Committee (SPC) reviews and evaluates the college strategic goals. The goals

are proposed and discuss by the campus community at Professional Development Days. Upon receipt of

the college goals, the SPC attempts to identify and determine Key Performance Indicators (KPIs) to

measure the advancement of a strategic goal. Once all data were identified, the SPC evaluated the

KPIs. Annual reports, bond reports, HR documentation, and state reports were used to measure KPIs.

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

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Evaluation of College Standing Committees

The SPC developed a survey instrument that was administered to all standing committees 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.

Evaluation of Strategic Planning Committee

The evaluation measures the Committee’s processes, interactions, and outcomes during the academic

year. The evaluation is conducted during the annual retreat in late Spring. Results are used to improve

planning processes and committee performance.

Evaluation of Resource Allocation Process

Under the leadership of the Finance Committee the resource allocation process is reviewed and revised

based on feedback from the campus community. Based upon the SPC feedback and the Finance

Committee’s self-evaluation, the resource allocation process is updated.

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ADDENDUM

2015-2016 Comprehensive Program Review ACADEMIC AFFAIRS - SAN JOSÉ CITY COLLEGE

PROGRAM:

PREPARED BY:

ADMINISTRATOR:

PROGRAM REVIEW SUBMISSION DATE:

PART ONE: PROGRAM DESCRIPTION

1. Description of the program components, function and purpose.

1.1 Describe current program staffing.

2. Describe Program Goals and how they support the college’s mission.

3. Program Student Learning Outcomes (PSLOs).

4. How do the Program Student Learning Outcomes (PSLOs) align with San Jose City College’s Institutional Student Learning Outcomes (ISLOs)?

5. What were the enrollment trends for the previous four years (FTES, WSCH, # of Sections, Headcount, Seat count, Day/Evening, etc.)? Discuss how these trends impact your program.

27

6. What were the student demographics of your program in the previous five years (student population served/demographics-age, gender, ethnicity, income, previous education, etc.)? Discuss how these demographics impact your program.

7. What were the student retention, persistence and success rates for your program? Were there any significant differences by gender, age or ethnicity? Discuss these trends as they apply to your program. If applicable, offer a plan for improvement of success, retention and persistence.

PART TWO: PROGRAM CONTENT

1. Provide a comprehensive course listing including dates of last revision, advisories, co and prerequisites, and articulation with four year colleges for your program.

2. Include a list/diagram of courses reflecting course sequencing and how often courses have been offered.

3. In what capacity have your program and course SLOs been mapped? Please provide three examples of how the course SLOs map to the Program SLOs.

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).

2. Indicate how program and course-level Student Learning Outcomes (SLOs) are assessed

28

on a regular basis.

3. How have Student Learning Outcome (SLO) assessments and program data been utilized to improve instruction in the program? Please share one or two success stories about the impacts of SLO assessment on student learning.

4. How is data collected on student satisfaction of your program? To what extent are students satisfied? How is this feedback used in program enhancement and revision?

PART FOUR: STRATEGIC PLANNING

1. Year of last Comprehensive Program Review and previous three Annual Program Reviews with validation rating. (Proficient or In Progress)

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?

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Budget: Please address current status and projected needs in the following areas and indicate how each supports Program/College Goals and/or PSLOs and SLOs. Include specific cost information. Please separate ongoing budget needs from one-time expenditures. In each section, please indicate whether previous budget requests were met.

STAFFING Ongoing Budget Needs: One-time Expenditures:

FACILITIES Ongoing Budget Needs: One-time Expenditures:

LIBRARY Ongoing Budget Needs: One-time Expenditures:

EQUIPMENT Ongoing Budget Needs: One-time Expenditures:

TECHNOLOGY Ongoing Budget Needs: One-time Expenditures:

30

2015-2016 Comprehensive Program Review STUDENT AFFAIRS: PROGRAMS & SERVICES - SAN JOSÉ CITY COLLEGE

DEPARTMENT:

PREPARED BY:

ADMINISTRATOR:


PART ONE: PROGRAM DESCRIPTION

1. Describe the department/program components, function and purpose, including student demographic information.

2. Describe Current Staffing: List the number of positions currently in the program/department:

Position type: # of positions:

Faculty: Full time

Faculty: Part time

Classified: Full time

Classified: Part-time permanent

Classified: Part-time hourly

Student workers

Administrators

2.1 Identify and discuss the ratio of students to faculty/staff.

3. List your program Service Area Outcomes (SAOs) and/or Program Student Learning Outcomes (PSLOs).

31

3.1 How do the department Service Area Outcomes (SAOs) and/or Program Student Learning Outcomes (PSLOs) align with and support San Jose City College’s mission and/or Institutional Student Learning Outcomes (ISLOs)?

3.2 Describe how the department consistently engages in the discussion, review, assessment and revision of program SAOs and PSLOs.

4. Previous goals and activities: Describe the department goals and activities since the last comprehensive program review. Assess the attainment level of each goal by identifying the activity implementation as complete, incomplete or on-going. (Refer to previous annual and comprehensive program reviews.) Discuss any challenges which occurred in attainment of each goal.

4.1 Goal:

Person responsible:

Activities for attainment of goal:

Service area outcomes (SAOs) or program student learning outcomes (PSLOs) addressed:

Method of measuring goal attainment:

Assessment of goal attainment:

Status: ( ) Complete ( ) Incomplete ( ) On-going

Discuss in detail the barriers (if any) to completing the above goal and describe actions taken to overcome these challenges. Outline a plan to attain success if goal is not complete.

4.2 Goal:

Person responsible:







32

4.3 Goal:

Person responsible:







4.4 Goal:

Person responsible:






Discuss in detail the barriers (if any) to completing the above goal and describe actions taken to overcome these barriers. Outline a plan to attain success if goal is not complete.

5. Recent College, State, and/or Federal Developments: Describe recent College, State and/or Federal

developments and how they significantly impact the unit’s ability to provide services to students.

PART TWO: QUALITY

1. Describe the impact of the program’s service offerings.

2. Course Outline and Syllabi (where applicable): Review all course outlines and syllabi to ensure currency and relevance. The campus Curriculum Committee must approve updated course outlines every 5-6 years. Course syllabi should be updated annually.

33

3. Is the program information for the department consistent, current, accurate and accessible? (please X all that apply)

MIS ( ) Consistent ( ) Current ( ) Accurate ( ) Accessible Class Schedule ( ) Consistent ( ) Current ( ) Accurate ( ) Accessible Catalog ( ) Consistent ( ) Current ( ) Accurate ( ) Accessible Brochures ( ) Consistent ( ) Current ( ) Accurate ( ) Accessible Website ( ) Consistent ( ) Current ( ) Accurate ( ) Accessible

4. Improvement of Program and Delivery of Student Services (address all applicable topics): Describe

departmental and individual activities that will improve services and contribute to the professional

community. List participation in staff development activities, conference attendance/participation, and

academic preparation/training during the past 4 years.

5. Describe how the unit addresses the multicultural, diverse student body and disabled populations

through services and/or curriculum.

6. Describe active participation in flexible and alternative delivery systems (i.e., online

applications/regulation, distance learning, web-based counseling, etc.):

7. Facilities: Describe the current departmental facilities.

7.2 Discuss the adequacy and accessibility of departmental facilities with respect to size, layout and location.

7.3 Identify any safety or hazardous conditions in your departmental facilities.

7.4 Describe significant facility changes since the last comprehensive program review and their effect on

departmental operations, if applicable.

8. Equipment & Technology: List the department’s major equipment inventory and describe the current

condition.

8.2 Describe current departmental utilization of this technology.

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8.3 Provide numbers of faculty, staff, and student users for this equipment.

8.4 Describe provision of staff training in technology applications.

8.5 Discuss appropriateness of technology to departmental mission/function.

8.6 Discuss accessibility of computer workstations, hardware and software for individuals with disabilities.

PART THREE: COMMUNICATION

1. How does communication flow within this department?

1.2 Assess the effectiveness of communication and identify the strengths and weaknesses of the current communication flow.

1.3 Describe the involvement/inclusion of part-time faculty in departmental activities.

1.4 Describe the involvement/inclusion of departmental classified staff (if any) in departmental activities.

2. Describe how your program communicates with students. (For example: notify them of regulatory updates, program services or changes in hours, etc.)

3. Describe the program’s communication and collaboration with other departments.

3.2 Describe the department’s efforts to increase communication and collaboration between Student Services

and Student Affairs.

4. Discuss any faculty, staff and student survey results given in the past two years and their significance to the program.

5. Community Interaction: List and describe any current or proposed community outreach programs.

35

6. List and describe any current or proposed industry and school partnerships.

PART FOUR: NEED (Please indicate whether previous budget requests were met.)

1. Staffing: Does the current staffing fulfill the needs of the program? If not, please explain how additional staffing would support student success. (Provide costs in part five below.)

2. Facilities: Identify proposed modifications to facilities (within the next 4 years) and provide rationale for

those changes.

3. Technology: Describe desired new technology-based instructional and services delivery in your

department/program, both hardware and software. (Provide costs in part five below.)

3.2 Identify required employee training to meet future technology plans. (Provide costs in part five below if applicable.)

4. List needs for any new major equipment purchases and provide rationale. (Provide costs in part five

below.)

5. List needs for any new supplies and provide rationale. (Provide costs in part five below.)

PART FIVE: BUDGET & FEASIBILITY

1. Current Department (2015-2016)

1000 – Certificated Salary

2000 – Classified and MSC Salaries

3000 – Benefits

4000 – Supplies

5000 – Other

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

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6000 – Equipment

TOTAL

3. External Funding Sources: List and describe any state/federal grants received or utilized since the last comprehensive review. Provide the amount awarded and items purchased.

4. List and describe any private-sector grants and donations received or utilized since the last comprehensive review. Provide the amount awarded and items purchased.

PART SIX: 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 SEVEN: FOUR-YEAR PLAN

1. Describe how the program will specifically address any weaknesses identified in this program review.

2. Discuss how the program will build on existing strengths.

3. List measurable departmental goals for the next 4 years (based on the department’s SAOs and PSLOs).

Describe the unit’s plan for completing these goals and how goal attainment will be measured. Include

activities, people responsible, proposed timelines, and budget.

Goal:


Person/s responsible:

Timeline:

Budget:



37

Goal:



Timeline:

Budget:



Goal:



Timeline:

Budget:



Goal:



Timeline:

Budget:



38

2015-2016 Comprehensive Program Review ADMINISTRATIVE SERVICES - SAN JOSÉ CITY COLLEGE

DEPARTMENT:

PREPARED BY:

ADMINISTRATOR:


PART ONE: DEPARTMENT OVERVIEW

8. Describe the functions of your department. (Please use a bulleted list with headings as necessary to make it clear and easy to read.)

9. Describe Current Staffing: List the number of positions currently in the program/department:

Position type: # of positions:

Classified: Full time

Classified: Part-time permanent

Classified: Part-time hourly

Student workers

Administrators

10. List your program Service Area Outcomes (SAOs).

3.1. How do the department Service Area Outcomes (SAOs) align with and support San Jose City College’s mission and/or Institutional Student Learning Outcomes (ISLOs)?

3.2. Describe how the department consistently engages in the discussion, review, assessment and revision of program SAOs.

39

4. Previous goals and activities: Describe the department goals and activities since the last comprehensive program review. Assess the attainment level of each goal by identifying the activity implementation as complete, incomplete or on-going. (Refer to previous annual and comprehensive program reviews.) Then discuss any challenges which occurred in attainment of each goal.

4.1 Goal:

Person responsible:


Service area outcomes (SAOs) addressed:





4.2 Goal:

Person responsible:







4.3 Goal:

Person responsible:


40






4.4 Goal:

Person responsible:







PART TWO: COMMUNICATION AND COLLABORATION

1. How does information flow within this department?

1.1 Assess the effectiveness in the area of intradepartmental communication. Identify the strengths and weaknesses of the current communication flow.

2. How does information flow from this department to other departments?

2.1 Assess the effectiveness in the area of interdepartmental communication. Identify the strengths and weaknesses of the current communication flow.

41

3. How does information flow from this department to the community and off campus organizations?

3.1 Assess the effectiveness in the area of outreach communication. Identify the strengths and weaknesses of the current communication flow.

PART THREE: NEED (In 2-6, please indicate whether previous budget requests were met).

1. Provide the official Organizational Chart of your department or create a modified ideal chart, if different. Indicate any vacant positions.

1.1 Explain how the current staffing structure meet the department’s needs and discuss rationale for proposed changes. Provide historical trends if applicable to support proposed changes.

2. Staff Needs: New or Replacement (Administrative or Classified)

Prioritize Staff Positions Needed for 2015-2016 Academic Year Please be specific and as brief as possible when offering reason for ranking. Place titles on list in order (rank) of importance.

Annual TCP*

TCP for Employee

1. Reason:

2. Reason:

3. Reason:

4. Reason:

5. Reason:

6. Reason:

*TCP= “Total Cost of Position” for one year is the cost of an average salary plus benefits for an individual. New positions (not replacement positions) also require space and equipment. Please speak with Human Resources to obtain accurate cost estimates. Please be sure to add related office space, equipment and other needs for new positions to the appropriate form and mention the link to the position.

3. Equipment Needs Not Covered by Current Budget

Prioritize Equipment or Equipment Repair Needed for 2015-2016 Academic Year Please list/summarize the needs of your department below. Please be specific and as brief as possible. Place items on list in order (rank) of importance.

Annual TCO*

Cost per Item

Number Requested

Total Cost of Request

1.

42

Reason:

2. Reason:

3. Reason:

4. Reason:

5. Reason:

6. Reason:

* TCO = “Total Cost of Ownership” is the average cost for one year including the initial purchase cost and/or maintenance contracts. Please verify the cost estimates with your campus Business Officer or vendor. If equipment needs are linked to a position please be sure to mention that linkage.

4. Facilities Needs Not Covered By Current Building or Remodeling Projects*

Prioritize Facility Needs for 2015-2016 Academic Year (Remodels, Renovations or Added New Facilities) Place items on list in order (rank) of importance.

1. Reason:

2. Reason:

3. Reason:

4. Reason:

5. Reason:

6. Reason:

5. Professional Development Needs Not Covered by Current Budget*

Prioritize Professional Development Needs for 2015-2016 Academic Year. Reasons

might include in response to SAOs assessment findings or the need to update skills. Please be as specific and as brief as possible. Some items may not have a cost per se, but reflect the need to spend current staff time differently. Place items on list in order (rank) of importance.

Costs:

Cost Per Item

Number Requested


1. Reason:

2.

43

Reason:

3. Reason:

4. Reason:

5. Reason:

6. Reason:

*It is recommended that you speak with District Human Resources or the Professional Development Center to see if your request can be met by their areas/budgets.

6. Other Needs Not Covered By Current Support Services or Budget

Prioritize Other Needs for 2015-2016 Academic Year Please list/summarize the needs of your unit or department. Please be as specific and as brief as possible. Place items on list in order (rank) of importance.

Costs:

Cost Per Item

Number Requested


1. Reason:

2. Reason:

3. Reason:

4. Reason:

5. Reason:

6. Reason:

PART FOUR: FOUR-YEAR PLAN

4. Discuss how the department will build on existing strengths over the next four years.

5. Discuss how the department will specifically address any weaknesses identified in this Program Review.

6. List measurable departmental goals and activities for the next 4 years (based on the College’s mission

44

statement and strategic plan). List the department’s plan for completing these goals and objectives. Include proposed timelines, budget, if needed, and persons responsible.

Goal:


Person responsible:

Timeline:

Budget:



Goal:


Person responsible:

Timeline:

Budget:



Goal:


Person responsible:

Timeline:

Budget:



Goal:


Person responsible:

Timeline:

Budget:



45

2015-2016 Annual Program Review ACADEMIC AFFAIRS - SAN JOSÉ CITY COLLEGE

PROGRAM:

PREPARED BY:

ADMINISTRATOR:

EVALUATION YEAR (INDICATE ONE): ONE TWO THREE


Program description (include data with discussion of student enrollment, demographics and success for the past two semesters: FA-2014-SP-2015)

PSLOs and SLOs Assessment process

SLO and Student Learning

Curriculum Information

Staffing information

Technology information

Equipment information

Budget information Ongoing Budget Needs: One-time Expenditures:

Other:

46

2015-2016 Annual Program Review

STUDENT AFFAIRS: PROGRAMS & SERVICES - SAN JOSÉ CITY COLLEGE

PROGRAM:

PREPARED BY:

ADMINISTRATOR:



Program description

PSLOs and/or SAOs Assessment process

Goals and Activities



Equipment Information


Other:

47

2015-2016 Annual Program Review ADMINISTRATIVE SERVICES - SAN JOSÉ CITY COLLEGE

PROGRAM:

PREPARED BY:

ADMINISTRATOR:



Program description

SAOs Assessment process

Goals and Activities



Equipment information


Other:

48

Annual Self-Evaluation of Standing Committees San Jose City College

This template is provided by the Strategic Planning Committee to assist your committee in its annual self-evaluation process. Please send a copy of your completed form to the Strategic Planning Committee by April 15, 2016.

Thank you for helping SJCC in the ongoing process of improving our effectiveness!

Instructions: Committee Goals Section

Please list the goals of your committee for this academic year in the spaces provided.

For each goal, please grade your committee’s performance in each area using the scale indicated. If you need space for additional goals, just copy and paste new lines into the table.

Standing Committee Name:

Academic Year: 2015-2016

Please evaluate Achievement of Goal and Alignment with College Strategic Plan on the following scale 1-5 (5 being highest)

Committee Goals Evaluation

Score (1-5)

Committee Reason for Score SPC Feedback

(To be completed by SPC after submission)

Enter Goal #1:

Achievement of Goal

Alignment with College Strategic Plan

Enter Goal #2:

Achievement of Goal


Enter Goal #3:

Achievement of Goal


Enter Goal #4:

Achievement of Goal


Instructions: Overall Committee Performance Section

In each listed area, please grade your committee’s performance using the scale indicated.

Briefly answer the remaining questions, and add any other comments you wish.

Please evaluate Committee Performance on the following scale 1-5 (5 being highest)

Committee Performance Evaluation

Score (1-5)

Committee Reason for Score SPC Feedback

(To be completed by SPC after submission)

Fulfillment of the committee’s charge Communication to and from constituency groups and the campus community

Members’ consistent commitment to committee agenda and work

Overall quality of the committee’s deliverables/outcomes

Integration of committee processes, work, and outcomes with the appropriate college plan(s)

What about your process worked well this academic year?

What changes do you recommend for next academic year?

How will you implement your recommended changes?

List proposed goals for next year.