Academic Affairs Cluster 10 December 2015 UNIt Planning 2015-16 Academic Affairs Cluster 10 December 2015

Unit Planning at LAHC Annual Process with data review Current system consists of the following components: Narrative/Program Review Summary (A) Regular employees (B) Legally mandated activities not covered by regular employee costs (C) Other essential activities requiring increase or decrease in budget allocation (D) New activities requiring no expenditure (E)

Unit Planning at LAHC How do we improve the process while meeting our data review and reporting requirements?

Background: Using Student Achievement and Learning Outcomes Data Data review at Harbor: Program Level: Unit Planning Resource Allocation (FHPC) Enrollment management Performance reporting (see below) College Level: Fact Book publication Performance reporting National/Federal: Accreditation (Annual and 6 years), IPEDS, Financial Aid, Gainful Employment, Grants, Program Specific Accreditations (Nursing) State: ARCC, IEPI, Equity, SSSP, CTE Programs, Student Support Programs (EOPS, YouthSource…) Grants District and College governance processes ??? Issues with use of data: Loosely organized Inconsistent use of measures and definitions Inappropriate levels of analysis Lack of efficient record keeping systems Evolving reporting and compliance requirements

Solution: SEMP LAHC’s Strategic Educational Master Plan The SEMP incudes all student achievement measures as well as measures that align with state-required, college functional plans and other institutional priorities College program review, planning and resource allocations processes use these measures to align program and operational activities with the college mission Three year cycle to assure that the college has sufficient time to achieve institutional outcomes and addresses all institutional requirements At the end of the three year cycle, SEMP progress and college-level student achievement data are evaluated and used to assess the achievement of the college mission. The mission evaluation/renewal process then drives the next strategic educational master planning cycle

Using the SEMP SEMP measures provide a framework for the college-wide Program Review process and the analysis of program-level student achievement data SEMP measure analysis results are used to generate improvement actions at the program leve Improvement actions are the basis of the college unit planning and resource allocation processes All of these activities are organized online to track assessment results, unit plans and the request and allocation of resources (HAPS)

Integration of Assessment and Planning

HAPS Manages Assessment Results HAPS: Harbor’s Assessment-based Planning System Results are summarized for review and oversight by the college administrative and governance process College level results are used by the College Planning Council to identify annual institutional priorities within the three year strategic planning cycle. These priorities guide annual planning and resource allocation decisions.

Course-level Student Learning Outcomes Data, Analysis & Results

Institution Set Standards For measures where there is an established institution-set standard, College operational units and instructional programs evaluate their performance based on the standard. Institution-set standards required by the Federal government: Completion, Job Placement Standards required by the State of California: ARCC, IEPI, SSSP, Equity Other standards or requirements: ACCJC, Nursing, Perkins, grants Units and programs that do not meet the standard are required to create an improvement activity to address that result.

College-level Student Achievement Data, Analysis & Results Data Element Institution Set Standard Stretch Goal SEMP Measure 2013/ 2014 2012/ 2013 2011/ 2012 Three-year Ave Course Completion Rate 65% 72% 2.2.3 65.9% 66.8% 66.5% Program Completion Rate June 2016* 40.1% 45.1% 41.3% 42.2% CTE completion rate 2.3.2 57.8% 60.0% 60.6% 59.5% Degrees Awarded 672 838 635 543 Certificates Awarded 66.3 45 56 98 66 University Transfers 489 477 473 516 * The CCCCO’s IEPI reporting requires the college to establish standards and goals for student achievement measures identified in the framework. Harbor will establish these goals in June 2016.

Program-level Student Achievement Data, Analysis & Results Element Program-level Analysis Results Standard SEMP Measure 2013/ 2014 2012/ 2013 2011/ 2012 Three-yr Average Associate of Arts Degrees 20% meet standard (2/10) 51.7 2.2.3 79 52 57 63 Associate of Science Degrees 14%% meet standard (3/22) 6.4 10 7 8 Associate for Transfer Degrees 100% meet standard (1/1) 1.7 Certificates 22% meet standard (4/18) 3.7 4 5 Course Completion 59% meet standard (48/81) 65% 65.9% 66.8% 66.5% Course Completion - Online 31% meet standard (9/29) 56.2% 59.3% 61.1% 58.9% Licensure Passage Rate - Nursing Meets standard 85% 2.3.2 100% 98.3% 97.1% 98.5% Licensure Passage Rate - EMT Does not meet standard 60% 57% n/a Licensure Passage Rate - CNA 81% 93.7% Job Placement Rate NN% meet standard 72.5% 2.3.3 72.8% 69.8% 74.8%

QUESTIONS/DISCUSSION Strategic Educational Master Plan 2014-17 Student Success Scorecard 2015 SEMP Fact Book Harbor's Assessment-based Planning System (HAPS) Program Review 2.0 SLO Assessment Pilot SEMP Outcomes Summary (login) Program Review Module Summary (login) ISLO Inventory (login) SLO Assessment Summary (login)

Handouts: How We Plan Unit Planning definitions, Planning Policies and Procedures Manual Guide to Evaluating Institutions, Standard I.B

What do Successful Students Get?