1. Academic Affairs Cluster 10 December 2015
UNIt Planning
Academic Affairs Cluster
10 December 2015

2. 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)

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

4. 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

5. 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

6. 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)

7. Integration of Assessment and Planning

8. 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.

9. Course-level Student Learning Outcomes Data, Analysis & Results

10. 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.

11. 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.

12. 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%

13. QUESTIONS/DISCUSSION
Strategic Educational Master Plan
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)

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

15. What do Successful Students Get?