Planning Agenda Status Report - 2005
Planning Agenda Status Report - 2005
Submitted by:	Academic Senate
Date:
Planning Agenda Item		Priority (1- 5)	Status Report
10.4 Revise the district mapping process to include the College participatory governance and a ranking of the importance of College and District functions within facilities planning.		1	2004: The Academic Senate has already had several discussions with District administrators regarding this matter. Those will be followed with a memo prior to the end of this semester.

Submitted by:	Staff Equity and Diversity Committee
Date:
5.3 Place a high priority on hiring faculty who represent the student population.		1	2004: Since Affirmative Action is now defunct, our major tool is education. We are actively training faculty, managers and staff to serve as equity officers on hiring committees. A sensitivity to the multicultural make-up of our campus community is a vital part of that training and of the interview process. In addition, we continue to attempt to reach out to the surrounding community through "Pathways to Los Rios" programs offered throughout the year. Since its inception three years ago, the Pathways workshops have doubled attendance each year. Further, members of the Pathways Steering Committee have made themselves available to conduct workshops for individual community groups on site. This information is conveyed to a wide range of community based organizations in the greater Sacramento region.
Submitted by:	Associated Student Government
Date:	April 8, 2005
10.9 Promote student awareness and encourage student participation in the Associated Student Government organization, campus standing and hiring committees, and student clubs.		1, 2, 3	2004: Completed since October 2003: 1-1 outreach, programs and activities, and marketing resulting in increased student awareness and involvement as compared to the past five years. The SLD Coordinator will work with the ASG and the clubs via the Specialist during the 04-05 academic year to review the Planning Agenda assignment and develop a plan. Action and implementation will happen during the 05-07 academic years. 2005: The SLD Coordinator, along with the Cultural Awareness Center Coordinator and a student representative from the ASG, met, reviewed the assignment, and developed a plan. In order to gather more information, we held two focus groups and an Academic Senate brainstorming session. From these, we have generated themes and recommendations. Our next step will be to submit recommendations and take action when/where appropriate.
5.1 Increase student participation in the participatory governance process.		1, 2, 3	2004: Completed since October 2003: 1-1 outreach, programs and activities, and marketing resulting in increased student awareness and involvement as compared to the past five years. The SLD Coordinator will work with the ASG and the clubs via the Specialist during the 04-05 academic year to review the Planning Agenda assignment and develop a plan. Action and implementation will happen during the 05-07 academic years. 2005: The SLD Coordinator, along with the Cultural Awareness Center Coordinator and a student representative from the ASG, met, reviewed the assignment, and developed a plan. In order to gather more information, we held two focus groups and an Academic Senate brainstorming session. From these, we have generated themes and recommendations. Our next step will be to submit recommendations and take action when/where appropriate.
Submitted by:	Budget Committee
Date:	26-Apr-05
6.1 By 2005, the college will develop stable, adequate, and continuing operating budget resources, including sinking funds, to systematically provide for growth and maintenance of library materials and services, computer and network systems and software, and tutoring services and computer labs.	XX		2004: IT/Network budget issues recognized/addressed for the 1st time with Budget Committee OTO funds recommended for IT Infrastructure and Faculty/Staff Computer Replacement Historical Commitment of $50,000 for Library Materials continued As indicated in committee charge supports historical funding bases 2005: Continued support of library materials, tutorial services, replacement cycle for faculty/staff computers, and IT infrastructure. Adequacy of funding sources variable from year to year depending on available sources
9.1 Increase faculty and staff awareness of the role of Unit Plans and the Budget Committee in the budget process.		1	2004: Change in charge supports increase awareness of the role of Unit Plans in the budget process Budget Request forms require a tie to the Unit Plan Unit plans easily accesses via the public folder Unit plans and area priorities are utilized in the decision making process 2005: Presentation on budget allocation process was made to each constituency group
9.2 Identify and publicize discretionary funds.		1	2004: "Pinksheets" distributed to managers and Budget Committee Minutes/Information Items posted in the Public Folder Change in charge clearly defines discretionary fund Workshops 2005: Continued activities identified in '04
Submitted by:	Curriculum Committee
Date:	5/1/2005
4.3 To ensure the quality of instruction, academic rigor, and consistency of awarded credit: Beginning in 2003, the Curriculum Committee will work with faculty to evaluate the establishment of an information competency graduation requirement and/or courses, identify and re-evaluate general education courses in oral communication and critical thinking, and review all courses to ascertain consistency in the application of criteria for credit hours and distance education courses.			2004: An SCC Information Competency Committee has been established. This Committee has been meeting every month. Reports have been submitted to the Curriculum Committee and the Academic Senate. The General Education Subcommittee of the Curriculum Committee has continued to review New to College and New to District courses, as well as courses undergoing Program Review and established courses requesting General Education status. The Distance Education Subcommittee of the Curriculum Committee has continued to review New to College and New to District courses, as well as courses undergoing Program Review and established courses requesting distance education modality
			2005: The SCC Information Competency Committee has scheduled the first of many forums to discuss Information Competency with the college community. The General Education Subcommittee and the Distance Education Subcommittee continue to review New-to-College and New-to-District courses, as well as courses undergoing Program Review. In addition, the other subcommittees - Prerequisite/Corequisite/Advisory, Multicultural, and Honors- continue to review New-to-College and New-to-District courses, as well as courses undergoing Program Review. A Student Learning Outcomes (SLO) Task Group was appointed by the Academic Senate. SLO reports have been submitted to the Academic Senate and the Curriculum Committee.
Submitted by:	Executive Council
Date:	4/6/2005
10.8 Communicate the status of the revisions in the planning and resource allocation process to the College community prior to finalization.		Complete	Executive Council uses a well established process for communicating with constituent groups prior to finalizing any issue or process. SCC e-News is also used systematically to communicate with the college community at the beginning stage of the process. The Council will continue to monitor the effectiveness of communication within the college.
10.7 Develop strategies to make additional improvements in the College and District participatory governance processes.	XX What district processes?	2	In 2005/06, Executive Council will conduct a satisfaction survey at the college to determine opportunities for further improvement.
Recommendation 1c. Ensure that all college faculty and staff are fully engaged, aware of, and implementing the planning process; (3. B.1)		3	2004: Executive Council is responsible for communicating to constituent groups those aspects of planning that are brought to the Council. In 2006/07, Executive Council will conduct a survey to determine the level of faculty/staff engagement, awareness, and implementation of the planning process. 2005: Executive Council will consider combining this survey into the governance survey in 2005/06 (10.7 above)
Submitted by:	Faculty Union Representative
Date:
Operational Item #2. Institute a machine-scanable (e.g. Scantron) student evaluation of faculty survey form across the campus, with data tabulated by the research office.		1	2004: This issue was forwarded to Annette Barfield, SCC LRCFT Campus President. Annette referred the issue to the LRCFT for consideration as a negotiating item in the next contract.
Submitted by:	Planning Committee
Date:	4/8/2005
1.1 During 2003-2004, the Planning, Research, and Institutional Effectiveness standing committee will lead the College in clarifying its mission statement so that it (1) clearly identifies the students the college intends to serve (e.g., transfer and vocational), (2) is measurable, and (3) is the driving force behind the planning goals and objectives, and the evaluation process.		1	2004: The PRIE Committee prepared a web-based survey to obtain feedback from the college on phrases to be used in developing a new mission statement. The 4/2/04 issue of SCC e-News announced the pending mission revision and the web-based survey. The survey was administered following spring break. The Committee will use the results of the survey to develop a proposed mission statement. The proposed mission statement will be submitted to Executive Council on a Campus Issues form prior to the end of the spring 04 semester. 2005: The new college mission statement was adopted Fall 04. The committee reviewed the "dashboard" method of reporting institutional effectiveness indicators related to the mission statement.
1.3 During 2003-04, PRIE Committee will evaluate the college mission statement as it relates to the changing college environment and the accreditation standards and develop a process to systematically evaluate the mission statement and revise it as needed.		Complete	2004: The PRIE Committee conducted a review of many college mission statements and developed some criteria for evaluating SCC’s mission statement. The Committee felt that our current mission statement does not meet these criteria. The Committee developed an information paper for the college community explaining why the college mission statement needs to be revised. This paper was distributed in the 4/2/04 issue of SCC e-News. 2005: The mission statement will be reviewed each year by the Planning Committee.
3.1 In the next planning cycle, the District and the College will initiate reciprocal communications to ensure that there is understanding throughout the District concerning the fit between the District and individual College institutional plans.	XX	Closed	2005: The Planning Committee discussed this issued and had difficulty determining how to ensure "reciprocal" communication. The recent Facilities Master Planning process included both district and college participation. District-wide strategic planning includes participation from all the colleges. College level unit planning occurs entirely within the scope of the college. The Planning Committee was unable to identify any specific process which it can impact to address this issue. The discussions also brought out that there are many aspects of planning (e.g. facilities, budget, human resources) that are not within the charge of this committee and these may be the areas where college faculty and staff have the most concerns.
10.6 Develop mechanisms to increase faculty and classified staff participation in the early stages of planning and development of college activities.		Complete	2004: The committee has been taking steps in several areas to increase faculty/staff participation in the early stages of planning. The committee will document what it has done and evaluate the impact of its efforts. 2005: The Planning Committee designed the process for developing a new mission statement by provided the opportunity for everyone at the college to have input at the beginning of the process. The new network-based Unit Plan was shared in draft form with the Department Chairs Council and with Managers Council. Department Chairs were invited to participate in a "beta test" version in the Spring 2005 cycle. All faculty and staff were informed about this beta test through SCC e-News (2/11/05). All faculty/staff were informed regularly throughout the process of developing the Facilities Master Plan through SCC e-News and through a website. The final list of prioritized projects was advertised in these same ways as well as through colorful posters that were placed around campus. Input was solicited at each stage of the process including an initial meeting of the architect with each division/department. These processes for communication and inclusion are well established in the Planning Committee's processes.
10.10 Review the role of the College in District-wide planning, programmatic, and operational processes and recommend appropriate revisions to support the collaborative decision-making environment while preserving the uniqueness of the College.		3	2004: The committee plans to write a white paper documenting what we currently do and the decisions that have been made from this process in the past. The white paper will include recommendations that the committee feels would make the process better.
Recommendation 1a. Clarify the mission statement to better address the accreditation standard, especially as it relates to its link to the planning process and to defining the students that the college intends to serve; (1.2, 3.A.3, 5.7)			This recommendation relates directly to items 1.1 and 1.3 above and is completely addressed through the actions taken towards achieving these items.
Recommendation 1c. Ensure that all college faculty and staff are fully engaged, aware of, and implementing the planning process; (3. B.1)			This recommendation relates directly to item 10.6 above and is completely addressed through the actions taken towards achieving this item.
Submitted by:	President's Cabinet
Date:
10.2 Increase campus accessibility to District information.	XX What info specifically?
3.3 During 2003-2004, both the District and the College will develop a comprehensive, on-going program review process to encompass all District and College operations and administrative services.		3
3.4 By Fall 2004, the Planning, Research, and Institutional Effectiveness Office will complete and implement the operational design of the College strategic plan, including the prioritization steps in the Planning and Resource Allocation process, as outlined in the SCC Plan for Student Success.		1
7.4 The College will review the evaluation processes for management, faculty, and classified staff and develop mechanisms to ensure: (1) timely implementation of reviews; (2) systematic monitoring of the process; and (3) the ability of the process to encourage improvement.		1	2004: President's Cabinet will explore setting up a tracking system for faculty evaluations.
8.3 Develop a college-wide prioritized listing of needs based upon programs and services and their functional relationship to facilities.		1	2004: The process to develop the facilities master plan included a determination of needs and a priority ranking of facilities projects. Program needs will be further specified as each project is developed.
Recommendation 1b. Refine an integrated and streamlined planning process, as well as a college plan, with standardized terms that faculty, staff and their departments can fully implement; (3. C.1)		2
Operational Item #5. The College and District will review the management evaluation process in an effort to: a) Increase the transparency of all steps in the evaluation process, b) Develop mechanisms that include confidentiality safeguards and representation from constituency groups for follow-up on management evaluations that indicate a need for improvement.		2	This item is covered under 7.4 above except for the area of follow-up on evaluations that indicate a need for improvement.
Submitted by:	Staff Development Committee
Date:	5/2/2005
Operational Item #6. The College will assess the effectiveness of Instructional Improvement (Flex) days, with particular attention on the types of activities offered and on the scheduling of the days and activities.		2	2004: The Staff Development committee tri-chairs have received this assignment and discussed it at a tri-chairs meeting Tuesday, April 27. The full Staff Development committee will be informed about this issue at our next meeting, May 11. When school resumes for the Fall 04 term, the committee will work on developing a process to assess Flex activities and scheduling. 2005: A subcommittee of the Staff Development Committee developed a set of questions and discussion points regarding the role of staff development. Staff Development Committee members led informal focus group discussions with various departments and work groups to identify campus concerns and priorities for staff development activities. We also contacted American River College, and they have shared their staff needs assessment instrument. This will be shared with the full committee at the May meeting. The SCC Staff Development Committee plans to develop a similar survey based on our focus group feedback to be administered to staff next Fall.
Submitted by:	Dean, Information Technology
Date:	30-Mar-05
4.2 To support the integration of instructional technology and students’ acquisition of technology competencies: By 2003-04, the Instructional Services and Information Technology offices will develop a process and an implementation plan to meet the College’s varied educational technology needs, including faculty computers and software, computer lab replacements and software upgrades, new technology-enhanced instructional facilities, such as multimedia rooms and computer labs, and curriculum management systems that result in “user-friendly” forms and proposal processes, and enhanced access to course outlines.		1,3	2004: 1. The IT department submitted a request to the Budget Committee to establish sinking funds for faculty/staff computer replacements and maintenance of network equipment. 2. The district has been developing a curriculum management systemt to be implemented in fall, 2004. 3. The major IT projects process has been followed with recommendations to the Budget Committee. A number of multimedia rooms were funded under that process. The Budget committee has recommended that this process be continued next year. 4.The district office is starting a project to determine which software programs can be purchased with districtwide site licenses. 2005: 1. A request was submitted to the Budget committee to continue the cycle for computer, server, and network equipment replacement and upgrades. The proposal was accepted by the Budget committee. 2. Districtwide purchasing contracts have been put in place for Adobe software, in addition to the existing contracts for Microsoft, ESRI, and Autocad. 3. Technology enhanced facilities are being designed for the buildings undergoing modernization.
6.2 By academic year 2003-2004, staff responsible for providing information and learning resources will work with appropriate constituency groups to set base annual replacement rates and allocation processes.		1	2004: 1. The IT department submitted a request to the Budget Committee to establish replacement rates for faculty/staff computer. 2. The IT committee has developed a series of options for allocations and will be reviewing them in fall, 2004 2005: The IT Committee reviewed and recommended the replacement proposal that was made to the Budget Committee for FY2005-2006. A second discussion was held on how to meet the needs of faculty and staff who need new computers in order to meet work requirements but who are not in the current year's replacement cycle.
7.5 The College will plan to provide for appropriate staff development opportunities for all categories of employees and regularly assess the effectiveness of programs and activities.		1,3	2004: 1. A needs assessment tool is being developed and administered by the Staff Development committee and IT staff. 2. Evaluation tools on workshop effectiveness is administered after each staff development activity. 2005: 1. A needs assessment tool is being refined and administered by the Staff Development committee and staff responsible for SD activities. 2. Evaluation tools on workshop effectiveness is administered after each staff development activity.
Recommendation 3c. Develop a comprehensive staff development program that addresses the needs of classified staff, particularly in student services, as well as instruction and administration, in the People Soft information system; in developing data measures to use for improvement including student learning outcomes, service needs assessment, and student satisfaction with services; and in cross-functional office operations to cover for retiring staff. (5.3, 5.9, 5.10, 7.C.1)		1,3	2004: 1. A comprehensive needs assessment process is being developed and administered by the Staff Development commttee and IT staff. A comprehensive survey of staff development needs will be developed based on the results of an appreciative inquiry based survey process. 2. Workshops on the Peoplesoft upgrade were delivered to classified staff, counselors, and administrators during the spring semester with the upgrade to version 8.1. 2005: Training is provided as systems are expanded to different departments - such as Keyfile, the Financial Aid application, and SARS Grid. These training functions are provided by the department using the application with assistance from IT staff and contractors as needed. Issues involving Student Learning Outcomes are being addressed by a collegewide task force on SLOs.
Submitted by:	Learning Resources
Date:
6.2 By acdemic year 2003-2004, staff responsible for providing information and learning resources will work with appropriate constituency groups to set base annual replacement rates and allocation processes.		1	2004: Has been addressed before/Partially completed/Will be addressed in the next year. The LRC has recommended replacement rates that meet industry standards as well as allocation processes in place for Library/Instructional Media, Tutoring, Audiovisual, and Computers. Their full implemention requires stable, adequate and continuing operating budget resources. Since October 2003, the LRC has submitted budget requests for books, audiovisual, tutoring and major IT projects for 2004-05, identified resources needed to accomplish unit goals in the Unit Plans for 2004-05, and submitted to the VPA its College Discretionary Fund Budget Planning Input Sheet (Base Allocation). A status report for each area follows:
Library/Instructional Media - Partially Completed In a district wide study completed in 1999, the annual rates for maintaining and replacing lost, destroyed, or worn out library materials was set at 3% of the collection size, a rate accepted in California and a reduction from the ALA/ACRL national rate of 6%. In addition to replacement, new materials are required to meet college growth. Title V standards for collection size rise by 7500 volumes and 200 videos at each increment of 1000 additional FTES, so the growth rate in new materials will fluctuate with growth in FTES. For a 2% growth in SCC FTES (300 students), the annual collection growth rate would be 3.2% (2272 vol.). The combined annual replacement and new materials acquisition rate in this scenario would be 6.2%. The library needs to develop replacement rates for electronic databases.
The library has in place a process for allocating materials funds based on program enrollment, circulation rates, and previous allocation. The realization of materials replacement rates and allocation processes are contingent upon adequate, stable funding. The College has a historical commitment to allocate $50,000 a year for library materials, and this year the Library Dept has requested that the Budget Committee continue funding this item.
Tutoring - Partially Completed Funding to pay tutors in the LRC and in instructional divisions across the campus comes primarily from a one-time only allocation that needs to be appropriated to this program by the Budget Committee every year. The program has submitted to the Budget Committee on behalf of all labs/programs a funding request for $151,000 for 2004-05. The College still needs to address the allocation process for this large program. The College's tutoring budget is centralized and administered by the Learning Resources Division. The program uses an allocation formula based on previous allocation and student enrollment in each instructional lab/program that provides tutoring. The formula is reviewed and revised when changes in enrollment occur or when new labs/programs are added.
Technology - Partially Completed The LRC supports instructional technology needs of the College both in the existing (media production, audiovisual, television) and emerging (instructional development/innovation, online, interactive television) technology areas. Replacement rates established by industry standards for equipment are in the 3 to 5 year range. Audiovisual - Partially Completed: The College has established an Audiovisual Pool to fund AV needs. Funding is appropriated on an annual basis as one-time-only and it may vary from year to year. A funding request for $40,000 has been submitted to the Budget Commitee for 2004-05. Emerging Technologies - Not completed: Allocation processes or replacement rates have not been specified for this function. Computers - Completed: Student and staff computers are part of the College's replacement cycle.
Submitted by:	Dean, Planning, Research, & Institutional Effectiveness
Date:	4/13/2005
1.2 The Office of Planning, Research, and Institutional Effectiveness will work with the Public Information Officer to ensure that the current mission statement is published in its entirety in all relevant print and Web-based publications.		Complete	2004: The Dean of PRIE and the Public Information Officer have worked together to ensure that the current mission statement is correctly published in all print and web-based publications. The Dean of PRIE is on the distribution list to review the mission statement prior to publishing the college catalog each year. Once the new mission statement is developed, the PIO and Planning Dean will need to ensure that it replaces all of the old mission statements. 2005: The new mission statement has been published in the 2005-06 Catalog and is posted on the college website.
3.2 During 2003-2004, the Planning, Research, and Institutional Effectiveness Office, in conjunction with members of the Executive Council, Deans Council, Department Chairs Council, and the PRIE Committee, will identify indicators for institutional effectiveness and make this data available to the college community.		2	2005: The Planning Committee has reviewed the "dashboard" method of reporting indicators for institutional effectiveness. The Research Office has begun to identify data elements to include in the dashboard.
The College will also implement a feedback and evaluation process as indicated in the SCC Plan for Student Success that would include measuring the effectiveness of the unit-specific Key Performance Indicators and a system for reviewing of the effectiveness and utility of the processes.	XX	5
8.1 Prepare a Master Plan for Student Success that is driven by educational programs and services. The Master Plan will contain implications for human resources, information technology needs, facilities, and budget which are driven by programmatic and service needs.		1	2004: The Planning Office has developed a web site that contains all of the elements of the Master Plan for Student Success as well as supporting documents. This web site contains the profiles for all of the educational programs, student services, and administrative services. These profiles contain implications for human resources, information technology, facilities, and budget which are driven by programmatic and service needs. The Dean of PRIE is participating in the Master Planning Group and facilitating the development of the presentation of the Facilities Master Plan to the Board. 2005: The facilities component of the Master Plan was completed in June 2004.
8.2 Address the need for increased parking for the SCC campus. Integrate the Transportation, Access, and Parking Plan into the Master Plan for Student Success.		Complete	2004: The Transportation, Access, and Parking plan has been incorporated into the Facilities Master Plan. This addresses the need for increased parking on campus. In addition, the district will be conducting an election among students regarding a Universal Pass for Regional Transit. 2005: The Universal Pass was approved and implemented in Fall 2004. The Facilities Master Plan addresses increased parking through the construction of a multi-story parking structure.
8.7 Obtain copies and review all physical condition reports for SCC facilities and determine which projects to address with funds from SMSR, Modernization, or Bond.		Complete	2004: The college has received copies of the physical condition report which has been included in the Facilities Master Plan as one of the criteria to prioritize building projects. 2005: The Facilities Master Plan contains a prioritized list of projects to be funded with Modernization and Bond funds.
Recommendation 1b. Refine an integrated and streamlined planning process, as well as a college plan, with standardized terms that faculty, staff and their departments can fully implement; (3. C.1)			This recommendation relates directly to item 8.1 above and is completely addressed through the actions taken towards achieving this item.
Recommendation 1d. Identify college and student outcomes in such a fashion that collaboration for continuing improvement consciously and systematically occurs; (3. C.1)		1	2004: The college has initiated faculty-driven efforts in student learning outcome assessment that focus on the continuous improvement of teaching and learning. A total of 48 faculty and student service staff participated in hands-on Flex workshops (8/03 & 3/04) that introduced learning objectives and outcome development at the course and unit level. A group of 8 faculty are currently participating in the SCC SLOA institute for which they attended a full-day fall orientation on SLOA and designed course-specific projects that are currently being conducted (sp.'04). In addition, a team of 13 SCC faculty and administrators attended the RP group's day-long workshop on student learning oucome assessment (4/04) and are participating in follow-up plannning meetings and flex activities in the future to spread the dialogue in this area.
			2005: In Fall 04, a Student Learning Outcomes Advisory Committee was established under Academic Senate. The Advisory Committee began developing a white paper on Student Learning Outcomes at SCC. Tha Fall 04 flex activity drew about 25 faculty. The second annual SLO Institute attracted another group of 8 faculty. A presentation on SLOA was given to about 100 faculty at the January 05 Curriculum Institute.
Recommendation 1e. Emphasize the research and evaluation component of planning in order to use focused research information constructively and systematically to continually improve identified student achievement and college effectiveness outcomes. (3. A.4, 3. B.2)			This recommendation relates directly to item 3.2 above and is completely addressed through the actions taken towards achieving this item.
Submitted by:	Dean Instruction: Vocational Education
Date:
8.9 Develop a college-wide listing of needs that are program-based to replace outdated instructional equipment for departments requiring specific equipment to meet current and future industrial standards.		1	2004: Equipment lists have been generated as part of facilities planning for MET and Graphic Communications. Cosmetology is currently identifying their equipment needs. A complete list of equipment needs for all vocational/occupational areas will be completed within a year.
Submitted by:	Director of Operations
Date:
8.4 Develop and publish a process to update room designation according to utilization category.		Complete	2004: Procedures for updating the SCC Facilities Space Inventory were published in August 2003. They are included in the front of the April 2003 Space Inventory that was distributed to all SCC manager's. Changes to the inventory must be sent through the area dean/manager to the Operations Division for processing with district FM.
8.6 Determine a "best practices" model for building modernization to set a benchmark for room sizes based upon different subject area needs, utilization, and Cap/Load ratios.		3	2004: A section of the SCC Master Plan for Student Development is designed to capture 'best practices' for the campus. These best practices are intended to maximize student access as well as maintain a viable/competitive cap-load ratio for the campus. 2005: During the initial meeting of district planners, campus Operations and the Division dean and staff of the building involved, a complete review of the modernization rules is completed. In addition, reference is made to appropriate documents that should be consulted during the modernization planning process to include the campus Master Plan. Finally, an 'assignable' square footage worksheet has been develped by Campus Operations to facilitate how the available ASF is 'spent' during the planning process. The selected architect is involved with this process along with FM planners and division staff.
Submitted by:	President
Date:
8.8 Pursue a plan to evaluate additional property options for the College.		2
10.3 Ensure that the evaluation process for the Chancellor and the College President includes representation from key constituency groups.		2	2004: The Chancellor evaluation process includes a survey to over 250 people district-wide.
Submitted by:	Vice President Administration
Date:	4/27/2005
10.5 Develop a district process that utilizes full participation of the college in facilities planning.	XX	Complete	2005: See Regulation 8417, Facilities Planning, which defines the facilities planning process & roles & responsibilities of the district and college. The college role in the planning process is defined in section 3.2.
			In the facilities planning process, District FM provides the direct planning, coordination and oversight of facilities, however, the college participates in the actual design and development of the space utilization when buildings are constructed or modernized. In 2004, the college developed its Master Plan for Student Success – Facilities Component, which established the overall plan for development of the campus facilities to support the mission of the college, including a long range construction timeline and the criteria by which projects would follow to support instruction and student services. Each new project begins with an Initial Project Proposal (IPP), which is submitted to the state for funding prioritization. When projects receive a competitive rating on their IPP, an architect is selected by the college to work with the college and district planners to develop a Final Project Proposal (FPP). Therefore while the district has responsibility for the project oversight and budgeting for facilities projects, the college has full participation in the facilities planning and development process.
7.1 The College will develop a systematic approach, connected to the planning process, for classified staff hiring.	XX	2	2005: Currently, classified staff priorities are developed by each Vice President/President within their area of responsibility. President’s Cabinet then discusses the various positions and prioritizes them across the institution. There are no fixed criteria by which positions are allocated as each unit has different staffing needs and there are various funding sources by which classified staffing needs may be met. This process allows the greatest flexibility to adjust to changing priorities from year to year but is not based on a prescribed formula or objective evaluation criteria. Optional criteria for prioritizing classified positions include 1) excessive use of classified temporary and student employees or overtime; 2) strategic priorities/critical needs due to changing business requirements; 3) statistical criteria (WSCH/FTE – instructional assistants, instructional clerical support; Building SQFT/FTE for custodial/maintenance tech; # students/FTE for student services).
			To meet the changing needs of the institution, there needs to be some development of criteria to evaluate needs objectively but also allow flexibility to re-prioritize and re-allocate classified staff resources as funding and job requirements change. For example, if additional categorical resources become available to meet an existing need met with unrestricted funds, resources should be re-allocated to other unmet needs to the extent that there is no restriction on supplanting existing positions. In addition, as job requirements change to either increase efficiency, thereby reducing staff needs, positions should be re-allocated to address higher priorities.
7.2 The College and District Office will explore modification of the existing recruitment methods for classified staff positions to improve alignment of advertised duties and responsibilities with actual job requirements.	XX	Complete	2005: The District has multiple job descriptions that should encompass the basic duties required of each job. To the extent that is not true, job duties may be modified to align with actual job requirements by approval of the VPAs, unions and district HR. In addition, new job descriptions may be needed to address changes in need and may be proposed and routed for approval as necessary.
7.6 The College and the District will investigate the practices and the appropriateness of locally stored unofficial personnel files and payroll data.	XX	Complete	2005: Managers and supervisors may maintain unofficial personnel files and payroll data, provided such files are properly secured in a locked file cabinet, with access to those files limited to use for appropriate business purposes by appropriate personnel. Files should not contain personal information such as social security numbers.
8.5 Make clear to College constituencies the utilization, computation, and implications of the Capacity/Load Ratio for existing and new building construction.	XX	Complete	2005: The capacity/load ratio is a formula used by the State to prioritize new construction and remodel (not modernization) projects for funding. The ratio is defined in Regulation 8417. In summary, the ratio is computed as a percentage of the capacity of existing facilities based on a standard expected utilization of different categories of space (lecture, lab, library, office, AVTV, PE, Bookstore/Cafeteria and Parking) to the anticipated load projected by State enrollment forecasts. The lower the percentage, the higher the State prioritizes projects. Because the college has a relatively high capacity/load ratio, which reflects a high capacity and limited projected enrollment, it does not rank high for projects that add new square footage or convert low capacity use into high capacity use. To the extent that we could become more efficient with the use of existing classrooms and labs and convert inefficient space to lower capacity uses (offices) or find ways to increase forecasted load, we could reduce our capacity/load ratio and increase the likelihood of qualifying for new space.
9.3 Establish lines of communication between the College and the District in order to increase flexibility and local decision-making in the financial management process.		Complete	2005: I believe this is current practice
Operational Item #1. While faculty hiring and student enrollment have experienced growth, classified staff has not. The college needs to evaluate the need to bring classified staff up to proportionate levels.	XX	Complete	2005: This statement does not appear to be true. Based on data gathered from the Adopted Budget book, WSCH has grown from 173,639 in FY1996 to 217,719 in FY 2004, while unrestricted classified staff FTE has increased from 151.44 to 188.18. Comparing WSCH/classified FTE shows that we currently generate 1,157 WSCH per classified FTE, compared to 1,147 in 1996. As a comparison, ARC has increased from 1,074 to 1,234 over this period and CRC and FLC are currently at 1,063 and 1,061 respectively.
Submitted by:	Vice President Instruction
Date:	8/18/2005
2.1 Develop, publish, and disseminate timelines for revision of publications that allow adequate time for review and editorial input.		3	2005: During Fall 2004, the Instruction Office prepared and disseminated a memo including responsibilities and timelines for the college's 2005-06 catalog and schedules. In addition, a small task group was formed in Spring 2005 to review and update the faculty handbook.
2.2 Develop clear lines of responsibility for reviewing and editing publications and ensure that adequate resources and personnel are allocated to provide the highest level of quality, accuracy and precision for all publications.		3	2005: With multiple changes in responsible staff, this planning agenda item was delayed until new, permanent staff were in place to participate in the development of roles and responsibilities.
4.1 To ensure educational programs are aligned with the College mission and have adequate resources: Annually, the College will monitor student enrollment research and adapt programs and courses to meet the emerging educational needs of its students and, through its newly-integrated planning processes, will identify, prioritize, and evaluate the sufficiency of the financial and human resources that support its educational programs and services.		1	2004: Since October 2003, many curriculum proposals to revise course outlines have been submitted to the Curriculum Committee to meet the emerging needs of students. Specific examples include History 380, History of the Middle East and Math 80, Mathematics Study Skills which have been developed to based on expressed student interest and identified remedial needs. In late December 2003 and early January 2004, funding requests were developed, submitted, and prioritized using Unit Plan data/information to support specific educational programs and services. A request for enrollment research on student retention in Science courses has been forwarded to the college's research office to assist Chemistry faculty in designing appropriate courses. 2005: The college curricula remains a dynamic blend of programmatic changes and emerging student needs. During the 2004-05 curricular cycle, the Curriculum Committee approved 38 new to district and/or college courses and developed/revised more than 60 degrees and certificates.
4.4 To improve student learning environments and opportunities: By 2004-05, the Office of Instruction in conjunction with the Office of Administrative Services will conduct inventories of instructional space and usage in order to provide sufficient physical and technological space for educational programs at all service locations, and identify strategies to increase the number of degrees and certificates conferred through the development of new programs, the expansion of existing programs, the development of a degree audit system, and the enhancement of educational program materials available to students.		2	2004: Inventories of instructional space (lecture, lab) have been developed and are being refined for usage in improving physical learning environments for students. New enrollment management activities, with all college constituencies involved, have been developed focusing on student recruitment and retention. With the District's upgrade to PeopleSoft Version 8.0, a degree audit system is available and feasibility of same is being reviewed by a district-liaison group. 2005: A procedure for scheduling classes and utilizing instructional space has been developed and implemented. Divisions provide an initial schedule and room utilization is reviewed by the Instruction Office for best possible options. Additional discussions regarding a degree audit system have revealed some challenges in the area of prerequisite checking, but future, more-detailed discussion at the district level are planned.
4.5 To ensure educational programs are structured to support student achievement and program-based learning outcomes: Beginning in 2003-04, the college’s Planning, Research and Institutional Effectiveness office will develop strategies to increase frequency and consistency of publication of student performance data, and will develop survey methodologies to identify opportunities for educational programs to improve outcomes-based assessment and student acquisition of academic and technical competencies and overall achievement, particularly for non-traditional students.		1	2004: Recent student interest and performance data has been shared with college constituencies, including survey results of students seeking courses and seven (7) student follow-up studies in various programmatic areas. A new Noel-Levitz study is currently underway at the college to assess student satisfaction. Faculty/administrative teams participated in a Learning Outcomes Institute hosted by the RP Group for the purposes of informing and improving outcomes-based assessment. 2005: The Noel-Levitz student satisfaction survey was completed and student focus groups were conducted to assess student needs. The results were shared with the college community and partially integrated into the college's Education Initiative.
7.3 The College and the District will improve the hiring process of faculty to include better assessment of teaching effectiveness and better training of team members for equity methods and policies.		4	2005: During Spring 2005, more than twenty full-time faculty members were hired by the college. Teaching effectiveness was assessed during these processes through prepared as well as impromptu teaching demonstrations. Training in equity methods and the overall hiring process was provided to all selection committee members by the committee chairpersons.
Recommendation 1d. Identify college and student outcomes in such a fashion that collaboration for continuing improvement consciously and systematically occurs; (3. C.1)			Included in 4.4 Planning Agenda Item
Submitted by:	Vice President Student Services
Date:
2.3 Create a better structured system of enforcement for dealing with student plagiarism		Complete	2004: SCC Faculty Handbook, SCC Student Guide and LRCCD Board regulation 2400 and 2440, outline and articulate a systematic process regarding enforcement for dealing with plagiarism.
5.1 Increase student participation in the participatory governance process.		2	2004: The Student Leadership and Development Coordinator will work with the ASG and the club via the Specialist during the 2004-05 academic year to review the Planning Agenda assignment and develop a plan. Action and implementation will happen during the 2005-06 academic year.
5.2 Ensure that on-line admission and registration systems are effective and user-friendly; that implementation of all components of the PeopleSoft Student Administration systems, including prerequisite checking, degree audit, financial aid, assessment, and MIS, are effective and user-friendly; and the PeopleSoft Project include broader user input at all levels of planning, implementation and training.		1	2004: District IT continues to improve and enhance on-line admission and registration system. A monthly PeopleSoft update is distributed through email to keep the campus informed of all of the improvements, enhancements and issues related to PeopleSoft. At District level, prerequisite checking and degree audit are currently on hold. District implemented PeopleSoft version 8 and this version is designed to be more user friendly. The District-wide PeopleSoft Liaison Team has expanded its membership to include more faculty representation in addition to representatives from classified staff and management groups.
5.4 Conduct a needs assessment of the community and student population to provide input into designing appropriate, comprehensive, reliable, and accessible services to students.		Complete	2004: Needs assessment is a part of Student Services Program Review. Program review information is incorporated in the planning process and reflects in each unit plan.
Recommendation 2. The Los Rios Community College District has developed a strategic plan to serve the people within the district through the creation of four colleges and a series of education centers affiliated with each of those colleges. The team recommends that, in order to increase effectiveness, this plan should include appropriate provision for delivery of necessary instructional and student support services at all of the existing centers and at those that may be created in the future. (4.A.4, 4.D.1, 4.D.2, 4.D.7,.5.6,.6.7)
Recommendation 3a. Develop a fully integrated, research based, comprehensive plan to deliver student services in a manner that addresses the equity of resources and services at the campus and the centers; (5.3, 5.5, 5.6, 5.10)
Recommendation 3b. Develop among student services professionals a culture of evidence that characterizes student services at SCC; (5.3, 5.5, 5.6, 5.7)