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Integrated Planning Model

 
CONTRA COSTA COLLEGE INTEGRATED PLANNING MODEL WITH REVIEW CYCLES
FALL 2011

Power Point Presentation on Integrated Planning
Integrated Planning Model

 
Purpose
 
The integrated planning model mainly relies on the previous (2008) work and dialogue among members of the Research and Planning Committee, College Council, as well as the President’s Cabinet.  These to committees worked on clarifying and disseminating the integrated planning model to the college community.  This update more includes Student Learning Outcomes and planning timelines.   As a dynamic model, planning is changeable.   However, the directional flow or relationships among components (i.e. program review, student learning outcomes, unit plans, strategic initiatives, college-wide plans and mission statement) follow an established route based on regular review cycles.   The purpose of the integrated planning model is to demonstrate how each planning component serves the college mission which focuses on high quality of teaching and learning in the areas of vocational, basic skills and transfer education and on excellent student support systems.
 
Review Cycles

Each planning component, while connected to other components of the integrated planning model, has its own review cycle.   Each planning review cycle integrates current goals and priorities with the mission of the college.   All components are expected to coordinate their own plans with the plans of other components.   Planning integration relies primarily on the college’s shared governance committees, college communications, the planning website, and constituent representatives who communicate the plans to their respective groups.
 
The review cycles require assessment and reporting processes to evaluate progress toward plan achievement and provide feedback which assists in the refinement of plans.   The planning and review process used by each planning component should be appropriate  to that component unit, and all processes should  include three basic elements (1) ties to the mission and Strategic Initiatives (must show linkage with general district initiatives) (2) annual review and (3) periodic review.   In addition, the college annually receives the state ARCC report that provides a review of standard measures of institutional effectiveness.
Mission Statement
 
The mission statement defines what the purpose of institution is and its reason for existence.  The college mission statements is evaluated every three years and approved by the primary college governance committee, College Council, and the district governing board.   The mission statement represents the overarching beliefs, intentions, and purpose of the college and its employees.
 
Strategic Initiatives
 
The Strategic Initiatives, developed by the college every five years, establish a broad framework for planning at all levels and within each unit of the institution.   Under the direction of college strategic initiatives, each unit engages in a planning process.  Strategic initiatives are developed by the college and guide the instructional, student service and administrative programs.   Each year there is an annual report on strategic initiative progress.  

College-wide Plans
 
College-wide plans are developed in alignment with the mission statement and strategic initiatives.  They are focused planning efforts that are developed by shared governance committees and brought to College Council for review.   Examples of college-wide plans are the Enrollment Management plan or the Technology plan.   College-wide plans are expected to reflect unit plans and program review plans.   These plans are typically five years in duration, are updated annually, and at the end of five years are completely revised.   The outcomes of these plans are incorporated into the annual report on strategic initiatives.  
 
Unit Plans - Annual
 
Every unit of the college that completes a self-study program review completes a yearly unit plan.  These annual unit plans describe the previous year's plans and accomplishments, intended plans for the new year, and the results from the program review/assessment process. 
 
The unit plans are designed to reflect college-wide strategic initiatives and as appropriate, college-wide plans.   In unit plans, the units can state the need for additional resources and justify their needs with their connection to strategic initiatives or college-wide plans.   For example, if the Speech Department needs additional recording equipment, this should be stated in the unit plan for that year.  In turn, the budget committee reviews all unit plans submitted and can prioritize available resources based on how the unit plans tie to strategic initiatives, SLO assessments, or college-wide plans.   Unit plans should be submitted prior to the fiscal year to optimize budget allocations and inform the college of resource needs.
 
Program Review and Student Learning Outcomes - Periodic Review
 
The college’s well established program review process ensures that a program or unit’s performance will be comprehensively evaluated periodically.   For most academic and student service programs and units, program review is every four years.   In the case of the Career Technical programs, an update to program review happens every two years.  The Academic Senate and college program review guidelines for both instructional and non-instructional programs state that student learning outcomes will be assessed and reported in program review according to the program review timeline and cycle.   All program reviews include faculty, managers, classified staff on the validation teams.
 
The purpose of periodic program review is to provide the program/unit with the opportunity for an in-depth analysis of itself and a review of how it links with the college strategic planning elements by a shared governance committee.  Specifically, the program review phase of the planning and review cycle include the following three components: (1) preparation of a self-study report by the unit (2) evaluation by a review validation team (3) revision of the unit's strategic link to that of the college as indicated by the final evaluation conducted by President's Cabinet.
 
Ongoing Review - Student Learning Outcomes
 
Student Learning Outcomes are assessed by faculty and/or staff and add important evidence to support and refine strategic initiatives and college-wide plans.  SLO assessment indicates the effectiveness of student learning and institutional performance.  Each course, program, student service unit, administrative units or learning resource unit, has student learning outcomes or administrative unit outcomes.    Since student learning is the primary mission of the college, it is expected that students learning outcomes (SLO) will have ongoing assessment, to ensure continuous improvement in student learning.   Programs are expected to regularly conduct SLO assessment and to report on their findings and the resultant plans for student learning improvement as part of their program review.   Programs in the process of SLO assessment also are expected to report their findings at division meetings to build dialogue about student learning and to further communicate plans for improving student learning.   Management AUOs are reviewed at Management Council meetings.
 
Plans and the Process of Budget Allocation
 
The integrated planning model depends on shared governance communication, periodic reviews and updates of plans, understanding of planning outcomes and having reliable data to make decisions to support the college mission and strategic initiatives.  The allocation of college resources is based on the following criteria:
  1. A well-developed criteria for performance improvement – using common metrics such as retention, withdrawal, success and failure rates to measure an increase or decrease in any of these indicators.
  2. A consistent program review and SLO assessment process that ties assessment and program review to plans, needs for change or improvement and as available and appropriate, to resources for improvement.   This links with the district and other colleges in the annual district-wide Educational Planning Committee.   
  3. Regular and specialized research data that allows planning units and/or committees to develop research based action plans that support positive change.
  4. An integrated planning process from strategic initiatives to college wide plans to unit plans that focuses the college’s efforts on effectively meeting the college mission.
 
 
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Page was Last Modified on 10/13/2011