Board of Trustees’ Annual Planning Retreat

February 1, 2010

2010 RSCCD “Plan to Plan”

Agenda

Review of 2009-2010 goals (2.1) Accountability Reporting for the Community Colleges (2.2) 12 Measures of Success (2.3) Fall 2005 – 2009 Enrollment Trends and Student Characteristics

(2.4) Results of the 2009 Accreditation Visits (2.5) Brief Recess RSCCD Budget & Planning Process and Budget Allocation

Model (2.6) Progress toward the 2009-2010 Goals (2.7) Staff Recommendation and Approval of 2010-2011 Goals (2.8)

#1 -- Promote a learning community environment that is innovative, student-centered, and celebrates student achievement.

#2 -- Provide, when possible, access and retention for completion programs, including transfer, vocational, and high school diploma programs; and prepare students for success in their academic, career, and personal life endeavors.

2009-2010 Goals (2.1)

#3 -- Implement facilities master plans, and incorporate “green” efforts into facilities development and other efforts where possible and cost-effective.

#4 -- Promote flexible, cost-effective educational programs and services when possible, including the use of cutting-edge technology and educational program delivery via technology.

2009-2010 Goals, Cont. (2.1)

#5 -- Pursue alternative public and private funding sources to increase the district’s fiscal sustainability and to implement the district’s vision and goals, and encourage the foundations and district to create plans for capital and program campaigns and alumni association development.

#6 -- Maintain a positive, productive working environment for employees, recognizing and embracing diversity and enhancing staff development opportunities that address innovation and technology.

2009-2010 Goals, Cont. (2.1)

#7 -- When possible, expand partnerships with business, labor, community groups, universities, schools, and other public and private agencies in order to enhance the district’s resource development; ensure student access and success; ensure robust economic development programs; and be responsive to workforce development needs and high demand career fields.

2009-2010 Goals, Cont. (2.1)

#8 -- When possible, assess the educational needs of the communities we serve, and enhance awareness of the colleges and community involvement through outreach and advocacy among community constituencies and leaders.

#9 -- Maximize college and community use of athletic fields when fiscally neutral, subject to state law.

2009-2010 Goals, Cont. (2.1)

ARCC (2.2)

Accountability Reporting for the Community Colleges (ARCC)/AB1417 is the framework that provides for the annual evaluation of community college performance in meeting statewide educational outcome priorities.

Required the System Office to develop an accountability report/model

Replaced Partnership for Excellence to keep funding in the community college system

Legislatively-required annual report--Trustee review is required

Colleges are NOT ranked!

SAC and SCC should NOT be compared to each other

College performance is analyzed over a three-year period AND within selected peer groups

Many college activities could impact these measures

ARCC (2.2)

ARCC: College Report (2.2)

Progress and Achievement: Degree/Certificate/Transfer Progress and Achievement Rate Percentage of students earning 30 or more units 1st Fall to 2nd Fall Persistence Rate

Progress and Achievement: Workforce Development Annual successful course completion rate for vocational courses

Pre-Collegiate Improvement Annual successful course completion rate for basic skills courses ESL Improvement Rate Basic Skills Improvement Rate Career Development and College Preparation (CDCP) Progress and

Achievement Rate

College Profile

Peer Grouping

College Self-Assessment

ARCC: Progress and Achievement (2.2) (Degree/Certificate/Transfer)

2000-01 to 2005-06

2001-02 to 2006-07

2002-03 to 2007-08

Peer Group Average

Student Progress and Achievement Rate

SAC

SCC

46.4%

41.5%

44.7%

44.8%

44.9%

42.8%

42.0%

47.7%

Percentage of Students Who Earned at Least 30 units

SAC

SCC74.2%

56.9%

70.1%

56.7%

72.2%

56.2%

73.9%

67.0%

Fall to Fall Student Persistence

SAC

SCC

68.6%

57.7%

71.7%

68.4%

76.6%

72.3%

72.5%

67.6%

ARCC: Progress and Achievement (2.2)(Workforce Development)

2000-01 to 2005-06

2001-02 to 2006-07

2002-03 to 2007-08

Peer Group Average

Annual Successful Course Completion Rate for Vocational Courses

SAC

SCC88.5%

86.3%

88.5%

87.2%

89.6%

90.5%

91.2%

91.2%

ARCC: Progress and Achievement (2.2)

(Basic Skills, ESL, & Enhanced Improvement)

2000-01 to 2005-06

2001-02 to 2006-07

2002-03 to 2007-08

Peer Group Average

Annual Successful Course Completion Rate for Basic Skills Courses

SAC

SCC

59.7%

59.9%

62.0%

58.4%

60.5%

61.8%

63.7%

62.1%

ESL Improvement Rate

SAC

SCC

30.7%

40.0%

38.3%

60.0%

55.3%

57.2%

47.1%

55.3%

Basic Skills Improvement Rate

SAC

SCC

49.6%

58.6%

50.8%

58.3%

50.5%

57.2%

49.7%

53.6%

Career Development and College Preparation (CDCP) Progress and Achievement Rate

RSC CED 1.7% 2.6% 1.7% N/A

12 Measures of Success (2.3) How Do We Evaluate Ourselves?

Both colleges successfully strive to provide access and enrollment to diverse students, representative of their communities.

About a third of the Santa Ana and Orange area’s high school graduates enroll in our colleges.

Over two-thirds of course enrollments result in successful course completion.

The number of students receiving A.A. degrees and certificates remains steady.

The number of transfer students to CSUs and UCs universities remains steady.

Student satisfaction survey results show that students are generally pleased with their college experiences.

12 Measures of Success (2.3) How Do We Evaluate Ourselves?

Levels of satisfaction AND learning gains increased for students as they achieved their goals (degrees/transfered) from our colleges.

The number of students who matriculate to credit coursework from our continuing education programs has decreased.

Students enrolled in vocational programs successfully complete courses, persist, transfer, and obtain jobs at high rates comparable to students throughout California.

Overall, RSCCD employees are increasingly diverse in ethnicity and representative of the service area.

Grant income to the district has remained fairly constant.

How Do We Evaluate Ourselves?Potential Implications for 12 Measures of Success

Access Demand for academic programs should increase Reduction in workload

Successful course completion May decrease as support programs/services have been cut Reductions in class sections may lead to increased class size

Course retention May decrease as support programs/services have been cut Reduction in class sections may lead to increased class size

College-level skills attainment Better prepared students who lack opportunities at UC/CSU Under-prepared students from high school

How Do We Evaluate Ourselves?Potential Implications for 12 Measures of Success

Graduation Programs/classes cuts may delay completion High school diplomas attainment may decrease due to cuts in

counseling

Transfers Universities have set higher requirements for acceptance Universities have decreased acceptance of transfer students

Student Satisfaction As classes and programs are cut, students may be discouraged Increases in tuition & fees

Matriculation of Continuing Education students to credit program Demand for classes has increased Reduction in workload Waiting lists for classes

How Do We Evaluate Ourselves?Potential Implications for 12 Measures of Success

Vocational technical education core indicator of performance Economic downturn has increased number of displaced workers Displaced workers will look for new CTE opportunities

Employee diversity Last year’s RIF and continued hiring freeze Reduction in staff turnover due to economy

Financial indicators Further budget cuts are anticipated

Resource development Cut in state grant dollars Federal grants have more requirements and more competition

Enrollment Trends and Student Characteristics (2.4)

Fall 2009 data are generated from new enterprise system Datatel

Overall district credit headcount dropped 19% from Fall 2008 (-20% SAC, -11% SCC)

Overall district non-credit headcount dropped 6% from Fall 2008 (-2% SAC, +23% SCC)

Our students…. Educational background Enrollment status High school graduates Educational goals Residency

Timing of Board Planning Session moved to February to improve integration of planning and budgeting functions

Follow-up Visits conducted in November Chairs reported that colleges and district had

completely responded to recommendations Accrediting Commission met January 6 – 8

Results of the Accreditation Visits (2.5)

This afternoon, both Colleges were notified that they have been removed from warning status and granted full accreditation

Results of the Accreditation Visits (2.5)

Brief Recess

RSCCD Budget & Planning Process (2.6)

Governor presents budget

BAPR meets

BOT approves adopted budget

BOT reviews/approves tentative budget

College/DO prepare tentative budget

BAPR develops budget assumptions

College/DO propose budget

BOT planning retreat

BOT approves on-going transfers

June

March

February

July

September

September-December

January

RSCCD Budget Allocation Model (2.6)

Progress Toward 2009-2010 Goals (2.7)

Current Goals Adopted last July

Activities at colleges and district office in support of goals are summarized on pages 2.7 (2) – 2.7 (8)

Approval of 2010-11 Vision and Goals (2.8)

Staff recommends that the Board reaffirm the current goals for the 2010-2011 academic year and consolidate goals #3 and #9 into one:

#3 -- Implement facilities master plans, and incorporate “green” efforts into facilities development and other efforts where possible and cost-effective.

#9 -- Maximize college and community use of athletic fields when fiscally neutral, subject to state law.

NEW #3 – Update and implement facilities master plans, maximize college and community use of facilities, and incorporate “green” efforts into facilities development and other efforts where possible and cost-effective.