Planning Committee Tasks to Be Accomplished 2013-2014

Primary Responsibilities (Unique to 2013-2014)

o Draft New Strategic Plan (2014-2019) (preliminary – tentative – final) o Complete Revision of Planning Process Policy (D 1150) o [Integrated Planning Resources (including list of plans to be reviewed by PC)] o Plan to address items included in ACCJC Midterm Report

Regular Business/Annual Activities

o Evaluation of institutional effectiveness vs. ACCJC Rubrics o Annual Progress Report for Strategic Plan o Establish 2014-2015 Planning Priorities & Planning Guidelines o Update on Program Evaluation & Planning o Evaluation of Planning Committee (Spring)

Plans to be Completed (Not Planning Committee Responsibility)

o Educational Master Plan o The Way Forward o Facilities Master Plan

Accreditation

o Develop timeline for accreditation (2013-2014 through fall 2015)

Regular Reports

o Budget Committee o Learning Outcomes Assessment Committee (LOAC) o Accreditation Co-Chairs (Process & Updates) o Integrated Planning Resources

Other

o Revised Institutional Learning Outcomes (ILOs) (approval anticipated fall 2013) o Scorecard/ARCC 2.0 (Accountability Reporting for Community Colleges) o Joint Budget & Planning meetings? o Joint Planning & BOT meeting? Retreat?

Components of Strategic Planning Compiled by: Robyn Wornall, Ph.D.

For Planning Committee, March 15, 2013

Elements of Strategic Plan Determined Via:

Where the organization stands What do we do? For whom do we do it?

Data, environmental scan, dialogue Mission Intended student population

Where it wants to go in the next few/several years? Identify “long-term” goals

Dialogue, reference to other plans, dialogue incorporating data

How it will achieve that goal – “get there”? Action plan

Planning, strategies, objectives, exploration of alternatives

How do we know that the goal has been achieved? Includes clear end results

Monitor progress

WHAT IS STRATEGIC PLANNING? Source: NAMAC website; National Alliance for Media Art and Culture — from Alliance for Nonprofit Management Strategic Planning is a management tool that helps an organization focus its energy, to ensure that members of the organization are working toward the same goals, to assess and adjust the organization's direction in response to a changing environment. In short, strategic planning is a disciplined effort to produce fundamental decisions and actions that shape and guide what an organization is, what it does, and why it does it, with a focus on the future. (Adapted from Bryson's Strategic Planning in Public and Nonprofit Organizations) The process is strategic because it involves preparing the best way to respond to the circumstances of the organization's environment, whether or not its circumstances are known in advance . . . Being strategic, then, means being clear about the organization's objectives, being aware of the organization's resources, and incorporating both into being consciously responsive to a dynamic environment. The process is about planning because it involves intentionally setting goals (i.e., choosing a desired future) and developing an approach to achieving those goals. The process is disciplined in that it calls for a certain order and pattern to keep it focused and productive. The process raises a sequence of questions that helps planners examine experience, test assumptions, gather and incorporate information about the present, and anticipate the environment in which the organization will be working in the future. Finally, the process is about fundamental decisions and actions because choices must be made in order to answer the sequence of questions mentioned above. The plan is ultimately no more, and no less, than a set of decisions about what to do, why to do it, and how to do it. Because it is impossible to do everything that needs to be done in this world, strategic planning implies that some organizational decisions and actions are more important than others - and that much of the strategy lies in making the tough decisions about what is most important to achieving organizational success.

Proposed Steps for Developing Strategic Plan, 2014-2019

Strategic Plans Prior to 2013 2014-2019 Strategic Plan

SCAN Conduct Environmental Scan o Use Environmental Scan from Educational Master Plan (2013)

o Campus Forums to collect input on: o general goals for Strategic Plan o definition(s) of student success

(measures)

DRAFT Draft Strategic Plan, including: o Goals o Strategies o Measures o Timelines o Assign responsibilities

Draft Strategic Plan, including: o Goals o Strategic Objectives/Initiatives o Measures

SHARE o Campus Forums (for preliminary, tentative, and final drafts of Strategic Plan)

o Preliminary & Tentative drafts (along with summary of campus input) shared with Board of Trustees as information items during development phase

o Campus Forums (for preliminary, tentative, and final drafts of Strategic Plan)

o Preliminary & Tentative drafts (along with summary of campus input) shared with Board of Trustees as information items during development phase

APPROVE Final draft to Board of Trustees for approval

Final draft to Board of Trustees for approval

Steps for Developing NVC Strategic Plan(s) in the Past

1) Environmental Scan Major issues and trends affecting institution level planning External - greatest impact on NVC

o Social, political and economic issues so NVC can align itself with existing environment

o Local demographic, occupation and enrollment projections o Accreditation/Chancellor’s office/ State and Federal regulations

Internal - NVC student trends 2) Strategic Plan

Identify goals

Identify strategies

Identify measures

Establish timelines

Assign responsibility 3) Campus forums 4) Board of Trustees approval

Planning Committee Strategic Plan 2014-2019

Proposed Process and Timelines

NOTE: o This timeline covers only the Strategic-Planning-related activities of the Planning Committee

for fall 2013. o This timeline is linked to the proposed Planning Committee meeting dates for 2013-2014. The

timeline will need to be adjusted to accommodate any changes in proposed meeting dates. o The Planning Committee might want to identify planning priorities for the 2014-2015 cycle

earlier than December 2013, based on preliminary/tentative drafts of the 2014-2019 Strategic Plan. That will be determined in fall 2013, when a more detailed timeline is developed.

Spring 2013

Approve timeframe (5 year plan spanning 2014-2019 approved April 19, 2013)

Approve process/timeline for developing Strategic Plan 2014-2019

Approve format for Strategic Plan 2014-2019 Fall 2013 August 23

Review timeline for Strategic Plan development

Schedule forums/work sessions for campus input

Review environmental scans (identify any additional information required) September 6

Review environmental scans (updated?)

Discuss/Identify goals/objectives (Planning Committee discussion)

[Initial campus-wide forums underway in early-to-mid September] September 20

Draft Preliminary Strategic Plan (based on campus-wide input)

Approve Preliminary Strategic Plan

[Forums to share Preliminary Strategic Plan with campus community in late September – early October, dates TBD]

[Preliminary Strategic Plan in Board Agenda Packet September 26, for October 10 meeting] October 4

Review input from campus community to date (Planning Committee discussion)

Identify changes needed (preliminary – tentative)

[Campus-wide forums for preliminary draft continue into early October, dates TBD]

[October 10 Board meeting: Preliminary Strategic Plan document and oral summary of campus-wide input collected to date; collect input from Board]

October 18

Draft Tentative Strategic Plan (based on campus-wide input)

Approve Tentative Strategic Plan

[Forums to share Tentative Strategic Plan with campus community in late October – early November]

[Tentative Strategic Plan in Board Agenda Packet October 31, for November 14 meeting] November 1

Review input from campus community to date (Planning Committee discussion)

Identify changes needed (tentative – final)

[Campus-wide forums for tentative draft continue into early November, dates TBD]

[November 14 Board meeting: Tentative Strategic Plan document and oral summary of campus-wide input collected to date; collect input from Board]

November 15

Draft Final Strategic Plan (based on campus-wide input)

[Forums to share Final Strategic Plan with campus community in late November – early December]

December 6

Approve Final Strategic Plan (update based on any additional/new campus-wide input)

[Final Strategic Plan in Board Agenda Packet for January 2014 meeting; agenda materials for December Board meeting due by November 26]

December 20

Extra time for Strategic Plan (if necessary/off schedule)

Identify Planning Priorities for 2014-2015 planning cycle (Planning Committee discussion, based on draft Final Strategic Plan)

Spring 2014 January 24

Approve Planning Priorities for 2014-2015 planning cycle

ENVIRONMENTAL SCAN Contents of Environmental Scan:

o From Education Master Plan (draft) o To be used as foundation for Strategic Plan

EXTERNAL SCAN:

• Effective Service Area: o Introduction (Definition/Maps) o County of Residence among Students o Population Projections o Demographic Profile o Educational Attainment o Participation Rates o Household Income o Housing Affordability o K-12 Enrollment & Projected Graduates

• Employment within Napa County: o Major Employers o Workforce Characteristics & Labor Market Trends o High Demand & High Growth Jobs o Unemployment

INTERNAL SCAN: • General Institutional Description:

o Full-Time Equivalent Students & Full-Time Equivalent Faculty o Enrollment & Headcount o Average Class Size & Number of Sections o Projections at Institutional Level

• Description of Student Population: o Demographics Based on Headcount o Educational Goals o Enrollment Status o Unit Load o Day/Evening Enrollment o Placement Test Results o Enrollments in Basic Skills

• Outcomes Data: o Retention & Successful Course Completion Rates o Persistence Rate o Degrees & Certificates Awarded o Transfers to Four-Year Institutions o Scorecard: Completion & Career Technical Education Rates o Scorecard: Persistence & 30 Units Rates o Scorecard: Remedial Progress Rates

BP 3250 Institutional Planning References:

Accreditation Standard I.B; Title 5 Sections 51008, 51010, 51027, 53003, 54220, 55080, 55190, 55250, 55510, and 56270 et seq.

Note: This policy is legally required. The [ CEO ] shall ensure that the District has and implements a broad-based comprehensive, systematic and integrated system of planning that involves appropriate segments of the college community and is supported by institutional effectiveness research. The planning system shall include plans required by law, including, but not limited to:

• Long Range Educational or Academic Master Plan, which shall be updated periodically as deemed necessary by the Governing Board

• Facilities Plan • Faculty and Staff Diversity Plan • Student Equity Plan • Matriculation Plan • Transfer Center Plan • Cooperative Work Experience Plan • EOPS Plan

The [ CEO ] shall submit those plans for which Board approval is required by Title 5 to the Board. Note: The following is suggested as good practice. The [ CEO ] shall inform the Board about the status of planning and the various plans. The [ CEO ] shall ensure the Board has an opportunity to assist in developing the general institutional mission and goals for the comprehensive plans. See Administrative Procedure [ # ]. Revised 8/07

Revised ILOs, Spring 2013

Students who receive a degree from Napa Valley College will demonstrate the following:

o Communication & Collaboration

o Critical Thinking & Information Competency

o Global Awareness & Civic Responsibility

o Personal Responsibility

Communication & Collaboration, assessed as the ability to: o Create and communicate thoughts, ideas, and information effectively o Write using appropriate language, syntax, and grammar o Listen, receive, and evaluate verbal and non-verbal messages o Develop and deliver effective presentations tailored to appropriate audiences o Participate in conversations and class discussions o Work effectively as a member of a group/team o Leverage appropriate technology to convey information

Critical Thinking & Information Competency, assessed as the ability to:

o Read and interpret college-level texts o Conduct research and obtain information from reliable sources o Differentiate between facts, influences, assumptions, and conclusions o Analyze, evaluate, and synthesize information o Cite sources correctly, using established formats/standards o Apply logic to draw conclusions o Conduct calculations and solve problems using quantitative reasoning o Interpret visual information conveyed through images, graphs, charts, and diagrams o Demonstrate technological fluency o Evaluate alternatives, anticipate possible outcomes, and make informed decisions

Global Awareness & Civic Responsibility, assessed as the ability to:

o Understand local, national, and global issues o Understand the relationship between human behavior and the physical environment o Understand and appreciate artistic expression and the role of art in culture, history, and social

critique o Identify, examine, and evaluate social justice issues and concepts o Identify unique features among various cultures o Describe and demonstrate intercultural competency o Apply scientific principles to measure and observe the physical world o Explore and apply ethical standards to evaluate behavior

Personal Responsibility, assessed as the ability to:

o Assess individual knowledge, skills, and abilities o Set goals and develop plans to achieve them o Identify resources to support goal attainment o Receive constructive criticism and respond appropriately

Approved by NVC Learning Outcomes Assessment Committee, May 9, 2013 (based on consideration of concerns expressed by Planning Committee on May 3, 2013)

DRAFT (Approved by LOAC, May 23, 2013)

Clarification of Revised ILOs, Page 1 of 2

Clarification of Intended Use of Revised ILOs, Spring 2013 Institution-Level Outcomes Institution-Level Outcomes (ILOs) are the Student Learning Outcomes (SLOs) that Napa Valley College has defined at the institutional level. The ILOs identify the most important, general skills that students who receive a degree should acquire while attending Napa Valley College (NVC). The four general skill areas include:

o Communication & Collaboration; o Critical Thinking & Information Competency; o Global Awareness & Civic Responsibility; and o Personal Responsibility.

In the 2013 review of ILOs, these skill sets were the ones most commonly identified by the campus community as important skills for students to acquire while attending NVC. Course- and program-level outcomes helped inform the development of the stated ILOs. Target Student Population All courses should contribute to the development of students’ skills in at least one of the four general skill areas, and those skills should be assessed at the course and program levels. However, demonstrating skills in all four areas requires ongoing engagement with the college and its programs. For that reason, the ILOs apply to degree recipients, as suggested by the statement introducing the ILOs: “Students who receive a degree from Napa Valley College will demonstrate the following . . . .” NVC has adopted its ILOs as its General Education Outcomes. Therefore, students who complete the General Education pattern should acquire the four general skills while attending NVC, and those skills should be assessed within the General Education curriculum. Component Features of Each ILO General Skill Area Each of these four general skill areas has more specific outcomes statements associated with it. The specific outcomes are assessed at the course and program levels. For instance, the Communication & Collaboration ILO focuses on the assessment of students’ skills that contribute to the larger general skill set, including the ability to:

o Create and communicate thoughts, ideas, and information effectively o Write using appropriate language, syntax, and grammar o Listen, receive, and evaluate verbal and non-verbal messages o Develop and deliver effective presentations tailored to appropriate audiences o Participate in conversations and class discussions o Work effectively as a member of a group/team o Leverage appropriate technology to convey information.

These specific statements identify some of the building blocks necessary to develop the larger skill set. Students will acquire these building blocks or component features of the general skill areas in different courses, at different points in their degree or General Education program. The expectation is not that every course or program will cover every component part of the four skill areas. Rather, each course contributes to the final product in a unique way, appropriate to the course/discipline.

DRAFT (Approved by LOAC, May 23, 2013)

Clarification of Revised ILOs, Page 2 of 2

All Courses & Programs Map Outcomes to the Stated ILOs The more specific statements allow programs and services to map their course- and program-level outcomes to specific component features of the general skill areas. Regardless of whether they culminate in a degree or satisfy General Education requirements, all disciplines, programs, and services will map their course- and program-level outcomes to the appropriate ILO(s). Curriculum mapping of course- and program-level outcomes to ILOs ensures that students are given opportunities to develop their skills and strengthens alignment between course, program, and institutional outcomes. Mapping to specific outcomes statements associated with the general ILO skill areas enables programs and services to track their contributions toward institutional goals – even if students are not assessed on all aspects of the ILO (or on all four general ILOs) within an individual course, program, or service. Alignment within Degree & General Education Curriculum The curriculum inventory will help ensure that students who complete degree or General Education requirements will have the opportunity to develop the four overarching skill sets through the course of their studies. The curriculum map can be used to identify skills that are not covered in certain degree pathways. In the event that a gap is identified, ILO statements may be revised or curriculum adjusted to ensure that students are given the opportunity to develop stated skills. Purpose of ILOs In summary, ILOs are intended to identify:

o Napa Valley College’s expectations of itself and its graduates; o General skills that degree recipients will obtain through the course of their studies; o General skills that students will obtain as a result of completing the General Education

pattern; o Building blocks that contribute to attainment of the general skill areas; and o A common set of goals across courses, programs, and services.

ILOs also help: o Communicate Napa Valley College’s expectations to students as well as the public; o Ensure alignment between outcomes at the course/program/service level and the

institutional level; o Track contributions of programs and services toward institutional goals; and o Address accreditation standards related to outcomes assessment.

Summary of Changes & Rationale for Revised ILOs, May 2013

Summary of Changes – Existing ILOs vs. Proposed/Revised ILOs:

o Number of ILOs:

o 6 original ILOs

o 4 proposed revised ILOs:

o Communication & Collaboration; o Critical Thinking & Information Competency; o Global Awareness & Civic Responsibility; and o Personal Responsibility.

o Target Student Population:

o Students completing “an organized program of study” (existing)

o Students obtaining a degree from NVC (revised)

o Structure:

o Broad ILOs covering multiple skill areas (existing)

o Additional outcomes statements associated with each of the 4 ILOs (revised)

o Supporting Documentation (Revised ILOs):

o Based on discussions at Planning Committee and Academic Senate meetings, LOAC drafted

some supporting documentation to explain the purpose and use of ILOs.

o The supporting documentation will accompany the 4 revised ILOs and the specific outcomes

statements.

o (See accompanying document, “Clarification of ILOs”)

Rationale for these Changes:

6 broad ILOs covered multiple skill areas simultaneously, making it difficult to identify strengths and

weaknesses among students within the broad skill category.

Examples:

“Communicate ideas clearly and concisely in written, oral, and other forms, using a variety of

complementary media”: Courses and programs might focus on written communication skills

and assess those skills. Those assessments might not cover oral communication skills or use of

media.

“Acquire and critically evaluate information, solve complex problems, and make informed

decisions”: Some courses and programs might map to the “evaluate information” component

and find that students are proficient in that skill area. Others might map to the “solve complex

problems” component and find that students are lacking in that skill area. Mapping to one

broad ILO masks these differences.

Adding specific outcomes statements to the general ILOs will allow faculty and staff to map to specific

skills that contribute to the broader ILO and facilitate the identification of gaps or weaknesses in

individual skill areas.

The specific outcomes statements are not ILOs. They are building blocks to ensure that students are

given the opportunity to develop the larger skill set, and they acknowledge the contributions that

individual courses, programs, and services make toward institutional goals.

LOAC used the ILO revision process as an opportunity to identify standards we expect our students to

meet. The ILOs as well as the specific outcomes statements associated with them emerged from several

campus-wide activities including: Inquiry Group and LOAC discussions, flex day activities, three surveys,

and forums. The next step in this process is to determine whether students are given the opportunity to

develop these skills while pursuing a degree. As with all assessment activities, NVC will continue to

evaluate the effectiveness of the ILOs and their alignment with curriculum in the coming years.

Next Steps:

Once the 4 ILOs and the supporting outcomes statements are approved (anticipated fall 2013), faculty and staff will map course-, program-, and service-level outcomes to the specific outcomes statements.

This will provide an inventory of assessment activities that support the ILOs. In the event that a gap is identified, ILO statements may be revised or curriculum adjusted to ensure that students are given the opportunity to develop stated skills. The mapping exercise will take place in 2013-2014.