Integrated Plan

Integrated Plan

2012-2016Fall 2014 Update

Chandler-GilbertCommunity College

Integrated Plan 2012-2016

Table of Contents

MCCCD and CGCC Vision, Mission and Values 4

MCCCD and CGCC Core Planning Areas 6

MCCCD and CGCC Strategic Planning Goals 8

MMCCCD and CGCC Strategies 6

CGCC Integrated Planning 11

Planning and Budgeting Master Calendar 12

Principles and Guidelines for Budget Development 13

History, Present and Future 14-17

Appendix A: College Strategy Planning Summary 19-30

Appendix B: Higher Learning Commission Criteria for Accreditation 31-38

Appendix C: FY16 Operational Plan 37

Appendix D: Strategic Plan Guide 38-39

The planning documents can be found online at:

https://inside.cgc.maricopa.edu/committees/planning/Pages/home.aspx

Chandler-Gilbert | Estrella Mountain | GateWay | Glendale | Mesa

Paradise Valley | Phoenix | Rio Salado | Scottsdale | South Mountain

Corporate College | Maricopa Skill Center | SouthWest Skill Center

4 Integrated Plan 2012-2016

Vision Mission and Values

MCCCD Vision

A Community of Colleges…Colleges for the Community…

working collectively and responsibly to meet the life-long

learning needs of our diverse students and communities

MCCCD MissionThe Maricopa County Community College District provides

access to higher education for diverse students and

communities. We focus on learning through: University

Transfer Education, Continuing Education, General

Education, Community Education, Developmental

Education, Civic Responsibility, Workforce Development,

Global Engagement and Student Development Services.

CGCC Vision

Chandler-Gilbert Community College• Empowers Learners• Inspires Excellence• Strengthens Our Communities

Every Student Succeeds

CGCC MissionChandler-Gilbert Community College serves students

and its diverse communities by providing quality

life-long learning opportunities in a learner-centered

environment through effective, accessible educational

programs and activities.

We fulfill this mission as an institution of higher

education through:

• University Transfer Education

• General Education

• Developmental Education

• Workforce Development

• Student Development Services

• Continuing Education

• Community Education

• Civic Responsibility

• Global Engagement

Integrated Plan 2012-2016 5

MCCCD ValuesCommunity. We value all people — our students, our

employees, their families, and the communities in which

they live and work. We value our global community of

which we are an integral part.

Excellence. We value excellence and encourage our

internal and external communities to strive for their

academic, professional and personal best.

Honesty and integrity. We value academic and personal

honesty and integrity and believe these elements are

essential in our learning environment. We strive to treat

each other with respect, civility and fairness.

Inclusiveness. We value inclusiveness and respect for

one another. We believe that team work is critical, that

each team member is important and we depend on each

other to accomplish our mission. Innovation. We value and

embrace an innovative and risk-taking approach so that

we remain at the forefront of global educational excellence.

Learning. We value lifelong learning opportunities

that respond to the needs of our communities and are

accessible, affordable, and of the highest quality. We

encourage dialogue and the freedom to have an open

exchange of ideas for the common good.

Responsibility. We value responsibility and believe that

we are each accountable for our personal and professional

actions. We are responsible for making our learning

experiences significant and meaningful.

Stewardship. We value stewardship and honor the trust

placed in us by the community. We are accountable to our

communities for the efficient and effective use of resources

as we prepare our students for their role as productive

world citizens.

CGCC ValuesAt Chandler-Gilbert Community College our shared values

form the keystone that upholds our fundamental work

of Learning and Community Engagement. We strive to

exemplify and instill these values in every aspect of our

organization.

Learning. CGCC values critical inquiry and meaningful

and relevant application of concepts. We advocate

active engagement of students and employees in lifelong

learning.

Community Engagement. CGCC values engagement

in civic life, service to community, and promotion of

democratic principles.

Excellence. CGCC employees are leaders in providing

the highest quality learning and service both inside and

outside the classroom.

Innovation. CGCC employees value an innovative,

energetic, dynamic environment that encourages creativity

and promotes systematic improvement.

Collaboration. CGCC encourages collegiality, teamwork,

and cooperation between and among employees,

students, and the community.

Communication. CGCC values a free exchange of

ideas and encourages constructive conversations among

employees, students, and the community.

Integrity. CGCC employees endeavor to be competent,

responsible, reliable, honest, and ethical in both their

personal and professional lives.

Diversity. CGCC strives to create an environment of

inclusiveness, with equity and mutual respect for all.


Core Planning AreasMCCCD and CGCC have identified Core Planning Areas.

The college’s planning areas align with and supplement

the district’s planning areas by accentuating the unique

characteristics of the college. They provide further clarity as

to how CGCC’s integrated planning aligns with the college,

Governing Board, and district priorities as well as with the

Higher Learning Commission’s (HLC) Criteria

for Accreditation.

Access to Learning

MCCCD will improve access to learning opportunities

for students and the community. CGCC anticipates and

responds to the needs of its communities and effectively

communicates the opportunities we provide to those who

will benefit. [HLC Criterion 1: The institution’s mission is

broadly understood within the institution and guides the

institution’s operations.]

Pathways to Success

MCCCD will enhance educational and career pathways to

support student goal attainment. CGCC focuses on student

development throughout the student learning cycle. [HLC

Criterion 3: The institution provides high quality education,

wherever and however its offerings are delivered.]

Effective Learning and Teaching

MCCCD will improve student learning outcomes and

teaching effectiveness. CGCC’s motivated and experienced

faculty and staff use assessment to improve teaching,

planning and decision-making. [HLC Criterion 4: The

institution demonstrates responsibility for the quality of

its educational programs, learning environments, and

support services, and it evaluates their effectiveness for

student learning through processes designed to promote

continuous improvement.]

Organizational Integrity

MCCCD will strengthen policies and practices to guide

the effective use of public resources. CGCC, operating

in a collaborative environment focused on individual and

organizational learning, supports evidence-based decision-

making and continuous improvement in which plans and

outcomes are transparently shared. [HLC Criterion 2: The

institution acts with integrity. Its conduct is ethical and

responsible. HLC Criterion 5: The institution’s resources,

structures, and processes are sufficient to fulfill its

mission, improve the quality of its educational offerings,

and respond to future challenges and opportunities. The

institution plans for the future]


Strategies MCCCD System-Level Strategies ONE Maricopa

Colleges in MCCCD historically have met the needs of their communities through localized decisions about programs, services, and business processes. While this diversity makes the District stronger, it also can produce some inefficiencies and unintended barriers for students who may enroll in more than one college. ONE Maricopa seeks to maximize resources and effectiveness using system-wide approaches to address common challenges, to foster increased partnerships among Maricopa colleges, and to reduce duplication of services and programs. For details, see http://www.maricopa.edu/chancellor/onemaricopa.php.

Seamless Student Experience

The seamless student experience (SSE) provides students a single point of access and a uniform process for admissions, registration, financial aid, and related student services across all MCCCD colleges. SSE will allow students to seamlessly move from one MCCCD college to another without repeating or duplicating the processes to be admitted or to receive financial aid. Students will have a single academic transcript containing a record of all credits earned at MCCCD colleges. From a service point of view, students would access the ONE Maricopa student information system (online or in person) just once with the information applicable at any of the colleges universally.

Completion Agenda

MCCCD is committed to increase by 50 percent by the year 2020 the number of students completing associate degrees, certificates, and/or successful transfer to one of Arizona’s public or private universities. Attaining this goal will contribute to Arizona’s economic recovery as well as increase the quality of life for a more educated workforce. The Completion Agenda is aligned with the state and national movements toward greater accountability and productivity in higher education. The Maricopa goals are presented in the Governing Board Completion Statement (http://www.maricopa.edu/gvbd/message.php). This initiative aligns with the Arizona Board of Regents 2020 Completion Goals.

Maricopa Priorities

Beginning in FY 2013-14, the Maricopa Community Colleges started a process of prioritization of all programs and services. This process known as Maricopa Priorities will aid us in collectively realigning resources (funds, people, and space) to help us improve as an institution. These efforts will be guided by our District’s vision, mission, goals, values, and core planning areas. These statements define and guide us as an institution and are the benchmarks against which we measure our future success.


Developmental Education

By leveraging strategies and innovations developed at the colleges, MCCCD will improve developmental education outcomes, close achievement gaps, and address student access to college-level courses and programs of study. Governing Board outcomes explicitly seek increases in the successful completion of developmental math, English, and reading courses, and progression to college-level courses. Students from all races/ethnicities and socioeconomic backgrounds are expected to perform comparably in developmental courses and beyond. Developmental course access and success will be enhanced by offering a variety of instructional modalities including online, hybrid, accelerated, and modularized approaches.

Student Success Initiative

The Student Success Initiative is designed to positively impact student retention, persistence, and goal completion. The program, intended for new-to-higher-

education and transfer- or degree-seeking students, mandates student participation in a comprehensive orientation program, academic advising, and assessment testing with course placement for Reading, English, Mathematics, and a college success course.

Performance-Based Funding

The Maricopa Community Colleges will be developing a performance-based funding model for its system of 10 colleges and two skill centers. The model will be in alignment with the state-wide model and Strategic Visioning document created by the 10 Arizona community college districts (http://www.azcommunitycolleges.org). Beginning in November 2012, Maricopa formed an internal work group to explore Maricopa-specific performance funding. The goal of performance funding at the Maricopa Community Colleges is to provide resources to incent changes that will improve institutional performance, especially through improvements in student outcomes, progress, and overall student success.


CGCC Strategic Focus Areas for FY2014-15To create conditions to help every student succeed, Chandler-Gilbert Community College will:

Student Learning CycleImprove student access, retention, and success through

academic strategies, course and program delivery, support

services, resource allocation, marketing and recruitment,

facilities management, and institutional planning.

Institutional EffectivenessEstablish a culture of using data to inform planning,

decision making, resource allocation, and assessment to

continuously improve.

College Shared GovernanceImplement the updated college governance model to

improve communication, trust, engagement, decision-

making, and accountability.

Future TrendsResearch, analyze, and plan for national, state, and local

changes in student demographics, higher education trends,

learning pedagogies, technologies, workforce trends, and

institutional processes and systems to shape our programs

and services to meet the future needs of our communities.

By continuously evaluating and improving our policies and

practices in the areas listed above, we create conditions for

student success at all stages of the student learning cycle.

Learning PlanEnrollment

ManagementPlan

Facilities Plan TechnologyPlan

Annual plans that identify specific actionsto be undertaken to advance goals and

improvement strategies

AdvancementPlan

Strategic PlansCore Planning Areas

Operational Plans

College areas of focus, derived from thepreceding planning activities

Annual Strategic Areas of Focus

Annual assesment of College programs services for the purpose

of continuous improvement

Program Review

On-going process to evaluate the effectivness of strategies

for student learning

Student Assesment

CGCC Planning Process

Interdependent Plans that identify goals, with muti-year focus and associated strategies, assigned to resonpsible party(s), with completion dates

and outcome metrics. Reviewed and updated annually.

Core Planing Areas, informed by HLC Criteria and MCCCD Strategic Planning(NOTE: For FY2017-2020, College Goals will replace Core Planning Areas)

College Integrated PlanVision, Mission, & Values

$$$$$$$$$$$$Rolling Multi-YearFinancial

Plan

Rolling Multi-YearFinancial

Plan

$$$$$$$$$$AnnualBudgetAnnualBudget

MaricopaPriorities

1

2

3

4


Integrated PlanningCGCC recognized the need to better integrate its many

planning activities within its Integrated Planning Process

in order to better utilize resources, reduce duplication

of effort, focus energy on the things that matter most,

and ensure linkages between district and college vision,

mission, values, goals, and core planning areas. In

preparation for development of the 2012 Strategic Plan,

the college contracted with the Society of College and

University Planning to train a broad base of employees in

the basics of strategic and integrated planning.

The outgrowth of that training is the current strategic

planning process as well as a growing understanding of the

importance of Integrated Planning in the life of the college

where learning, fiscal, facilities, technology, and other

organization plans, while developed separately, are linked

in support of progress towards college strategies.

Integrated planning was completed in the 2013-2014

academic year. Five strategic plans were created and

combined to form the Strategic Planning Summary, Oct.

2013 (Appendix A) https://inside.cgc.maricopa.edu/

committees/planning/Pages/home.aspx. The Strategic

Planning Summary highlights the goals and priorities of

the college. The individual plans included in the Strategic

Planning Summary are the Strategic Learning Plan (SLP),

Strategic Enrollment Management Plan (SEM), Strategic

Facilities Plan (SFP), Strategic Advancement Plan (SAP)

and Strategic Technology Plan (STP).

The Strategic Planning Summary also identifies alignment

between each priority and three additional guiding strategic

plans: the Maricopa County Community College District

Strategic Planning Goals 2012-2016 ( http://www.maricopa.

edu/stratplan/docs/StrategicPlan20132016.pdf ) the CGCC

Strategic Plan 2012-2015 (http://www.cgc.maricopa.edu/

community/Documents/CGCC_Strategic_Plan41114.pdf ) and

the Higher Learning Commission’s Open Pathway Criteria

for accreditation (Appendix B). Linkages were also made

between the priorities of the five strategic plans.

Year Fall Spring

FY15 PLANNING CALENDAR SUMMARY

Strategic Plans Development/Updating; Operational Plans for FY16 based on Strategic Plans and Program Review

Program Review: Foundations

Program Review: Program Improvement

HLC Quality Initiative and Quality Assurance Process

Financial Analysis and Review FY16 Budget Development

Progress Report to Governing Board on MCCCD Goals and Strategic Plan

MCCCD Priorities Project

FY15 PLANNING CALENDAR DETAIL

TASK RESPONSIBILITY DUE DATE

Program Review: Identify Academic Programs to Undertake Improvement Exercise

VPAA, Deans, Division Chairs Aug 31

Progress Reports from Units on FY14 Activities and Accomplishments

All College Units Sept 1

Progress Report to Governing Board President and Vice Presidents Due to District 9/15/14

Updating of Integrated Plan 2012-2016 Institutional Effectiveness Committee PLT

Sept 5 Sept 15

Strategic Plans Updated with Goals for FY16 Strategic Planning Teams (First drafts complete Oct 24; integrative round to be completed Nov 30)

Nov 30

FY16 Budget Estimate VPAS Dec

Establish work teams

Develop action plans

Determine baseline data

QI Teams Dec

HLC QA: Gather evidence by work “group” QA Steering and Work Teams Dec

Response/Input from District Prioritization Project CEC Decision Retreat

Dec/Jan Jan 7

Operational Plans for FY16 Developed from Strategic Plans and/or Program Review (informed by Maricopa Priorities) Analysis

All College Units and Strategic Planning Teams Jan 31

Operational Plans for FY16 Reviewed Recommended Priorities for Those Requesting Funding

VPAA, VPAS, VPSA, President (with reporting units)

Feb 28

Plan for Development of Integrated College Plan for FY2017-2020

Institutional Effectiveness Committee Begin Work March; complete by Oct 31

College Review of Operational Plans; Feedback from PCF and College Community

PLT/PCF Mar 31

Revised, Final Plans Integrated into Budget for FY16 PLT Apr 7

Program Review Data (Foundations) to Units (College-defined “Programs”*)

IR TBA

HLC QA: Gather evidence to fill in gaps and report out to college QA Steering and Work Teams May 1

Finalize implementation plan

Develop communication plan

QI Teams June

HLC QA: Begin writing of Assurance Argument and upload relat-ed evidence

QA Steering and Work Teams June

Program Review Reports Due for FY14 Program Review Committees TBA

Progress Reports from Units on FY15 Activities and Accomplishments

All College Units Sept 1


Integrated Planning and Budgeting Master Calendar

A master planning and budgeting calendar is intended to:

• Provide for continuous assessment and measurement

of progress toward goals at both the institutional level

(Strategic Plans) and the unit level (Program Review)

• Integrate planning and budgeting so resource

deployment is determined by goals (Operational Plans

feed budget development)

• Link Student Assessment to Program Review to

Strategic Planning to HLC requirements to provide

alignment between college and unit goals

• Integrated both college district planning and budbeting

process.

• Coordinate timing (or schedule) of major planning

activities (or tasks) to avoid conflicts and allow board

participation.

Principles and Guidelines for Development of FY2015-16 CGCC Budget

In developing its Fiscal Year 2015-16 budget, Chandler-

Gilbert Community College (CGCC) endeavors to exercise

its fiduciary responsibility to allocate resources to effectively

and efficiently support its strategic goals. To that end,

CGCC adopts the following principles and values:

• Student success is the college’s highest value;

• Progress toward Governing Board outcomes should

guide the college’s planning;

• College strategic goals will drive resource allocation and

reallocation;

• Decisions regarding resources will be data-informed so

that allocations and reallocations are made to greatest

needs and to programs based on both cost and benefit;

• Units shall consider current needs and adjust their

historical charge center budget allocations accordingly;

• Consideration shall be given to long-term financial

sustainability implications as well as those for FY16;

• Information, including financial and performance/

outcomes, data shall be shared to provide transparency;

• Budget literacy and competency for all employees, not

just charge-center managers, is an ongoing goal;

• Stewardship of taxpayer dollars is both a responsibility

and a value.

Therefore, the college budget process for FY2015-16 will:

• Link strategic goals with resource deployment through

the operational planning process;

• ASSUMPTION: District decisions on Maricopa

Priorities may be made too late to significantly

impact FY2015-16 decisions; nonetheless,

information gleaned from Maricopa Priorities

and Program Review will be useful in informing

operational plans

• Maintain current contingency balance in Fund 2 so as to

be able to meet unexpected needs in operations

or capital;

• Provide for routine refreshment and replacement of

college assets including technology, occupational

program equipment, etc.; therefore, continue to allot

the maximum 1.5% of the general fund for capital, and

develop a plan for use of capital to advance strategic

priorities and assure asset maintenance;

• ASSUMPTION: Based on current district planning,

no additional bond funds will be available until 2019

to address facility or equipment requirements

• Project vacancy savings and other under-expenditures,

and establish a plan for spending of these resources in

the current or following year;

• ASSUMPTION: The College will continue to place

a priority on reducing its structural deficit through

more effective planning and use of these savings


and allocation of new resources to currently

unfunded/underfunded ongoing expenses

• Engage the college community in establishing budget

adjustment (increases or cuts) priorities, using district

and college goals as the criteria for evaluation;

• ASSUMPTION: Based on current Fall 2014

enrollments, the College will not receive any

growth funds for FY2015-16 and may need to

reduce its base budget (each 1% decline in

enrollment translates to approximately a

$170,000 reduction in base funding)

• More rigorously continue an all-funds approach,

including planning for use of course fees and

grant funds.

History

CGCC embarked on its initiative to integrate its planning

and resource allocation processes in Spring 2011. The

Executive Leadership Team (ELT), with input from the

President’s Executive Council (PEC) and other groups,

identified a need to better connect planning with budget.

As the college completed the final years of the 2007-2012

Strategic Plan, the concept of integrating its various plans

in a manner that better guides resource allocation rose to

the level of a college priority.

In preparation for the next planning cycle, 40 CGCC faculty

and staff participated in a week-long planning institute,

facilitated by the Society for College and University

Planning in June 2011 to learn about integrated planning.

In Fall 2011 the College’s Strategic Planning Committee

set a new vision statement, reviewed and re-affirmed

CGCC’s mission and value statements, and identified core

planning areas and college strategies unique to CGCC

but aligned with the Maricopa County Community College

District (MCCCD) planning process.

The result, the 2012-2015 Strategic Plan (http://www.

cgc.maricopa.edu/community/Documents/CGCC_

Strategic_Plan41114.pdf), guided the next steps in fully

integrating planning and budgeting processes including

developing and finalizing five distinct, yet interconnected,

strategic plans: the Learning Plan, the Strategic Enrollment

Management Plan, the Technology Plan, the Facilities Plan,

and the Advancement Plan. Initial plans were completed

in FY2012-13. At the same time, MCCCD undertook

development of a strategic planning process with the

intent of integrating planning across the district

Aligns

Aligns

Aligns

Informs

Informs

Informs

Figure 3

Gov. Board Outcomes

Core Planning Areas

System Level Strategies

District and CollegePlans and Innovations

Consequently, work was undertaken to document the

associations between the college’s plans, the MCCCD

Strategic Plan and the Higher Learning Commission (HLC)

accreditation criteria (Appendix A)

Beginning its annual fall review and updating of the

College’s Strategic Plans in Fall 2013, the College’s

Planning Oversight Committee (POC) revised the budget

process to use an Operational Plan template (Appendix

C). The Operational Plan process required units to identify

the major activities or projects they planned to undertake

in the ensuing year and their relation to moving forward on

one or more of the college’s goals. If additional resources

were required to accomplish the initiatives, the Operational

Plan also served as the document for identifying them.


Operational Plans were shared and vetted within each

vice president’s units, and the president followed a similar

process with units that report directly to her. During these

discussions, each group evaluated options for funding the

proposed activities and projects, including reallocating

dollars within their groups. Priorities for additional funds

were also identified.

The output of these processes were then shared with

ELT which, after reviewing all college requests and the

recommended priorities, developed a proposed college

prioritization. This information was then shared with

the PEC.

The responsibility of PEC was to provide additional

perspectives on the recommended priorities and to share

the information broadly with respective constituents.

Feedback from PEC then informed the final decisions

by ELT.

Present

In late Spring 2014 the MCCCD produced an updated

district strategic plan (http://www.maricopa.edu/stratplan/

docs/StrategicPlan20132016.pdf) and CGCC’s Office of

Institutional Research published an updated environmental

scan (https://inside.cgc.maricopa.edu/adminservices/

research/EnvironmentalScan/Pages/default.aspx). Both

will inform FY2014-15 and future updates to the college’s

strategic plans.

In addition, in FY2013-14 MCCCD undertook a district-

wide prioritization exercise called Maricopa Priorities

(http://district.maricopa.edu/initiatives/sites/district.

maricopa.edu.initiatives/files/s1_background_and_

structure.pdf ) with the following mission and objectives:

Mission

The mission of the Maricopa Priorities initiative is to

develop and implement a reflective process through which

the Maricopa Community Colleges District (MCCCD)

can assess current areas of educational excellence. This

process will help to realign resources to allow for further

support and opportunities to meet community needs and

advance the mission of MCCCD.

Purpose and Goal

The purpose of the Maricopa Priorities initiative is to:

• Examine and assess all current instructional and

support programs and services.

• Explore the origins of instructional and support

programs and how they have evolved over time.

• Determine how instructional and support programs

serve the community’s changing educational needs.

• Evaluate whether or not instructional and support

programs are positioned to meet the current and future

educational requirements of Maricopa’s communities.

• By prioritizing programs and services based

primarily on demands, expectations, and outcomes,

MCCCD can align efforts and resources to focus on

maintaining, improving, and building programs and

centers of excellence that will substantially contribute

to student success.

Results of the Maricopa Priorities project will not be

available until mid-FY2015 due to the multiple levels of

review. Undoubtedly, however, the results will inform and

probably impact CGCC’s planning for the future.

In August 2014, the College’s President’s Leadership

Team (PLT), which supersedes and replaces the previous

governance structure of Executive Leadership Team


and the Administrative Leadership Team (ALT) met to

recommend updates to the FY2012-15 College Plan. Given

the possibility of significant changes emanating from the

Maricopa Priorities project, PLT decided to revise the Core

Planning Areas and extend the plan through FY2015-

16. Recognizing the linkages between the college and

district planning areas, PLT recommended adoption of

the MCCCD Core Planning Areas to replace those of the

college, with additional language to reflect key attributes

of the areas to CGCC’s mission and vision. PLT also

approved the college’s annual strategic focus, which are

derived from the prior year’s planning activities.

Following this, the college will be moving forward in early

FY2014-15 to enhance the integration of its strategic

planning with program review, student assessment and

accreditation processes as proposed in April 2014.

Benefits of Integrated Planning:

• Integrates plans and planning across organization;

• Facilitates communication among efforts and units;

• Optimizes resource allocations;

• Reduces redundancy and closes gaps between

processes;

• Focuses institution on overarching common goals:

institutional effectiveness (doing the right things well);

• Simplifies by aligning timelines and processes;

• Facilitates evident-gathering for accreditation

(background for Quality Assessment [QA] and Quality

Initiative [QI]).

The newly-reinstated Institutional Effectiveness Committee

(IEC) (https://inside.cgc.maricopa.edu/committees/

planning/Pages/home.aspx ) will replace the Planning

Integrated Planning and ResourceDeployment at CGCC

MaricopaPriorities

MCCCD StrategicPlanning

Program Review HLC PlanningOversight

Academic Services QI QA Strategic Planning OperationalPlanning

Assessment (SLOAC)

InstitutionalEffectiveness


Oversight Committee (POC) as the umbrella group for

unifying efforts, information flow and resource deployment.

Planning and budgeting processes will follow similar

timelines and templates as used in FY2014 but may

be modified by the IEC to reduce redundant work and

improve decision-making across the college. For example,

the IEC will adopt a common format for the five college

strategic plans (Appendix D) to facilitate communication of

the plans and their integration.

In Fall 2014 the College will also work to “close the loop”

on planning by documenting the progress made on the

activities of FY2013-14. Some of these activities will also

be recorded as responses to the district’s annual report

to the Governing Board on progress towards Governing

Board Outcomes and Metrics (http://www.maricopa.edu/

publicstewardship/governance/boardpolicies/metrics.php).

Future

Future years will bring improved tools to the college for

planning and budgeting. Currently the college is exploring

software systems to support and document student

assessment. Some of the available tools also aggregate

this information to support program review and enhanced

decision-making regarding resource deployment. In

addition, MCCCD is currently undertaking an initiative to

upgrade its financial and budgeting systems. With proper

implementation, such systems will greatly enhance the

ability to track the impact of resource allocation and usage,

providing better measures of impact and efficiency.

At regular intervals in the future, the college will convene

a Strategic Planning Committee to collaboratively develop

and revise its core planning areas and strategies. A

recommendation from the IEC is that the Core Planning

Areas be replaced by college goals that are more specific

and measurable and, hence, allow the college to better

measure its progress towards its vision. Additionally, in

conjunction with a multi-year strategic plan, the college

should undertake a multi-year financial forecast that

outlines assumptions regarding resource sources and

demands over the same time frame.

Annually IEC will review college goals and strategies and

establish the template and time line for documentation

of CGCC’s plans and resource allocation processes for

the ensuing year (refer to master calendar). Unit planning

processes will use input from their own program reviews

(including student assessment data) as well as the CGCC

plans, the MCCCD plan and HLC requirements to develop

operational plans. Operational plans will then be considered,

amended, and prioritized within each college division

(Academic Affairs, Student Affairs, Administrative Services,

Technology and President’s areas). Recommendations from

these discussions will then be similarly evaluated by the PLT

who will, in turn, submit a college-wide recommendation.

Following feedback, PLT will finalize the budget allocations

for the upcoming fiscal year.

Integrated Planning and ResourceDeployment at CGCC

MaricopaPriorities

MCCCD StrategicPlanning

Program Review HLC PlanningOversight

Academic Services QI QA Strategic Planning OperationalPlanning

Assessment (SLOAC)

InstitutionalEffectiveness


This recurring, integrated process will continue to be the

basic framework for planning and budgeting through

the next several years, as it needs to be responsive to

statutorily prescribed timelines for budget adoption

and fiscal management. Nonetheless, access to better

information, through new tools, should allow the college to

manage increasingly better for results, that is, for

student success.

Learning PlanEnrollment

ManagementPlan

Facilities Plan TechnologyPlan

Annual plans that identify specific actionsto be undertaken to advance goals and

improvement strategies

AdvancementPlan

Strategic PlansCore Planning Areas

Operational Plans

College areas of focus, derived from thepreceding planning activities

Annual Strategic Areas of Focus

Annual assesment of College programs services for the purpose

of continuous improvement

Program Review

On-going process to evaluate the effectivness of strategies

for student learning

Student Assesment

CGCC Planning Process

Interdependent Plans that identify goals, with muti-year focus and associated strategies, assigned to resonpsible party(s), with completion dates

and outcome metrics. Reviewed and updated annually.

Core Planing Areas, informed by HLC Criteria and MCCCD Strategic Planning(NOTE: For FY2017-2020, College Goals will replace Core Planning Areas)

College Integrated PlanVision, Mission, & Values

$$$$$$$$$$$$Rolling Multi-YearFinancial

Plan

Rolling Multi-YearFinancial

Plan

$$$$$$$$$$AnnualBudgetAnnualBudget

MaricopaPriorities


Appendix A

SLP AA = Strategic Learning Plan, Academic Affairs; SLP SA = Strategic Learning Plan, Student Affairs; SEM= Strategic Enrollment Management

Plan; SFP=Strategic Facilities Plan; SAP=Strategic Advancement Plan; STP = Strategic Technology Plan


Appendix A




Appendix A



Prioritization


Appendix A



communities

development


Appendix A




Appendix A



Glossary (Terms Used in CGCC Planning):Accreditation= voluntary process involving an association of schools and/or colleges to encourage high standards of education.

Operational Plans = specific activities to be undertaken as part of a unit’s response to the College’s Strategic Plans. These plans represent critical stages in planning through which the plans’ strategies and goals are made specific and implemented.

Alignment = consistency and synchronization of plans, activities and decisions to support institution-wide goals.

Assessment= ongoing process aimed at understanding and improving student learning.

Budget= financial plan demonstrating deployment of resources in support of the College’s activities and strategic goals.

Environmental Scan= study and interpretation of the political, economic, social and technological events and trends which influence CGCC.

Goals= targets or end points that are sufficiently specific to allow for measurement of progress and determination of when they have been achieved.

Integrated Planning and Budgeting= process through which the College allocates resources to optimize attainment of strategic goals.

Mission= the primary work of the College and the purposes for which it exists.

Planning Oversight Committee= the group that provides coordination for the College’s integrated planning and budgeting.

Priorities= specific strategic steps to goal attainment.

Program Review= process to measure the efficiency and effectiveness of a program in the spirit of continuous improvement.

Strategic Plan= effort to anticipate, predict and direct CGCC’s future outcomes.

Vision= expression of the College’s future aspirations.


Appendix B

Higher Learning Commission Criteria for Accreditation

The Criteria for Accreditation are the standards of quality by which the Commission determines whether an institution merits accreditation or reaffirmation of accreditation. They are as follows:

Criterion One. MissionThe institution’s mission is clear and articulated publicly; it guides the institution’s operations.

Core Components1.A. The institution’s mission is broadly understood within the institution and guides its operations.

1. The mission statement is developed through a process suited to the nature and culture of the institution and is adopted by the governing board.

2. The institution’s academic programs, student support services, and enrollment profile are consistent with its stated mission.

3. The institution’s planning and budgeting priorities align with and support the mission. (This sub-component may be addressed by reference to the response to Criterion 5.C.1.)

1.B. The mission is articulated publicly.

1. The institution clearly articulates its mission through one or more public documents, such as statements of purpose, vision, values, goals, plans, or institutional priorities.

2. The mission document or documents are current and explain the extent of the institution’s emphasis on the various aspects of its mission, such as instruction, scholarship, research, application of research, creative works, clinical service, public service, economic development, and religious or cultural purpose.

3. The mission document or documents identify the nature, scope, and intended constituents of the higher education programs and services the institution provides.

1.C. The institution understands the relationship between its mission and the diversity of society.

1.The institution addresses its role in a multicultural society.

2. The institution’s processes and activities reflect attention to human diversity as appropriate within its mission and for the constituencies it serves.

1.D. The institution’s mission demonstrates commitment to the public good.

1. Actions and decisions reflect an understanding that in its educational role the institution serves the public, not solely the institution, and thus entails a public obligation.

2. The institution’s educational responsibilities take primacy over other purposes, such as generating financial returns for investors, contributing to a related or parent organization, or supporting external interests.

3. The institution engages with its identified external constituencies and communities of interest and responds to their needs as its mission and capacity allow.


Criterion Two. Integrity: Ethical and Responsible ConductThe institution acts with integrity; its conduct is ethical and responsible.

Core Components2.A. The institution operates with integrity in its financial, academic, personnel, and auxiliary functions; it establishes and follows fair and ethical policies and processes for its governing board, administration, faculty, and staff.

2.B. The institution presents itself clearly and completely to its students and to the public with regard to its programs, requirements, faculty and staff, costs to students, control, and accreditation relationships.

2.C. The governing board of the institution is sufficiently autonomous to make decisions in the best interest of the institution and to assure its integrity.

1. The governing board’s deliberations reflect priorities to preserve and enhance the institution.

2. The governing board reviews and considers the reasonable and relevant interests of the institution’s internal and external constituencies during its decision-making deliberations.

3. The governing board preserves its independence from undue influence on the part of donors, elected officials, ownership interests, or other external parties when such influence would not be in the best interest of the institution.

4. The governing board delegates day-to-day management of the institution to the administration and expects the faculty to oversee academic matters.

2.D. The institution is committed to freedom of expression and the pursuit of truth in teaching and learning.

2.E. The institution ensures that faculty, students, and staff acquire, discover, and apply knowledge responsibly.

1. The institution provides effective oversight and support services to ensure the integrity of research and scholarly practice conducted by its faculty, staff, and students.

2. Students are offered guidance in the ethical use of information resources.

3. The institution has and enforces policies on academic honesty and integrity.

Criterion Three. Teaching and Learning: Quality, Resources, and SupportThe institution provides high quality education, wherever and however its offerings are delivered.

Core Components3.A. The institution’s degree programs are appropriate to higher education.

1. Courses and programs are current and require levels of performance by students appropriate to the degree or certificate awarded.

2. The institution articulates and differentiates learning goals for its undergraduate, graduate, post-baccalaureate, post-graduate, and certificate programs.

3. The institution’s program quality and learning goals are consistent across all modes of delivery and all locations (on the main campus, at additional locations, by distance delivery, as dual credit, through contractual or consortial arrangements, or any other modality).

Appendix B


3.B. The institution demonstrates that the exercise of intellectual inquiry and the acquisition, application, and integration of broad learning and skills are integral to its educational programs.

1. The general education program is appropriate to the mission, educational offerings, and degree levels of the institution.

2. The institution articulates the purposes, content, and intended learning outcomes of its undergraduate general education requirements. The program of general education is grounded in a philosophy or framework developed by the institution or adopted from an established framework. It imparts broad knowledge and intellectual concepts to students and develops skills and attitudes that the institution believes every college-educated person should possess.

3. Every degree program offered by the institution engages students in collecting, analyzing, and communicating information; in mastering modes of inquiry or creative work; and in developing skills adaptable to changing environments.

4. The education offered by the institution recognizes the human and cultural diversity of the world in which students live and work.

5. The faculty and students contribute to scholarship, creative work, and the discovery of knowledge to the extent appropriate to their programs and the institution’s mission.

3.C. The institution has the faculty and staff needed for effective, high-quality programs and student services.

1. The institution has sufficient numbers and continuity of faculty members to carry out both the classroom and the non-classroom roles of faculty, including oversight of the curriculum and expectations for student performance; establishment of academic credentials for instructional staff; involvement in assessment of student learning.

2. All instructors are appropriately credentialed, including those in dual credit, contractual, and consortial programs.

3. Instructors are evaluated regularly in accordance with established institutional policies and procedures.

4. The institution has processes and resources for assuring that instructors are current in their disciplines and adept in their teaching roles; it supports their professional development.

5. Instructors are accessible for student inquiry.

6. Staff members providing student support services, such as tutoring, financial aid advising, academic advising, and co-curricular activities, are appropriately qualified, trained, and supported in their professional development.

3.D. The institution provides support for student learning and effective teaching.

1. The institution provides student support services suited to the needs of its student populations.

2. The institution provides for learning support and preparatory instruction to address the academic needs of its students. It has a process for directing entering students to courses and programs for which the students are adequately prepared.

3. The institution provides academic advising suited to its programs and the needs of its students.

4. The institution provides to students and instructors the infrastructure and resources necessary to support effective teaching and learning (technological infrastructure, scientific laboratories, libraries, performance spaces, clinical practice sites, museum collections, as appropriate to the institution’s offerings).

5. The institution provides to students guidance in the effective use of research and information resources.

Appendix B


3.E. The institution fulfills the claims it makes for an enriched educational environment.

1. Co-curricular programs are suited to the institution’s mission and contribute to the educational experience of its students.

2. The institution demonstrates any claims it makes about contributions to its students’ educational experience by virtue of aspects of its mission, such as research, community engagement, service learning, religious or spiritual purpose, and economic development.

Criterion Four. Teaching and Learning: Evaluation and ImprovementThe institution demonstrates responsibility for the quality of its educational programs, learning environments, and support services, and it evaluates their effectiveness for student learning through processes designed to promote continuous improvement.

Core Components4.A. The institution demonstrates responsibility for the quality of its educational programs.

1. The institution maintains a practice of regular program reviews.

2. The institution evaluates all the credit that it transcripts, including what it awards for experiential learning or other forms of prior learning.

3. The institution has policies that assure the quality of the credit it accepts in transfer.

4. The institution maintains and exercises authority over the prerequisites for courses, rigor of courses, expectations for student learning, access to learning resources, and faculty qualifications for all its programs, including dual credit programs. It assures that its dual credit courses or programs for high school students are equivalent in learning outcomes and levels of achievement to its higher education curriculum.

5. The institution maintains specialized accreditation for its programs as appropriate to its educational purposes.

6. The institution evaluates the success of its graduates. The institution assures that the degree or certificate programs it represents as preparation for advanced study or employment accomplish these purposes. For all programs, the institution looks to indicators it deems appropriate to its mission, such as employment rates, admission rates to advanced degree programs, and participation rates in fellowships, internships, and special programs (e.g., Peace Corps and Americorps).

4.B. The institution demonstrates a commitment to educational achievement and improvement through ongoing assessment of student learning.

1. The institution has clearly stated goals for student learning and effective processes for assessment of student learning and achievement of learning goals.

2. The institution assesses achievement of the learning outcomes that it claims for its curricular and co-curricular programs.

3. The institution uses the information gained from assessment to improve student learning.

4. The institution’s processes and methodologies to assess student learning reflect good practice, including the substantial participation of faculty and other instructional staff members.

4.C. The institution demonstrates a commitment to educational improvement through ongoing attention to retention, persistence, and completion rates in its degree and certificate programs.

Appendix B


1. The institution has defined goals for student retention, persistence, and completion that are ambitious but attainable and appropriate to its mission, student populations, and educational offerings.

2. The institution collects and analyzes information on student retention, persistence, and completion of its programs.

3. The institution uses information on student retention, persistence, and completion of programs to make improvements as warranted by the data.

4. The institution’s processes and methodologies for collecting and analyzing information on student retention, persistence, and completion of programs reflect good practice. (Institutions are not required to use IPEDS definitions in their determination of persistence or completion rates. Institutions are encouraged to choose measures that are suitable to their student populations, but institutions are accountable for the validity of their measures.)

Criterion Five. Resources, Planning, and Institutional EffectivenessThe institution’s resources, structures, and processes are sufficient to fulfill its mission, improve the quality of its educational offerings, and respond to future challenges and opportunities. The institution plans for the future.

Core Components5.A. The institution’s resource base supports its current educational programs and its plans for maintaining and strengthening their quality in the future.

1. The institution has the fiscal and human resources and physical and technological infrastructure sufficient to support its operations wherever and however programs are delivered.

2. The institution’s resource allocation process ensures that its educational purposes are not adversely affected by elective resource allocations to other areas or disbursement of revenue to a superordinate entity.

3. The goals incorporated into mission statements or elaborations of mission statements are realistic in light of the institution’s organization, resources, and opportunities.

4. The institution’s staff in all areas are appropriately qualified and trained.

5. The institution has a well-developed process in place for budgeting and for monitoring expense.

5.B. The institution’s governance and administrative structures promote effective leadership and support collaborative processes that enable the institution to fulfill its mission.

1. The institution has and employs policies and procedures to engage its internal constituencies—including its governing board, administration, faculty, staff, and students—in the institution’s governance.

2. The governing board is knowledgeable about the institution; it provides oversight for the institution’s financial and academic policies and practices and meets its legal and fiduciary responsibilities.

3. The institution enables the involvement of its administration, faculty, staff, and students in setting academic requirements, policy, and processes through effective structures for contribution and collaborative effort.

Appendix B


5.C. The institution engages in systematic and integrated planning.

1. The institution allocates its resources in alignment with its mission and priorities.

2. The institution links its processes for assessment of student learning, evaluation of operations, planning, and budgeting.

3. The planning process encompasses the institution as a whole and considers the perspectives of internal and external constituent groups.

4. The institution plans on the basis of a sound understanding of its current capacity. Institutional plans anticipate the possible impact of fluctuations in the institution’s sources of revenue, such as enrollment, the economy, and state support.

5. Institutional planning anticipates emerging factors, such as technology, demographic shifts, and globalization.

5.D. The institution works systematically to improve its performance.

1. The institution develops and documents evidence of performance in its operations.

2. The institution learns from its operational experience and applies that learning to improve its institutional effectiveness, capabilities, and sustainability, overall and in its component parts.

Appendix B


Appendix C

FY16 Operational Plan

for Unit(s): __________________________________________________________________________________________________

Submitted by: _______________________________________________________________________ Date: __________________

Initiatives to

be Undertaken

to Accomplish

Objective

Rationale/

Need for

Objective*

Responsible

Party

Completion

Date

Linkage(s) to

College Strategic

Plans: Specify the

Goal and Strategy

(explain)

Metrics Additional

Rescources

Required, if

any**

* If this Activity is required by an external agency or organization, please identify in Rationale

** If there are external funds to support the Activity, please identify the amount and source(s)


Goal #

A.

B.

Stategy

Describe WHAT will be accomplished to advance the college’s core planning areas

Describes HOW the goal will be accomplished

WHO will lead or carry out the strategy?

WHEN is the stategy expected to be completed?

Which, if any, of the other Strategic Plans (Learning, Enrollement Management, Technology, Facilities, Advancement and Financial, inform or need to be informed of this stategy?

Responsible Party

Completion Date

Link(s) to CGCC Stategic Plans (explain)

Appendix D

Strategic _______________________________________________________ Plan Submitted by (Team Chair): ______________________________________ Date: ____________


Goal #

A.

B.

HOW we will MEASURE strategy outcomes?

A = Access to Learning P = Pathways to Success

E = Effective Learning & Teaching

O = Organizational Integrity

U = University Transfer and Education and General Education W = Workforce and Economic Development

D = Developmental Education

O = Community Development and Civic and Global Engagement

Metrics Links to Core Planning Areas (explain)

Links to Governing Board Outcomes (explain)

Integrated Plan

Documents

Transcript of Integrated Plan