Program Review Handbook - West Los Angeles College · 2013-09-16 · Program Review Handbook ......

ProgramReviewHandbook

A Guide to Policies and Procedures

Table of Contents

ProgramReviewOverview......................................................................................................................................4ProgramReviewwithinthePlanningCycle..................................................................................................5

ProgramReviewCalendar,2013‐14....................................................................................................................6

Divisions,DepartmentsandProgramsConductingProgramReview.....................................................7

PROGRAMREVIEWMODULESANDQUESTIONS..............................................................................................8ModulesandQuestionsforInstructionalDivisions...................................................................................8ModulesandQuestionsforStudentServices,AdministrativeServicesandAcademicAffairs

Programs.......................................................................................................................................................................13‘Table’Questions.................................................................................................................................................16

PLANNINGSECTION.................................................................................................................................................201.UnitGoal.............................................................................................................................................................202.PlannedAction................................................................................................................................................223.ResourceRequest..........................................................................................................................................23

Data...............................................................................................................................................................................26DataDefinitions...................................................................................................................................................27Samplestudentdatareports...........................................................................................................................30

ProgramReviewValidation.................................................................................................................................36ValidationProcessforUnitProgramReviews..........................................................................................36ValidationQuestions..........................................................................................................................................37ProgramViability................................................................................................................................................39ViabilityIndicators........................................................................................................................................................39ViabilityRecommendations.....................................................................................................................................39

ValidationTeam...................................................................................................................................................40ValidationCommendations.............................................................................................................................40ValidationRecommendations.........................................................................................................................41ValidationCompletion.......................................................................................................................................41

PrioritizationProcess.............................................................................................................................................42

Program Review Handbook

20142013

UpdateofProgramReviewDocumentsandProcess..................................................................................45

IESHandbook............................................................................................................................................................46PortalAccess.........................................................................................................................................................46GettingStartedwithOn‐lineProgramReview‐IES................................................................................47IESSection1‐ProgramReviewandEvaluation.......................................................................................48HowtoNavigatetheProgramReviewSection.....................................................................................................48ProgramReviewQuestionTypes...............................................................................................................................50

IESSection2‐Planning.....................................................................................................................................53NavigatingthePlanningSection.................................................................................................................................54CreatingaUnitGoal..........................................................................................................................................................55HowtoCreateAnotherUnitGoal...............................................................................................................................56HowtoCreateaPlannedAction.................................................................................................................................57HowtoCreateMorethanOnePlannedAction.....................................................................................................58HowtoCreateaResourceRequest............................................................................................................................59HowtoConnecttheUnitGoals,PlannedActionsandResourceRequestswitheachother..............60

HowtoGenerateaReport................................................................................................................................64HowtoSubmitProgramReview....................................................................................................................65

S.M.A.R.T.Goals.........................................................................................................................................................66

LegalandProfessionalBasisforProgramReview.......................................................................................68TITLE5,Section51022(a)................................................................................................................................68ACCJCSTANDARDS..............................................................................................................................................68ACCJCRubricforEvaluatingInstitutionalEffectiveness–PartI:ProgramReview....................69ACCJCRubricforEvaluatingInstitutionalEffectiveness–PartI:ProgramReview....................70LACCDBoardRule–ArticleVIIIEducationalCoursesandPrograms..............................................71AcademicSenateInstructionalProgramViabilityReviewPolicy.....................................................74

AppendixA–ParticipatoryGovernanceStructure......................................................................................78

AppendixB–CommitteeSelf‐EvaluationForm............................................................................................79

AppendixC–JointMeetingsofBudgetCommitteeandPlanning&InstitutionalEffectivenessCommittee..........................................................................................................................................................................80

AppendixD.PrinciplesforPrioritizingProgramsandServices.............................................................82

AppendixE.ExplanationofRubricPoints......................................................................................................83

West Los Angeles College WestLosAngelesCollegeAdministrationNabilAbu‐Ghazaleh,PresidentRobertSprague,VicePresidentofAcademicAffairsKenTakeda,VicePresidentofAdministrativeServicesPhyllisBraxton,VicePresidentofStudentServicesAracelyAguiar,DeanofAcademicAffairsCelenaAlcala,Ed.D.,DeanofAcademicAffairsMary‐JoApigo,DeanofAcademicAffairsShalamonDuke,Ed.D.,DeanofStudentServicesJohnM.Goltermann,DeanofStudentServicesEricIchon,DeanofAcademicAffairs/DistanceLearningMarkPracher,DeanofAcademicAffairs/DevelopmentRebeccaTillberg,DeanofResearchandPlanningKathyWalton,DeanofAcademicAffairsBarrySloan,Assoc.DeanofAcademicAffairs/ContractEducationVacant,Assoc.DeanofStudentServicesPlanningandInstitutionalEffectivenessCommitteeP.I.E.CommitteeChair RebeccaTillbergP.I.E.CommitteeCo‐Chair CarmenDonesAcademicSenate(4) AdrienneFoster

JudyChowCarmenDonesJoyceSweeney

AFTGuild(4) OlgaShewfelt BonnieBlustein AliceTaylorVicePresidents(3) BobSprague

KenTakedaPhyllisBraxton

AFTClassified(2) DionneMorrissetteAshantiLyles

Teamsters AraAguiarExOfficio NabilAbu‐Ghazaleh,President

FranLeonard,CollegeCouncilChairResourceProgramReviewRep CelenaAlcalaSLORepresentative Mary‐JoApigoBudgetManager MaureenO’BrienResearcher AgyemanBoatengAcademicSenateExecutiveCommitteeAdrienneFoster,Ph.D.,ChairJudyChow,ViceChairClareNorris,SecretaryLuisCordova,Treasurer

WestLosAngelesCollege

4 PlanningandInstitutionalEffectivenessCommittee|AcademicSenate

Program Review Overview

Programreviewisanevidence‐basedself‐evaluationandplanningprocesswhosemainpurposeisimprovingallprogramsforthebenefitofstudentsandtheinstitution.Programreviewisconductedcollege‐wideundertheauspicesofsharedgovernance,andwiththedirectresponsibilityofthePlanningandInstitutionalEffectiveness(PIE)Committee.Theprogramreviewprocessprovidesaforumforcommunicationanddialoguewithinandbetweenprogramsandunits,asthecollegecommunityevaluatesprogressinmeetingunitgoalsanddevelopingplansforthefuture.Thenewonlinesoftware,IES(InstitutionalEffectivenessSystem),whichwasusedforthefirsttimeinfall2012,facilitatesandsupportsbroaderengagementinprogramreviewdialoguebyprovidingacentralrepositoryforprogramreviewreportingasitisbeingwritten.Criticaltooverallimprovementoftheprogramsandthecollegeisthedevelopmentofactionplanstoaddressissues.Departmentsmustactuallydosomething.Themeasureablegoalspermittheevaluationofsuccessinreachingthosegoalsaftertheactionplansareimplemented.Thisevaluationwilloccurinthenextprogramreview.TheroleoftheP.I.E.Committeespecificallyengagestheintegrationofprogramreviewaspartoftheplanningprocess,asevidencedbythePurposeandResponsibilitiesoftheCommittee:PURPOSE:ThepurposeofthePlanningandInstitutionalEffectivenessCommittee(PIEC)istoensurethatthecollegemaintainsasetofongoingandsystematicinstitutionalplanningprocessesandpracticesthatincludeinitialprioritizationofresourcerequestscollege‐wide,theevaluationofprogramsandservices,theidentificationandmeasurementofoutcomesacrossallinstitutionalunits,andtheuseofdataandassessmentresultstoinformdecision‐making.Alloftheseactivitiesareaccomplishedwiththepurposeofimprovingprogramsandservicesandincreasingstudentsuccessandinstitutionalquality.RESPONSIBILITIES:

a. Coordinatetheprogramreviewprocess,includingproceduredevelopmentanddissemination,documentation,training,evidencespecifications,andqualitycontrol,acrosstheinstitution.

b. Systematicallyevaluatetheeffectivenessoftheprogramreviewandotherplanningprocesses,recommendimprovements,andcoordinateimplementationofapprovedimprovements.

c. ConducttheinitialCollege‐wideprioritizationofthegoalsandresourceallocationrequeststhatprogramreviewproduces.

d. MonitortheintegrationofallmajorinstitutionalplanningandassessmentprocessesatWLAC,includingprogramreviewandresourceallocation.MonitortheintegrationoftheEducationalMasterPlanandoutcomesassessmentprocesses.ReporttoCollegeCouncilannuallyonthestatusofthisintegration.

ProgramReviewHandbook,2013‐2014

PlanningandInstitutionalEffectivenessCommittee|AcademicSenate 5

Program Review within the Planning Cycle

Programreviewisthelynchpinoftheplanningprocessesthatensureinstitutionaleffectiveness.Programreviewrepresentsplanningattheunitlevel.Itprovidesanopportunityforgroupsofpeopletoevaluatetogether,basedonbothqualitativeandquantitativedataandinformation,thesuccessoftheprogramandofthestudentsservedbytheprogram.Programreviewistheforumwherefaculty,staffandadministratorsplanforthefuture,settingunitgoalsthatare:

Alignedwithcollegegoals Responsivetoidentifiedneeds Amenabletomeasurementsothatprogresstoachievementcanbeevaluated

Programreviewleadsintotheannualbudgetprocessbasedontheresourcerequeststhatareidentifiedasimportanttoachievingtheunitgoals.Theresourcerequestsareprioritizedfirstbyareaofthecollege,AcademicAffairs,StudentServicesandAdministrativeServices,andthencollege‐wide.Theprioritizationprocessprovidesanotherareawherecross‐collegedialoguecanoccur,guidedbyarubrictoprovideconsistency,openness,andtransparencytotheprocess.



Program Review Calendar, 2013‐14

Date Action ResponsiblePartiesSeptember3,2013 DivisionalCouncilorientationtoprogram

reviewDean,Chairs

September3,2013 Academicprogramreviewinitiated(linkstoIESemailedtoChairs)

Dean,Chairs

September,2013 Kick‐offandorientationforAdministrativeprogramreview:StudentServices,AdministrativeServicesandAcademicAffairs

Deans,Managers

September6,2013 TrainingforDivisionChairs Dean,ChairsSeptember–October,2013

Workshopsforallprogramreviewmanagersandteammembers

ProgramReviewWorkgroup

October25,2013 Allprogramreviewsdue:AcademicAffairs,AdministrativeServices,StudentsServices

ProgramReviewManagersandTeamMembers

October26,2013 Validationcyclebegins DeansOctober,2013 Validationtrainingfordeans DeansDecember2013 Validationcycleends ValidationandProgram

ReviewManagersandTeamMembers

January2,2014 Areaprioritizationcyclebegins VicePresidentsJanuary18,2014 Areaprioritizationcycleends VicePresidentsJanuary22,2014 College‐wideprioritizationcyclebegins PIECommitteeJanuary28,2014 Evaluationofeffectiveuseoffiscalresources PIEandBudgetCommitteesMarch7,2014 PrioritizationRetreat PIECommitteeApril,2014 College‐wideprioritiespresentedtoBudget

CommitteePIEandBudgetCommittees

April,2014 College‐wideprioritiesasapprovedbyBudgetCommitteepresentedtoCollegeCouncilforapproval

PIEandBudgetCommittees,andCollegeCouncil

April,2014 College‐wideprioritiespresentedtoPresidentforapproval

CollegeCouncilandPresident

May,2014 College‐wideprioritiesfoldedintobudgetpreparationprocess

AdministrativeServices

June,2014 Evaluationofplanning/budgetprocesses PIEandBudgetCommittees



Divisions, Departments and Programs Conducting Program Review

Instructional Divisions Administrative Services Area

Allied Health Office of the Vice President

AppliedTechnology Business Office

Behavioral & Social Sciences Enterprise Services o General Education Programs Information Technology o CTE Programs Personnel

Business Plant Facilities

Computer Science Student Services Area

Counseling Office of the Vice President Dance, Health & P E Admissions Humanities & Fine Arts ASO

o General Education Programs Athletics o CTE Programs Child Development Center

Language Arts DSP&S Learning Resources EOP&S / CARE Library Financial Aid Mathematics International Student Center Science Student Success & Support Programs

o Biological Sciences School Relations & Outreach o Earth Sciences Transfer Center/ TAP o Physical Sciences

Academic Affairs Area Learning Communities

Office of the Vice President POPP

General Education and Transfer Puente CTE (Career Technical Education) Black Scholars

Contract Education President

Distance Learning Office of the President Office of Research and Planning Marketing/PR Office of Teaching & Learning Sponsored Programs REST (Retention, Educational Services &

TRiO)



PROGRAM REVIEW MODULES AND QUESTIONS

ACADEMICAFFAIRSAREA–INSTRUCTIONALDIVISIONS

Modules and Questions for Instructional Divisions

ProgramReviewModule

Question

1. DivisionPurpose a. Purpose DescribethepurposeoftheDivision/Program/Service.b. PurposeAlignment DescribehowthestatedpurposealignswiththecollegeMission

statement.2. EffectivenessAssessment&

ContinuousProcessImprovement

a. Improvementsinprogram Describetheimprovementsinprogrampracticeyouhaveimplementedasaresultofprogramreview.

b. Evaluationofresourceallocation

(Table Question)Evaluationofresourceallocation.

3. ResponsetoPriorRecommendations

a. PRRecommendationsResponse

HowhastheOffice/Program/Serviceaddressedtherecommendationsfromthepreviousprogramreview?Addresseachrecommendationseparately.

b. Accred.RecommendResponse

WhathastheOffice/Program/Servicedoneregardingimplementationofrelevantaccreditationrecommendations?

4. EnrollmentTrends Data:http://www.wlac.edu/orp/planning/program_review/pr1314‐data.html[SeeDataSections1,2and3.]

a. EnrollmentTrends DescribethetrendsinEnrollmentandFTES.Giventhedata,whataretheimplicationsforyourdivision?Ifrelevant,discusseachdisciplineseparately.[SeeDataSections1and2.]

b. SectionCountTrends Giventhedata,describethetrendinsectioncountsandaverageclasssize.[SeeDataSection3.]

5. StudentsandStudentSuccess

Data:http://www.wlac.edu/orp/planning/program_review/pr1314‐data.html[SeeDataSection4,5.]

a. DemographicTrends Basedonthedemographictrendsinenrollment,whataretheimplicationsforyourDiscipline/Program/Service?[SeeDataSection4.]

b. SuccessTrends Giventhedata,describethetrendsinSuccessRatesandRetentionRates.WhataretheimplicationsfortheDiscipline/Program/Service?[SeeDataSection5.]

c. SuccessComparisons ComparethesuccessfulcoursecompletionratesoftheDiscipline(s)intheDivisionovertimeandwiththecollegeaverage.IftherateofanyoftheDiscipline(s)islowerthatthecollegeaverage,whatfactorscontributetothelowrate(s)?Whatstrategies,currentorplanned,addressthis?



Iftherateishigherthanthecollegeaverage,whatfactorscontributetothehigherrates?

d. EquityGaps Comparetheequitygapinthesuccessfulcoursecompletionrate(s)intheDiscipline(s)overtimeandwiththeequitygapofthecollegeover‐all.Iftheequitygapishigherthanthecollegeaverage,whatfactorscontributetothelargegap?Whatstrategies,currentorplanned,willaddressthis?Iftheequitygapislower,whatfactorscontributetothesmallergap?

e. Degree/Cert.Trends Giventhedata,describethetrendsinDegreesandCertificatesawarded.WhataretheimplicationsforyourDiscipline/Program/Service?

6. StaffingTrends Data:http://www.wlac.edu/orp/planning/program_review/pr1314‐data.html[SeeDataSection6.]

a. StaffingTrends DescribethetrendsinFTEF.Whataretheimplicationsforyourprogram?[SeeDataSection6.]

b. StaffingLevels ArestaffinglevelsadequatetofulfillthepurposeoftheDiscipline/Program/Service?Explain.

7. FunctionsandServices,AcademicDivisions

a. Functionservicelist ListthefunctionsandservicesprovidedbytheOffice/Program/Service.

b. TechnologicalAdvances DescribethetechnologicaladvancesthathavebeenimplementedtoimproveandstreamlinetheDiscipline/Program/Service.

8. SurveyResults Data:http://www.wlac.edu/orp/research/surveys.htmla. SurveyResults Describetheresultsofrelevantsurveys(point‐of‐servicesurveys,

studentsurveys,staffsurveys).b. SurveyResultsImplications Discusstheimplicationsofthesurveyresultsfortheprogram.

9. Curriculum Link:ECD‐ https://ecd.laccd.edu/Link:Missing/Out‐of‐DateCourseOutlineofRecordReport‐http://www.wlac.edu/orp/planning/program_review/pr1314‐data.htmlLink:ApprovedProgramsReport‐http://www.wlac.edu/orp/planning/program_review/pr1314‐data.html

a. CORUpdate:MissingCORs Missingcourseoutlinesofrecord: RefertothereportofcourseswithmissingCORs,whichispostedatthelinkintheInstructionssection.Pleasedescribethestepsthedivisionhastakenorplanstotaketocorrecttheproblem.Describetheadditionalassistancethatmaybeneededtoresolvetheproblem.

b. CORUpdate:Out‐of‐DateCORs

Out‐of‐datecourseoutlinesofrecord: RefertothereportofcourseswithCORsthatareout‐of‐date.Pleasedescribethestepsthedivisionhastakenorplanstotaketocorrecttheproblem.

c. CourseOutline Howdoesthedepartmentdeterminethatclassesaretaughtconsistentlywiththeofficialcourseoutlineofrecord?

d. CourseSequence Arerequiredcoursesscheduledinappropriatesequencetopermitstudentstocompletetheprogramintheprescribedprogramlength?Ifyes,describetherationaleuponwhichthesequenceisbased.Ifno,whatistheplanforalleviatingtheseproblems?Explain.



e. ProgramRelevance,Appropriateness,andCurrency

Howdoesyourdivisionassuretherelevance,appropriatenessandcurrencyofeachofitsprograms?Citeeachprogram(degree/certificateprogramormeaningfulgroupingofcourses)andthestudentdataandenvironmentalscandatathatsupporttheassertions.

f. Outreach,Online& HybridClasses

Whatoutreach,onlineandhybridclasseshasyourdepartmentoffered?HowmanycoursesareofferedviaDistanceEducation,andforhowmanyhasaCORaddendumforDEbeenprepared?Whatarethebenefitsandproblemsassociatedwithoutreach,onlineandhybridclasses?Howcantheoutreach,onlineandhybridclassesbeimproved?

g. Degree/CertificateChanges

(TableQuestion)ListneworchangeddegreesandcertificatesthathavebeenapprovedbytheCurriculumCommitteeduringthepreviousyear,orareintheplanningstages.

10. StudentLearningOutcomes a. SLOAssessment‐Course DescribehowcourseSLOswereassessedandhowfacultywere

involvedintheprocessintheprioryear.b. SLOCourseChanges BasedoncourseSLOassessmentsintheprioryear,whatchangesto

thecourseswereimplemented?c. SLOProgramAssessment&

ChangesBasedonanyofthefollowingassessmentmethods:a.courseSLOassessment;b.analysisofcoursesequencing;c.indirectassessmentindicatorssuchasstateexamsoremployersurveys;d.studentsuccessdatasuchasretention,successrates,degrees/certificatesawardedwhatchangestotheprogramareplannedorbeingimplemented?

d. SLOAssessment&ResourceRequest

WilltheseplannedchangesbasedonProgramSLOassessmentnecessitatearesourcerequest?

e. SLOFacultyDialogue Howhasfacultydialogueregardingassessmentresultsandimprovementplansbeenconductedanddocumented?

11. DepartmentalEngagement a. Interdepartmental

CollaborationWhatinterdepartmentalcollaborationhasyourDiscipline/Program/Servicebeeninvolvedinduringthepastsixyears?

b. CommunityConnections WhathasyourDivision/Department/Programdonesincethelastreviewtoestablishconnectionswithschools,institutions,organizations,businesses,andcorporationsinthecommunity?

12. ProfessionalDevelopment a. ProfessionalDevelopment

UnmetNeedsInordertokeepcurrentwithnewdevelopmentsinyourfield,arethereareasofunmetprofessionaldevelopmentneedsamongfacultyinthisprogram?Ifyes,pleasedescribe.

b. Committee&ProfessionalDevelopmentActivities

(Table)Foreachregularfull‐timefacultymemberinyourprogram,providethecommitteesinwhicheachpersonisactive,andlistthe2mostsignificantprofessionaldevelopmentactivitiesengagedinoverthelast2years.Activitiesmayincludeworkshopandconferenceattendance,coursestaken,FTLA,LeadershipInstitute,etc.Committeerolesmayincludechair,secretary,member,etc.

13. InstructionalSupport:



ServicesandActivitiesa. ServiceEvaluation (Table)Towhatextentdoyouagreeordisagreewiththefollowing

statements?b. ServiceEvalDisagree If"Disagree"wasansweredtoanyoftheabove,pleaseexplain.c. Catalog,Schedule,Website

ImpactWhatimpactdoyoufeelthecollegecatalog,classscheduleandcollegewebsitehaveonmarketingyourprogram/service?Describeyourplanforyourprogramorserviceforworkingwiththeinstitutionalmarketingpersonnelindevelopinginformational/promotionalmaterials.

14. ProgramsClubsOrgs&SpecialActivities

a. ClubSponsorship Does theDiscipline/Program/Servicesponsorastudentcluboractivity?Ifyes,listtheclubsoractivitieswhicharedesignedspecificallyforstudentsinthisprogram.Describetheirsignificantaccomplishments.

b. AccomplishmentsofStudents

Listanyawards,honors,scholarshipsorothernotableaccomplishmentsofstudentsintheprogram.

15. EnvironmentalScan a. TechnologyTrends Whataretheemergingtrendsintechnologythataffecttheprogram?b. LaborMarketTrends Whataretheemergingtrendsinthelabormarket?Howdothey

affecttheprogram?c. CommunityTrends Whataretheemergingtrendsinthecommunity?Howdotheyaffect

theprogram?d. CurriculumImpact Describeanylongtermchangesoradditionstothecurriculumthat

youareexploring,planningordeveloping.ChangesthatyouplantoinitiateinthecomingyearshouldbereflectedinthePlanningSection.

16. Facilities a. FacilitiesChallenges Listanddescribeanycurrentfacilitieschallenges(e.g.,location,

quantity,quality)affectingyourdivision/department'sabilitytoachieveitsgoalsandmeetinstructionalneeds

b. FacilityShortTermGoals Specifythedivision/department'sshorttermgoals(1year)forfacilitiesimprovementandfunctionality.

c. FacilityLongTermGoals Specifythedivision/department'slongtermgoals(2‐6years)forfacilitiesimprovementandfunctionality.

d. FacilitiesandDivision/DeptGoals

Specifyhowtheseimprovementsrelatetothedivision/department'soverallgoals.Whatimprovementinstudentlearningandoutcomesdoyouexpectasaresultofthefacilityimprovements?

17. Grants a. GrantApplication HasthisDiscipline/Program/Serviceappliedforanygrantsinthe

last2years?b. GrantApplication(Detail‐

Seepage19)IfyourDiscipline/Program/Serviceappliedforagrant,providethefollowinginformationforoneofthegrantapplications.

18. CTEPrograms a. CTEProgramsOffered DoesthisDivisionofferanyCTEprograms?IFTHEANSWERIS'NO'

SKIPTHESECTIONABOUTCTEPROGRAMS,ANDGOONTOTHEPLANNINGSECTIONS.

b. LaborMarketDemand Reviewlabormarketdemand.Howdoesyourprogrammeetlabor



marketdemand?Citespecificexamplesandsources.c. AdvisoryBoard

MembershipAdvisoryBoardMembership.Listthemembername,companyname,titleandCTEprogramforeachmember.

d. AdvisoryBoardMeetings (Table)AdvisoryBoardMeetings.Listthefollowinginformationforeachmeetingheldinthelastyear:

e. AdvisoryBoardOutcomes Whathavebeenthemajoroutcomesofyouradvisoryboardmeetings?Ofthoseoutcomes,whichhavebeenactedupon,andwhatisyourplanofactionwithregardtootheroutcomesdiscussed?

f. AssessCTEStudentLearningOutcomes

Describeandassesstheevidenceofstudents'attainmentofintendedlearningoutcomes,asmeasuredbytheemploymentandcompletionsuccessofitsstudents.[EdCode78016(a)(3)]

g. CTEProgramAccreditation Isthisprogramsubjecttoapproval/accreditationbyspecializedstate,regional,ornationalaccreditingagencies?

h. CTEAccreditationRecommendations

Indicaterecommendationofthemostrecentaccreditationevaluationoftheprogramandcorrectiveactionstakenorplanned.Mostrecentaccreditationreportandalladditionalpertinentdocumentationandexplanationsshouldbeavailableonsiteforconsultation.

i. AssessmentofImprovements

Describehowyouhaveassessedtheappropriateimprovementsinstudentachievementandlearningthathaveoccurredasaresultoftheimprovedprogrampractice.

j. EmployerSatisfactionSurvey

Basedonsurveyresults,provideabriefanalysisofemployersatisfactionwithprogramgraduates.

k. LicensureExamPerformance

ProvideabriefanalysisofstudentperformanceonlicensureorboardexamsonfirstattemptforeachprogramintheDivision.

19. Completion a. ManagerApproval DivisionChair/ProgramManager:Filloutyournameanddateof

finalapproval,save,andsubmittheprogramreview.b. ParticipantList (Table)Listpeople whoparticipatedinthisProgramReview.



STUDENTSERVICES,ADMINISTRATIVESERVICES,ANDACADEMICAFFAIRSAREAS

Modules and Questions for Student Services, Administrative Services and Academic Affairs Programs

Student Services, Administrative Services and Academic Affairs Programs

Module Question1. DepartmentPurpose

a. Purpose DescribethepurposeoftheProgram/Service.b. PurposeAlignment Describehowthestatedpurposealignswiththecollege

Missionstatement.2. EffectivenessAssessment&

ContinuousProcessImprovementa. Assessmentof

improvementsDescribehowyouhaveassessedtheappropriateimprovementsinstudentachievementandlearningthathaveoccurredasaresultoftheimprovedprogrampractice.

b. Evaluationofresourceallocation

(Table Question)Evaluationofresourceallocation.

3. ResponsetoPriorRecommendationsa. PRRecommendations

ResponseHowhastheOffice/Program/Serviceaddressedtherecommendationsfromthepreviousprogramreview?Addresseachrecommendationseparately.

b. Accred.RecommendResponse

WhathastheOffice/Program/Servicedoneregardingimplementationofrelevantaccreditationrecommendations?

4. EnrollmentTrends Data:http://www.wlac.edu/orp/planning/program_review/pr1314‐data.html

a. EnrollmentTrends DescribethetrendsinEnrollmentandFTES.Giventhedata,whataretheimplicationsforyourprogram/service?

5. StudentsandStudentSuccess Data:http://www.wlac.edu/orp/planning/program_review/pr1314‐data.html

a. DemographicTrends Basedonthedemographictrendsinenrollment,whataretheimplicationsforyourProgram/Service?

b. SuccessTrends Giventhedata,describethetrendsinSuccessRatesandRetentionRates.WhataretheimplicationsfortheProgram/Service?

c. Degree/Cert.Trends Giventhedata,describethetrendsinDegreesandCertificatesawarded.WhataretheimplicationsforyourProgram/Service?

6. StaffingTrends Data:http://www.wlac.edu/orp/planning/program_review/pr1314‐data.html



a. StaffingTrends DescribethetrendsinFTEF.Whataretheimplicationsforyourprogram?

b. StaffingLevels ArestaffinglevelsadequatetofulfillthepurposeoftheProgram/Service?Explain.

7. FunctionsandServicesa. Functionservicelist ListthefunctionsandservicesprovidedbytheOffice/

Program/Service.b. TechnologicalAdvances Describethetechnologicaladvancesthathavebeen

implementedtoimproveandstreamlinetheProgram/Service.8. SurveyResults Data:http://www.wlac.edu/orp/research/surveys.html

a. SurveyResults Describetheresultsofrelevantsurveys(point‐of‐servicesurveys,studentsurveys,staffsurveys).

b. SurveyResultsImplications Discusstheimplicationsofthesurveyresultsfortheprogram.9. ServiceLevelOutcomes/

ServiceAreaOutcomesa. SLOProgramAssessment (Table)DescribetheprogramSLOassessmentmethodsand

outcomesintheprioryear.a. SLO/SAODialogue Howhasdialogueregardingassessmentresultsand

improvementplansbeenconductedanddocumented?10. DepartmentalEngagement

a. InterofficeCollaboration WhatinterofficecollaborationhasyourOffice/Program/Servicebeeninvolvedinduringthepastsixyears?

b. CommunityConnections WhathasyourDepartment/Programdonesincethelastreviewtoestablishconnectionswithschools,institutions,organizations,businesses,andcorporationsinthecommunity?

11. ProfessionalDevelopmenta. Committee&Professional

DevelopmentActivities(Table)Foreachregularfull‐timepersoninyourprogram,providethecommitteesinwhicheachpersonisactive,andlistthe2mostsignificantprofessionaldevelopmentactivitiesengagedinoverthelast2years.

b. ProfessionalDevelopmentUnmetNeeds

Inordertokeepcurrentwithnewdevelopmentsinyourfield,arethereareasofunmetprofessionaldevelopmentneedsamongstaffinthisprogram?Ifyes,pleasedescribe.

12. ProgramSupporta. ServiceEvaluation (Table)Towhatextentdoyouagreeordisagreewiththe

followingstatements?b. ServiceEvalDisagree If"Disagree"wasansweredtoanyoftheabove,pleaseexplain.c. ImpactCatalogSchedule

WebsiteWhatimpactdoyoufeelthecollegecatalog,classscheduleandcollegewebsitehaveonmarketingyourprogram/service?Describeyourplanforyourprogramorserviceforworkingwiththeinstitutionalmarketingpersonnelindevelopinginformational/promotionalmaterials.

13. EnvironmentalScana. TechnologyTrends Whataretheemergingtrendsintechnologythataffectthe

program?b. CommunityTrends Whataretheemergingtrendsinthecommunity?Howdothey

affecttheprogram?14. Facilities

a. FacilitiesChallenges Listanddescribeanycurrentfacilitieschallenges(e.g.,location,



quantity,quality) affectingyourprogram’sabilitytoachieveitsgoalsandmeetinstitutionalneeds.

b. FacilityShortTermGoals Specifythedivision/department'sshorttermgoals(1year)forfacilitiesimprovementandfunctionality.

c. FacilityLongTermGoals Specifythedivision/department'slongtermgoals(2‐6years)forfacilitiesimprovementandfunctionality.

d. FacilitiesandDivision/DeptGoals

Specifyhowtheseimprovementsrelatetothedivision/department'soverallgoals.Whatimprovementinstudentlearningandoutcomesdoyouexpectasaresultofthefacilityimprovements?

15. Grantsa. GrantApplication HasthisDivision/Departmentappliedforanygrantsinthelast

2years?b. GrantApplication(Detail) IfyourDivision/Departmentappliedforagrant,providethe

followinginformationforoneofthegrantapplications.16. Completiona. ManagerApproval ProgramManager:Filloutyournameanddateoffinal

approval,save,andsubmittheprogramreview.b. ParticipantList (Table)Listpeople whoparticipatedinthisProgramReview.



‘Table’ Questions

2.a. Assessment of division/ department goals – Question from 2012‐13 cycle replaced in 2013‐14 with similar questions in the Planning Section.

2.b. Evaluation of resource allocation



9.g. List new or changed degrees and certificates that have been approved by the Curriculum Committee

during the previous year, or are in the planning stages.



12.b. For each regular full‐time faculty member in your program, provide the committees in which each

person is active, and list the 2 most significant professional development activities engaged in over the last 2 years. Activities may include workshop and conference attendance, courses taken, FTLA, Leadership Institute, etc. Committee roles may include chair, secretary, member, etc. (11.a. for Student Services, Administrative Services and Academic Administration)

13.a. To what extent do you agree or disagree with the following statements?



17. If your Discipline/ Program/ Service applied for a grant, provide the following information for one of

the grant applications.

18.d. Advisory Board Meetings. List the following information for each meeting held in the last year:

19.b. [16.b for non‐instructional units] List the people who participated in this Program Review.



PLANNING SECTION

1. Unit Goal

[TheUnitGoalformiscontinuedonthenextpage.]



GoalStatusoptions: New InProgress Changed Completed



2. Planned Action



3. Resource Request

[TheResourceRequestformiscontinuedonthenextpage.]



[TheResourceRequestformiscontinuedfromthepreviouspage.]

[TheResourceRequestformiscontinuedonthenextpage.]



[TheResourceRequestformiscontinuedfromthepreviouspage.]



Data

Unitsbasetheirprogramreviewonavarietyoftypesofdataandsourcesofdata,including,butnot

limitedto: Studenttrackingtrends Courseenrollmenttrends Sectioncounttrends Studentdemographictrends Studentsuccesstrends Studentsurvey Point‐of‐servicesurveys Labormarketinformation Environmentalscaninformation



Data Definitions

CATEGORY TERM DESCRIPTION

Enrollment Headcount Student headcount is an unduplicated count of students who are active in a credit class on census day. It is the number of individual students taking classes. Students may enroll in one more courses in a term, but each student is counted only once for the term.

Enrollment Student enrollment is a duplicated count of students. Students may be enrolled in more than one course. Each enrollment for which there is a transcript notation is counted for the term.

Census The day on which active enrollment is counted for the purpose of computing FTES, the basis for State funding. Census for term‐length classes is Monday of the 3rd week of classes.

Census Enrollment Enrollment on census day.

Full‐Time Equivalent Student (FTES)

FTES is a standard statewide measure of student enrollment at an academic department, or an institution. FTES is a key performance indicator, productivity measure, and funding rate. FTES represents neither student headcount nor student enrollment, but it is a conceptual measure of student enrollment. The formula to calculate FTES is expressed by the equation below:

FTES = (Census enrollment X Weekly student contact hours X Term Length Multiplier) / 525 where TLM = 16.5

Example: FTES for a 3 unit class with 30 students enrolled at census FTES = (30 x 3.38 hours/week x 16.5 weeks/semester) / 525 = 3.19

Full‐Time Equivalent Faculty (FTEF)

In a FTEF, a faculty member’s actual workload is standardized against the teaching load. Thus, FTEF does not represent an actual number of faculty members; it is a conceptual measure workload at an academic department, or an institution. The formula to calculate FTEF is expressed by the equation below:

FTEF = WFCH / Contract teaching load of the discipline where WFCH = standard course hours Example: 3/15 = 0.20

Regular FTEF ‐ FTEF in sections taught by regular, full‐time faculty

Adjunct FTEF ‐ FTEF in sections taught by adjunct faculty

Hourly FTEF ‐ FTEF in sections taught as an overload by regular faculty




Weekly Student Contact Hours (WSCH)

WSCH is acronym for weekly student contact hours. It presents a total number of hours faculty contacted students weekly in an academic department or an institution.

WSCH = census enrollment x class hours per week

Instructional Efficiency

WSCH is a proxy for revenue generated by the class. FTEF is a proxy for instructional cost. The ratio, WSCH per FTEF could be interpreted in terms of cost‐efficiency or instructional quality. District has established 510 as the target WSCH/FTEF standard.

Average Class Size ACS is a measure of the enrollment per section.

Mode of Instructional Delivery

Classroom ‐ Traditional classes offered 'on ground' in a classroom

ACT ‐ Cohort program of classes offered on weekends and in the evening for working adults to earn an Associate degree

Hybrid ‐ Classes that are offered both online and in the classroom.

Jumpstart ‐ Classes offered to high school students

Online ‐ Web‐based classes

POPP ‐ Police Officers ……, a cohort program for high school students and others to prepare for entrance into the Police Academy

Puente ‐ Cohort program of classes enriched with services and field trips

WEC ‐ Week end College

Section Count The number of sections offered, including combined classes counted separately.

Student Achievement Outcomes

Success Rate The percentage of students who received a passing grade of A, B, C, P at the end of the semester.

Success rate = (A,B,C,P)/(A,B,C,D,F,P,N,W,I)

Retention Rate The percentage of students retained in a class at the end of the semester.

Retention rate = (A,B,C,D,F,N,P,I)/(A,B,C,D,F,P,N,I,W)

Persistence Rate (number of students with at least one course in next term) / (number of students with at least one course in The first term)

Degrees Associate of Arts and Associate of Science

Certificate Awards requiring 18 or more units

Skill Certificate Awards requiring fewer than 18 units

CN Noncredit Certificate requiring a low number of hours

Division Academic division that includes one or more disciplines/subjects

Program The program in which an award is earned by a student




Expenditure and Budget

Fiscal Year July 1 ‐ June 30

AY (Academic Year) Summer ‐ Fall ‐ Winter ‐ Spring

Restricted and Categorical Funds

RC, RCA, RO

Unrestricted Funds Funds comprising the general fund of the college

Actual Expenditures Expenses according to the year‐end closing as reported in the Final Budget

Budget Final Budget adopted by the Board in July

Program Review Processes

Module Group of questions

Validation Process whereby a team of people evaluate a program review according to questions designed to guide the evaluation

Viability Process under the responsibility and management of Academic Senate to conduct a study, guided by qualitative and quantitative data, to evaluate the effectiveness of a program, and to find solutions to any issues identified



Sample student data reports



Program Review Validation

Validation Process for Unit Program Reviews

Thevalidationprocessprovidesanopportunitytoevaluateaprogramreview,tooffersuggestionsfor

correction,clarification,andimprovement.Theprocesshelpstoassurethatinterpretationoftermsandquestionsisconsistentacrossthecollege.Validationhelpstoassureastandardofqualityofprogramreviews.Becausetheresourcerequeststhataredevelopedthroughprogramreviewareprioritizedbasedonthequalityofthedataandargumentsmadeinprogramreview,thevalidationprocesshelpsunitsmakethebestargumentinfavoroftheirrequests.Thevalidationprocessisalsoalearningexperienceasthevalidationteamsdiscusstheconceptsofevaluationandplanningasappliedinaprogramreview.

Thevalidationteamcanrecordcommentsabouteachmodule,andeitheracceptsorrejectstheanswers.Ifanyanswerisrejected,theprogramreviewissentbacktotheoriginatingdepartment.Theprogramreviewmanagerofthedepartmentreceivesanemailalertingthemtothefactthattheprogramreviewwasrejected,andthattheyneedtodofurtherediting,andtoresubmittheprogramreview.ThespecificquestionsthatarerejectedareindicatedbyaredXnexttothequestionintheleft‐handcolumn.Thisiterativecycleofreject/resubmitrepeatsuntilthevalidationteamissatisfied.

ThevalidationprocessincludesquestionsrelatedtoProgramViability.DataforanumberoftheviabilityindicatorsincludedintheAcademicSenateProgramViabilityPolicyarepartofprogramreview.Ifanyoftheindicators,inthejudgmentofthevalidationteam,warrantfurtherscrutiny,theconcerncanbeidentifiedintheircomments.TheareaofconcernisthenbroughttotheattentionoftheAcademicSenateforfurtherinquiry,ifnecessary.

Cross‐area(i.e.,AcademicAffairsandStudentServices)validationteamsengageinacollaborativeprocesstovalidateprogramreviews.

Note:BestpracticesandexemplaryprogramreviewscanbehighlightedintheCommendationssection.



Validation Questions

ValidationQuestionsfortheProgramReviewSection1. Department

PurposeIsthePurposeofthedivision/department/programclearly

statedandalignedwiththecollegevisionandmission?Includeanyothercommentsonthismodule.

2. EffectivenessAssessment&ContinuousProcessImprovement

Istheinformationpresentedaccurate?Havethedivision/department/programgoalsbeenassessed?Haveimprovementsandeffectivenessofresourceallocationbeenassessed?Includeanyothercommentsyoumayhaveonthismodule.

3. ResponsetoPriorRecommendations

Istheinformationpresentedaccurate?Includeanyothercommentsyoumayhaveonthismodule.

4. EnrollmentTrends Istheinformationpresentedaccurate?Weretheimplicationsfordivision/department/programplanningdiscussed?Includeanyothercommentsyoumayhaveonthismodule.

5. StudentsandStudentSuccess

Istheinformationpresentedaccurate?Weretheimplicationsfordivision/department/programplanningdiscussed?Includeanyothercommentsyoumayhaveonthismodule.

6. StaffingTrends Istheinformationpresentedaccurate?Weretheimplicationsfordivision/department/programplanningdiscussed?Includeanyothercommentsyoumayhaveonthismodule.

7. FunctionsandServices,AcademicDivisions


8. SurveyResults Istheinformationpresentedaccurate?Weretheimplicationsfordivision/department/programplanningdiscussed?Includeanyothercommentsyoumayhaveonthismodule.

9. Curriculum Istheinformationpresentedaccurate?Weretheimplicationsfordivision/department/programplanningdiscussed?Includeanyothercommentsyoumayhaveonthismodule.

10. StudentLearningOutcomes

Istheinformationpresentedaccurate?Istheareameetingcollegegoalsforassessmentcompletion?Istheareausingassessmentresultsforprogramimprovement?Includeanyothercommentsyoumayhaveonthismodule.

11. DepartmentalEngagement


12. ProfessionalDevelopment


13. InstructionalSupport:ServicesandActivities

Istheinformationpresentedaccurate?Includeanyothercommentsyoumayhaveonthissection.

14. ProgramsClubsOrgs&SpecialActivities


15. EnvironmentalScan Istheinformationpresentedaccurate?Weretheimplicationsfordivision/department/programplanningdiscussed?Includeanyothercommentsyoumayhaveonthismodule.



16. Facilities Istheinformationpresentedaccurate?Weretheimplicationsfordivision/department/programplanningdiscussed?Includeanyothercommentsyoumayhaveonthismodule.

ValidationQuestionsforthePlanningSection1. UnitGoal Arethegoal(s)SMART(strategic,measurable,

actionable,realisticandtimely)andrelatedtocollegegoalsandplanning?Isachievementofthegoalmeasureable?Includeanyothercommentsyoumayhaveonthissection.

2. PlannedAction IsthePlannedActionlinkedwithaUnitGoal,and

logicallyrelatedtothatGoal?AretheexpectedresultsoftheActionexplained?Includeanyothercommentsyoumayhaveonthissection.

3. ResourceRequest IstheResourceRequestlinkedtoaPlannedAction?Is

theResourceRequestappropriatetothePlannedAction?Includeanyothercommentsyoumayhaveonthissection.



Program Viability

Viability Indicators

Viability Recommendations



Validation Team

Validation Commendations



Validation Recommendations

Validation Completion



Prioritization Process

TheprioritizationprocessbeginswiththeprioritizationofResourceRequestsbytheVicePresidents

foreachoftheirareas,AcademicAffairs,StudentServices,andAdministrativeServices.TheVicePresidentshaveavailabletothemthePrioritizationRubric.ThePIECommitteeprioritizesResourceRequestscollege‐wide,blendingtheprioritizationsoftheVicePresidentsandusingthePrioritizationRubric.ThePrioritizationRubricisbasedcloselyonthePrinciplesforPrioritizingProgramsandServices,whichwasfirstdevelopedin2011,andwasupdatedin2013.ThePrinciplesforPrioritizingProgramsandServicesdocumentisinAppendixD.TheuseandapplicationofthePrioritizationRubricisguidedbythe‘ExplanationofRubricPoints,’whichisinAppendixE.

AllResourceRequests,withtheexceptionofrequestsforfulltimefaculty,areprioritizedbythePIECommittee.RequestsforfulltimefacultypositionsareprioritizedbytheFPIPCommittee.

TheprioritizedlistofResourceRequestsisreviewedandapprovedthroughthesharedgovernanceprocessviatheBudgetCommitteeandtheCollegeCouncil.ThefinallistisprovidedtothePresidentasarecommendationtohim.Thefinallististhenavailabletoinformthebudgetpreparationprocess,whichisestablishedbytheLosAngelesCommunityCollegeDistrictOffice.

Rubric for Prioritizing Program Review Resource Requests To guide the college in decisions related to planning and resource allocation.

Unit: RecommendedBy: ResourceRequestName: RecommendationDate: TotalAmountRequested: RecommendedAmount:

TypeofRequest:Personnel(excludingRegularFaculty)Non‐personnelFacilitiesCombinationOne‐timeOngoingBoth

High Priority Principles HighPriorityItems–RatetherequestifoneormoreoftheHighPrioritycriteriaapply.

Meetrequirementsforhealth,safetyandessentialservices. Meetlocal,stateandfederalregulationsandothermandates.

DoestherequestmeetcriteriaforHighPriorityItems? ___No–CompletethePrioritizationRubric ___Yes–Gotothenextquestion

HowmuchrisktotheCollegewouldfailuretomeettherequirementorguidelineentail? ___High–Placeattopoffundinglist ___LoworMedium–CompletethePrioritizationRubric

[Rubriciscontinuedonthenextpage.]



Principles II Points 0

WeakorInadequate

1Neutralor

Adequate

2Strong

Score

FocusoncollegeMissionand/orInstitutionalLearningOutcomes

FocusonvariouscollegeMasterPlanGoals Establishsustainablestructuresandprocesses

consistentwithmaintainingfullreaffirmationofaccreditation.

Improveinstitutionaleffectivenessthroughdata‐informedplanninganddecision‐making,processevaluation,andprofessionaldevelopment.

Safeguardstudentequity:avoiddisproportionatestudentimpacts.

Enhancealternativerevenueopportunities(localfees,foundation,grants,contracteducation,partnerships,etc.)

Points 0

WeakorInadequate

1Neutralor

Adequate

2Strong

Score

QualityofProgramReviewandResourceRequest

o RequestislinkedwithaPlannedAction,whichislinkedwithaUnitGoal

o ProgramReviewhasdocumentedmeasuresofprogresstowardachievingtheUnitGoal

o RequestisresponsivetoSLO/PLO/ILO/SAOassessments

o Requestisresponsivetootherneedsidentifiedthroughprogramreview

o ProgramReviewhasanadequateimplementationplanthatdescribesthestepsneededtoaccomplishthePlannedAction

o ResourcerequestedisappropriatetoaccomplishthePlannedAction

[Rubriciscontinuedonthenextpage.]



Principles III Points 0 1 2 Score

Meettheneedsofthosebeingserved.

Therequestedresourcewillnothelpmeettheneedsofthosebeingserved,ortheeffectisunknown.

Therequestedresourcewillprobablyhelpmeettheneedsofthosebeingserved.

Therequestedresourcewilldefinitelyhelpmeettheneedsofthosebeingserved.

Strivetomaintainabalancedbudget.

TherequestedresourceisNOTlikelytobeapartofacosteffectivesolution.

Therequestedresourceisacosteffectivesolutiontoaneed.

Therequestedresourceisamajorcosteffectivesolutiontoaneed.

TotalPoints:(MaximumPoints:28)

CommentsandRecommendations:



UpdateofProgramReviewDocumentsandProcessThecollegehastwoon‐goingreviewcyclesthatinformmodificationstotheprogramreviewprocess.Theannualcommitteeself‐evaluation,whichisconductedbyeachcommitteeofsharedgovernance,requirestheidentificationofprocessconcerns.[TheFormforcommitteeself‐evaluationisinAppendixB.]Inaddition,thecollegeutilizesasystematicprocesswherebytheBudgetCommitteeandthePlanningandInstitutionalEffectivenessCommitteemeettwiceayear,onceinJanuary/Februarytoassesseffectiveness,andonceinJune/Julytoassessprocesses.[AfulldescriptionoftheJointMeetingisinAppendixC.]



IES Handbook

Portal Access

West’sprogramreviewiscompletedwithIES(InstitutionalEffectivenessSystem),andonlineprogramreviewaccessedthroughthedistrictportal.IEScanbeaccessedfromeitheroncampusoroffcampusthroughtheportalathttps://myportal.laccd.edu.

Attheportalwelcomescreen,loginwiththeportalUserIDandPassword.TheUserIDisthesameasthecollegeemailUserID.

ThepasswordcanberesetbythecampusInformationTechnologydepartmentifyouhaveforgottenit.CallthemainITphonenumberat310‐287‐4360.TheITofficehoursare6:30a.m.–8:00p.m.,Monday–Thursday,and6:30a.m.–4:00p.m.onFriday.

1. Afteryougetintotheportal,clickontheIEStabtogettheIESWelcomescreen.2. Thenclickonthe‘Start’buttontogettotheprogramreviewquestions.

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Getting Started with On‐line Program Review ‐ IES

1. Theprogramreviewsthatareavailableforyoutoworkonarelistedinthefirsttable.2. Highlighttheprogramreviewthatyouwillworkonbyclickinginthesmallblueboxtotheleft.

Therowhighlightsinorange.3. Click‘GotoProgram.’

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IES Section 1 ‐ Program Review and Evaluation

How to Navigate the Program Review Section

1. TheleftcolumnnavigationcolumnletsyoumovebetweentheProgramReviewSectionandthePlanningSection.(TheSLOSectionisforfuturedevelopment.)

2. Whenyouclickonthe‘ProgramReview’link,themodulesdropdown,asshowninthenextscreenshot.(5)

3. TheReportslinkletsyousaveandprintapdfcopyofyourprogramreview.4. The‘SubmitProgramReview’buttonisusedwhenyouhavecompletedyourprogramreview,and

sendsitontotheValidationTeamforreview.

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ProgramReviewNavigation,continued

1. ClickonaModule,andtheQuestionswithintheModulearedisplayed2. ClickonaQuestion,andthequestionandanswerscreenisdisplayed

3. ‘Help’isavailableforsomeQuestionsbyclickingonthelittleboxlabeled‘Questions–Instructions’.4. Typetheanswertothequestioninthetextbox5. Click‘Save’6. Iftheanswerissuccessfullysaved,amessageingreentextisdisplay.7. Gotothenextquestionbyeither:

o Clicking‘NextQuestion’oro Clickinginthenavigationcolumntothequestionyouwanttogoto

8. Ifyoudonotclick‘Save,’awarningboxwillappear,givinganotherchancetosavewithoutlosingchanges.

TheQuestionsdonotneedtobeansweredsequentially;youcanskiparound. Aftersavingtheanswer,youcanleaveIESatanytime,andreturnlater.

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Program Review Question Types

Text Box Questions

1. ClickonQuestionyouwanttoanswer.TheselectedQuestionwillbehighlighted.2. Instructionsareavailableforsomequestions3. Somequestionsrequireanalysisofdata.Linkstotherequireddataareprovidedinthe‘Question‐

Instructions’area.4. Typeanswerintothetextbox.IfyouhavewrittentheanswerseparatelyinWord,copy‐and‐paste

theanswerfromWordintothetextbox.5. Clickthe‘Save’buttontosaveyouranswer.6. Gotonextquestionbyeitherclicking‘NextQuestion’orclickingthequestionyouwantintheleft

navigationcolumn.

Radio Button Questions

1. Clickthecirclenexttotheoneansweryouselect.

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Table Questions with Text Answers

1. Clickoneach‘question’(arowinthe‘TableQuestion’)tohighlighttherow.2. Clickinthehighlightedboxinthe‘description’column,andtypeinanswer.Whenyouclickonthe

nextrow,thecolumnwillexpandtoaccommodatethewidestDescription.3. Click‘Save’andgotoanotherquestion.

Table Questions with Drop‐Down Answers

1. Clickoneach‘question’(arowinthe‘TableQuestion’)tohighlighttherow.2. Adownwardarrowintheanswerboxindicatesa‘drop‐down’answer.Clickintheboxtoseethe

answeroptions.Clickonthechosenanswertoselectit.3. Click‘Save’andgotoanotherquestion.

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Table Questions Where You Can ‘Add Answers’

1. TableQuestionswhereyoucan‘AddAnswers’havetwoormorecolumns;eachcolumnhasaquestionthatwillbeansweredforeachiteminthetablerow.

2. Typeintheinformationrequestedinthefirstcell.Inthecaseoftheexample,theinformationisaperson’sname.

3. Answereachofthefollowingquestionsrelatedtothatperson;inthisexample,thenextcolumnasksfortheRolethepersonplayedinpreparingtheprogramreview,withadrop‐downlistofansweroptions.

4. Click‘AddAnswers’toaddanotheritem,orname,tothelist,andanswerthequestionsforthatitem.

5. Ifyouwanttoremoveanitemfromthelist,click‘DeleteAnswer.’6. Click‘Save’andgotoanotherquestion.

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IES Section 2 ‐ Planning

ThePlanningSectionconsistsof3parts:UnitGoal,PlannedAction,andResourceRequest.EveryUnit

mustincludeatleastoneUnitGoal;thencreateoneormorePlannedActions;thencreateoneormoreResourceRequests.PleasesetuptheUnitGoals,PlannedActions,andResourceRequeststhatyouincludedinyourpreviousComprehensiveProgramReview.Thensetupthenewgoals,actionsandresourcerequests.

AfteryouhavecreatedtheUnitGoals,PlannedActions,andResourceRequestsforyourdivision/discipline/program/department,definethe‘linkages’orconnectionsamongtheseplanningelements.Therecanbeoneormorelinksorconnectionstootherplanningelements.Forexample,aUnitGoalmayhavemorethanonePlannedActiondefinedtoaddressthegoal.Likewise,aPlannedActionmayhavenoResourceRequestassociatedwithitifnoadditionalresourceswillberequired.

EveryResourceRequestmustbelinkedwithoneormorePlannedActions.EveryPlannedActionmustbelinkedwithoneormoreUnitGoals.

Thecollegeintegratedstrategicplanisdescribedhere:http://www.wlac.edu/masterplan/college_masterplan.html

UnitGoal

UnitGoal

UnitGoal

PlannedAction

PlannedAction

PlannedAction

PlannedAction

ResourceRequest

ResourceRequest

ResourceRequest

Goals PlannedAction ResourceRequestLinks Links



Navigating the Planning Section

1. BeginthePlanningSectionbycreatingaUnitGoal:click‘UnitGoal’intheleftnavigationcolumn.2. Instructionsareavailablebyclicking‘Instructions.’3. Click‘CreateUnitGoal.’TheUnitGoalformwillappear.

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Creating a Unit Goal

1. Clickon‘UnitGoal’intheleftnavigationcolumn.2. Instructionsareavailablebyclicking‘Instructions.’3. AnswereachoftheUnitGoalquestions.4. Click‘SaveUnitGoal.’5. Ifthegoalsuccessfullysaves,amessageingreentextisdisplayed.6. Ifthegoaldoesnotsavesuccessfully,anerrormessageinredtextisdisplayed.

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[Atleastonegoalmustbechecked]

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How to Create Another Unit Goal

1. ThenameofthefirstUnitGoalisdisplayedintheUnitGoalTable.2. TosetupanotherUnitGoal,clickandhighlight‘UnitGoal’intheleftnavigationcolumn.3. Click‘CreateUnitGoal.’4. AnewformappearstodescribethenewUnitGoal.Completeandsavetheformasbefore.

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How to Create a Planned Action

1. Clickon‘PlannedAction’intheleftnavigationcolumn.2. Instructionsareavailablebyclicking‘Instructions.’3. Click‘CreatePlannedAction.’ThePlannedActionformwillappear.4. AnswereachofthePlannedActionquestions.5. Click‘SavePlannedAction.’

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How to Create More than One Planned Action

1. ThenameofthefirstPlannedActionisdisplayedinthePlannedActionTable.2. TosetupanotherPlannedAction,clickandhighlight‘PlannedAction’intheleftnavigation

column.3. Click‘CreatePlannedAction.’4. AnewformappearstodescribethenewPlannedAction.Completeandsavetheformasbefore.

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How to Create a Resource Request

1. Clickon‘ResourceRequest’intheleftnavigationcolumn.2. Instructionsareavailablebyclicking‘Instructions.’3. Click‘CreateResourceRequest.’TheResourceRequestformwillappear.4. AnswereachoftheResourceRequestquestions.5. Click‘SaveResourceRequest.’

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How to Connect the Unit Goals, Planned Actions and Resource Requests with each other

Create a Link between a Unit Goal and a Planned Action

StartbylinkingthefirstUnitGoalwithaPlannedAction.1. SelectandhighlighttheUnitGoalbyclickingonUnitGoalintheleftnavigationcolumn.2. TheUnitGoalsthatyouhavecreatedaredisplayedinatablenearthetopofthescreen.Clickon

theUnitGoalforwhichyouwanttocreatealink.3. TheLinkscreenwillappear.TheLinkinthe‘fishbone’diagramatthetopofthepagewillbe

highlighted.4. TheUnitGoalforwhichyouarecreatingalinkisdisplayedunder‘Selected:’5. Click‘CreateInternalLink’6. Anadditionalselectionappears:“Pleaseselectlinkageareatype”andadropdownselectionbox.

[FortheUnitGoal,thereisonlyonechoice,PlannedAction.However,whenyoucreatelinksforaPlannedAction,therearetwochoices,UnitGoalandResourceRequest.]

7. Select‘PlannedAction.’8. Anotherselectionappears:“PleaseselectaPlannedActiontobelinkedto”andadropdown

selectionboxappears.9. ThedropdownselectionboxcontainsthePlannedActionsyoucreated.SelectthePlannedAction

towhichyouwanttolinktheUnitGoal.10. Click‘SaveInternalLink.’

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11. AsecondlinkcanbecreatedbetweenthesameUnitGoalandasecondPlannedActionbyclicking

on‘CreateInternalLink’andaddingalinktoanotherPlannedAction.

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Create a Link between a Planned Action and a Resource Request

Next,createlinksbetweenaPlannedActionandUnitGoalsandResourceRequests.1. SelectandhighlightthePlannedActionbyclickingonPlannedActionintheleftnavigationcolumn.2. ThePlannedActionsthatyouhavecreatedaredisplayedinatablenearthetopofthescreen.Click

onthePlannedActionforwhichyouwanttocreatealink.3. TheLinkscreenwillappear.TheLinkinthe‘fishbone’diagramatthetopofthepagewillbe

highlighted.4. ThePlannedActionforwhichyouarecreatingalinkisdisplayedunder‘Selected:’5. Click‘CreateInternalLink’6. Anadditionalselectionappears:“Pleaseselectlinkageareatype”andadropdownselectionbox.

[FortheUnitGoal,thereisonlyonechoice,PlannedAction.However,whenyoucreatelinksforaPlannedAction,therearetwochoices,UnitGoalandResourceRequest.]

7. Select‘PlannedAction.’8. Anotherselectionappears:“PleaseselectaPlannedActiontobelinkedto”andadropdown

selectionboxappears.9. ThedropdownselectionboxcontainsthePlannedActionsyoucreated.SelectthePlannedAction

towhichyouwanttolinkthePlannedAction.10. Click‘SaveInternalLink.’

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How to Generate a Report

1. Clickon‘Reports’intheleftnavigationcolumn.Anewscreenwillappear.2. Selectthereportyouwant.Waitwhilethereportiscreated;itcantakeafewminutes.3. Anewscreenwillappear.Clickon‘Clickheretoviewandprintreport.’Apdfreportisdisplayed,

whichcanbeeithersavedorprinted.

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How to Submit Program Review

1. Makesurethe‘Completion’Questionhasbeencompleted,includingthenamesofthepeoplewhoworkedontheprogramreview.

2. Clickon‘SubmitProgramReview’.3. Aconfirmationboxappears;click‘Yes’.4. AmessageboxappearslistingthenamesoftheValidationTeam,whowillnowbeginthe

validationcycle;click‘Close’.

Congratulations!!

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S.M.A.R.T. Goals

CreatingS.M.A.R.T.Goals

Specific

Measurable

Attainable

Realistic

Time Bound

Specific: A specific goal has a much greater chance of being accomplished than a general goal. To set a specific goal you must answer the six “W” questions:

*Who: Who is involved?

*What: What do I want to accomplish?

*Where: Identify a location.

*When: Establish a time frame.

*Which: Identify requirements and constraints.

*Why: Specific reasons, purpose or benefits of accomplishing the goal.

EXAMPLE: A general goal would be, “Get in shape.” But a specific goal would say, “Join a health club and workout 3 days a week.”

Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set.

When you measure your progress, you stay on track, reach your target dates, and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal.

To determine if your goal is measurable, ask questions such as……

How much? How many?



How will I know when it is accomplished?

Attainable – When you identify goals that are most important to you, you begin to figure out ways you can make them come true. You develop the attitudes, abilities, skills, and financial capacity to reach them. You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals.

You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps. Goals that may have seemed far away and out of reach eventually move closer and become attainable, not because your goals shrink, but because you grow and expand to match them. When you list your goals you build your self-image. You see yourself as worthy of these goals, and develop the traits and personality that allow you to possess them.

Realistic- To be realistic, a goal must represent an objective toward which you are both willing and able to work. A goal can be both high and realistic; you are the only one who can decide just how high your goal should be. But be sure that every goal represents substantial progress.

A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force. Some of the hardest jobs you ever accomplished actually seem easy simply because they were a labor of love.

Time Bound – A goal should be grounded within a time frame. With no time frame tied to it there’s no sense of urgency. If you want to lose 10 lbs, when do you want to lose it by? “Someday” won’t work. But if you anchor it within a timeframe, “by May 1st”, then you’ve set your unconscious mind into motion to begin working on the goal. Your goal is probably realistic if you truly believe that it can be accomplished. Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal.

T can also stand for Tangible – A goal is tangible when you can experience it with one of the senses, that is, taste, touch, smell, sight or hearing.

When your goal is tangible you have a better chance of making it specific and measurable and thus attainable.

Source:TopAchievementSelfImprovementandPersonalDevelopmentCommunity

http://topachievement.com/smart.html



Legal and Professional Basis for Program Review

TITLE 5, Section 51022(a)

The governing board of each community college district shall, no later than July 1, 1984, develop, file with the Chancellor, and carry out its policies for the establishment, modification, or discontinuance of courses or programs. Such policies shall incorporate statutory responsibilities regarding vocational or occupational training program review as specified in section 78016 of the Education Code.

ACCJC STANDARDS

Standard 1B. Improving Institutional Effectiveness The institution demonstrates a conscious effort to produce and support student learning, measures that

learning, assesses how well learning is occurring, and makes changes to improve student learning. The institution also organizes its key processes and allocates its resources to effectively support student learning. The institution demonstrates its effectiveness by providing 1) evidence of the achievement of student learning outcomes and 2) evidence of institution and program performance. The institution uses ongoing and systematic evaluation and planning to refine its key processes and improve student learning.

1. Theinstitutionmaintainsanongoing,collegial,self‐reflectivedialogueaboutthecontinuous

improvementofstudentlearningandinstitutionalprocesses.2. Theinstitutionsetsgoalstoimproveitseffectivenessconsistentwithitsstatedpurposes.The

institutionarticulatesitsgoalsandstatestheobjectivesderivedfromtheminmeasurabletermssothatthedegreetowhichtheyareachievedcanbedeterminedandwidelydiscussed.Theinstitutionalmembersunderstandthesegoalsandworkcollaborativelytowardtheirachievement.

3. Theinstitutionassessesprogresstowardachievingitsstatedgoalsandmakesdecisionsregardingtheimprovementofinstitutionaleffectivenessinanongoingandsystematiccycleofevaluation,integratedplanning,resourceallocation,implementation,andre‐evaluation.Evaluationisbasedonanalysesofbothquantitativeandqualitativedata.

4. Theinstitutionprovidesevidencethattheplanningprocessisbroad‐based,offersopportunitiesforinputbyappropriateconstituencies,allocatesnecessaryresources,andleadstoimprovementofinstitutionaleffectiveness.

5. Theinstitutionusesdocumentedassessmentresultstocommunicatemattersofqualityassurancetoappropriateconstituencies.

6. Theinstitutionassurestheeffectivenessofitsongoingplanningandresourceallocationprocessesbysystematicallyreviewingandmodifying,asappropriate,allpartsofthecycle,includinginstitutionalandotherresearchefforts.

The institution assesses its evaluation mechanisms through a systematic review of their effectiveness in

improving instructional programs, student support services, and library and other learning support services.



ACCJC Rubric for Evaluating Institutional Effectiveness – Part I: Program Review

Accrediting Commission for Community and Junior Colleges

Western Association of Schools and Colleges Levels of Implementation

Characteristics of Institutional Effectiveness in Program Review (Sample institutional behaviors)

Awareness There is preliminary investigative dialogue at the institution or within some departments about what data or process should be used for program review.

There is recognition of existing practices and models in program review that make use of institutional research.

There is exploration of program review models by various departments or individuals. The college is implementing pilot program review models in a few

programs/operational units.

Development Program review is embedded in practice across the institution using qualitative and quantitative data to improve program effectiveness.

Dialogue about the results of program review is evident within the program as part of discussion of program effectiveness.

Leadership groups throughout the institution accept responsibility for program review framework development (Senate, Admin., Etc.)

Appropriate resources are allocated to conducting program review of meaningful quality.

Development of a framework for linking results of program review to planning for improvement.

Development of a framework to align results of program review to resource allocation.

Proficiency Program review processes are in place and implemented regularly. Results of all program reviews are integrated into institution-wide planning for

improvement and informed decision-making. The program review framework is established and implemented. Dialogue about the results of all program reviews is evident throughout the institution

as part of discussion of institutional effectiveness. Results of program review are clearly and consistently linked to institutional planning

processes and resource allocation processes; college can demonstrate or provide specific examples.

The institution evaluates the effectiveness of its program review processes in supporting and improving student achievement and student learning outcomes.

Sustainable Continuous Quality Improvement

Program review processes are ongoing, systematic and used to assess and improve student learning and achievement.

The institution reviews and refines its program review processes to improve institutional effectiveness.

The results of program review are used to continually refine and improve program practices resulting in appropriate improvements in student achievement and learning.



ACCJC Rubric for Evaluating Institutional Effectiveness – Part I: Program Review



LACCD Board Rule – Article VIII Educational Courses and Programs

Chapter VI. INSTRUCTION

ARTICLE VIII

EDUCATIONAL COURSES AND PROGRAMS 6800. COURSE AND PROGRAM APPROVAL AND MODIFICATION. The Chancellor, in consultation

with the District Academic Senate, shall develop policies for the establishment and modification of courses and programs.

Title 5, CCR, 51022(a) Adopted 06-11-03 6801. PROGRAM REVIEW. 1. The purposes of educational program review include:

a. Defining and affirming excellent academic programs; b. Providing for a systematic program planning process; c. Reviewing the quality of instructional programs and courses; d. Fostering self-renewal and self-study of programs.

1. Program review shall link the college’s mission with the educational master plan, and department

goals and educational objectives. 2. Each college shall, in consultation with its Academic Senate, develop policies and procedures for

the review of all “educational programs”, as defined in Title 5, section 55000(b). At a minimum, this review will consider the following:

a. MISSION – the relationship of the program to the mission of the college and the District; b. NEED – the need for the program; c. QUALITY – the overall quality of the program; d. FEASIBILITY – the feasibility of offering the program; and e. COMPLIANCE – the compliance of the program with all applicable statutory and

regulatory requirements. Adopted 06-11-03 6802.VOCATIONALPROGRAMBIENNIALREVIEW.Inadditiontotheprogramreviewstandards,

criteria,policiesandproceduresestablishedpursuanttoBoardRule6801,eachcollege’svocationaloroccupationaltrainingprograms(i.e.,degreesorcertificateswithTOPcodesidentifiedas“vocational”intheChancellor’sOfficeTaxonomyofPrograms)shallbesubjecttoabiennialreview.Thisreviewofvocationalprogramsshalldeterminewhetherthefollowingconditionsorcriteriaaremet:

1. The program meets a documented labor market demand; 2. The program does not represent an unnecessary duplication of other vocational or occupational

training programs in the area; and 3. The program is of demonstrated effectiveness as measured by the employment and/or completion

success of its students.



Thisreviewofeachofthecollege’svocationaloroccupationaltrainingprogramsshallbescheduledonceeverytwoyears,andshallincludeareviewandcommentsfromalocalWorkforceInvestmentBoard.Thecollegeshallmakewrittensummariesofitsbiennialreviewfindingsavailabletothepublic.

Uponcompletionoftherequiredbiennialreviewofvocationalprograms,thecollege’sPresidentandtheAcademicSenatePresidentshallcertifythatthevocationalprogramsreviewedmeetthecriterialistedaboveandforwardthiscertificationtotheChancellor.TheChancellorwillthenpresenttotheBoardofTrustees,asaninformationitem,alistofprogramsreviewedandcertifiedasmeetingtherequirementsofEducationCodesection78016.

IfaCollegePresidentandcollegeAcademicSenatedeterminethataprogramdoesnotmeettheaboverequirements,thecollegeshallconductaviabilityreviewinaccordancewiththeproceduresestablishedunderBoardRule6803.Thepurposeofaviabilityreviewistodeterminewhatmeasures,ifany,shouldbetakentoimprovetheprogram.IftheprogramfailstomeettherequirementsofEducationCodesection78016andthisBoardRule,thecollegeshall,inkeepingwiththeprovisionsofBoardRule6803.10,considertheprogram’stermination.

EC78016Adopted06‐11‐036803.VIABILITYREVIEW.Inadditiontoproceduresforprogramreviewestablishedpursuantto

BoardRule6801,eachcollegeshall,inconsultationwithitsAcademicSenate,developproceduresforinitiatingandconductingaviabilityreviewof“educationalprograms,”asdefinedinTitle5,section55000(b).

Aprogramviabilityreviewmaybeconductedwhenthecollegedetermines,inaccordancetoproceduresdevelopedpursuanttothisBoardRule,thatanin‐depthanalysis,beyondthatprovidedthroughprogramreview,isnecessary.

Ataminimumtheviabilityreviewproceduresshallcontainthefollowing:1. A definition of a viability review, which shall include, at a minimum; the current need for the

program, the feasibility of continued support for the program, and expected program outcomes; 2. The factors that will trigger a viability review; 3. Identification of the individuals (by title) and college constituencies included in the process; 4. Procedures and criteria for information gathering; 5. Processes for conducting the review; 6. Procedures and rationale for developing recommendations, including program maintenance,

modification or discontinuance.

Possibleoutcomesofaviabilityreviewmayinclude,butarenotlimitedto,recommendationsonthefollowing:

1. Program modification; 2. Program improvement; 3. Departmental reorganization; 4. Program initiation; 5. Program discontinuance.

Adopted06‐11‐036803.10 Program Termination. In making a recommendation for program discontinuance, a viability

review must consider the following:



1. The effects on students and student success if the program is discontinued; 2. Provisions that can and should be made for students in progress to complete their training; 3. The impact that discontinuance of the program will have on the comprehensiveness and balance

of offerings across the college curriculum and within the district; 4. How the program’s discontinuance would impact the educational and budget-planning process

used at the institution; 5. How the program’s discontinuance affects the region; 6. The effects of the program’s discontinuance on transfer to four-year colleges and universities; 7. The effects of the program’s discontinuance on local business and industries; 8. The effects of the program’s discontinuance on faculty and staff.

The College President and College Academic Senate President shall make program discontinuance

recommendations to the Board of Trustees for approval. The recommendation shall include a description of the viability review process and the reasons for the recommendation.

EC 78016, Title 5, CCR, 51022(a) Adopted 06-11-03



Academic Senate Instructional Program Viability Review Policy

RATIONALE

ProgramViabilityReviewisaSenate‐directedprocessmeanttoassurethatthecampus'sinstructional

resources are used in response to the College's Mission, its Educational Master Plan, the needs of thestudents,andtherequirementsofthecommunityitserves.ViabilityReviewinvolvesa"special"process,onethat isonly invokedunder"unusual"circumstances: it isnotapartof theregularProgramReviewprocess, and it isnotaprocess that shouldbeapplied toall departments,disciplines,orprograms inaregularfashion.Theterm"program"asitrelatestothisreviewprocessincludesalldegreeandvocationalcertificateinstructionalprograms;allinstructionaldisciplines,andalldepartmentsorothercampusunitsofferinginstruction.ProgramViabilityReviewismandatedbythefollowing:

1. Accreditation: Recommendations for Standard Two of the Accreditation Team's final report direct

the faculty to take an active role in educational innovation and in addressing the future of programs that appear to have outlived documented need;

2.StateSenateGuidelines:StateSenatemodelsoftheProgramReviewand EducationalPlanningprocessesmakeitclearthatfacultymusttakeapro‐activepartindecisionsaffectingprogramcreation,discontinuance,andrestructuring;

3.ThePrincipleofCollegialConsultation:TheroleoftheAcademicSenatemakesitclear

thattheSenatemustbeconsultedonallmattersinvolvinginstruction.PlayingaleadingroleinProgramViabilityReviewassuresthatfacultyandacademicperspectiveswillguidecampus‐widedecision‐makingandthatsuchdecisionswillbemadethroughanopen,publiclyaccessibleprocess;

4.BoardRule6803inadditiontoproceduresforprogramreviewestablishedpursuanttoBoard

Rule6801,WestLosAngelesCollegeshall,inconsultationwithitsAcademicSenate,developproceduresforinitiatingandconductingaviabilityreviewof“educationalprograms,”asdefinedinTitle5,section55000(b);

5.StateLaw:CaliforniaEducationCode§78016requireaprocessforprogram

discontinuanceandTitle5§55130&§51022.

INITIATIONOFVIABILITYREVIEWViabilityreviewmayberecommendedfromavarietyofsourcestotheAcademicSenateforinitiation.

Therecommendationmustclearlystatethereasonandsourceofdataforinitiation.TheAcademicSenatewillvoteontherecommendationtoinitiate/nottoinitiatetheprocessorifneedbeaskformoreinformationbeforethevote.ThefollowingcommitteereportsorplanningdocumentsmaymakearecommendationtotheAcademicSenatetoinitiatetheprocessofviabilityreview.

1. MasterPlanandupdates UnitPlan AdvisoryCommitteeMinutes

2. AccreditationReport3. Administration4. ProgramReviewProcess

YearlyProgramReview



ComprehensiveProgramReview ProgramReviewValidation

CRITERIAFORVIABILITYREVIEW

Thefollowingcriteriamaybeusedtoidentifyat‐riskprograms.QualitativeDataExplicitattentionshouldbegiventoqualitativeaspectsoftheprogram.Inadditiontothe

MasterPlan,thesefactorsshouldbeconsidered: breadthofthecurriculum teaching:facultydevelopmentinclassroomtechniquessuchasaddressingalternative

learningstyles,studentcoursecontracts,andclassroomresearch learningoutcomes studentsatisfaction studentsupportservices:tutoring,financialaid,learning/studyskills,childcare. levelsofoutsidesupportandrecognition(e.g.,articulatinguniversitiesoremploying

businessandindustry)QuantitativeDataItisimportanttoemphasizethatquantitativedatashouldbepresentedwithanarrative

explanation.Assessmentcriteriashouldbeappliedprogrammaticallytothestrengthandweaknessestobeevaluated.

Keyfactorswhichmaybeusedinidentifyingandevaluatingat‐riskprogramsinclude: decliningenrollmenttrends insufficientfrequencyofcoursesectionofferingstoassurereasonableavailabilityfor

studentstocompletetheprogramwithinitsstatedduration lowrateforstudentachievementofprogramgoals(i.e.,successfulcompletionrate) lowretentionwithincourses lowterm‐to‐termpersistenceforthoseincoursesinthemajor lackofdemandintheworkforceorcyclicnatureoftheworkforce unavailabilityofthetransfermajor decliningneedforthisprogrambyotherprograms insufficientnumbersoffaculty,includingfull‐timefacultyandintheirparticularexpertise

(useoffacultydevelopmentorsabbaticalresourcesmaybeappropriate) insufficientphysicalresourcesincludingfacilities,equipment,andsupplies inadequatelevelsofoutsidesupportsuchasclassifiedstaff,courseofferings,library

materials,andworkplacelearningopportunities adjustmentofcoursescheduling:timesofday,blockscheduling,shortcourses,frequency

andnumberofsections,openentry/openexit analysisofdemandfortheprogramthroughuseoflabormarketinformationwhichmay

resultincurriculummodificationssuchasaddingoptionsforhigherdemandspecialties whethercourseoutlineshavebeenupdatedinthelastfiveyears articulationofprograms/courses:K‐12,TechPrep,etc.,andafour‐yearsequencingof

offeringstoensurestudentabilitytotransitiontosubsequentlevels



VIABILITYREVIEWPROCESS

TheAcademicSenateshallestablishaspecialViabilityReviewCommittee1. Thereviewcommitteeexistsuntilitfilesitsrecommendations2. MembershipshallincluderepresentativesfromSenate,faculty,AFT,curriculum

chair,ASO,academicaffairs,disciplinerepresentativeandmayincludeacommunitymemberifpossible

3. Committeeisestablishedwhentriggeredinthemannerdescribedunderinitiationofviabilityreview

4. Committeewillmeetandselectachairandvice‐chair

Proceduresandcriteriaforinformationgatheringmayincludethefollowing1. Collectdatalistedunderqualitativeandquantitativedata2. Collectpositionpapersfromfacultyandstudents3. Interviewfacultyandstudents4. Consultoutsideexperts5. Conductsurveys6. Holdfocusgroups7. Consultwithspecialaccreditationagenciesorotheragenciesofferingcertification

Processesforconductingthereview1. Within90daysofbeingformedthecommitteeshallreportitsfindingstothe

AcademicSenate.2. Thecommitteeshallholdatleastonepublicopenforum.

Possibleoutcomesofaviabilityreviewmayinclude,butarenotlimitedto,recommendations

onthefollowing:1. Programmodification;2. Programimprovement;3. Departmentalreorganization;4. Programinitiation;5. Programdiscontinuance.

Inmakingarecommendationforprogramdiscontinuance,aviabilityreviewmustconsiderthefollowing:1. Theeffectsonstudentsandstudentsuccessifthe

programisdiscontinued;2. Provisionsthatcanandshouldbemadeforstudentsinprogresstocompletetheir

training;3. Theimpactthatdiscontinuanceoftheprogramwillhaveonthe

comprehensivenessandbalanceofofferingsacrossthecollegecurriculumandwithinthedistrict;

4. Howtheprogram’sdiscontinuancewouldimpacttheeducationalandbudget‐planningprocessusedattheinstitution;

5. Howtheprogram’sdiscontinuanceaffectstheregion;6. Theeffectsoftheprogram’sdiscontinuanceontransfertofour‐yearcollegesand

universities;7. Theeffectsoftheprogram’sdiscontinuanceonlocalbusinessandindustries;



8. Theeffectsoftheprogram’sdiscontinuanceonfacultyandstaff.Thereportshallincludespecificprovisionsforfacultyandstaffreassignmentorretraining;

9. Discontinuancerecommendationshouldonlybedoneafteraseriousattempthasbeenmadetoimprovetheprogrameffectivenessandefficiencyandwhenitisclearthatfutureeffortsatremediationisnotwarranted.

TheCollegePresidentandCollegeAcademicSenatePresidentshallmakeprogram

discontinuancerecommendationstotheBoardofTrusteesforapproval.Therecommendationshallincludeadescriptionoftheviabilityreviewprocessandthereasonsfortherecommendation.



Appendix A – Participatory Governance Structure



Appendix B – Committee Self‐Evaluation Form

Committee Name: Committee Charge (Summary):

ForAcademicYear: DateofSelfEvaluation:

Month

MeetingDate(s)

#of

MembersAttending

Agendaspostedinadvance?

Minutesposted?

PleaseListtheMajorIssues/TasksAddressedatEachMeeting

Yes No Yes No

AverageAttendance

MajorCommittee

Accomplishments&AchievementsinPastYear

[Accomplishment#1] [Accomplishment#2] [Accomplishment#3] [Etc.]

Major

Obstacles/ProblemswithCommitteeFunction

[Obstacle/Problem#1] [Obstacle/Problem#2] [Obstacle/Problem#3] [Etc.]

Recommendationsfor

ImprovingCommitteeProcess/Efficiency

Committee

Goals(IfAppropriate)forComingYear

[Goal#1] [Goal#2] [Goal#3] [Etc.]

[Page2hassignaturesofCommitteeChairs,andnamesofCommitteeMembers.]

West Los Angeles College District Campus-wide Governance Committee

Self-Evaluation Form



Appendix C – Joint Meetings of Budget Committee and Planning & Institutional Effectiveness Committee

JointBudgetCommitteeandPIECommitteeMeetingsAccreditationStandardIII.D.3.Theinstitutionsystematicallyassessestheeffectiveuseoffinancialresourcesandusestheresultsoftheevaluationasthebasisforimprovement.

1. Purposea. Assesseffectiveuseoffinancialresourcesoverpriorandintocurrentyearb. Improvementintheeffectivedistributionoffinancialresourcesinthecomingyearc. Connectstudentlearningoutcomesassessmentwithprogramreviewand

budgeting/resourceallocation2. Timing

a. JointMeeting:Effectivenessevaluation–January/Februaryi. After2ndquarterii. Afterprogramreviewiii. Beforeprioritization

b. BudgetCommittee:Resourceplanning:February,PreliminaryBudget;May,TentativeBudget

i. AfterreleaseofGovernor’sproposedbudgetii. AfterpreliminaryallocationbyDistrictiii. Beforebudgetprep

c. JointMeeting:Processevaluation–June/Julyi. Finalbudgetwaspreparedii. Planningforprogramreviewcycleinfall

3. JointMeeting:Effectivenessevaluationa. Informationanddata

i. Reviewcollegemission/vision/values(Joint)ii. Outcomesandgoalachievementdata(Joint)

1. EducationalMasterPlanoutcomemeasures2. TechnologyPlanoutcomemeasures3. StudentServicesPlanoutcomemeasures4. FacilitiesPlanoutcomemeasures5. ARCC6. Institutionaleffectivenessindicators

iii. Programreviewquestions(PIECommittee)1. Impactofresourceallocationtounit2. Impactofpotential5%budgetcutonunit3. Assessmentofprogressinmeetingpriorgoals4. Unitgoaloutcomemeasures

iv. SLO/SAOassessments(PIECommittee)1. Resultsasreportedinprogramreview2. Changesmadeasaresultofassessments

v. Budgetdata(Joint)1. College‐wideview–regularquarterlyreportwithlongitudinaldatafor

prior3years



b. Process(agenda)i. Presentinformationanddataii. Discussinformationanddataiii. Identifytrendsiv. Identifystrengthsinallocatingresourcestoreachcollegevision/mission/goalsv. Identifyanymisalignmentsinallocationofresourcestoachievegoalsvi. Recommendimprovementsasappropriate

c. Producti. Informthenextprogramreview/resourcerequestprioritizationprocessii. EffectivenessevaluationreporttoCollegeCouncilandSenateiii. TheTentativeBudget

4. JointMeeting:Processevaluationa. Informationanddata

i. EffectivenessEvaluationReportii. CommitteeSelfEvaluationsiii. Programreviewsurveyresultsiv. Programreviewcalendar;budgetpreparationcalendarv. FPIPcalendar

b. Process(agenda)i. Presentinformationanddataii. Discussinformationanddataiii. Identifystrengthsandweaknessesinprocess,especiallyinlightofcollege

vision/mission/goals,institutionaleffectiveness,andstudentlearningiv. Recommendimprovementsinplanning,programreview,resourcerequest

prioritization,andbudgetingprocessesc. Product

i. Recommendationsforimprovementsinplanning,programreview,resourcerequestprioritization,andbudgetingprocesses



Appendix D. Principles for Prioritizing Programs and Services

2012‐2013 ApprovedBy: CollegeCouncilApprovedDate: February7,2013

To guide the college in decisions related to planning and resource allocation.

High Priority Principles Meetrequirementsforhealth,safetyandessentialservices. Meetlocal,stateandfederalregulationsandothermandates.

Principles FocusoncollegeMissionand/orInstitutionalLearningOutcomes. FocusonvariouscollegeMasterPlanGoals. Establishsustainablestructuresandprocessesconsistentwithgainingfullreaffirmationof

accreditation. Improveinstitutionaleffectivenessthroughdata‐informedplanninganddecision‐making,process

evaluation,andprofessionaldevelopment. Safeguardstudentequity:avoiddisproportionatestudentimpacts. Enhancealternativerevenueopportunities(localfees,foundation,grants,contracteducation,

partnerships,etc.) Meettheneedsofthosebeingserved. Strivetomaintainabalancedbudget. QualityofProgramReviewandResourceRequest

o RequestislinkedwithaPlannedAction,whichislinkedwithaUnitGoalo ProgramReviewhasdocumentedmeasuresofprogresstowardachievingtheUnitGoalo RequestisresponsivetoSLO/PLO/ILO/SAOassessmentso Requestisresponsivetootherneedsidentifiedthroughprogramreviewo ProgramReviewhasanadequateimplementationplanthatdescribesthestepsneededto

accomplishthePlannedAction.o ResourcerequestedisappropriatetoaccomplishthePlannedAction

PRINCIPLES FOR PRIORITIZING PROGRAMS AND SERVICES

ProgramReviewHandbook


Appendix E. Explanation of Rubric Points

ExplanationofRubricPointsPoints 0

WeakorInadequate

1NeutralorAdequate

2Strong

FocusoncollegeMissionand/orInstitutionalLearningOutcomes.

Requestdoesnotaddressthisprinciple

Requestpartiallyaddressesthisprinciple

Requeststronglyaddressesthisprinciple

FocusonvariouscollegeMasterPlanGoals. Requestdoesnotaddressthisprinciple



Establishsustainablestructuresandprocessesconsistentwithgainingfullreaffirmationofaccreditation.




Improveinstitutionaleffectivenessthroughdata‐informedplanninganddecision‐making,processevaluation,andprofessionaldevelopment.




Safeguardstudentequity:avoiddisproportionatestudentimpacts.




Enhancealternativerevenueopportunities(localfees,foundation,grants,contracteducation,partnerships,etc.)

Requestdoesnotenhancealternativerevenueopportunities

Requestpartiallyenhancesalternativerevenueopportunities

Requeststronglyenhancesalternativerevenueopportunities.



Appendix E. Explanation of Rubric Points, continued

Points0

WeakorInadequate

1NeutralorAdequate

2Strong

QualityofProgramReviewandResourceRequest

o RequestislinkedwithaPlannedAction,whichislinkedwithaUnitGoal

RequestisnotlinkedwithUnitGoalandPlannedAction

RequestispartiallylinkedwithUnitGoalandPlannedAction

RequestisstronglylinkedwithUnitGoalandPlannedAction

o ProgramReviewhasdocumentedmeasuresofprogresstowardachievingtheUnitGoal

UnitGoallacksdocumentedmeasuresofprogress

UnitGoalhasadequatedocumentedmeasuresofprogress

UnitGoalhasstrongdocumentedmeasuresofprogress

o RequestisresponsivetoSLO/PLO/ILO/SAOassessments

RequestdoesnotrespondtoSLO/PLO/ILO/SAOassessments

RequestpartiallyrespondstoSLO/PLO/ILO/SAOassessments

RequeststronglyrespondstoSLO/PLO/ILO/SAOassessments

o Requestisresponsivetootherneedsidentifiedthroughprogramreview

Requestdoesnotrespondtootherneeds

Requestpartiallyrespondstootherneeds

Requeststronglyrespondtootherneeds

o ProgramReviewhasanadequateimplementationplanthatdescribesthestepsneededtoaccomplishthePlannedAction.

Implementationplan isinadequate.

Implementationplanisacceptable.

Implementationplanisstrong.

o ResourcerequestedisappropriatetoaccomplishthePlannedAction

Resource requestedisinadequateorotherwiseinappropriate.

Resourcerequestedisreasonablyappropriate.

Resource requestedishighlyappropriate.

RebeccaTillberg,[email protected]|(310)287‐4361

AgyemanBoateng,[email protected]|(310)287‐7225

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