Planning Agenda Status Report - 2007
Planning Agenda Item	Percent Complete	Status report	Department/ Division
1.1   During 2003-2004, the Planning, Research, and Institutional Effectiveness standing committee will lead the College in clarifying its mission statement so that it (1) clearly identifies the students the college intends to serve (e.g., transfer and vocational), (2) is measurable, and (3) is the driving force behind the planning goals and objectives, and the evaluation process.	Complete	2004: The PRIE Committee prepared a web-based survey to obtain feedback from the college on phrases to be used in developing a new mission statement.  The 4/2/04 issue of SCC e-News announced the pending mission revision and the web-based survey.  The survey was administered following spring break.  The Committee will use the results of the survey to develop a proposed mission statement.  The proposed mission statement will be submitted to Executive Council on a Campus Issues form prior to the end of the spring 04 semester.	Planning Committee
		2005:  A new college mission statement was approved fall 04.   The committee reviewed the "dashboard" method of reporting institutional effectiveness indicators related to the mission statement.
		2006:  See Midterm Report
		2007:  Executive Council approved criteria for reviewing the mission statement on an annual basis.  The Dashboard was developed and includes data on achievement of college goals.  College goal status is reported to the college President in February and June each year.  A new strategic plan framework is in the draft stage of development.  This framework connects the college mission and vision to the goals and objectives.
1.2  The Office of Planning, Research, and Institutional Effectiveness will work with the Public Information Officer to ensure that the current mission statement is published in its entirety in all relevant print and Web-based publications.	Complete	2004: The Dean of PRIE and the Public Information Officer have worked together to ensure that the current mission statement is correctly published in all print and web-based publications.  The Dean of PRIE is on the distribution list to review the mission statement prior to publishing the college catalog each year.   Once the new mission statement is developed,  the PIO and Planning Dean will need to ensure that it replaces all of the old mission statements.	PRIE Dean
		2005: The new mission statement has been published in the 2005-06 Catalog and is posted on the college website.
1.3  During 2003-04, PRIE Committee will evaluate the college mission statement as it relates to the changing college environment and the accreditation standards and develop a process to systematically evaluate the mission statement and revise it as needed	Complete	2004: The PRIE Committee conducted a review of many college mission statements and developed some criteria for evaluating SCC’s mission statement.   The Committee felt that our current mission statement does not meet these criteria.  The Committee developed an information paper for the college community explaining why the college mission statement needs to be revised.  This paper was distributed in the 4/2/04 issue of SCC e-News.	Planning Committee
		2005: The mission statement will be reviewed each year by the Planning Committee.
		2007:  The new College Strategic Planning Committee is responsible for reviewing the mission, vision, and values statements of the college each year.  Any need for change is sent to the Planning Committee to facilitate.
2.1  Develop, publish, and disseminate timelines for revision of publications that allow adequate time for review and editorial input.	Complete	2005: During Fall 2004, the Instruction Office prepared and disseminated a memo including responsibilities and timelines for the college's 2005-06 catalog and schedules.  In addition, a small task group was formed in Spring 2005 to review and update the faculty handbook.	Vice President of Instruction
		2006:  See Midterm Report
		2007: The Instruction Office continues to prepare and disseminate an annual memo that identifies the responsibilities and timelines for the requisite revisions to college publications such as the catalog, class schedule, and faculty handbook.  Editorial input is sought from appropriate college units, constituency groups, statewide offices, and district legal counsel.  Copies of memos and related emails (evidence) are available in the Instruction Office.
2.2  Develop clear lines of responsibility for reviewing and editing publications and ensure that adequate resources and personnel are allocated to provide the highest level of quality, accuracy and precision for all publications.	75%	2005:  With multiple changes in responsible staff, this planning agenda item was delayed until new, permanent staff were in place to participate in the development of roles and responsibilities.	Vice President of Instruction
		2006:  See Midterm Report
		2007: A new college Public Information Officer and two new part-time Schedule Technicians were hired in 2006.  These positions include duties to assist in the design, preparation, and review of the college publications.  A need still exists for the creation of a joint PIO/Instruction Office users group to discuss and refine the development and review processes.
2.3  Create a better structured system of enforcement for dealing with student plagiarism	Complete	2004: SCC Faculty Handbook, SCC Student Guide and LRCCD Board regulation 2400 and 2440, outline and articulate a systematic process regarding enforcement for dealing with plagiarism.	Vice President of Student Services
3.1  In the next planning cycle, the District and the College will initiate reciprocal communications to ensure that there is understanding throughout the District concerning the fit between the District and individual College institutional plans.	Closed	2005:  The Planning Committee discussed this issued and had difficulty determining how to ensure "reciprocal" communication. The recent Facilities Master Planning process included both district and college participation. District-wide strategic planning includes participation from all the colleges.  College level unit planning occurs entirely within the scope of the college.  The Planning Committee was unable to identify any specific process which it can impact to address this issue.  The discussions also brought out that there are many aspects of planning (e.g. facilities, budget, human resources) that are not within the charge of this committee and these may be the areas where college faculty and staff have the most concerns.	Planning Committee
3.2a)  During 2003-2004, the Planning, Research, and Institutional Effectiveness Office, in conjunction with members of the Executive Council, Deans Council, Department Chairs Council, and the PRIE Committee, will identify indicators for institutional effectiveness and make this data available to the college community.	80%	2005:  The Planning Committee has reviewed the "dashboard" method of reporting indicators for institutional effectiveness.  The Research Office has begun to identify data elements to include in the dashboard.	PRIE Dean
		2006:  See Midterm Report
		2007:  Dashboard measures have been created for Student Success and for the Education Initiative.  Progress has been made on a third "dial" to reflect  status on achieving the college goals.  In addition, a draft Scorecard of institutional effectiveness measures was created and discussed in SLT. Fall 2007: Indicators for institutional effectiveness are incorporated in the new Strategic Planning frame work and reviewed by the College Strategic Planning Committee annually. Unit Plans have outcome measures for all objectives and are linked to college goals. The annual report of the accomplishments include measures of institutional effectiveness.
3.2b)The College will also implement a feedback and evaluation process as indicated in the SCC Plan for Student Success that would include measuring the effectiveness of the unit-specific Key Performance Indicators and a system for reviewing of the effectiveness and utility of the processes.	50%	2006:  See Midterm Report	PRIE Dean
		2007:  A system for reviewing outcome measures is included in the draft Strategic Master Plan which is under development.
3.3  During 2003-2004, both the District and the College will develop a comprehensive, on-going program review process to encompass all District and College operations and administrative services.	50%	2005:  Student Services areas conduct annual program review.	President's Cabinet
		2006:  See Midterm Report
		2007:  Administrative Services has developed outcome metrics which are reviewed in Senior Leadership Team on a quarterly basis.
3.4  By Fall 2004, the Planning, Research, and Institutional Effectiveness Office will complete and implement the operational design of the College strategic plan, including the prioritization steps in the Planning and Resource Allocation process, as outlined in the SCC Plan for Student Success.	80%	2005:  Wait for new president.	President's Cabinet
		2006:  See Midterm Report
		2007:  The VPs are drafting a strategic planning framework and are sharing the draft with constituent groups spring 07. Fall 2007:  The new Strategic Planning Framework was implemented Fall 2007 beginning with the new College Strategic Planning Committee. This framework clearly outlines and links the planning, prioritization, and resource allocation process.
4.1  To ensure educational programs are aligned with the College mission and have adequate resources: Annually, the College will monitor student enrollment research and adapt programs and courses to meet the emerging educational needs of its students and, through its newly-integrated planning processes, will identify, prioritize, and evaluate the sufficiency of the financial and human resources that support its educational programs and services.	80%	2004: Since October 2003, many curriculum proposals to revise course outlines have been submitted to the Curriculum Committee to meet the emerging needs of students.  Specific examples include History 380, History of the Middle East and Math 80, Mathematics Study Skills which have been developed to based on expressed student interest and identified remedial needs.   In late December 2003 and early January 2004, funding requests were developed, submitted, and prioritized using Unit Plan data/information to support specific educational programs and services.  A request for enrollment research on student retention in Science courses has been forwarded to the college's research office to assist Chemistry faculty in designing appropriate courses.	Vice President of Instruction
		2005:  The college curricula remains a dynamic blend of programmatic changes and emerging student needs.  During the 2004-05 curricular cycle, the Curriculum Committee approved 38 new to district and/or college courses and developed/revised more than 60 degrees and certificates.
		2006:  See Midterm Report
		2007: During the 2006-07 curricular cycle, more than 30 educational programs went through the college's Program Review process to ensure relevancy, mission alignment, and resource sufficiency.  The Curriculum Committee approved 624 new to district and/or college courses and developed/revised 90 degrees and certificates.  The college continues to modify and refine its planning process to improve the integration of educational programming and resource allocation.
4.2  To support the integration of instructional technology and students’ acquisition of technology competencies: By 2003-04, the Instructional Services and Information Technology offices will develop a process and an implementation plan to meet the College’s varied educational technology needs, including faculty computers and software, computer lab replacements and software upgrades, new technology-enhanced instructional facilities, such as multimedia rooms and computer labs, and curriculum management systems that result in “user-friendly” forms and proposal processes, and enhanced access to course outlines.	90%	2004: 1. The IT department submitted a request to the Budget Committee to establish sinking funds for faculty/staff computer replacements and maintenance of network equipment.  2. The district has been developing a curriculum management system to be implemented in fall, 2004. 3. The major IT projects process has been followed with recommendations to the Budget Committee. A number of multimedia rooms were funded under the process. The Budget committee has recommended that this process be continued next year. 4. The district office is starting a project to determine which software programs can be purchased with districtwide site licenses.	Information Technology Dean
		2005: 1. A request was submitted to the Budget committee to continue the cycle for computer, server, and network equipment replacement and upgrades.  The proposal was accepted by the Budget committee. 2. Districtwide purchasing contracts have been put in place for Adobe software, in addition to the existing contracts for Microsoft, ESRI, and Autocad. 3. Technology enhanced facilities are being designed for the buildings undergoing modernization.
		2006:  See Midterm Report
		2007:  A number of processes are used to support integration of instructional technology and students' acquisition of technology competencies: 1. The Budget process calls for requests for replacing or adding instructional technology resources; 2. The major IT projects process provides information to the Budget Committee about college priorities for technology requests; 3. There is a replacement cycle for faculty and staff computers; 4. VTEA and CTE funding are used to support technology expansion and replacement for workforce programs; 5. The modernization process is used to expand technology in buildings being remodeled; 6. The AV pool facilitates acquisition and replacement of smart classroom equipment; 7. Socrates is in place to plan curriculum. Fall 07: There is a process identified in the new Strategic Planning Framework to replace all computers on a published cycle and a process for obtaining new technology based on need demonstrated through the unit planning process.  Instructional software acquisition and upgrades remain the responsibility of departments.
4.3  To ensure the quality of instruction, academic rigor, and consistency of awarded credit: Beginning in 2003, the Curriculum Committee will work with faculty to evaluate the establishment of an information competency graduation requirement and/or courses, identify and re-evaluate general education courses in oral communication and critical thinking, and review all courses to ascertain consistency in the application of criteria for credit hours and distance education courses.	The SLOs are 94% complete, and the ProLOs are 71% complete.	2004: An SCC Information Competency Committee has been established.  This Committee has been meeting every month.  Reports have been submitted to the Curriculum Committee and the Academic Senate. The General Education Subcommittee of the Curriculum Committee has continued to review New to College and New to District courses, as well as courses undergoing Program Review and established courses requesting General Education status. The Distance Education Subcommittee of the Curriculum Committee has continued to review New to College and New to District courses, as well as courses undergoing Program Review and established courses requesting distance education modality	Curriculum Committee
		2006:  See Midterm Report
		2007: The General Education, Distance Education, Prerequisite/Corequisite/ Advisory, Multicultural and Honors Subcommittees of the Curriculum Committee have continued to review New to College and New to District courses, as well as courses undergoing Program Review and established courses requesting General Education status, Distance Education Modality Approval, Multicultural status and/or Honors status. In addition, we are continuing to enter SLOs in courses and ProLOs for programs.  The conversion of courses and programs into the SOCRATES - software management system is complete. Fall 2007:  GELOs identify information competency and other general education outcomes.
4.4  To improve student learning environments and opportunities: By 2004-05, the Office of Instruction in conjunction with the Office of Administrative Services will conduct inventories of instructional space and usage in order to provide sufficient  physical and technological space for educational programs at all service locations, and identify strategies to increase the number of degrees and certificates conferred through the development of new programs, the expansion of existing programs, the development of a degree audit system, and the enhancement of educational program materials available to students.	80%	2004: Inventories of instructional space (lecture, lab) have been developed and are being refined for usage in improving physical learning environments for students.  New enrollment management activities, with all college constituencies involved, have n developed focusing on student recruitment and retention.  With the District's upgrade to PeopleSoft Version 8.0, a degree audit system is available and feasibility of same is being reviewed by a district-liaison group.	Vice President of Instruction
		2005: A procedure for scheduling classes and utilizing instructional space has been developed and implemented.  Divisions provide an initial schedule and room utilization is reviewed by the Instruction Office for best possible options.  Additional discuss
		2006:  See Midterm Report
		2007: The college's facility utilization procedures related to student learning environments are in place; however, the upcoming transition to the compressed calendar (Fall 2007) has resulted in increased demands for instructional space at peak times and concerns for enrollment impacts.  During 2007-08, facility data will be collected and analyzed to determine scheduling needs and space availability.  Planning for the two permanent outreach centers (Davis and West Sacramento) began in earnest.  The District/college is currently in discussions regarding PeopleSoft V.9 which includes a degree audit system and a student planner function.
4.5  To ensure educational programs are structured to support student achievement and program-based learning outcomes: Beginning in 2003-04, the college’s Planning, Research and Institutional Effectiveness office will develop strategies to increase frequency and consistency of publication of student performance data, and will develop survey methodologies to identify opportunities for educational programs to improve outcomes-based assessment and student acquisition of academic and technical competencies and overall achievement, particularly for non-traditional students.	Complete	2004: Recent student interest and performance data has been shared with college constituencies, including survey results of students seeking courses and seven (7) student follow-up studies in various programmatic areas.  A new Noel-Levitz study is underway at the college to assess student satisfaction.  Faculty/administrative teams participated in a Learning Outcomes Institute hosted by the RP Group for the purposes of informing and improving outcomes-based assessment.	Vice President of Instruction
		2005: The Noel-Levitz student satisfaction survey was completed and student focus groups were conducted to assess student needs.  The results were shared with the college community and partially integrated into the college's Education Initiative.
		2006:  See Midterm Report
		2007: A new SCC student/institutional data scorecard was developed by the college's Planning and Research Office.  The System Office also released its ARCC reports for all California community colleges.  These data/reports are routinely shared with  instructional deans, enrollment management teams, and constituency groups.  Several surveys and/or open forums have occurred to solicit input for improving educational programs and student outcomes, including Information Technology, General Education Learning Outcomes, Blackboard Performance, Distance Education, and Campus Safety.  Fall 2007:  Student demographic and performance data were presented to the new College Strategic Planning Committee.  This data was made available to the managers in binders and to the whole college community on the web.  Performance data was broken down by demographics.
5.1  Increase student participation in the participatory governance process.	Complete	2004: Completed since October 2003:  1-1 outreach, programs and activities, and marketing resulting in increased student awareness and involvement as compared to the past five years.        **The SLD Coordinator will work with the ASG and the clubs via the Specialist during the 04-05 academic year to review the Planning Agenda assignment and develop a plan.  Action and implementation will happen during the 05-07 academic years.	Associated Student Government
		2005: The SLD Coordinator, along with the Cultural Awareness Center Coordinator and a student representative from the ASG, met, reviewed the assignment, and developed a plan.  In order to gather more information, we held two focus groups and an Academic Senate brainstorming session.  From these, we have generated themes and recommendations.  Our next step will be to submit recommendations and take action when/where appropriate.
		2006:  See Midterm Report
		2007:  The aforementioned recommendations were submitted to the college leadership (see attached). There was no reply.  Since that time, there has been an on-going effort by the ASG and SLD.  Indicators of success include:  a completely full ASG board  for the first time since well before 1999 (records do not date back any further); 24 students running in the 2007 election (two positions shy of a full ballot); and two times the number of students serving on standing committees as last year and three times the year before.  In all other areas, numbers have remained fairly consistent (voter turnout at elections and chartered and active clubs).  In addition, SLD launched the Lead Series, four workshops addressing documented student interests, and SGVT 300 will be offered in the fall of 2007.  All other efforts (outreach and marketing, training materials, etc.) have been maintained and/or improved. Fall 2007:  Students participated on the new College Strategic Planning Committee.
	Complete	2004: The Student Leadership and Development Coordinator will work with the ASG and the club via the Specialist during the 2004-05 academic year to review the Planning Agenda assignment and develop a plan.  Action and implementation will happen during the 2005-06 academic year.	Vice President of Student Services
		2006:  See Midterm Report
		2007:Students are integrated into the governance process and are members of the President's Executive Counsel.  This is ongoing.
5.2  Ensure that on-line admission and registration systems are effective and user-friendly; that implementation of all components of the PeopleSoft Student Administration systems, including prerequisite checking, degree audit, financial aid, assessment, and MIS, are effective and user-friendly; and the PeopleSoft Project include broader user input at all levels of planning, implementation and training.	Complete	2004: District IT continues to improve and enhance on-line admission and registration system.  A monthly PeopleSoft update is distributed through email to keep the campus informed of all of the improvements, enhancements and issues related to PeopleSoft. At District level, prerequisite checking and degree audit are currently on hold.   District implemented PeopleSoft version 8 and this version is designed to be more user friendly.    The District-wide PeopleSoft Liaison Team has expanded its membership to include more faculty representation in addition to representatives from classified staff and management groups.	Vice President of Student Services
		2006:  See Midterm Report
		2007: District IT enhanced the PeopleSoft system by adding functionality to permit the online application for fee waivers and parking decals, as well as other features that assist staff and students in the registration process.  At the District level, pre-requisite checking and degree audit continue to remain on hold. The District is moving forward with an upgrade to PeopleSoft version 9.0, which includes new user features related to student planning, ease of enrollment, and enhanced staff views into student records.
5.3  Place a high priority on hiring faculty who represent the student population.	Complete	2004: Since Affirmative Action is now defunct, our major tool is education.  We are actively training faculty, managers and staff to serve as equity officers on hiring committees.  A sensitivity to the multicultural  make-up of our campus community is a  vital part of that training and of the interview process.  In addition, we continue to attempt to reach out to the surrounding community through "Pathways to Los Rios" programs offered throughout the year.  Since its inception three years ago, the Pathways workshops have doubled attendance each year.  Further, members of the Pathways Steering Committee have made themselves available to conduct workshops for individual community groups on site.  This information is conveyed to a wide range of community based organizations in the greater Sacramento region.	Staff Equity & Diversity Committee
		2006:  See Midterm Report
		2007:  The training of faculty, managers, and staff to serve as Equity Representatives is now done, as on the other Los Rios campuses, by the Equity Officer for each campus.  Therefore, this activity is no longer part of the charge of the Staff Equity & Diversity Committee.  Similarly, the activities for the Pathways programs are now centralized at the District Office, where they are facilitated by staff members selected by the district.  The district has asked the campuses to provide retraining every three years for all representatives.  Fall 07: Four Equity Rep trainings have been held and one follow-up session.
5.4  Conduct a needs assessment of the community and student population to provide input into designing appropriate, comprehensive, reliable, and accessible services to students.	Complete	2004: Needs assessment is a part of Student Services Program Review.  Program review information is incorporated in the planning process and reflects in each unit plan.	Vice President of Student Services
6.1  By 2005, the college will develop stable, adequate, and continuing operating budget resources, including sinking funds, to systematically provide for growth and maintenance of library materials and services, computer and network systems and software, and tutoring services and computer labs.	Complete	2004: *IT/Network budget issues recognized/addressed for the 1st time with Budget Committee *OTO funds recommended for IT Infrastructure and Faculty/Staff Computer Replacement *Historical Commitment of $50,000 for Library Materials continued     *As  indicated in committee charge supports historical funding bases	Budget Committee
		2005:  Continued support of library materials, tutorial services, replacement cycle for faculty/staff computers, and IT infrastructure. Adequacy of funding sources variable from year to year depending on available sources.
		2006:  See Midterm Report
		2007: The Budget Committee and the College have continued to support allocation of funds for library materials, tutorial services, a replacement cycle for faculty/staff computers, and IT infrastructure. In additional, the college has set aside monies in a Reserve Fund to accommodate unforeseen expenses that fall outside of the normal resource allocation cycle.  Fall 2007:  The new IT Resource Plan identifies a standard upgrade cycle that is built in to the resource allocation cycle.
6.2  By academic year 2003-2004, staff responsible for providing information and learning resources will work with appropriate constituency groups to set base annual replacement rates and allocation processes.	Complete	2004: 1. The IT department submitted a request to the Budget Committee to establish replacement rates for  faculty/staff computer. 2. The IT committee has developed a series of options for allocations and will be reviewing them in fall, 2004	Information Technology Dean
		2005: The IT Committee reviewed and recommended the replacement proposal that was made to the Budget Committee for FY2005-2006.  A second discussion was held on how to meet the needs of faculty and staff who need new computers in order to meet work requirements but who are not in the current year's replacement cycle.
		2006: See Midterm Report
		2007: We are now in the 4th year of the replacement cycle for faculty and staff computers as well as for network and server resources.  The Budget committee has requested a full replacement cycle including classroom and business related computers.  A full inventory is being prepared in order to develop this cycle (Budget committee minutes, President's memo to Budget Committee.) Fall 07: There is a process identified in the new Strategic Planning Framework to replace all computers on a published cycle and a process for obtaining new technology based on need demonstrated through the unit planning process.  Instructional software acquisition and upgrades remain the responsibility of departments.
	Complete	2004: The LRC supports instructional technology needs of the College both in the existing (media production, audiovisual, television) and emerging (instructional development/innovation, online, interactive television) technology areas. Replacement rates	Learning Resources
		2006:  See Midterm Report
		2007:  Funding for equipment for a new media lab was funded and digital capture studio. 2007: Equipment in the New Media Lab has been updated with new PC and cross-platform Mac workstations and a document scanner. The digital capture studio equipment was received and preliminary faculty training efforts are now underway.
	Complete	2004:The College has established an Audiovisual Pool to fund AV needs. Funding is appropriated on an annual basis as one-time-only and it may vary from year to year. A funding request for $40,000 has been submitted to the Budget Committee for 2004-05.
		2006:  See Midterm Report
		2007:  A funding request has been submitted to the Budget Committee for 2007-2008 for $30,000 plus an additional $20,000 for replacements for a total of $50,000.
	Partially Complete	2004:Allocation processes or replacement rates have not been specified for this function.
		2006:  See Midterm Report
		2007:  Continues to be an ongoing process.
	Complete	Student and staff computers are part of the College's replacement cycle.
		2006:  See Midterm Report
		2007:  Staff will be receiving new computers.  All computers in LRC public areas replaced by CTE funding.
7.1  The College will develop a systematic approach, connected to the planning process, for classified staff hiring.	Complete	2005: Currently, classified staff priorities are developed by each VP/President within their area of responsibility.  President’s Cabinet prioritizes them across the institution.  There are no fixed criteria by which positions are allocated as each unit has different staffing needs and there are various funding sources by which classified staffing needs may be met.  This process allows flexibility to adjust to changing priorities but is not based on objective evaluation criteria.  Optional criteria for prioritizing classified positions include 1) excessive use of classified temporary & student employees or overtime; 2) strategic priorities/critical needs due to changing business requirements; 3) statistical criteria (WSCH/FTE for instructional assistants; building SQFT/FTE for custodial/maintenance tech; # students/FTE for student services). There needs to be some development of criteria to evaluate needs objectively but also allow flexibility to re-prioritize/re-allocate classified staff resources as funding & job requirements change.	Vice President of Administration
		2006:  See Midterm Report
		2007: This initiative is complete. An approved process for collecting classified staff needs is in place and has been through one complete cycle. Minor changes were made and approved by the Executive Council. The College is currently working through a second iteration of this process to define and prioritize the 2007-08 classified staff requirements. The mechanism that is being utilized is a bottom up collection of needs that are tied to the College's Strategic Goals and Directions and the unit's objectives for meeting these goals/directions. The final prioritized list is briefed to the Executive Council and approved by the President prior to submission to the District for final allocations. See the draft Classified Staff Resource Allocation plan for detailed information on the overall process and measures of merit used to evaluate this resource area. COMPLETE.
7.2  The College and District Office will explore modification of the existing recruitment methods for classified staff positions to improve alignment of advertised duties and responsibilities with actual job requirements.	Complete	2005:  The District has multiple job descriptions that should encompass the basic duties required of each job.  To the extent that is not true, job duties may be modified to align with actual job requirements by approval of the VPAs, unions and district HR.  In addition, new job descriptions may be needed to address changes in need and may be proposed and routed for approval as necessary.	Vice President of Administration
7.3  The College and the District will improve the hiring process of faculty to include better assessment of teaching effectiveness and better training of team members for equity methods and policies.	80%	2005: During Spring 2005, more than twenty full-time faculty members were hired by the college.  Teaching effectiveness was assessed during these processes through prepared as well as impromptu teaching demonstrations.  Training in equity methods and the overall hiring process was provided to all selection committee members by the committee chairpersons.	Vice President of Instruction
		2006:  See Midterm Report
		2007: A comprehensive hiring process checklist was prepared by the Instruction Office to assist committee chairs and members in fair and equitable processes.  Additional equity training sessions were conducted by the college's Equity Officer. Districtwide the Academic Senates are working on a rewrite/revise of the Faculty Hiring Manual and locally, the college Academic Senate and Staff Development Center have approved a part-time coordinator position to focus efforts on improved teaching effectiveness through professional development activities in learning styles and innovative pedagogy.
7.4  The College will review the evaluation processes for management, faculty, and classified staff and develop mechanisms to ensure: (1) timely implementation of reviews; (2) systematic monitoring of the process; and (3) the ability of the process to encourage improvement.	33%	2004: President's Cabinet will explore setting up a tracking system for faculty evaluations.	President's Cabinet
		2006:  See Midterm Report
		2007: The VPA has reviewed all processes related to classified staff.  Notification is sent out on any evaluation that is due or past due. Fall 2007:  A tracking metric was developed and is reported to managers quarterly
7.5  The College will plan to provide for appropriate staff development opportunities for all categories of employees and regularly assess the effectiveness of programs and activities.	Complete	2004: 1. A needs assessment tool is being developed and administered by the Staff Development committee and IT staff. 2. Evaluation tools on workshop effectiveness is administered after each staff development activity.	Information Technology Dean
		2005: 1. A needs assessment tool is being refined and administered by the Staff Development committee and staff responsible for SD activities. 2. Evaluation tools on workshop effectiveness is administered after each staff development activity.
		2006: See Midterm Report
		2007: A needs assessment was developed and delivered in fall, 2006 which identified areas that the college wanted for staff development - including "teaching and learning styles" as a topic for which a college wide initiative would be developed.  All staff development programs are evaluated at the end of the session.  An individual is being recruited to develop and deliver the "teaching and learning styles" initiative as a college wide activity. Fall 07: Two staff development coordinators have been hired to focus on development of a teaching and learning program as well as a variety of other staff development opportunities as indicated by needs assessments.  A partnership with CSUS has been developed to offer graduate courses in Student Success and community colleges.  We are evaluating a Teaching and Learning Center concept.
7.6  The College and the District will investigate the practices and the appropriateness of locally stored unofficial personnel files and payroll data.	Complete	2005:  Managers and supervisors may maintain unofficial personnel files and payroll data, provided such files are properly secured in a locked file cabinet, with access to those files limited to use for appropriate business purposes by appropriate personnel.  Files should not contain personal information such as social security numbers.	Vice President of Administration
8.1  Prepare a Master Plan for Student Success that is driven by educational programs and services.  The Master Plan will contain implications for human resources, information technology needs, facilities, and budget which are driven by programmatic and service needs.	Complete	2004:  The Planning Office has developed a web site that contains all of the elements of the Master Plan for Student Success as well as supporting documents.  This web site contains the profiles for all of the educational programs, student services, and administrative services.  These profiles contain implications for human resources, information technology, facilities, and budget which are driven by programmatic and service needs.  The Dean of PRIE is participating in the Master Planning Group and facilitating the development of the presentation of the Facilities Master Plan to the Board.	PRIE Dean
		2005:  The facilities component of the Master Plan was completed in June 2004.
		2006:  See Midterm Report
		2007:  A draft Strategic Master Plan is being developed by President's Cabinet and has been reviewed by SLT and constituent leaders for initial input into the design. Fall 2007: The Strategic Planning Framework was implemented this fall. The framework identifies the linkage between unit planning and allocation of all types of resources.
8.2  Address the need for increased parking for the SCC campus.  Integrate the Transportation, Access, and Parking Plan into the Master Plan for Student Success.	Complete	2004: The Transportation, Access, and Parking plan has been incorporated into the Facilities Master Plan.  This addresses the need for increased parking on campus.  In addition, the district will be conducting an election among students regarding a Universal Pass for Regional Transit.	PRIE Dean
		2005: The Universal Pass was approved and implemented in Fall 2004.  The Facilities Master Plan addresses increased parking through the construction of a multi-story parking structure.
8.3  Develop a college-wide prioritized listing of needs based upon programs and services and their functional relationship to facilities.	Complete	2004: The process to develop the facilities master plan included a determination of needs and a priority ranking of facilities projects.  Program needs will be further specified as each project is developed.	President's Cabinet
		2006:  See Midterm Report
		2007:  The new strategic planning framework specifies the process that is followed for prioritizing and allocating all types of resources: facilities, faculty, classified staff, information technology, and financial.
8.4  Develop and publish a process to update room designation according to utilization category.	Complete	2004: Procedures for updating the SCC Facilities Space Inventory were published in August 2003. They are included in the front of the April 2003 Space Inventory that was distributed to all SCC manager's. Changes to the inventory must be sent through the area dean/manager to the Operations Division for processing with district FM.	Operations
8.5  Make clear to College constituencies the utilization, computation, and implications of the Capacity/Load Ratio for existing and new building construction.	Complete	2005:  The capacity/load ratio is a formula used by the State to prioritize new construction and remodel (not modernization) projects for funding.  The ratio is defined in Regulation 8417.  In summary, the ratio is computed as a percentage of the capacity of existing classrooms and labs and convert inefficient space to lower capacity uses (offices) or find ways to increase forecasted load, we could reduce our capacity/load ratio and increase the likelihood of qualifying for new space.	Vice President of Administration
8.6  Determine a "best practices" model for building modernization to set a benchmark for room sizes based upon different subject area needs, utilization, and Cap/Load ratios.	Complete	2004: A section of the SCC Master Plan for Student Development is designed to capture 'best practices' for the campus. These best practices are intended to maximize student access as well as maintain a viable/competitive cap-load ratio for the campus.	Operations
	Complete	2005: During the initial meeting of district planners, campus Operations and the Division dean and staff of the building involved, a complete review of the modernization rules is completed. In addition, reference is made to appropriate documents that should be consulted during the modernization planning process to include the campus Master Plan. Finally, an 'assignable' square footage worksheet has been developed by Campus Operations to facilitate how the available ASF is 'spent' during the planning process. The selected architect is involved with this process along with FM planners and division staff.
8.7  Obtain copies and review all physical condition reports for SCC facilities and determine which projects to address with funds from SMSR, Modernization, or Bond.	Complete	2004: The college has received copies of the physical condition report which has been included in the Facilities Master Plan as one of the criteria to prioritize building projects.	PRIE Dean
		2005: The Facilities Master Plan contains a prioritized list of projects to be funded with Modernization and Bond funds.
8.8  Pursue a plan to evaluate additional property options for the College.	Closed	2006:  See Midterm Report	President
		2007: Not a current priority
8.9  Develop a college-wide listing of needs that are program-based to replace outdated instructional equipment for departments requiring specific equipment to meet current and future industrial standards.	Complete	2004: Equipment lists have been generated as part of facilities planning for MET and Graphic Communications.  Cosmetology is currently identifying their equipment needs.  A complete list of equipment needs for all vocational/occupational areas will be completed within a year.	Vocational Education
		2006:  See Midterm Report
		2007: Federal VTEA and state  CTE funds have been utilized to cover the cost of equipment needed for vocational/occupational areas, including MET, Graphic Communications, Computer Information Science, and Cosmetology. Fall 2007:  The revised unit planning process provides a process for prioritizing needs at the unit, division, college area, and institutional levels
9.1  Increase faculty and staff awareness of the role of Unit Plans and the Budget Committee in the budget process.	Complete	2004: *Change in charge supports increase awareness of the role of Unit Plans in the budget process     *Budget Request forms require a tie to the Unit Plan   *Unit plans easily accesses via the public folder   *Unit plans and area priorities are utilized in the decision making process	Budget Committee
		2005:  Presentation on budget allocation process was made to each constituency group
		2007:  Presentations on budget allocation process was made to each constituency group. In addition, a task force with representatives from the Budget Committee, PRIE Committee and Department Chairs Council reviewed the budget allocation and planning processes. This group received input and provided an update to all campus constituencies on the planning and resource allocations processes. Fall 2007:  The role of unit plans and the Budget Committee in the budget cycle have been clarified in the Strategic Planning Framework.  This framework has been broadly communicated with the college community.
9.2  Identify and publicize discretionary funds.	Complete	2004: *"Pinksheets" distributed to managers and Budget Committee. *Minutes/Information items posted in the Public Folder. *Change in charge clearly defines discretionary fund. *Workshops	Budget Committee
		2005:  Continued activities identified in '04
		2006:  See Midterm Report
		2007:  Continued activities identified in '04  ew strategic planning process has been shared Fall 2007:  Each year the President and VPA prepare a memo to the Budget Committee that outlines all discretionary funds.  This memo is published in SCC e-News.
9.3  Establish lines of communication between the College and the District in order to increase flexibility and local decision-making in the financial management process.	Complete	2005: This is current practice	Vice President of Administration
10.2  Increase campus accessibility to District information.	Complete	2006:  See Midterm Report	President's Cabinet
		2007:  The VPs communicate district policies and procedures in a timely fashion.  District-wide committees obtain input from representatives from all colleges and communicate district information through these committees.
10.3  Ensure that the evaluation process for the Chancellor and the College President includes representation from key constituency groups.		2004: The Chancellor evaluation process includes a survey to over 250 people district-wide.	President
		2006:  See Midterm Report
		2007:
10.4  Revise the district mapping process to include the College participatory governance and ranking of the importance of College and District Functions within facilities planning.	80%	2004: The Academic Senate has already had several discussions with District administrators regarding this matter. Those will be followed with a memo prior to the end of this semester.	Academic Senate
		2006:  See Midterm Report
		2007:  No activity has occurred. Fall 2007:  The District Research Office has identified several different models for mapping responsibilities.  The process is under discussion and will be implemented this spring 2008.
10.5  Develop a district process that utilizes full participation of the college in facilities planning.	Complete	2005:  See Regulation 8417, Facilities Planning, which defines the process, roles & responsibilities of the district & college.  The college role in the planning process is defined in section 3.2.  District Facilities/Maintenance provides the planning, coordination & oversight of facilities, and the college participates in the actual design/development of the space utilization.  In 2004, the college developed its Master Plan for Student Success – Facilities Component, which established the development plan of the campus facilities to support the mission of the college, including a long range construction timeline and the criteria for prioritizing projects.  New projects begin with an Initial Project Proposal (IPP), which is submitted to the state for funding prioritization.  When projects receive a competitive rating on their IPP, an architect is selected by the college to work with college & district planners to develop a Final Project Proposal (FPP).  The district is responsible for the project oversight & budgeting for facilities projects and the college has full participation in the facilities planning and development process.	Vice President of Administration
10.6 Develop mechanisms to increase faculty and classified staff participation in the early stages of planning and development of college activities.	Complete	2004:  The committee has been taking steps in several areas to increase faculty/staff participation in the early stages of planning.  The committee will document what it has done and evaluate the impact of its efforts.	Planning Committee
		2005:  The Planning Committee designed the process for developing a new mission statement by provided the opportunity for everyone at the college to have input at the beginning of the process.  The new network-based Unit Plan was shared in draft form with the Department Chairs Council and with Managers Council.  Department Chairs were invited to participate in a "beta test" version in the Spring 2005 cycle.  All faculty and staff were informed about this beta test through SCC e-News (2/11/05).  All faculty/staff were informed regularly throughout the process of developing the Facilities Master Plan through SCC e-News and through a website.  The final list of prioritized projects was advertised in these same ways as well as through colorful posters that were placed around campus.  Input was solicited at each stage of the process including an initial meeting of the architect with each division/department.  These processes for communication and inclusion are well established in the Planning Committee's processes
10.7  Develop strategies to make additional improvements in the College and District participatory governance processes.	70%	2004: In 2005/06, Executive Council will conduct a satisfaction survey at the college to determine opportunities for further improvement.	Executive Council
		2006:  See Midterm Report
		2007:  Executive Council is conducting a follow-up survey on the Participatory Decision-making Process in spring 2007.  The results will be reviewed in the May 16th Council meeting.  Fall 2007:  Executive Council is conducting a review of the standing committee structure and charges.  The information from the governance survey has been incorporated into this review.
10.8  Communicate the status of the revisions in the planning and resource allocation process to the College community prior to finalization.	Complete	2004: Executive Council uses a well established process for communicating with constituent groups prior to finalizing any issue or process.  SCC e-News is also used systematically to communicate with the college community at the beginning stage of the process. The Council will continue to monitor the effectiveness of communication within the college.	Executive Council
10.9  Promote student awareness and encourage student participation in the Associated Student Government organization, campus standing and hiring committees, and student clubs.	Complete	2004: Completed since October 2003:  1-1 outreach, programs and activities, and marketing resulting in increased student awareness and involvement as compared to the past five years. **The SLD Coordinator will work with the ASG and the clubs via the Specialist during the 04-05 academic year to review the Planning Agenda assignment and develop a plan. Action and implementation will happen during the 05-07 academic years.	Associated Student Government
		2005:  The SLD Coordinator, along with the Cultural Awareness Center Coordinator and a student representative from the ASG, met, reviewed the assignment, and developed a plan.  In order to gather more information, we held two focus groups and an Academic Senate brainstorming session. From these, we have generated themes and recommendations. Our next step will be to submit recommendations and take action when/where appropriate.
		2006:  See Midterm Report
		2007:  The aforementioned recommendations were submitted to the college leadership (see attached).  There was no reply.  Since that time, there has been an on-going effort by the ASG and SLD.  Indicators of success include:  a completely full ASG board  for the first time since well before 1999 (records do not date back any further); 24 students running in the 2007 election (two positions shy of a full ballot); and two times the number of students serving on standing committees as last year and three times the year before.  In all other areas, numbers have remained fairly consistent (voter turnout at elections and chartered and active clubs).  In addition, SLD launched the Lead Series, four workshops addressing documented student interests, and SGVT 300 will be offered in the fall of 2007.  All other efforts (outreach and marketing, training materials, etc.) have been maintained and/or improved.
10.10  Review the role of the College in District-wide planning, programmatic, and operational processes and recommend appropriate revisions to support the collaborative decision-making environment while preserving the uniqueness of the College.	Complete	2004: The committee plans to write a white paper documenting what we currently do and the decisions that have been made from this process in the past.  The white paper will include recommendations that the committee feels would make the process better.	Planning Committee
		2006:  See Midterm Report
		2007: College faculty, staff, and managers were involved in the district-wide strategic planning process.  The college also has representatives appointed to all district-wide committees.
Recommendation 1a. Clarify the mission statement to better address the accreditation standard, especially as it relates to its link to the planning process and to defining the students that the college intends to serve; (1.2, 3.A.3, 5.7)	Complete	2004: This recommendation relates directly to items 1.1 and 1.3 above and is completely addressed through the actions taken towards achieving these items.	Planning Committee
		2006:  See Midterm Report
		2007: The mission statement was revised in 2005 to address the accreditation standard, by defining the students the college intends to serve.  The strategic planning framework links the college mission and vision to the goals and objectives in the annual action plan.
Recommendation 1b. Refine an integrated and streamlined planning process, as well as a college plan, with standardized terms that faculty, staff and their departments can fully implement; (3. C.1)	80%	2004: This item is covered under 3.4 above.	President's Cabinet
		2006:  See Midterm Report
		2007:  The VPs are drafting a strategic planning framework and are sharing the draft with constituent groups spring 07.  Fall 2007:  The college began implementing the new Strategic Planning Framework in fall 2007 beginning with the new College Strategic Planning Committee.
	80%	2004: This recommendation relates directly to item 8.1 above and is completely addressed through the actions taken towards achieving this item.	PRIE Dean
		2006:  See Midterm Report
		2007:  A draft Strategic Master Plan is being developed by President's Cabinet and has been reviewed by SLT and constituent leaders for initial input into the design. Fall 2007:  The college began implementing the new Strategic Planning Framework in fall 2007 beginning with the new College Strategic Planning Committee.
Recommendation 1c. Ensure that all college faculty and staff are fully engaged, aware of, and implementin