Strategic Priorities and Core Theme Changes Overview
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1.
New Core Theme descriptions - DRAFT
2.
Direction for New Core Theme Indicators
3.
Core Theme and Strategic Priority Relationship
4.
Strategic Priorities 2016-17
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Clarify
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Reflect what we do
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Reflect Core Theme Purpose –
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Define “threshold” of mission fulfillment
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Lead to measures – valid, reliable, meaningful, realistic
•
Lagging (Core Theme) vs. Leading (Strategic Priority)
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Core Themes
should have
lagging indicators
•
Direct Measures
•
Retrospective – looking back
over a year or two
•
Reviewed annually for overall
institutional accountability
•
Provide red flags or indicate
area for investigation
•
Choice of indicators fairly
constant over seven-year
accreditation cycle
Strategic Priorities
should have
leading indicators
•
Provide data that is actionable in
the short term (weekly, monthly,
quarterly)
•
Reviewed on a continual basis
to adjust actions
•
Are predictive of change in Core
Theme / lagging indicators
•
Choice of indicators may
change depending on actions /
needs for Strategic Priorities.
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Core Theme
:
Students are ready to
succeed at a four year
school based on:
1) persistence and
graduation rates within 3
years and 2) an audit of
student GPA at transfer
institutions.
Strategic Priority
:
% of transfer-intent students
who successfully complete
7+ credits
% of transfer-intent, full-time
students who successfully
complete 15+ credits
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Outcomes of Learning/Prepared
•
Rates of attainment of program learning outcomes for credit
students
•
Rates of attainment of Gen Ed learning outcomes
CCC Student Success Cohort
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Students are ready to succeed at a four year school based
on 1) persistence and graduation rates within three years
and 2) an audit of student GPA at transfer institution.
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Rates of completion at CCC or transfer to four-year
institution within three years.
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Rates of attainment of program learning outcomes for credit
students.
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Rates of attainment on related instruction learning outcomes.
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CCC Student Success Cohort: 1) rates of completion at CCC
within three years and/or 2) achieving employment in field
before completing or one year after completing.
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Progression through Developmental Ed writing and math to first
level degree/certificate intent course within time periods
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% of CCC GED prep students who attaining GED.
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Completion by CCC adult high school students within year.
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ESL students have confidence conversing with native English
speakers within a year
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Unduplicated Headcount Participation in Community Education
Department and % of service district population 18 years and
older it represents.
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Repeat and first time customers in Community Education and
student satisfaction evaluations.
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Credentials/Certifications from Customized Training and
Workforce area.
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Customer satisfaction survey results.
Updated 8-18-15, 2015
Recommended changes to core themes include enhancing academic transfer preparation, aligning career technical education with regional labor market needs, improving essential skills development, and promoting lifelong learning opportunities for personal and professional growth.
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Presentation Transcript
Core Theme Ideas and Strategic Priorities 16-17
Overview 1. New Core Theme descriptions - DRAFT 2. Direction for New Core Theme Indicators 3. Core Theme and Strategic Priority Relationship 4. Strategic Priorities 2016-17
Summary of Recommended Changes to Core Themes Recommended Academic Transfer: We prepare learners to transition to a four year institution and attain their goals for further education. Current Academic Transfer: We provide education that results in successful academic transfer to a four-year institution. Recommended Career Technical Education: We prepare learners to attain their education and training goals for career advancement through programs and services that reflect regional labor market needs. Current Career Technical Education: We provide education and training that reflect the economic needs of the community and region and lead to successfully attaining employment. Current Essential Skills: We provide education that supports high school completion and learning English, and develops essential skills such as mathematics, reading and writing. Recommended Essential Skills: We prepare learners for high school completion, English language proficiency, and foundational skills in mathematics, reading, and writing. Recommended Lifelong Learning: We provide professional, cultural, and personal development, as well as the enrichment of our community, through events, services and training. Current Lifelong Learning - We provide diverse special events, enrichment programs, and continuing education opportunities and develop strong partnerships with our community agencies.
Core Themes: Guiding Principles for Language Changes 1. Clarify 2. Reflect what we do 3. Reflect Core Theme Purpose Define threshold of mission fulfillment 4. Lead to measures valid, reliable, meaningful, realistic Lagging (Core Theme) vs. Leading (Strategic Priority)
Core Themes: Academic Transfer Current: We provide education that results in successful academic transfer to a four-year institution. Recommended: We prepare learners to transition to a four year institution and attain their goals for further education.
Core Themes: Career Technical Education Recommended: We prepare learners to attain their education and training goals for career advancement through programs and services that reflect regional labor market needs. Current: We provide education and training that reflect the economic needs of the community and region and lead to successfully attaining employment.
Core Themes: Essential Skills Current: We provide education that supports high school completion and learning English, and develops essential skills such as mathematics, reading and writing. Recommended: We prepare learners for high school completion, English language proficiency, and foundational skills in mathematics, reading, and writing.
Core Themes: Lifelong Learning Recommended: We provide professional, cultural, and personal development as well as the enrichment of our community through events, services and training. Current: We provide diverse special events, enrichment programs, and continuing education opportunities and develop strong partnerships with our community agencies.
Core Themes: Lagging vs. Leading Indicators Core Themes should have lagging indicators Strategic Priorities should have leading indicators Direct Measures Retrospective looking back over a year or two Reviewed annually for overall institutional accountability Provide red flags or indicate area for investigation Choice of indicators fairly constant over seven-year accreditation cycle Provide data that is actionable in the short term (weekly, monthly, quarterly) Reviewed on a continual basis to adjust actions Are predictive of change in Core Theme / lagging indicators Choice of indicators may change depending on actions / needs for Strategic Priorities.
Core Themes: Ex. Of Lagging vs. Leading Indicators Core Theme: Students are ready to succeed at a four year school based on: 1) persistence and graduation rates within 3 years and 2) an audit of student GPA at transfer institutions. Strategic Priority: % of transfer-intent students who successfully complete 7+ credits % of transfer-intent, full-time students who successfully complete 15+ credits
Core Themes: Academic Transfer Indicator Ideas Outcomes of Learning/Prepared Rates of attainment of program learning outcomes for credit students Rates of attainment of Gen Ed learning outcomes CCC Student Success Cohort Students are ready to succeed at a four year school based on 1) persistence and graduation rates within three years and 2) an audit of student GPA at transfer institution. Rates of completion at CCC or transfer to four-year institution within three years.
Core Themes: CTE Indicator Ideas Rates of attainment of program learning outcomes for credit students. Rates of attainment on related instruction learning outcomes. CCC Student Success Cohort: 1) rates of completion at CCC within three years and/or 2) achieving employment in field before completing or one year after completing.
Core Themes: Essential Skills Indicator Ideas Progression through Developmental Ed writing and math to first level degree/certificate intent course within time periods % of CCC GED prep students who attaining GED. Completion by CCC adult high school students within year. ESL students have confidence conversing with native English speakers within a year
Core Themes: Lifelong Learning Indicator Ideas Unduplicated Headcount Participation in Community Education Department and % of service district population 18 years and older it represents. Repeat and first time customers in Community Education and student satisfaction evaluations. Credentials/Certifications from Customized Training and Workforce area. Customer satisfaction survey results.
Mission Mission Fulfillment Planning Academic Transfer Career & Technical Education Objectives & Indicators Lifelong Learning Essential Skills Objectives & Indicators Objectives & Indicators Objectives & Indicators Strategic Priorities & Indicators(Leading) Integrated Institutional Plan Integrated Institutional Plan: : Master InSS Plan Division & Department Plans Technology Plans Facilities Plans Other Department Plans Mission Fulfillment Indicator Direct Measure Results (lagging) Career & Technical Education Academic Transfer Lifelong Learning Essential Skills
