Planning and Needs Assessment Program TABLE … and Needs Assessment Program TABLE OF CONTENTS ... Worksheet for Completing Vision & Mission Statements ... SCC Faculty Hiring Request

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Planning and Needs Assessment Program

TABLE OF CONTENTS

INTRODUCTION and OVERVIEW OF INSTRUCTIONS ........................2-4 Checklist................................................................................................................. 5

TIMELINE ................................................................................................6-9

VISION & MISSION STATEMENTS

Instructions for Vision & Mission Statements....................................................... 10 Worksheet for Completing Vision & Mission Statements .................................... 11

GOALS & TASKS/ACTIVITIES Instructions for Goals & Tasks/Activities.............................................................. 12 Definitions of Goals & Tasks/Activities ................................................................ 13 Categories for Goal Development........................................................................ 14 Worksheet for Completing Goals & Tasks/Activities............................................ 15

PROJECTING NEEDS REQUESTS Instructions for Projecting Needs Requests......................................................... 16 SCC Faculty Hiring Request Form..................................................................17-21 Criteria for Evaluating Requests for Faculty Positions......................................... 22 CSEA Interim Contract Salary Schedule ............................................................. 23 CSEA Interim Hourly Salary Schedule ................................................................ 24 Classified Position Listing .................................................................................... 25 Worksheets for Projecting Needs Requests ...................................................26-29

EVALUATIONS *Process is in Revision

PROGRAM REVIEW ............................................................................30-36

*Due in Spring of 2006

BOARD & COLLEGE STATEMENTS Board of Trustees Vision...................................................................................... 37 Board of Trustees Goals ...................................................................................... 38 Santiago Canyon College Vision ......................................................................... 39 Santiago Canyon College Mission....................................................................... 40 Santiago Canyon College Goals and Objectives............................................41-44 Santiago Canyon College Value Statements..................................................45-46

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Introduction

These instructions will assist Department/Discipline/Programs (DDP’s) submit their five-year plans online into a college-wide database that will clearly and concisely link planning strategies with budget allocations. The contents of the database will form the foundation of Santiago Canyon College’s Educational Master Plan. The Planning and Needs Assessment (PNA) Program can be accessed online. The PNA program will:

Allow DDP’s input their five-year plan for the first time or update their current plan online

Generate annual needs requests based on DDP five-year needs projections

Assist DDP’s in evaluating goal and needs requests

The five-year plan for each DDP will include the following information: Vision and Mission Statements Goals and Tasks/Activities Prioritized Equipment/Furniture, Supplies, Faculty, Staff, and Facilities

Needs Evaluations Assessment of Instructional Programs/Program Review

Each DDP plan will establish the basis for:

Future Planning Budget Allocations Yearly Resource and Facilities Requests Faculty Hiring Plan for SCC Staff Hiring Plan for SCC DDP’s Annual Accomplishments Curriculum and Quadrennial reviews Enrollment Management Program Review Portfolios Self Study for Accreditation

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Overview of Instructions

To submit, review, or edit your Department/Discipline/Program (DDP) Plan go to the

SCC homepage at www.sccollege.edu

Click on Academic Senate

Click on PNA Program

Type your User ID and Password • User ID: pnaprogram • Password: masterplan1

Click on View My DDP

• From the drop down menu, select your DDP and click OK.

If your DDP is not listed contact an EMP Council member. • Review your DDP’s current information. Scroll down if it does not all fit on one

screen.

Click Return to Main Menu. You have three choices at this point which correspond to the buttons on the left: Add New, Edit, and Reports.

Please be aware that if you walk away from your computer for more than 20 minutes, you will be timed out of the PNA Program and will lose any information that was not submitted.

o Click on Add New...

Click Add Vision & Mission • You may add a new Vision & Mission Statement if your DDP does not

have a current one listed online. (To edit an existing Vision & Mission Statement see Edit Vision and Mission below.)

• Once you have completed your Vision and Mission Statements click Submit. You will see a confirmation page.

Click Add DDP Goals

• You may add a new Goal and related Tasks/Activities. Follow the instructions on the form. (To edit an existing Goal or Task/Activity see Edit DDP Goals below.)

• Once you have completed your Goal and related Tasks/Activities click Submit. You will see a confirmation page.

Click Add DDP Needs

• You may add a new need. Follow the instructions on the form. (To edit an existing need see Edit DDP Needs below.)

• Once you have completed your Needs click Submit. You will see a confirmation page.

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o Click on Edit…

Click Edit Vision & Mission • Select your DDP and click OK. • Click Edit. • Click on the Edit button that appears to the left of your Mission and Vision

Statements. • Click Update when your edits are complete.

Click Edit DDP Goals • Select your DDP and click OK. • Click Edit. • Click the Edit button to the left of the Goal orTask/Activity you will be

editing. • Click Update when your edits for that row are complete.

Click Edit DDP Needs • Select your DDP and click OK. • Click Edit. • Click the Edit button to the left of the Need you will be editing. • Click Update when your edits for that row are complete.

o Reports This choice is optional for faculty and staff For further assistance please contact a member of the EMP Council.

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DDP: YEAR:

The following is a checklist to assist you in keeping track of what your DDP needs to complete for your 5 year plan.

EACH DDP WILL SUBMIT THE FOLLOWING INFORMATION ONLINE:

Vision Statement

Mission Statement

Goals & Tasks/Activities

Evaluations (process currently in revision)

Assessment of Instructional Programs/Program Review (due in Spring 2006)

Projected Needs Requests:

Equipment/Furniture Needs Projections

Supplies Needs Projections

F/T & P/T Administrator Needs Projections

F/T & P/T Faculty Needs Projections

F/T & P/T Staff Needs Projections

Facilities Needs Projections

Other Needs (not categorized)

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Planning and Needs Assessment Timeline & Deadlines for Task Completion including Budget Allocation

Month Task Start Date Completion Dates Person(s)

Responsible Comments

Administrative Services Prepares Monthly Budget Reports

Monthly

Monthly

Administrative Services Provide Budget Status Reports at Every CPAC Meeting This Would Include Any Information On Any Additional Unrestricted or Restricted Funds Received

Monthly

August “COMPLETED” new IGETC & CSU transfer courses for 06-07 Catalog to Technical Committee

FINAL DEADLINE Monday, August 1

September– February

Divisions and Departments Begin Collecting Budget Information For the 2006-2007 Fiscal year

“COMPLETED” Topics Courses for Spring 2006 to Curriculum Office

FINAL DEADLINE Monday, September 12

Board of Trustees Approves Adopted Budget

September 12

PNA Program Master Hiring List for faculty, staff, and administrators introduced at CPAC and sent to all faculty with process outlined for new Faculty Requests

VP of Instruction presents Projected Hiring Requests

1st Senate Meeting

VP of SS and VP of CE present Projected Hiring Requests

2nd Senate Meeting

DDP’s prepare Faculty Hiring Requests with appropriate Administrator

September

DDP’s submit Faculty Hiring Requests to Senate President’s Office

September 30

VP of Admin Services presents Projected Hiring Requests

1st Senate Meeting

FA

LL

October

Senators receive packets for review and ranking of Faculty Requests

1st Senate Meeting

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Revised CSU and IGETC Quadrennials to Curriculum Office FINAL DEADLINE Monday, October 10

Completed rankings submitted in sealed envelopes to Senate President’s Office

2nd Senate Meeting

October

Non-CSU and IGETC Quadrennial Revisions and Catalog changes to Curriculum Office

FINAL DEADLINE Monday, October 31

Senators reevaluate requests if prompted by lack of consensus 1st Senate Meeting Senate discusses and resubmits prioritization of requests 2nd Senate Meeting Results announced and submitted to College President

Disciplines/Departments/Programs (DDPs) review their Plan online.

DDP’s meet to discuss, review, and delegate tasks for completion of Planning and Needs Assessment Program in the Spring

FA

LL

November

Appropriate administrator meets with DDPs and Chairs, to discuss: who will be responsible for completion of online plans.

REVIEW, EDIT, AND SUBMIT PLANS ONLINE DDPs Edit/Submit Vision & Mission statements online

Deadline: February 15

February DDPs Edit/Submit Goals & Tasks online

Deadline: February 28

DDPs Edit/Submit Prioritized Equipment/ Furniture and Supplies Needs Requests online

Deadline: March 15

SP

RIN

G

March

District Provides Colleges with 2005-2006 Budget Allocation

March 15

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SCC Administrative Services Distributes Budget Worksheets to Divisions

March 21

March

DDPs Edit/Submit Prioritized Faculty, Staff, and Facilities Needs Requests online

Deadline: March 30

SCC BUDGET FINALIZED AND SUBMITTED TO DISTRICT SCC Divisions and Organizations Complete Budget Worksheets Indicating What Financial Resources They Need for the following year and What Accounts They Want Funds In

April 1

SCC Administrative Services Identifies Committed Costs; PT Instruction, Contract Services, etc.

April 1

SCC Administrative Services Prepares a Proposed College Budget and Submits it to CPAC

April 8

CPAC Endorses the Proposed Budget and the President Approves It

April 12

Administrative Services Submits the Budget to the District April 12

“COMPLETED” new IGETC & CSU transfer courses for the 2007-2008 Catalog to Curriculum Office

FINAL DEADLINE Monday, April 24

April

DDP’s Complete Program Review

Deadline: April 30

SP

RIN

G

May DDP’s Evaluate Goals and Needs DDP’s Review and complete Final Edit of information submitted

online.

Deadline: May 15

OONNLLYY IINN YYEEAARRSS WWHHEENN PPRROOGGRRAAMM RREEVVIIEEWW IISS DDUUEE!!

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May Governor Announces Revisions To The Proposed State Budget

May 16

June Board Approves Tentative Budget

June 27

SP

RIN

G

July State Legislature and Governor Approve State Budget

July

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Planning and Needs Assessment Instructions for Vision and Mission Statements

Vision and Mission Statements will be revised at least once every five years. Please refer to the following definitions to assist you in completing your Vision and Mission Statements: Vision Statement

This is a description of what you see your DDP becoming in the next 5-10 years, your “best hopes” and “brightest dreams”, a phrase or two that announces where your DDP wants to go.

*Please note that Vision Statements are limited to 400 characters.

Mission Statement

This signifies your DDP’s existence and purpose and establishes what your DDP does and what it is.

If you will be updating your current Vision and/or Mission statements, follow the directions on the Overview of Instructions (pages 3 and 4) to edit your current Vision and/or Mission statements. Update the year revised to reflect the current academic year. To ensure the highest level of accuracy prior to inputting your Vision and Mission Statements we highly recommend the following:

Type your Vision and Mission Statements on Word Use Spelling and Grammar Check Use Word Count to determine the number of characters (Select your

Vision or Mission statement, Click the Tools menu, and Click Word Count)

Cut and Paste each statement to the online form Date Due: February 15

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Planning and Needs Assessment Vision & Mission Statements

DDP: Academic Year:

DDP VISION STATEMENT (please limit your Vision statement to 400 characters, approximately 4-5 lines) DDP MISSION STATEMENT (please limit your Mission statement to 1000 characters, approximately 10-12 lines)

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Planning and Needs Assessment Instructions for Goals & Tasks/Activities

Goals and Tasks/Activities will be revised at least once every five years.

Each goal will be submitted individually online. Each goal may have up to five tasks/activities per entry. Each goal and task/activity is limited to 255 characters. Each goal and task/activity will be given a status of Active.

Please refer to the following documents to assist you in writing the Goals & Tasks/Activities for your DDP:

Goal and Task/Activity definitions Goal Categories

Take a look at the goals from previous years and evaluate their status at the end of this academic year. Each goal will remain active, or the status will be changed to met/funded or deleted. For any goals that are revised, please change the “year revised” to reflect the current academic year. To ensure the highest level of accuracy prior to inputting new Goals and/or Tasks/Activities we highly recommend the following:

Type your Goals and Tasks/Activities on Word Use Spelling and Grammar Check Use Word Count to determine the number of characters (Select

your Goal or Task/Activity, Click the Tools menu, and Click Word Count)

Cut and Paste each Goal or Task/Activity to the online form

Be advised that your plan will drive your future budget allocations. Strengthen your DDP’s position with a set of well-constructed Goals and related Tasks/Activities.

Date Due: February 28

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Definitions Goals & Tasks/Activities

DDP GOALS

Goals are statements of needs, which when accomplished enable your DDP to realize its mission. Goals:

Dictate choices and commitment Drive decision making throughout the organization Forge an unbreakable link between DDP actions and

Mission

Example: 1. To increase enrollments in all basic health classes.

(Goal Category: Matriculation/Persistence/Retention) DDP TASKS/ACTIVITIES

Tasks, also known as objectives, are the specific activities that will enable your DDP to reach each goal. Tasks/Activities:

Specify exactly what must be done operationally to reach the goal

Are both measurable and achievable with built in flexibility Relate directly to a particular goal Contain numbers and/or dates attached to them Are verified easily Cluster in groups and never stand alone

Example: 1a. The week before the spring semester begins, hand

out fliers advertising Health 101 and Health 102 to all students registering at SCC.

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Categories for Goal Development

The Educational Master Planning Council derived the following categories from goals submitted by DDP’s. All of the PFE goals and tasks listed are also to be used in the support of PFE funding requests. Academic Plan

Matriculation/Persistence/Retention Curriculum Development Student Support Services Community Visibility Workforce Development/Career Education Expanded Instructional Offerings Communications/Operations Transfer/Articulation Basic Skills/Continuing Education Instructional Effectiveness/Expanded Instructional Modes for Teaching Other

PFE Goals (PFE Goals are listed to assist you, providing funds are available)

Transfer Degrees and Certificates Successful Course Completion Workforce Development Basic Skills Improvement

PFE Tasks

Academic and co-curriculum innovations Support or expansion of successful instructional initiatives Application of a piloted strategy that has been successful at SCC or a

similar college elsewhere Initiatives that directly impact student access Professional development activities related to the areas as listed above

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Planning and Needs Assessment Goals & Tasks/Activities

(Please Limit your Goals and Tasks/Activities to 255 characters) Status

Goal

Task/Activity Task/Activity Task/Activity Task/Activity Task/Activity

Goal

Task/Activity

Task/Activity

Task/Activity

Task/Activity

Task/Activity

Goal

Task/Activity

Task/Activity

Task/Activity

Task/Activity

Task/Activity

Goal

Task/Activity

Task/Activity

Task/Activity

Task/Activity

Task/Activity

DDP: Academic Year:

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Planning and Needs Assessment Instructions for Projecting Needs Requests

*Please be aware that you will need to input your Goals and Tasks/Activities prior to inputting your needs requests. Each needs request will be justified with one of your goals. Project all of your DDP’s anticipated needs for the next five academic years. Select from the following list of categories when projecting your DDP needs:

• Administrators • Curriculum • Equipment/Furniture • Facilities • Faculty F/T (Be specific. F/T or P/T, subject matter, specialist, generalist, LHE release, etc) • Faculty P/T (Be specific. F/T or P/T, subject matter, specialist, generalist, LHE release, etc) • Other (Includes training specialists, outside contractors or consultants) • Staff F/T (Use the titles and grades listed on the CSEA form) • Staff P/T (Use the titles and grades listed on the CSEA form) • Supplies (List only supplies that cost more than your yearly allocation)

Each need will be individually submitted. Under Justification, click on the goal that supports your request.

Since the costs of facilities, faculty, and administrators cannot be accurately estimated, use the same number for cost as was inserted for quantity.

For staff requests list the title and grade in the description. Use the grade number as the cost for the position.

Each need will initially be given a status of active.

Please review all needs requests made in the previous year. The status of each need that was not met/funded or deleted will remain active. Change the status of those needs that were met/funded or deleted to indicate the appropriate status. Roll forwarded to future years any needs that were not funded this academic year.

Date Due: March 30

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SANTIAGO CANYON COLLEGE FACULTY HIRING REQUEST

The following information will be used by the senate to assist in the ranking of faculty hiring requests. No one part on this form will guarantee a position; nor is any one part more important than the other. The sections are divided into: DDP description and goals, full to part time ratio, history of the request, enrollment demand, and educational services. Department __________________________________________________________

Position __________________________________________________________

Job description ___________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

SECTION 1: DDP GOAL List the goal(s) in your DDP Plan that support this request.

Goal(s) __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________

SECTION 2: HISTORY OF THE REQUEST Is this a replacement position? ______ Is this a brand new position for the campus? ______ Is this a non-classroom faculty position? ______ Most recent request date _________ Rank received _______________ 2nd most recent request date _________ Rank received _______________ 3rd most recent request date _________ Rank received _______________ 4th most recent request date _________ Rank received _______________ 5th most recent request date _________ Rank received _______________ 6th most recent request date _________ Rank received _______________

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SECTION 3: FULL TO PART TIME RATIO

For the following questions please refer to hours that were officially met for last years fall and spring semesters. Do not use the projected hours from the schedule but the actual hours used. A. Total how many LECTURE LHE were taught by your department last Fall and Spring. A_____

B. Total how many LAB LHE were taught by your department last Fall and Spring? B_____

C. How many LHE were reassigned Release Time LHE for department purposes last Fall and Spring? C_____ D. Total the number of Lecture, Lab, and Release LHE (A + B + C = D) D_____

E. Multiply the number of fulltime instructional faculty in your DDP by 30 E_____

F. Divide E. by the sum total of LHE offered (E/D=F) F_____ This will give you the percentage of hours taught by Full Time Faculty in your DDP

SECTION 4: DDP ENROLLMENT DEMAND INSTRUCTION How many students on average are enrolled per lecture? ______

How many students on average are enrolled per lab? ______

How many lecture sections are offered? ______

How many lab sections are offered? ______

How many honors sections are offered within your DDP? ______

According to the census, what was your overall program growth? ______

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SECTION 5: LIBRARY USAGE

A. Total how many reference/instruction hours were offered by both full and part-time librarians last Fall and Spring. A_____

B. Multiply A. by 0.375 to determine this amount in Lecture LHE B_____ C. How many LHE were reassigned Release Time LHE for department purposes last

Fall and Spring? C_____ D. Total the number of Lecture and Release LHE (B + C = D) D_____ E. Multiply the number of fulltime instructional faculty in your DDP by 30 E_____ F. Divide E. by the sum total of hours offered (E/D=F) F_____

This will give you the percentage of hours taught by Full Time Faculty in your DDP G. According to gate count, what was total library attendance for last Fall and Spring? G_____

H. What was the previous year’s count? H_____

I. This is an increase of what percent? (G/H = I) I_____

J. Total the number of classes that participated in Library instruction last Fall and Spring? J_____

K. What was the total of classes that participated in Library Instruction in the previous year? K____

L. What is the percentage of increase (J/K = L)? L_____

M. How many hours of individual student/librarian instruction were there last Fall? M_____

N. How many hours of individual student/librarian instruction were there last Spring? N_____

O. What was the previous year’s count for Fall and Spring? O_____

P. What is the percent of increase? (M+N) / O = P) P_____

Please compare our librarian to student ratio to 3 comparable community colleges

Name of campus Number of librarians Number of students

_________________________________ _______ _______

_________________________________ _______ _______

_________________________________ _______ _______

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SECTION 6: COUNSELING RATIOS A. How many counseling LHE/hours were offered last Fall and Spring? A_____

B. Multiply A. by 0.6 to determine this amount in Lecture LHE B_____ C. How many LHE were reassigned Release Time LHE for department purposes last Fall and Spring? C_____ D. Total the number of Lecture and Release LHE (B + C = D) D_____

Please compare our counselor to student ratios to 3 comparable community colleges

Name of campus Number of counselors Number of students _________________________________ _______ _______

_________________________________ _______ _______

_________________________________ _______ _______

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SECTION 7: EDUCATIONAL SERVICES

INSTRUCTIONAL SERVICES: Would failure to fill the position result in the department’s inability to schedule all courses or offer a program in the discipline?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

STUDENT SERVICES: Would failure to fill the position result in limiting student services or programs?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

FACILITIES IMPACT: Would failure to fill the position result in the closing of a laboratory or other instructional facility?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

CENTRALITY TO MISSION: How does the position meet the community college mission of transfer education, occupational training, basic skills, and non-credit adult education?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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CRITERIA FOR EVALUATING REQUESTS FOR FACULTY POSITIONS

(Unranked, Unweighted)

Compliance factors Would not filling the position compromise the standing of the program vis a vis certain numbers, ratios, or academic preparation for full-time faculty due to [program] certification requirements of outside agencies with whom you have formal agreements?

Threshold Ratio of Full and Part-Time Faculty

Would the department fall below the current district ratio of 67% (1996-1997) for full and part-time faculty if the position was not filled?

Relationship of Request for Curricular Breadth and Depth

Would not filling the position result in the department’s inability to schedule all courses, or offer a program in the discipline, or the inability to provide some service?

Enrollment Demand

What is the recent enrollment history? (Divisions have already submitted this data.)

Centrality to Mission

How does the position fit in with the community college mission of transfer education, occupational training, basic skills, and non-credit, adult education?

Facilities’ Impact

Would not filling the position necessitate the closing of a laboratory or other instructional facility?

Cultural Diversity

Would not filling the position negatively impact the integration of cultural diversity in the curricula, weaken the cultural breadth options for the A.A. degree, or negatively impact the district’s efforts to achieve diversity among faculty?

Student Services Impact

Would not filling the position result in limiting student services or closing a facility?

Responsiveness to Service Area Needs

Is the request closely tied to a service area need? (This criteria may also relate to one or more of the other criteria.)

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GRADE Step 1 Step 2 Step 3 Step 4 Step 5 Step 6

1 2,210 2,322 2,438 2,562 2,689 2,8252 2,273 2,386 2,506 2,632 2,764 2,9053 2,337 2,451 2,576 2,707 2,843 2,9874 2,413 2,533 2,660 2,794 2,935 3,0825 2,492 2,618 2,749 2,887 3,031 3,1836 2,581 2,712 2,849 2,991 3,143 3,2997 2,685 2,820 2,962 3,112 3,269 3,4328 2,794 2,935 3,082 3,239 3,401 3,5719 2,912 3,059 3,213 3,375 3,544 3,72110 3,043 3,197 3,357 3,525 3,700 3,88511 3,179 3,337 3,504 3,682 3,866 4,06012 3,345 3,515 3,691 3,875 4,072 4,27413 3,521 3,696 3,881 4,078 4,281 4,49714 3,711 3,896 4,092 4,297 4,514 4,74015 3,919 4,114 4,321 4,536 4,765 5,00316 4,159 4,367 4,584 4,814 5,056 5,30817 4,405 4,625 4,857 5,101 5,357 5,62718 4,676 4,912 5,159 5,416 5,688 5,97219 4,984 5,233 5,496 5,773 6,061 6,36520 5,323 5,589 5,869 6,162 6,473 6,79621 5,691 5,976 6,277 6,592 6,919 7,26622 6,176 6,484 6,809 7,151 7,508 7,884

SERVICE RECOGNITION: DIFFERENTIAL PAY:10 Years 2.50% Bilingual Requirement: 2.50%15 Years 5.00% Swing Shift: 5%18 Years 7.50% Graveyard Shfit: 7.50%

4.0% ColaBoard Approved: June 27, 2005

Rancho Santiago Community College DistrictCALIFORNIA SCHOOL EMPLOYEE'S ASSOCIATION

INTERIM CONTRACT SALARY SCHEDULEEffective: July 1, 2005

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*10 Year *15 Year *18 YearLongevity Longevity Longevity

1.025 1.05 1.075GRADE Step A Step A + 2.5% Step A + 5% Step A + 7.5%

C $7.77 $7.96 $8.16 $8.36B $10.37 $10.63 $10.90 $11.17A $11.91 $12.21 $12.52 $12.831 $12.19 $12.49 $12.80 $13.122 $12.54 $12.85 $13.17 $13.503 $12.91 $13.23 $13.56 $13.904 $13.29 $13.62 $13.96 $14.315 $13.76 $14.10 $14.45 $14.816 $14.29 $14.65 $15.02 $15.407 $14.82 $15.19 $15.57 $15.968 $15.44 $15.83 $16.23 $16.649 $16.09 $16.49 $16.90 $17.32

10 $16.80 $17.22 $17.65 $18.0911 $17.61 $18.05 $18.50 $18.9612 $18.48 $18.94 $19.41 $19.9013 $19.44 $19.93 $20.43 $20.9414 $20.49 $21.00 $21.53 $22.0715 $21.64 $22.18 $22.73 $23.3016 $22.89 $23.46 $24.05 $24.6517 $24.30 $24.91 $25.53 $26.1718 $25.79 $26.43 $27.09 $27.7719 $27.50 $28.19 $28.89 $29.6120 $29.34 $30.07 $30.82 $31.5921 $31.39 $32.17 $32.97 $33.7922 $34.04 $34.89 $35.76 $36.65

SERVICE RECOGNITION: DIFFERENTIAL PAY: 10 Years 2.50% Bilingual Requirement 2.50% 15 Years 5.00% 18 Years 7.50%* Longevity granted to on-going employees only.

4.0% ColaBoard Approved: June 27, 2005

Rancho Santiago Community College DistrictCALIFORNIA SCHOOL EMPLOYEE'S ASSOCIATION

INTERIM HOURLY SALARY SCHEDULEEffective: July 1, 2005

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Board Approved: June 27, 2005

10 Accompanist 11 Facilities Coordinator 11 Payroll Specialist13 Accountant 17 Facility Systems Engineer 12 Performing Arts Master Carpenter/Stage Mgr

4 Account Clerk 17 Facility Systems Specialist 8 Phototypesetting Technician I10 Administrative Clerk 11 Financial Aid Advisor 11 Phototypesetting Technician II12 Administrative Secretary 13 Financial Aid Computer Analyst 12 Placement Specialist

3 Admissions Assistant 9 Financial Aid Computer Technician 8 Printing/Reprographics/Bindery Technician6 Admissions/Records Specialist I 14 Financial Aid Coordinator 10 Program Specialist8 Admissions/Records Specialist II 12 Financial Aid Loan Specialist 10 Property Facilitator

10 Admissions/Records Specialist III 5 Financial Aid Technician 13 Public Access Television Coordinator15 Admissions & Records Technology Specialist A Fine & Performing Arts Technician 5 Publications Assistant15 Alternate Media Specialist 3 Food Service Worker 14 Publications Specialist13 Applications Specialist I 8 Gardener/Utility Worker 11 Purchasing Assistant15 Applications Specialist II 3 General Office Clerk 5 Purchasing Clerk17 Applications Specialist III 12 Graduation Specialist 5 Receptionist/President's Office19 Applications Specialist IV 9 Grants Assistant 7 Reprographics Technician11 Art Gallery Coordinator 14 Graphic Designer 16 Research Analyst

5 Assessment Assistant 13 Help Desk Analyst 12 Research Assistant15 Assistant Athletic Trainer/Therapist 13 High School & Community Outreach Specialist 17 Research Coordinator

9 Athletic Field Grounds Worker 11 Human Resources Technician 13 Research Specialist3 Athletic/PE Equipment Assistant 13 HVAC Mechanic 16 Resource Development Coordinator

12 Athletic Equipment Coordinator 11 Information Systems Specialist 13 Scholarship Coordinator15 Athletic Trainer/Therapist 5 Instructional Assistant 13 Science Laboratory Coordinator11 Automotive Mechanic 6 Instructional Assistant/DSPS 7 Science Storekeeper/Lab Technician10 Auxiliary Services Specialist 12 Instructional Center Specialist 10 Senior Account Clerk10 Bookstore Buyer 7 Instructional Center Technician 15 Senior Accountant

8 Bookstore Storekeeper 13 Instructional Coordinator/Analyst 11 Senior Admissions/Records Specialist13 Buyer 9 Instructional Equipment Coordinator 6 Senior Cashier11 CARE Program Coordinator 15 Instructional Media Producer 8 Senior Clerk11 Career Guidance Specialist 5 Intermediate Account Clerk 8 Senior Clerk/Communications Ctr. Dispatcher

9 Career Technician 5 Intermediate Clerk 7 Senior Custodian/Utility Worker3 Cashier/Bookstore 10 Intermediate District Safety Officer 11 Senior District Safety OfficerC Child Development Aide 16 International Student Coordinator 9 Senior EOPS Specialist6 Child Development Center Cook/Nutrition Specialist 11 International Student Program Specialist 5 Senior Food Service Worker

15 Communications Specialist 14 Interpreter/Beginning 9 Senior Mailroom Clerk12 Community Services Coordinator I 16 Interpreter/Intermediate 12 Senior Media Systems Electronic Tech15 Community Services Coordinator II 20 Interpreter/Senior 12 Senior Payroll Specialist

8 Community Services Field Coordinator 12 Job Developer 7 Senior Purchasing Clerk9 Community Services Program Developer 8 Lead Custodian 18 Senior Resource Development Coord.8 Community Services Technician 10 Lead Gardener 11 Skilled Maintenance Worker

10 Computer Lab Technician 14 Lead Maintenance Worker 19 Small Business Specialist16 Computer Operations Coordinator 10 Learning Assistant 11 Special Projects Specialist15 Computer Operations Specialist 8 Learning Center Specialist 13 Sports Information Coordinator13 Computer Programmer 8 Learning Facilitator 13 Stage Manager/Master Carpenter13 Contract Education Coordinator 14 Learning Resources Specialist 6 Student Activities Assistant15 Contracts Specialist 7 Learning Specialist 13 Student Activities Coordinator14 Coordinator of Community Relations 6 Library Clerk 8 Student Activities Specialist

4 Costume Technician 13 Library Systems Specialist 10 Student Program Specialist5 Counseling Assistant 9 Library Technician 10 Student Services Specialist4 Custodian 12 Library Technician II 16 Student Services Coordinator5 Data Entry Clerk 5 Lifeguard 12 Support Services Assistant

12 Desktop Publishing Technician 4 Mail & Delivery Clerk 10 Success Center Specialist7 Disabled Student Center Specialist 8 Mail/Warehouse Assistant 19 Technical Specialist

15 Distance Education Services Specialist 5 Maintenance Assistant 7 Technology Storekeeper9 District Safety Officer 8 Maintenance/Utility Worker B Television Playout Operator

10 District Scheduling Coordinator 12 Marketing Specialist 5 Telephone Operator/Receptionist11 DSPS Specialist 8 Media Systems Assistant 3 Test Proctor10 Electronic & Computer Technician I 10 Media Systems Electronic Technician 7 Theatre Facilities Technician13 Electronic & Computer Technician II 8 Media Systems Technical Assistant 13 Transfer Center Specialist

8 Electronics Storekeeper/Repair Technician 15 Network Specialist I 11 Veterans Affairs Coordinator11 Electronic Technician 17 Network Specialist II 8 Video Technician

6 EOPS Specialist 19 Network Specialist III 5 Warehouse Delivery Driver14 Executive Secretary 20 Network Specialist IV 8 Warehouse Storekeeper

8 Expeditor 8 Offset Lithographer

4 Parking Attendant

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Planning and Needs Assessment Equipment/Furniture, Supplies, Faculty, Staff &

Facilities Needs Projections Project Needs Requests for the next five academic years. List only supplies that cost more than your yearly allocation. Please provide the priority for each request. Make sure that each request can be supported by one of your Goals. DDP: Academic

Year:

Qty Description Cost Priority Academic Year

Equi

pmen

t/Fur

nitu

re


Supp

lies

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Planning and Needs Assessment Faculty/Staff Needs Projections

Qty Title Priority Cost Academic Year

F/T

Facu

lty

P/T

Facu

lty

Qty Title Priority Cost Academic

Year

F/T

Staf

f

P/T

STaf

f


Year

Adm

inis

trat

or


Year

Oth

er

Faculty: Be specific. F/T or P/T, subject matter, specialist, generalist, LHE release, etc.

Staff: Use the titles and grades listed on the CSEA form

Administrator: F/T or P/T

Other: Includes training specialists, outside contractors or consultants

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Planning and Needs Assessment


Qty 40 seat

60 seat

120 seat Other – please specify Cost Priority

Academic Year

Cla

ssro

oms

Qty 40 seat

60 seat

120 seat Other – please specify Cost Priority

Academic Year

Lab

Spac

e


Bui

ldin

gs

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Planning and Needs Assessment



O

ffice

Sp

ace

Qty Description) Cost Priority Academic Year

St

orag

e Sp

ace


Faci

lity

Mod

ifica

tions

Qty Description Cost Priority Academic

Year

Stud

io S

pace

Qty Description) Cost Priority Academic

Year

Spec

ially

Con

figur

ed

Cla

ssro

oms

Qty Description Cost Priority Academic

Year

Oth

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*Dep

artm

ent S

peci

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Academic Program Review Office of Instruction

This document and process is designed to help Santiago Canyon College faculty assess their instructional programs. Table of Contents/Components PART I: Goals and Objectives PART II: Curriculum and Program Management PART III: Resources PART IV: Faculty PART V: Internal and External Communication PART VI: Outcomes Assessment Directions and Scoring for Each Component of the Academic Program Review Each component consists of a series of standards organized into the above sections. All standards should be scored for, and by, the department under review. Standards for which information is unknown, not applicable, or not available should be marked “UK” or “NA”, using this scale: Standards are:

Explanations for some standards are required, and where desired faculty are invited to elaborate on additional standards. For standards rated “3” or “4”, provide examples of the department’s practices that exemplify that standard. Recommendations should be developed for each standard not fully met (“1” or “2”).

Program/Department Name:

Contract Faculty Signatures:

Date:

1 2 3 4 UK NA

Not Met/ Partially Met Fully Exemplary Unknown Not Not observed Met Applicable

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PART I: Goals and Objectives Standards are:

A. The program has identified goals and objectives that are directly related to SCC’s Educational Master Plan.

B. Progress towards the program’s goals and objectives is regularly evaluated, and goals and objectives are updated accordingly.

PART II: Curriculum and Program Management Standards are: A.

The program is appropriate for the academic and vocational needs and academic preparation of its student population.

B.

The program and courses are designed to meet the learning needs of SCC’s diverse population.

C. Articulation agreements and/or activities exist between the program and high schools. Examples or Recommendations (please limit to 255 characters)

D.

Articulation agreements and/or activities exist between the program and transfer institutions.

Examples or Recommendations (please limit to 255 characters)

E.

The program includes courses that meet the students’ elective, general education, transfer, and degree requirements as well as program major requirements.

F. Coordination exists between the program and other SCC academic and services, and the relationships are clearly expressed.


1 2 3 4 UK NA


1 2 3 4 UK NA


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G. Course exit skills and knowledge are clearly linked to entry skills in subsequent, sequential courses.

H.

The program offers learning opportunities that extend beyond traditional classroom experiences (e.g., technology-assisted instruction, service learning, supplemental instruction).


I. Faculty are knowledgeable about various SCC support services and encourage students to take advantage of these offerings.

J. The program employs interventions for students encountering academic difficulties.


K. Coordination exists between program faculty and outside advisory groups.

L. Labs and lectures are connected via curriculum.

M. The program schedules classes to accommodate needs of students. Examples or Recommendations (please limit to 255 characters)

N. Faculty and staff regularly review and revise curricular objectives to address community, institutional, and instructional needs.

O. Individual courses support the entire program through teaching and learning strategies and specific skills that can be transferred to other coursework.

PART III: Resources

Standards are: A. Adequate classroom areas exist.

1 2 3 4 UK NA


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B. Adequate support services exist.

C.

Assigned space (lab, classroom, office) is designed and used efficiently. (e.g., Does the program schedule large classes in large rooms, small classes in small rooms? Are individualized courses taught in matching facilities? Are instructional design issues met by the existing space?)

D. Private spaces are available to faculty and staff for testing, counseling, and tutoring. E. Sufficient office, storage, and meeting space exist. F. Labs contain sufficient workspace, equipment, supplies, and materials. G. A timeline for the purchase of the program’s equipment and supplies exists. H. Program budget is adequate to meet the program’s needs. I. Program facilities and equipment meet appropriate safety criteria. J. The program schedules classes to maximize facilities use. PART IV: Faculty

Standards are:

A. Faculty remain current in knowledge of learning theory, instructional strategies, and content.

B. Faculty participate in professional organizations and conferences. Examples or Recommendations (please limit to 255 characters)

C. Faculty and staff serve as resources for the community. D. Faculty are directly involved in managing their courses and program.

E. The department chair has a set of clearly defined responsibilities to the program and college.

F. Faculty participate in college wide programs and leadership activities. Examples or Recommendations (please limit to 255 characters)

1 2 3 4 UK NA


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G. Opportunities are provided for part-time faculty to become engaged in department activities and communication.


H. Adequate numbers of qualified faculty are available to teach all sections in a program’s offerings.

I. The percentage of full-time to part-time faculty is appropriate for the program’s needs.

J. Mentoring opportunities are available for faculty within the program. Examples or Recommendations (please limit to 255 characters)

K. Adequate and appropriate faculty development opportunities exist. L. Department faculty regularly engage in faculty development. M. Faculty represent the diversity of the student population. N. Part-time faculty are knowledgeable about the program’s practices and standards. PART V: Internal and External Communication

Standards are: A. The Catalog contains clear and accurate information pertaining to the program.

B. The class schedule accurately and clearly informs students and the community about the program.

C. Counselors, advisors, and student service personnel are fully informed about program courses, their sequences, and criteria for placement.

D. There is adequate communication and coordination among department faculty.

1 2 3 4 UK NA


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PART VI: Outcomes Assessment Standards are: Student Learning Outcomes A. The program assesses its students’ particular learning needs and learning styles. Examples or Recommendations (please limit to 255 characters)

B. The program clearly defines student learning outcomes for each course (content, knowledge, skills, competencies, and values).

C. Student learning outcomes are systematically assessed by specific and measurable performance criteria.

D. The program uses outcomes assessment results to improve and to implement change.

E. The program identifies and assesses how each of its courses contributes to general education learning goals and outcomes.

Program Outcomes

F. Students are regularly surveyed for their feedback and opinions regarding the program and its courses.

G. Quantitative information is regularly reviewed and used for planning and improvement by all faculty. Check those that are used.

Successful course completion rates (A, B, C, Cr). Rates of progress through course sequences. Demographic and other characteristics of students. Number of students earning degrees and certificates. Number of students finding jobs in the field or upgrading their jobs. Number of students who take and pass external license examinations. Number and success of students who transfer. Labor market trends and needs. Faculty load information (FTEF per FTES)

Other

1 2 3 4 UK NA


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H. Please describe how your department will utilize what you have learned through this program review process in your program planning. (Please limit to 255 characters)

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RSCCD Board of Trustees Vision Statement

Rancho Santiago Community College District is a learning community. The

college district and its colleges are committed to ensuring access and equity and

to planning comprehensive educational opportunities throughout our

communities. We will be global leaders in many fields, delivering cost-effective,

innovative programs and services that are responsive to the diverse needs and

interests of all students. We will be exceptionally sensitive and responsive to the

economic and educational needs of our students and communities. The

environment will be collegial and supportive for students, staff, and the

communities we serve.

We will promote and extensively participate in partnerships with other

educational providers, business, industry, and community groups. We will

enhance our communities’ cultural, educational, and economic well-being.

We will lead the state in student success outcomes. Students who complete

programs will be prepared for success in business, industry, careers, and all

future educational endeavors. We will prepare students to embrace and engage

the diversity of our global community and to assume leadership roles in their

work and public lives.

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RSCCD Board of Trustees 2004-06 Goals

1. Promote a learning community environment that is innovative and student-

centered.

2. Increase access to transfer programs, and prepare students for success in their transfer, career, and personal life endeavors.

3. Plan strategically for facilities and educational delivery needs throughout the community.

4. Promote flexible, cost-effective educational programs and services, including the use of technology.

5. Pursue alternative funding sources to implement the district’s vision and goals.

6. Maintain a positive, productive working environment for employees, recognizing and embracing diversity.

7. Expand partnerships with business, labor, community groups, universities, schools, and other public agencies.

8. Expand economic development efforts.

9. Expand recruitment and educational programs for high demand career fields and for high need disciplines.

10. Assess the educational needs of the communities we serve and enhance awareness of the colleges, student access, and community involvement through outreach and advocacy among community constituencies and leaders.

11. Address the following challenges as the district’s “vital few” strategic directions, and create operational plans for:

a. Enrollment demand and capacity, maintaining access for students and student financial support (including “taking” education to the workplace)

b. Identifying and serving the needs of the emerging citizens

c. Human resources

d. Measures of success

e. Multi-college development

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SANTIAGO CANYON COLLEGE VISION STATEMENT

Santiago Canyon College is a college woven into the fabric of the community

tapestry. We are committed to meet the needs of the community and anticipate

and respond to the needs of the future. The learning experience at SCC

encourages intellectual and personal growth, develops a spirit of belonging, and

prepares and fosters responsible citizens of the world.

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SANTIAGO CANYON COLLEGE MISSION STATEMENT

Santiago Canyon College (SCC) is a diverse learning community dedicated to

intellectual and personal growth. Our purpose is to foster a learning environment

that helps students develop knowledge and understanding, critical thinking,

sound decision making, cultural awareness, effective communication skills, and a

commitment to local and global citizenship.

Santiago Canyon College offers a comprehensive curriculum that includes

university transfer, associate degree and certificate programs. In addition, we

provide community services, career education, continuing education, basic skills

development, and a range of support services for full and part-time students,

including those with family and career responsibilities. At SCC we encourage

students to plan, implement, and evaluate their educational progress through

meaningful reflection and interaction with both the college and community.

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SANTIAGO CANYON COLLEGE GOALS and OBJECTIVES

I. To improve achievement and student outcomes, continue the

development of a comprehensive instructional program that meets general education and transfer requirements and provides access to quality career education/workforce development programs and certificates in a student-centered learning environment.

Reduce the need for dual enrollment between SCC and SAC to

facilitate student educational plans. Review, enhance, develop community awareness and market

career education courses. Meet increasing demand in basic skill instruction:

Develop a Basic Skills center Increase tutoring support for basic skills Create open entry/open exit lab support

II. To improve achievement and student outcomes, continue the

development of a comprehensive student services program to meet the needs of our diverse student population.

Seek adequate facilities for all student services programs. Investigate increasing services for night students. Provide adequate staffing for all student services programs. Prepare to serve the increasing Latino population. Increase collaborative efforts with instructional programs. Increase services to address:

1. Adult re-entry students (25+) 2. Students transitioning from one career to another 3. Students matriculating from non-credit programs

III. To complete the transition to a multi-college district, seek the additional

resources necessary to support and expand SCC’s operation and development, and develop the process to effectively and efficiently distribute all resources.

Evaluate and plan for adequate resources for equipment and

facilities for new hires. Increase noncredit full time faculty.

Ensure the connection between all planning processes and

budget/resource allocation. Investigate sources for additional money for the college i.e.

grants, capital campaigns, partner ships and foundation support.

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Investigate business alliances to provide resources, e.g. technology for all service and instructional areas.

Implement recommendations from district administrative services evaluation.

IV. To meet the needs of the college and community, develop resources to

provide appropriate facilities for the expansion of programs and services.

Plan for facilities for a comprehensive college:

Quads/plazas/gathering areas High tech faculty development/multimedia center [like a

CLI] Bookstore Administration Bldg Library/Learning Center Science and Technology Building Student Union/Center Bldg. Marquee/Sign Gymnasium/Field Performing Arts Complex Parking Landscaping/Art/Sculptures Kiosks Continuing Ed. Facility Cafeteria: increase space, increase hours, increase

variety offered Increase space allocated to:

Student Services Specialized programs (Art studios, Science Labs, Career

Ed., Water Wet Lab) Designate office space for new faculty/staff hires. Research and evaluate the efficiency and appropriateness of

how facilities are being used (space, utilization, productivity, student accessibility).

Evaluate and plan educational offerings at off campus sites

Plan for effective facility utilization through appropriate scheduling.

V. To better serve students and the community, expand relationships with

educational institutions, businesses, and public and private agencies.

Re-establish articulation council with OUSD. Expand community relationships with increased outreach of the

MTEC.

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Enhance college wide participation in BAC-PAC activities

VI. To ensure student access and opportunity, market and promote SCC through increased visibility of programs and services and maintain an effective outreach program.

Create and implement a college wide marketing strategy to

increase awareness and enrollment at SCC. Develop targeted marketing and outreach to address the

following population groups: Population in service area Population in RSCCD service area

Increase investment in marketing to H. S. Freshman and H. S. counselors, and for college career educational options

Expand outreach and recruitment efforts to meet the growing needs of the Latino community

VII. To provide a positive, harmonious working/learning environment,

support the enthusiasm, creativity, and involvement of students, faculty and staff in each college endeavor.

Create and implement a plan to enhance the operating hours,

the food selections and “curb appeal” of food services. Enhance the collaboration between noncredit and credit

programs to increase the numbers of students that matriculate from noncredit to credit.

Maintain and expand the concept of an electronic master college calendar, which is coordinated with the District’s global calendar.

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Increase ethnic and gender diversity of faculty. Enhance campus sense of community by creating and

enhancing student, faculty and staff gathering places Foster partnerships for shared athletic facilities. Develop and implement a landscape plan for the existing

campus which should include maintenance requirements and a maintenance schedule

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SANTIAGO CANYON COLLEGE VALUE STATEMENTS

MUTUAL TRUST We value the relationships among students, colleagues, and the community. -recognizing and respecting differences, and -trusting each other Our mutual trust is the foundation of Santiago Canyon College’s values. HONESTY We speak and act truthfully -acknowledging mistakes -honoring commitments -and working openly with each other to solve problems

COOPERATION We work collaboratively to achieve common goals, in the process, encouraging divergent thinking respecting individuality and making compromises. CREATIVITY/INNOVATION We value a forward-looking community with a unique identity to provide for needed change with continuous evaluation and a “can-do” attitude. OPEN, CONSIDERATE COMMUNICATION We, the family of Santiago Canyon College, strive to create an environment of open, truthful, respectful, interactive communication that is accessible, succinct, and effective. FAIRNESS We, the family of Santiago Canyon College, strive to promote a climate for ourselves and others marked by concern for social justice, individual integrity, and common fairness.

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DIVERSITY We, the Santiago Canyon College community, honor, accept, and encourage diversity which encompasses the following: age, culture, disabilities, employee groups, ethnicity, gender, language, race, religion, sexual orientation, temperament, and socio-economic differences. We recognize our individuality while also celebrating our community. RESPONSIBLE RISK-TAKING We are a community who is supportive of those who value informed risk-taking, seizing opportunities, and moving ahead in the faces of fear. JOY We hold dear the expression of joy that is both created and fulfilled in an environment that honors the thrill of discovery, the surprise of new knowledge, and the joy of learning.

Documents

Planning and Needs Assessment Program TABLE … and Needs Assessment Program TABLE OF CONTENTS ... Worksheet for Completing Vision & Mission Statements ... SCC Faculty Hiring Request