GENERAL TEMPLATE FOR PSR

GENERAL TEMPLATE FOR PSR PROGRAM OVERVIEW PAGE (ALL REVIEW TYPES): Program Title: Professional Development Program Code: 6752 Review Type: Instructional (programs that have curriculum) Administrative (programs that have no curriculum and do not provide direct support to students (examples: dean s offices, VP s offices, M&O, Litho)) Student Support (programs that provide direct student support (examples: counseling, A&R, success centers, library)) Programs may meet the criteria for more than one review type. Multiple review types can be selected. Complete pages that are applicable to the review type(s) selected. Does this review contain any career technical education (occupational) programs or does the program have an advisory committee? Yes No All career technical education programs or any other program that has an active advisory committee should choose yes. External Regulations? Yes No External regulations apply to areas with outside accrediting agencies. Chaffey College Mission Statement: Chaffey College improves lives within the diverse communities it serves through equal access to quality occupational, transfer, general education, and foundation programs in a learning-centered environment where student success is highly valued, supported, and assessed. Please describe how your program supports the college's mission: The mission of Professional Development (PD) is to promote and enhance student success and employee effectiveness through learning opportunities that encourage innovation, stimulate professional growth, and enhance the expertise of Chaffey College employees. The PD Committee has continued to be dedicated to three primary goals: Flex, Health and Wellness events, and the coordination of faculty and staff development efforts. All of these activities clearly impact the capacity of the college to provide quality education and a satisfactory experience while attending Chaffey College. The efforts of the PD Committee itself, and the efforts that are connected to both the Classified Success Network Advisory Committee and the Faculty Success Center, demonstrate the college's commitment to ongoing training and support for the entire campus community while also increasing the capacity of groups and individuals to perform at their best. Repeated assessments demonstrate the capacity of 1

professional learning to promote a learning centered environment and improve the conditions for learning for students. Examples of those assessments are included and discussed in later sections of this evaluation. PROGRAM DATA PAGE (INSTRUCTIONAL REVIEWS ONLY): Data will be provided as a separate document. Enrollment Given the data, what changes can be identified in enrollment patterns? Identify and explain important trends and implications. Retention Given the data, what changes can be identified in retention patterns? Identify and explain important trends and implications. Success Given the data, what changes can be identified in success patterns? Identify and explain important trends and implications. For each of these questions, programs should review the data supplied and consider what the data shows about their program. What changes can be identified and what are possible reasons for those changes? How will the program address changes? DEGREE/CERTIFICATE DATA PAGE (INSTRUCTIONAL REVIEWS ONLY): Data will be provided as a separate document. 2

Given the data, is the number of majors and certificates what you would expect? Please comment. Has the number of majors and certificates increased or decreased over time? Why? Are there any plans to make changes to this program? Programs should review the degree/certificate data and consider what the data shows about their program. Are there low numbers of degree/certificate earners? Why? If numbers have increased or decreased over time, what are possible reasons for that? If changes are planned, what are the changes addressing updated curriculum, changes in labor markets, etc? STUDENT LEARNING OUTCOMES PAGE (INSTRUCTIONAL AND STUDENT SUPPORT REVIEWS): This is the opportunity for your area to discuss/review your program s learning outcomes. If at any point in this process you need help contact the SLO Facilitator. Copy and paste your most recent program SLOs into this first box. Please number your SLOs. Outcome Statements Where will you find your Program Learning Outcomes? INSTRUCTIONAL PROGRAMS: Find your program SLOs on the curriculum side of Curricunet at www.curricunet.com/chaffey; look down the left side of our Curricunet homepage and do a program search; once on the program page, look in the upper right portion of the screen for the Program Checklist and click on Program SLOs. Feel free to update your program SLOs at this time. Do not erase old program SLOs keep them for historical purposes. Remember, we need 3-5 program SLOs per program and certificate. Also, please look for the SLO preparation for PSR Sheet created for you by the SLO Facilitator. This document will contain useful information for you as you complete this PSR SLO page. This should be sent to you via email mid-september. STUDENT SERVICES PROGRAMS: Find your program outcomes in one of several areas: from the Chaffey SLO page www.chaffey.edu/slo; click on tab for program evidence; locate your program alphabetically; look for the link to the 2009 PSR and click to open; OR From your 2010 PSR located on www.curricunet.com/chaffey_reviews; OR That white three ring binder that might still be floating around; OR Start anew and create fresh program learning outcomes. Please remember, we need 3-5 program SLOs per program and certificate, or student service. Also, please look for the SLO preparation for PSR Sheet created for you by the SLO Facilitator. This document will contain useful information for you as you complete this PSR SLO page. This should be sent to you via email mid-september. 3

The second question asks you to make some conclusions about your program health based on evidence you have collected during learning outcome assessments. Take a minute to review all assessment data you have collected. How does your assessment evidence speak to your program health? INSTRUCTIONAL PROGRAMS: This is your opportunity to discuss your assessment format and why you went with that particular type of assessment. Find your course level assessment and make inferences to what that evidence means regarding your program learning outcomes. Where do you find course SLO evidence? Course level SLO evidence is kept on the curriculum side of Curricunet (www.curricunet.com/chaffey); click on the pencil icon; select learning outcomes from the course checklist located in the upper right corner of that screen; OR You may keep some of your SLO course assessment in those white binders that might still be floating around STUDENT SERVICES PROGRAMS: This is your opportunity to discuss your assessment format and why you went with that particular type of assessment. Make some inferences to what your assessment evidence means regarding your program learning outcomes. Where do you find your evidence? That white three ring binder that may still be floating around was created as your main repository of evidence; OR Institutional Research has done a terrific job of analyzing and writing up much of the learning outcome activity which has occurred in student services. Please check their learning outcomes websites at http://www.chaffey.edu/research/slo_resources.htm In addition to checking your specific assessment evidence, the following checklist is provided for both instructional and student services to help jump start your thoughts in terms of closing loops in relation to your program health. Check all that might apply and see if you can make any inferences regarding your program health: Modify your syllabus to spend more or less time covering a particular concept/topic Modify the Course Outline of Record for the course Modify the Course Outline of Record for the entire program of study Establish Pre-requisites or co-requisites Eliminate pre-requisites or co-requisites Add new material/topics/content Engage in professional reading in your field to check trends Engage in other professional development activities related to your teaching style Employ new technologies in your classroom Re-write your course SLOs Re-write your program SLOs Re-considered the effectiveness of your assessment tool Changed your assessment tool Sought student input into the SLO process 4

Modified your program review Requested additional faculty or staff Requested technology Spent more time thinking and discussing student success with your colleagues Reviewed results and decided to assess in the same manner again Employed elements of Hope Theory Other The third questions asks you for your thoughts regarding any discoveries you may have made as a result of this assessment evidence and reflection in regards to a need for materials, equipment, staffing, more course/sections. This is where you begin to make your case for requests of resources. You will be requested to refer back to this box in the Visionary Improvement Plan section of PSR. Has any of your assessment evidence resulted in discovering a need for materials, staffing, more course/ sections? Please explain. Instructional programs will be required to attach their Chronological Assessment Plan (CAP), Core Competency Matrix, and Curriculum Map. Student Support programs will be required to attach their Chronological Assessment Plan (CAP) and Core Competency Matrix. CURRICULUM UPDATE PAGE (INSTRUCTIONAL REVIEWS ONLY): Data will be provided as a separate document. Courses should be updated every six years; courses with dates in red have not been updated in the six year window. Use the data to answer the following questions: Courses should be updated every six years; if course updates are due, please describe your plan and timeline for updating courses: If your discipline has no program of study: Why is there no program of study associated with these courses? What is the rationale for continuing these courses without a program of study? What steps has your program taken to proactively respond to changing and emerging student and community needs? Advisory Committees Needs Assessments/Labor Market Studies 5

Demographic Trends Develop New Courses/Programs Other Briefly explain: ADVISORY COMMITTEE INFORMATION PAGE (IF APPLICABLE TO YOUR PROGRAM): Describe the advisory board membership, how often it meets, its role and involvement with the program, and how the program responds to advisory board recommendations. Programs will need to send minutes of advisory committee meetings since the last program review with the template. Instructional programs will also need to include a needs assessment, which will be supplied by Institutional Research. EXTERNAL REGULATIONS PAGE (IF APPLICABLE TO YOUR PROGRAM): Programs will need to provide the following information (more than one external agency can be added within the same field if needed): 1. Name of external agency a. When agency last reviewed program b. What recommendations were made c. Were there any budgetary or institutional impacts from the recommendations d. Were the recommendations addressed; comment on status if needed e. When will the next review occur (if known) ADMINISTRATIVE PROGRAM INFORMATION PAGE (ADMINISTRATIVE PROGRAMS ONLY) How does your program improve, expand or support the operations of the college? How does the program evaluate its effectiveness? Professional Development activities are carefully planned by the Professional Development Committee and thoughtfully connected to the goals of the college and to the results of ongoing assessments. For instance, in planning the Flex program, it is planned with several key indicators in mind: critical information about emerging trends or new programs on campus, 6

data from the faculty assessment conducted every three years, recommendations from faculty, and evaluations collected from previous sessions. All of this information helps the Committee to balance the Flex offerings to be relevant, timely, and useful. Examples of the data collected from evaluations are included as attachments to this review. Additionally, Success on Demand, online delivery of professional development provided through the Faculty Success Center, has allowed faculty to access Flex professional development via Moodle. Faculty who can't participate in-person can still be involved in flex and training of important topics as a result. As a result of these offerings, faculty and staff have an opportunity to learn about better and newer ways that the college is serving students, which then expands their capacity to spread that information. Additionally, college personnel have more opportunities to collaborate with peers about new ideas or programs that can impact their students' success or their approaches to teaching or learning. The Classified Success Network also maintains a robust schedule of evaluation for each session, and those results are used to influence decisions, as are the assessments, which are also attached. As illustrated by the research briefs attached to this evaluation, all three groups responsible for professional learning make a concerted effort to collaborate with Institutional Research. The effectiveness of the Professional Development program is research-based. Professional Development has three facets: the Faculty Success Center (governed by the Faculty Success Center Advisory Committee), the Classified Advisory Committee, and the Professional Development Committee (which governs Flex and Health and Wellness). Every facet of the program is rigorously evaluated with the support of the Institutional Research Office. Faculty and staff are given a needs assessment every three years, and that data guides the planning for the respective guiding committees. These plans are also enhanced by other data and feedback through other surveys and through the experience of the implementers. Evaluations from the Flex sessions are also used and integrated into planning discussions. Additionally, the Professional Development Committee has included representation for both Chino and Fontana to ensure that future efforts will increase as the needs of these campuses also grow. Another measurement dimension is the number of certificates earned by faculty and classified professionals for attending 3 or more workshops per year. In 2014-15, 30 classified professionals received recognition pins, which is up almost by 100% from the previous year. In 2014-15, 66 faculty were awarded certificates for their participation. Finally, both the Classified Success Network and the Faculty Success Center provide pre and post surveys to measure the impact of learning, which then informs the degree to which workshops or topics are repeated or amplified at a later date. Describe staff functions and services in relation to day-to-day activities. Professional Development has traditionally been staffed by a full-time Administrative Assistant under the supervision of the Dean of Instructional Support. The dean and the assistant then coordinate with the faculty and classified leadership and advisory committees, as well as the Professional Development Committee to ensure that all groups are being served. This past year, the administrative assistant who was formerly assigned to Professional Development was reassigned to another position, and with the vacancy, those duties were assumed by another classified professional. That employee has managed the minutes for meetings, coordinated Flex efforts, and the facilitation of the Flex publications with the help of the faculty and the dean. That position is currently in the process of being advertised. The dean also coordinates with both the classified and faculty advisory groups to support and advise their directions and 7

discussions. Additionally, the leadership of each the Classified Success Network and the Faculty Success Center have some dedicated time devoted to addressing the day to day needs of the program like scheduling events, supporting presenters, managing participant engagement, and coordinating research efforts. The classified staff member who provides leadership has release time of 6 hours per week, and the Faculty Success Center Instructional Specialist is fully assigned to programming, per the goals of the primary funder, the Basic Skills Initiative Grant. STUDENT SUPPORT PAGES (STUDENT SUPPORT PROGRAMS ONLY) Please note not every student support area provides all of the services below. Complete what is applicable to your area. Access: How do the services you provide to students facilitate access to learning? How do the services introduce students to the college? What service was provided? How many students received this service? Method of Measurement 12-13 13-14 14-15 To add more rows to table above, use the Tab key. Support: How do the services you provide to students support student learning? How do the services support students while attending the college? What service was provided? How many students received this service? Method of Measurement 12-13 13-14 14-15 To add more rows to table above, use the Tab key. Other: How do the services you provide to students promote transfer, completion, and/or future success? How do the services help students move on from the college? What service was provided? How many students received this service? Method of Measurement 12-13 13-14 14-15 8

To add more rows to table above, use the Tab key. PROFESSIONAL DEVLEOPMENT PAGE (ALL REVIEWTYPES) List recent departmental professional development activities connected to student learning. Flex activities Professional Development organizes Flex Workshops/ courses taken Conferences/ training Professional Organizational Development Conference; Strengthening Student Success Conference; New Faculty Developers Institute; SANFACC Mentoring program Other Programs should include flex activities, workshops, courses taken, conferences, trainings, or any other activities related to student learning or, for non-instructional areas, their department. Two years of information is sufficient and for faculty, only full-time faculty should be included. Discuss departmental engagement on campus in connection to student learning. Governance Committees Faculty Senate; Classified Senate Other college-related Accreditation Oversight Committee; College Planning Council committees Other campus participation Hiring Committees Programs should include all committee participation or any other campus activities related to student learning, or for non-instructional areas, their department. How does your program benefit from participation in these activities? How do the activities support student learning (or for non-instructional areas, your department)? How was information shared within the department? The program benefits from these activities because the more integrated approach to professional learning. The more that professional development is part of the expectation of every new initiative as well as ongoing efforts, the more likely employees are willing to participate. 9

VIP GOAL RESULTS TEMPLATE Three Year Goal: Diversify offerings to include additional deliveries and locations for FLEX activities. Given the expansion of the Chino and Fontana campuses and the diverse needs of a large variety of adjunct faculty, the Professional Development program is committed to expanding access to FLEX activities. To which Educational Vision and/or Strategic Goal does this apply? d. Connecting students to support services b. Facilitating completion points 1. Student Success through Teaching and Learning Year One Steps to Success In year one, the PD Committee can incorporate additional activities that are appropriate to the FLEX schedule at both Chino and Fontana. Thus far, each site has had access to streaming for Convocation and one additional activity; however, more planning can cultivate additional activities. Year One Assessment The evaluations for the Chino and Fontana activities will demonstrate satisfaction with the activities, and the participation will demonstrate the need. The goal is that at least 10 faculty will participate. Year Two Steps to Success By year two, the Committee would like to have additional online offerings like Success on Demand. Currently, each FlEX offers one online activity, and then several Success on Demand activities per year. The increase of modules like Success on Demand during FLEX will help to diversify offerings. Year Two Assessment Like the Chino and Fontana activities, evaluations that are satisfactory and ample participation of at least 10 faculty will demonstrate the success of this direction. Was this goal accomplished? This goal was partially accomplished. Please explain: In order to address this goal, the Faculty Success Center Advisory Committee developed a Task Force to use Soft Chalk to develop online modules for both adjunct orientation and Fast Track deliveries. With the development of these opportunities, it became clear with their ease of use and from the feedback, that an entire complement of these modules would be an effective addition to FLEX offerings. How were the results used? If the goal was not accomplished will your program reassess or change the goal? Professional Development Prior Year Goals 1

The success of the first modules informed the need for additional modules. The Classified Success Network is also considering the development of a similar module. Three Year Goal: The PD Committee once explored the option of "strands" or "themes" as part of the FLEX program. The Committee would like to pursue that approach again, using the Strategic Vision as the guide. In the program, the FLEX offerings would still focus on three areas: student success, distance learning/technology, and student learning outcomes. However, all activities will also align with the phases outlined in the Strategic Vision to amplify the relationship between professional development and the college's goals. To which Educational Vision and/or Strategic Goal does this apply? a. Improving pathway identifications by students b. Establishing students relationship with the college c. Developing enrollment procedures that structure successful student behavior and decision making d. Connecting students to support services a. Providing intrusive academic support in key areas b. Requiring students to define academic, occupational, and career goals c. Providing instruction in delivery modalities that foster completion d. Developing sustained engagement strategies a. Monitoring progress on goal with intrusive action during key momentum points b. Facilitating completion points 1. Student Success through Teaching and Learning Year One Steps to Success The Committee has already begun to identify potential topics, and these issues will be mapped visually to the Strategic Vision. In year one, the Committee needs to reformat the PD program to align these areas. Year One Assessment The measure of success will need to be included in the current evaluations from FLEX, and questions will need to be included to determine the effect of helping faculty understand these connections to planning. Year Two Steps to Success In year two, the schematic will be refined, and the Committee can begin to focus on deepening the relationships between offerings and the Strategic Vision and its directions, making corrections from what was learned from the first year's evaluations. Year Two Assessment Professional Development Prior Year Goals 2

As in year 1, the satisfactory evaluations and the demonstration of faculty's understanding of these relationships will measure success. Additionally, the Accredication Oversight Committee can provide input about the contribution of this new way of approaching FLEX to the college's next accreditation cycle. Was this goal accomplished? Yes, this goal was accomplished. Please explain: For the past two years, the FLEX program has featured the strands outlined in the PSR goal. Additionally, the Committee introduced certification, and faculty who have attended four activities within a strand are recognized with certification each year. This past year XXX certificates were awarded in the various strands. How were the results used? If the goal was not accomplished will your program reassess or change the goal? The popularity of the strands indicates that it was an appropriate direction and goal. Three Year Goal: The PD Committee endeavors to strengthen the collaboration and programming offered by the Classified Professionals Advisory Committee. This effort is in very early stages, and programming is limited; however, the PD Committee has a strong commitment to its success and would like to provide additional support to ensure that the idea flourishes. To which Educational Vision and/or Strategic Goal does this apply? b. Facilitating completion points c. Recognizing and honoring completions 1. Student Success through Teaching and Learning Year One Steps to Success The PD Committee has not yet formalized the ways that the two groups will connect; however, the primary direction will be in strengthening the relationship between the two groups, either through the appointment of liasions who serve on both or through greater connectivity among members who are already part of both. Year One Assessment To date, the Classified Professionals Advisory Committee has offered a few workshops and two Webinars. A fuller complement of offerings that are both diverse and repeated to ensure access will be a metric of success. Year Two Steps to Success Professional Development Prior Year Goals 3

The second year will include a fuller calendar of events, which will expand the research possible from those events, which should inform subsequent planning. The Classified Professionals Advisory Committee has already developed a survey battery that can be applied to these additional offerings. Year Two Assessment Once a broader calendar of offerings can be established, it is hoped that the pre, post, and post-post evaluations will demonstrate both satisfaction and depth of incorporation and understanding with the ideas/concepts/skills introduced in the sessions. Was this goal accomplished? Yes, this goal has been met. Please explain: In order to strengthen the partnership with the Classified Success Network, the Professional Development Committee has included classified participation designations for FLEX sessions that support the development of staff. FLEX has also featured opportunities for staff to learn more about the Classified Success Network so that they can boost participation. The Classified Success Network is now offering a full complement of workshops and events and has adopted a recognition process, like the one for faculty, in which participants receive a pin and are honored at the Classified Appreciation Luncheon, which has also boosted engagement. How were the results used? If the goal was not accomplished will your program reassess or change the goal? The growth of appropriately structured parallels between offerings for faculty and staff demonstrate the strength of the partnership. Professional Development Prior Year Goals 4

VISIONARY IMPROVEMENT PLAN TEMPLATE (ALL REVIEW TYPES) Programs will list 1-3 program goals along with the steps and assessments necessary to reach those goals. Consider the future of the program. Where does the program want to be in three years? Goals should support the programs three year vision. What steps will the program take to reach the goal? How will the program know that the steps were successful? What assessments will be used to measure success? Remember that goals are not projected needs requests. Goals should discuss where the program wants to go, not the items needed to reach that goal. Steps and assessments should also not include budgetary requests. The projected needs section of the PSR is where all budgetary requests should be listed. Three Year Goal: Align Flex offerings more clearly and obviously to institutional goals To which Institutional Goal(s) does this goal apply?* Institutional Goal 1: Chaffey College will provide quality learning experiences that promote holistic student development and support success and completion in a timely manner. Institutional Goal 2: Chaffey College will create, maintain, and support innovative and effective learning environments that engage students toward success and completion Steps to Success Year 1 The current FLEX offerings already align to student success, technology, and student learning outcomes, but with the finalization of the Integrated Planning Manual, these sessions will also delineate which goals they support within the program. Assessment Year 1 The Committee will establish a protocol for organizing and identifying session and their correlating goals. Feedback is typically gathered through the online FLEX verification forms and will be discussed by the Professional Development Committee. Steps to Success Year 2 This is a one year goal Assessment Year 2 N/A *refer to following pages for Institutional Goals; copy and paste goals and objectives that apply to your three year goal. 1

[Three Year Goal: Develop workshops specifically designed for managers and classified staff in the FLEX program. These sessions will be delineated in the FLEX Program. To which Institutional Goal(s) does this goal apply?* Institutional Goal 1: Chaffey College will provide quality learning experiences that promote holistic student development and support success and completion in a timely manner. Institutional Goal 2: Chaffey College will create, maintain, and support innovative and effective learning environments that engage students toward success and completion Steps to Success Year 1 In spring of 2015, the first sessions will be incorporated with notations in the program. However, this will have occurred with only limited planning time from the Classified Success Network and the management team. Assessment Year 1 All employees participating in FLEX will be asked to complete the online verification report for feedback. Steps to Success Year 2 The 3 year assessments, which include classified, faculty, and management, will undergo a design shift to solicit feedback about what sessions would be most useful and informative in the FLEX format. Assessment Year 2 The PD Committee will be able to use the feedback from the verifications to determine the efficacy of these sessions. Paste all fields for Goal 2 here] [Paste all fields for Goal 3 here] To which Institutional Goals does this goal apply? Institutional Goal 1: Chaffey College will provide quality learning experiences that promote holistic student development and support success and completion in a timely manner. Objective 1: Increase the number of students who engage in academic support activities Objective 2: Decrease the time students take for goal completion Objective 3: Increase the Basic Skills Completion rate (state defined metric) among students who identify transfer as their goal. Objective 4: Increase the number of award earners. Institutional Goal 2: Chaffey College will create, maintain, and support innovative and effective learning environments that engage students toward success and completion Objective 1: Broaden participation in the activities that encourage reflective teaching practices. 2

Objective 2: Increase the amount of instructional and collaborative spaces at all three campuses. Objective 3: Improve and expand the use of current technologies that facilitate student learning and success. Objective 4: Implement cost effective investments in current technologies and equipment that support the learning infrastructure. Objective 5: Create and maintain an effective online/electronic learning atmosphere (virtual environment). Objective 6: Improve and expand upon the security systems at all campuses. Institutional Goal 3: Chaffey College will provide an effective organizational structure and workforce through strategic hiring practices in which all employees are given the encouragement and resources needed to achieve excellence. Objective 1: Ensure that the District s organizational structure matches the financial and learning needs of the College. Objective 2: Develop strategic hiring plans and practices. Objective 3: Implement appropriate training orientation and professional development for all employee groups. Objective 4: Expand recruitment efforts to achieve increased diversity among applicants. Institutional Goal 4: Chaffey College will support the needs of the communities through meaningful external relations, workforce development, outreach, partnerships, and linkages. Objective 1: Increase contact points with all of our K-12 partners. Objective 2: Create multiple entry points for educational partners, including K-12 and Adult Educational Programs. Objective 3: Increase and strengthen the relationships with all of our business partners. Objective 4: Increase and strengthen the relationships with all of our government partners. Objective 5: Increase and strengthen the relationships with all of our community stakeholders. Institutional Goal 5: Chaffey College will decrease the achievement gap. Objective 1: Research key achievement gap indicators that affect student achievement and widely disseminate findings. Objective 2: Increase the number of underrepresented students participation in programs and support services. Objective 3: Conduct research to understand performance disparities and identify strategies to improve student success. Objective 4: Implement a consistent opportunity for culturally responsive strategies in college training and professional learning. Objective 5: Address financial assistance strategies for socioeconomically challenged students. Institutional Goal 6: Chaffey College will responsibly manage financial, physical, technological, and environmental resources through effective planning, decision-making, and implementation. 3

Objective 1: Develop and maintain effective practices of identifying and applying for grants. Objective 2: Ensure that resources are allocated based on institutional planning. Objective 3: Improve the alignment of expenditures with revenue. Objective 4: Reduce the College s carbon footprint. 4

PROJECTED NEEDS OTHER REQUESTS TEMPLATE (ALL REVIEW TYPES, IF MAKING ANY BUDGETARY REQUESTS) All other budgetary requests are made in this section. Categories are supplies, software, equipment, and other. The request MUST include a clear description of the item requested, the quantity requested, and a price quote. Tax, shipping, and/or installation should be estimated if not included on the quote. Requests must also include the year in which you are requesting the item (year one, two, or three of your visionary improvement plan), whether the item will be for instructional or non-instructional use, and where the item will be located (Rancho, Chino, or Fontana). Building location and room number should be included whenever possible. If the request includes any ongoing costs (such as annual license fees), those fees must be included with the request. The Resource Allocation Committee has asked that each program rank each of their requests, with #1 being the most needed item. For help with determining what category an item falls under, use the chart on the following page. Year: Year One Year Two Year Three Category: Supplies Software Equipment Other Instructional or Non-Instructional: Instructional Non-Instructional Location: Rancho Chino Fontana To which VIP Goal does this request connect? Request: The Professional Development Program reduced budgets in 2009-10 in order to address the budget crisis, and since that time has functioned on very little funding. The Department is requesting funding for Flex speakers so that the entire college can benefit from engaging and informative programming. Additionally, the Department has not had access to funding to provide the supplies needed for the event, especially as it relates to the Convocation Luncheon. For the past 3 years, the Dean has personally purchased approximately $400 in supplies each year because the Department has not had the funding to support the event. Quantity: 1 Total Cost per quote: 2,500 Ongoing Cost: Yes No If yes, amount of ongoing cost and description: This ongoing budget item will address the need to fund Convocation and the luncheon. The $2,500 will cover approximately $500 for supplies to support the luncheon during Flex and then $1,000 per Flex 1

event for one speaker per event. Additional Information: [Paste all fields for 2 nd request here] [Paste all fields for 3 rd request here] 2

REVIEW TEAM RESPONSE ADDENDUM PROGRAM TITLE: Professional Development PROGRAM OVERVIEW Overall good. Maybe include a brief explaination of how PD supports a learning centered environment and briefly address the abundance of the wonderful assessments you have accomplished. See updated PSR document. Review Team Final Comments: Professional Development should be commended for their extensive use of feedback through surveys to maintain and improve their support of the college s mission. PROGRAM DATA: ENROLLMENT, RETENTION, SUCCESS N/A Review Team Final Comments and Rubric Score:

RUBRIC FOR PROGRAM DATA PSR Review Teams: Assess whether or not the writers explained trends and implications. Use the following DATA Rubric to evaluate their responses. 3 = Data and trends are interpreted properly. Implications for the program are included. 2 = Data and trends are interpreted properly, but implications for the program are not included. 1 = Interpretation does not match the obvious trends. Revision required. DEGREE / CERTIFICATE DATA N/A Review Team Final Comments: STUDENT LEARNING OUTCOMES PSR Review Teams will not provide comments here the Outcomes and Assessment Committee will review this section and provide a rubric score on a separate Excel spreadsheet. The SLO rubric score will be considered by the PSR team when determining the final PSR score. CURRICULUM UPDATE N/A

Review Team Final Comments: ADVISORY COMMITTEE INFORMATION N/A Review Team Final Comments: EXTERNAL REGULATIONS N/A Review Team Final Comments: ADMINISTRATIVE PROGRAM INFORMATION

Request for Changes We are impressed at how well PD improves, expands and supports the operations of the college but it seems as if the last sentence within the first question was not fully answered. See the updated PSR document. Review Team Final Comments: We are impressed at how well PD improves, expands and supports the operations of the college. STUDENT SUPPORT: ACCESS, SUPPORT, AND OTHER N/A Review Team Final Comments: PROFESSIONAL DEVELOPMENT Request for Changes Please answer the question. Content is missing.

Please see updated PSR document. So sorry that I skipped that field. Review Team Final Comments: The Professional Department should be commended on their on-going participation in college wide committees and outside conferences and training programs. VIP GOAL RESULTS Good job; but in your second 3 rd -year goal, when explaining the goal that was accomplished, please insert the number of certificates that were awarded in various strands. See revised PSR document. Review Team Final Comments: The Professional Development Department is commended for attaining their goals but we did not receive an updated VIP Goal Results document with requested change. VISIONARY IMPROVEMENT PLAN (VIP) Request for Changes On all both of your 3-Year goals, please reword into one, maximum two sentences in length. First sentence to begin with a verb. Next include what your plan is to achieve your goal (the what) and the rational (the why). Example: Develop workshops specifically designed for managers and classified staff within the flex program to promote First goal Steps to Success and assessment for year 2 are blank. Is this intended to be a one year goal? If so, please fill in steps to success and assessment for year2 stating that if year 1 goal completion does not happen the goal will be ongoing into year 2

2 = Goals are clear but not fully developed. Review Team Final Comments and Rubric Score: The goals are clear but the rational (why) is missing. This does not allow the reader to fully understand the reasoning for your goal. Rubric Score: 2 VIP GOALS RUBRIC PSR Review Teams: Assess Visionary Improvement Goals with the following VIP Goals Rubric: 3 = Goals are clear, specific, measurable, action-oriented, realistic, and time- bound. 2 = Goals are clear but not fully developed. 1 = Goal(s), steps to success and/or assessment are unclear. One or more of the above are not goals. Revision mandatory. PROJECTED NEEDS: FACULTY N/A Review Team Final Comments:

PROJECTED NEEDS: STAFF Request for Changes Please include the Range and location for your staff request. Please note that I am withdrawing the staff request as it has already been advertised. Review Team Final Comments: PROJECTED NEEDS: OTHER Request for Changes Please select a VIP goal to connect to this request. This request appears to connect both of your VIP goals. Please make your first sentence the actual request and follow with the justification. Please explain how the amount of $2,500 was determined. Review Team Final Comments: Thank you for explaining how you determined the amount requested for budget augmentation. The request is not connected to a VIP goal, so it cannot be forwarded to the resource allocation committee. FINAL SUMMARY:

1 = Parts of document unclear; mandatory revision required. See comments below. (The review team will leave specific comments on the parts of the document that were not clear. Projected needs will not be moved forward until all issues are corrected.) Review Team Final Comments and Rubric Score: The program contains excellent information and analysis to be useful for planning, supporting and improving student achievement. However the goals are lacking rational and the budget augmentation request is not linked to any VIP goal. Final score: 2.5 FINAL SUMMARY RUBRIC PSR Review Teams: Use the following Final Summary Rubric to evaluate your full program review: 3 = The program contains excellent information and analysis to be useful for planning, supporting and improving student achievement and SLO s. The review contains clear, measurable goals and resource requests. 2 = Parts of document unclear; revision suggested. See comments below. (The review team will leave specific comments on the parts of the document that were not clear. Although projected needs will be moved forward, it is strongly suggested that the program correct any issues.) 1 = Parts of document unclear; mandatory revision required. See comments below. (The review team will leave specific comments on the parts of the document that were not clear. Projected needs will not be moved forward until all issues are corrected.) 0 = Document unclear. Mandatory revision required for projected needs to move forward.