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STRATEGICPLAN

2015-2018

BARSTOWCOMMUNITY COLLEGE DISTRICT

Empowering Students to AchieveTheir Personal Best

Through Excellence in Education

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The 2015 - 2018 Strategic Plan

Copyright 2016 - All Rights Reserved.

Table of ContentsLETTER FROM THE PRESIDENT 4EXECUTIVE SUMMARY 5COLLEGE VISION STATEMENT 6COLLEGE MISSION STATEMENT 6INSTITUTIONAL VALUES 6PLANNING & BUDGETING PROCESS 7COMPREHENSIVE PLANNING CYCLE 8STEPS IN THE STRATEGIC PLANNING & COMMUNICATION PROCESS 9PARTICIPATORY GOVERNANCE COMMITTEES 9 President’s Shared Governance Council 9 Business & Finance 9 EEO and Diversity 9 Institutional Effectiveness 9 Professional Development & Recognition 10 Safety 10 Student Success & Equity 10 Technology 10 Curriculum 10BUDGET ALLOCATION PROPOSAL PRIORITIZATION PROCESS 112015 - 2018 STRATEGIC PRIORITIES 12 #1) Educational Success 13 #2) Marketing & Outreach 14 #3) Fiscal Health 16 #4) Safety For All 18 #5) Campus Culture 20 #6) Evidence Based Decision Making 21 #7) Diverse & Excellent Workforce 22APPENDIX 25 Memorandum on Program Review Resource Allocation for 2014-15 26 2015 - 2016 Barstow Community College Board of Trustees Goals 30 2015 - 2016 Barstow Community College Presidential Goals 31 Strategic Planning Session Agenda 32 Strategic Planning Session Data Sheets 34ADDITIONAL PLANNING RESOURCES 36

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measurement

outcomes

STRATEGIC PRIORITIES

COREValues

Mission

VISION

GOALS

STUDENTSUCCESS

assessment

EVALUATIONObjectives

activities

opportunity

Leadership

development

RESULTS

Dear BCC Friends,To develop the following comprehensive Strategic Plan, Barstow Community College engaged in a collaborative and inclusive participatory governance process. The work for this plan began in the spring of 2015 with a strategic planning retreat. All members of the college community were invited – the only requisites for participation were a commitment to continuous improvement, student success, and an attitude of care. All five trustees and over 100 college participants (including administrators, faculty, staff and students) came together to draft the strategic priorities that serve as the foundation of this document.

The work of the Institutional Effectiveness Committee, under the guidance of co-chairs Stephen Eaton and Carl Yuan, was invaluable in the coordination of the college-wide effort that followed the retreat and resulted in the completion of this publication. Throughout this year-long process, all members of the college community had the opportunity to contribute to this essential planning effort.

We all understand that as beautiful, intense and rewarding as this process was, it is merely a precursor to the work required to implement the goals, activities and evaluation metrics delineated in the following pages.

We also know that successful implementation of this plan will require a commitment to our core values, vision, mission, goals, and our strategic priorities: Educational Success; Marketing and Outreach; Fiscal Health; Safety for All; Campus Culture; Evidence-based Decision Making; and a Diverse and Excellent Workforce.

Together, we set these excellent priorities. Now it is up to us to work together as a team to implement them. For the good of our College. For the good of our Students. For the good of our Community.

I am proud of the work that has been accomplished thus far and look forward to working together toward a great future for Barstow Community College with this as our cornerstone planning document.

Sincerely,

Dr. Deborah DiThomasSuperintendent/President

Through a collaborative process of dialogue, dis-cussion, and analysis, Barstow Community College began a review and revision of its strategic planning and communication processes in the fall of 2013. Led by the Institutional Effectiveness Committee (IEC), the process included a review of the College Vision and Mission statements.

In early 2014, the IEC began discussions aimed at revising the mission statement of the College and after several meetings presented the first draft at the March 4, 2014 All College meeting. After minor edits and support from the President’s Shared Governance Council, the mission statement was approved by the Board of Trustees on April 16, 2014. Also, in the fall of 2013, discussion began at the monthly All College meetings regarding the necessity of identifying the College’s Core Values. An ad hoc committee was formed which led to a two-month long discussion and review process that resulted in the unanimous affirmation of our C.A.R.E.S. Institutional Values.

LETTER FROM THE PRESIDENT EXECUTIVE SUMMARY

With the imminent expiration of the 2012-2015 Stra-tegic Priorities, the IEC began the process of estab-lishing a comprehensive Strategic Plan. On March 27, 2015 the Superintendent/President organized a col-lege-wide retreat to kick off the process and develop the strategic priorities for the district. The retreat was open to all faculty, staff, administrators and students of the college. All five of the members of the Board of Trustees also participated in the retreat. At the end of the all-day event, seven priorities were established and possible goals and objectives were identified.

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The retreat participants also recommended which existing participatory governance committee would be responsible for finalizing the suggested language; establishing goals, objectives, action plans and intended outcomes; and leading implementation of the priorities. After the President’s Cabinet approved these assignments, the IEC compiled the outcomes of the retreat and sent them to the appropriate commit-tees. Upon completion of the work of the committees, the new Strategic Priorities were presented to the Academic Senate, the President’s Shared Governance Council and at an All College Meeting. The Board of Trustees approved the Strategic Priorities and the 2015 – 2018 Strategic Plan on February 17, 2016.

This document represents the culmination of a re-vised Strategic Planning and Communication Process from which the Barstow Community College District 2015-2018 Strategic Plan was born. The following pages are reflective of the trustees, faculty, staff, administration, community, and students of Barstow Community College. Many of the challenges and opportunities that the College faces in the next three years are highlighted in the Strategic Priorities and related goals and objectives with a commitment to the important work to be accomplished in the upcoming years.

During the 2015 State of the College Address, Superintendent/President Debbie DiThomas, challenged her colleagues to be actively engaged in the Participatory Governance of the College. It was during this event that she championed the idea that we are “Inventing Our Future” as we educate and mentor the students at Barstow Community College. The Lapel Pin shown here was given to all participants to remind them of this challenge.

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Empowering Students to Achieve Their Personal Best Through Excellence in Education.

• Examine credible evidence; • View pressing issues from multiple vantage points; • Utilize ideas and energy from all constituency groups; • Brainstorm all possible solutions to the questions at hand; and • Make the best decisions among available options.

At the heart of the BCC planning process is student success and the financial stability of the College. To ensure that the process is integrated and focused, all planning documents are built upon the Vision, Mission, and Values of the College which are systematically reviewed and assessed.

Trustees enhance the planning process through a willingness to evaluate planning recommendations, to guide insti-tutional change and improvement. They also ensure that the Strategic Planning and Communication Process meets policy guidelines and that all strategic planning efforts are directed toward the Board-adopted vision, mission, and values. The Board ensures that the District’s budgeting process and resource allocation are linked to its institutional planning activities. (BP 3250/AP 3250)

From the Board of Trustees Goals and President’s Goals, to the daily operation of the College, the Participatory Governance committees described in this document focus on programs and procedures with measureable outcomes leading to sustainable continuous quality improvement.

Through the values embodied in C.A.R.E.S., the governance philosophy of Barstow Community College is one of inclusion and diverse perspectives. The District maintains an integrated system of participatory involvement for our constituent groups and community members in meeting the District’s mission. This participatory involvement: • Does not always imply complete agreement; • Implies varying degrees of participation by constituent groups; • Places the ultimate responsibility for decisions with the Board of Trustees and the Superintendent/ President as its administrative agent; and • Requires all parties to be responsible and accountable for their roles in the governance process.

COLLEGE VISION STATEMENT

Barstow Community College is an accredited, open access institution of higher learning committed to providing our students, community, and military population with the educational tools to achieve personal goals and professional growth. To accomplish this, the college offers traditional and distance education courses, programs, and pathways designed to enhance student success, leadership development, and career opportunities, enabling all in the community to thrive in a changing global society.

COLLEGE MISSION STATEMENT

As stated in the Barstow Community College Professional Development Plan, the College considers the employees of the district its greatest asset. One of the characteristics of BCC that makes it a unique place to work is its leader-ship across the campus. The College is strongly committed to valuing people—the people the College serves and the people who do the serving. The members of the College community care about student success and care about the success of each other.

BCC C.A.R.E.S. - Communicating consistently with others respectfully and professionally; Accountability to our stakeholders as demonstrated through integrity and ethical behavior; Reaching balance in the full appreciation for the institution as a whole; Embracing a breadth and depth of perspectives; Supporting our students and each other as we serve the educational needs of the community.

INSTITUTIONAL VALUES

The College’s planning process is a collaborative effort to con-nect the fiscal, physical, human and technological resources of the College to improve student learning and achievement and to meet community needs. The ultimate goal of the College’s planning efforts is sustainable continuous quality improvement in everything we do. The College uses process of inquiry as a tool to:

PLANNING & BUDGETING PROCESS

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Students, Staff, Faculty and Administrators attend the Strategic Planning Retreat in March, 2015

Grand Opening of the New Wellness Center is well attended in October 2015.

Consultant/Facilitator Denise Brosseau leads the discussion at the Strategic

Planning Retreat in March, 2015

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STEPS IN THE STRATEGIC PLANNING & COMMUNICATION PROCESS

PARTICIPATORY GOVERNANCE COMMITTEES

President’s Shared Governance CouncilA representative body designed to assist in gover-nance of the District. Its authority is limited by the scope of collective bargaining, and by the responsibil-ities of the President.

Business & FinanceThe purpose of this committee is to review and make recommendations on the budget process, budget forecasting, facilities planning and scheduled mainte-nance.

EEO and DiversityThis committee develops, reviews, and updates the District’s EEO and Diversity Plan to ensure the District implements measures which ensure equal employment opportunities and a diverse workforce.

Institutional EffectivenessThrough integrated planning, the Institutional Effec-tiveness Committee (IEC) leads program review and accreditation processes to ensure that decision-mak-ing is data driven and connected to the mission and strategic priorities of the institution.

(committees continued on page 10)

The College’s Vision, Mission, and Values serve as the foundation of the Strategic Planning and Communi-cation Process. Proposals for new plans and initiatives are vetted through the committee(s) most responsible for the area(s) impacted. This process includes the careful examination of whether the Vision, Mission, and Values are linked to the proposed Strategic Pri-orities. Also reviewed are the goals, objectives, action plans, timelines and whether measureable outcomes are clear and present.

As detailed in the preceding chart, plans and initia-tives come from the accountable Participatory Gov-ernance Committee(s) and are passed forward to the next level for further review and discussion. At any step, the proposal can be returned for further details and/or change. Some proposals may speed through

the process due to their time-sensitive nature. Others may take longer due to complexity and for the need to involve deeply all constituency groups.

The development of the 2015 – 2018 Strategic Prior-ities is an example of how well the College’s Strate-gic Planning and Communication Process works. Starting with an All-College Retreat to establish new priorities in March 2015, the Institutional Effective-ness Committee (IEC) met consistently to compile suggestions from the retreat, report to the All-College meetings, and then move those suggestions to the var-ious committees charged with refining the priorities and establishing goals, objectives, action plans and measureable outcomes. Once the committee work was complete, the IEC reviewed the committees’ work and compiled this Strategic Plan for 2015-2018.

This chart illustrates the process used for the

Trustee Fred Baca attends Strategic Planning Retreat in March, 2015

COMPREHENSIVE PLANNING CYCLE

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The Institutional Effectiveness Committee, the Business and Finance Committee and the President’s Shared Governance Council provide leadership and support in the planning and communication process in prioritizing initiatives considering the long-term and safety needs of the College. Each committee/council ranks staffing, equipment, facility and tech-nology requests through the use of criteria developed by that particular committee/council. Prioritized lists are submitted to the President’s Cabinet.

The Budget Allocation Proposal, or BAP, process begins near the completion of the annual Program Review cycle. All departments, both instructional and administrative, submit either a full Program Review or annual update each fall. BAPs are attached to these Program Reviews if a department is request-ing new monies to cover the cost of new equipment, technology, facilities (or remodeling), or personnel. Both Program Reviews and BAPs are reviewed by the Vice President over each department to assure that the Program Reviews are appropriate, complete and thorough, and that the monies requested are not to be found elsewhere. Once the Program Reviews and BAPs meet the satisfaction of the Vice President, they are forwarded to the Institutional Effectiveness Committee.

The IEC forwards the reviews to the Program Review Committee for an initial review. If the committee determines that there are substantial flaws in a review, it is sent back to the department with suggestions for strengthening or clarifying information. Once the final submission is received, the committee begins the final review process. Two individual members of the committee are assigned to each review. These indi-viduals use a rubric to assess the strength of the data and the narrative in nine different categories.

The BAPs remain with the IEC. Once the Program Review Committee completes its process, the final assessments are forwarded to the IEC who then begin the process of evaluating the BAPs. The IEC also uses a rubric to assess the requests. The committee reviews six different areas and ranks how well the BAP is supported by the department’s Program Review, how well it is aligned with Strategic Priorities and Goals, whether the department discusses measureable outcomes, whether the proposal discusses the benefit to the department and the college as a whole, assesses how detailed the action plan for implementation is, and ranks the creativity of problem solving with re-gards to departmental and institutional enhancement.

More Participatory Governance Committees:

Professional Development & RecognitionThe committee identifies and plans professional development opportunities for faculty and staff which supports the institution’s continuous improvement and goals.

SafetyThe Safety Committee provides recommendations to provide a high level of safety for the District through the participatory governance process.

Student Success & EquityThe purpose of the Equity and Student Success and Support Program Committee is to ensure student access and success in an environment that fosters equity and diversity in compliance with appropriate regulations.

TechnologyThe Technology Committee mandates the use of technology to increase efficiency of college support services, to improve teaching and enhance student learning. The Committee makes recommendations for creating and improving technological policies and procedures and replacing and enhancing technology components to effectively prepare and position the District’s Information Technology Infrastructure for growth and expansion.

CurriculumThe purpose of the Curriculum Committee is to evalu-ate curricular material such as new, revised, and updat-ed courses and programs for accuracy and for com-pliance with both internal and external policies and procedures. Material is submitted to the Curriculum Committee by faculty members and, upon approval, is passed forward within the system as appropriate.

BUDGET ALLOCATION PROPOSAL PRIORITIZATION PROCESS

The point values assigned to these categories are totaled and then each BAP is ranked in comparison to the other BAPs. This ranked list is then forwarded to the Budget and Finance Committee for their review. The Budget and Finance Committee reviews the BAPs and establishes priorities related to the committee mission. The committee prioritizes based on one-time funding opportunities, legislative requirements (50% law, etc.) and risk management related areas. This year, the priorities focused on safety, security, en-rollment management, data integrity and improving student engagement by enhancing our environment. This vetted information is captured on one spread-sheet and presented to Cabinet for review before being presented to the President’s Shared Governance Council for its consideration and a final recommen-dation to the President. Based on the President’s approval, resource allocations are made in response to the prioritized lists.

The planning and communication process is complet-ed in two steps. The IEC returns to each department their Program Reviews and BAPs with completed rubrics indicating commendations and recommenda-tions for improvement. The departments are informed of BAP rankings from both the IEC and Business and Finance Committee. The IEC posts online all Program Reviews and gives special designations to departments who are “superstars” in the hope that these provide samples of best practices.

The second step is the President’s annual address at the beginning of the fall semester and the subsequent letter to the College community detailing the out-comes of the process. (See Appendix) This message details which proposals and projects were funded. This completes the last step in the College’s integrated program review/budget allocation planning process.

The following pages detail the Strategic Priorities for the 2015-2018 academic years.

PROGRAMREVIEWS

BUDGETALLOCATIONPROPOSALS

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President’s Cabinet Meets Regularly to Discuss Strategic Plans and College Business.

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2015 - 2018 STRATEGIC PRIORITIES

GOAL #1: Provide Student Success Support Plan and Equity Plan information to the Enrollment Management and Curriculum Committees to facilitate making educational pathways accessible through course offerings, course timing and research into student needs.

Activity 1: Participate in the creation of two-year plans, with a concurrent one-year schedule of courses.Expected Outcomes: Transparent course planning available to assist counselors, students, curriculum creators, and Academic Affairs in planning effective pathways, leading to improved student success. A two -ear plan will be created and made available. A one-year schedule of courses will be created and made available.Success Metrics: Longitudinal success rates increase in degree and certificate completion.

Activity 2: Promote the addition of information about pathways to the course catalog, student handbooks, and orientations.Expected Outcomes: Students will work with counselors to create educational plans in order to achieve their educational goals.Success Metrics: Longitudinal data will indicate a continued growth in the number of stu-dents with educational plans.

GOAL #2: Promote improvement in the success of underprepared and/or at-risk students through instructional support and college services.

Activity 1: Explore and implement innovative academic support systems, such as embedded tutoring, supplemental instruction, etc.Expected Outcomes: Improved success rates in classes, especially those with high D, F and W rates.Success Metrics: Evaluation of success and retention in comparable courses; student experi-ence assessment via focus groups; evaluating comparable classes through surveys; rubrics to assess effectiveness of supplemental instruction, tutoring, etc.

Activity 2: Research and support the implementation of non-credit skill course options.Expected Outcomes: Improved success and retention rates in classes, especially those with high D, F, and W rates.Success Metrics: Comparison of success and retention in comparable courses.

STRATEGIC PRIORITY # 1

Educational SuccessMeasurably advance student equity, completion and attainment of educational goals.Participatory Governance Committee: Student Success & Equity Committee2015 - 2018

Strategic Prioritiesmeasurement

outcomes

COREValues

Mission

VISION

GOALS

STUDENTSUCCESS

assessment

EVALUATIONObjectives

activitiesopportunity

Leadership

development

RESULTS

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Commencement Ceremony Honors 274 Students Receiving Their Associates Degrees in May, 2015.

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GOAL #1: Discover and enhance the current perception of Barstow Community College.

Activity #1: Create and administer surveys to determine current perceptions.Expected Outcomes: The data will focus our marketing and outreach activities.Success Metrics: The creation of action plans to enhance perception of the College and future surveys will determine if our efforts have improved perceptions.

Activity #2: Conduct focus groups with community members, students and potential students.Expected Outcomes: An analysis of the data will focus our marketing and outreach activities.Success Metrics: Creation of action plans to enhance perception of the College and future sur-veys will determine if our efforts have improved perceptions.

GOAL #2: Provide insight for and support of a user-friendly website.

Activity #1: Conduct focus groups to determine opinions of current website.Expected Outcomes: A more user-friendly website.Success Metrics: A decrease in negative comments regarding website use and an increase in easily accessible information.

Activity #2: Provide information and ideas about improving website navigation.Expected Outcomes: Improved navigation of the website and improvement of the College’s image.Success Metrics: A decrease in negative comments regarding website use.

Activity #3: Provide insight and support to create a bilingual option for the website.Expected Outcomes: A better understanding of College services to our local Spanish speakers.Success Metrics: Increased requests for information from Spanish speakers.

Activity #4: Provide support and logistical assistance for posting student testimonials on the website.Expected Outcomes: Improved perception of the College and enhanced marketing.Success Metrics: Increased applications and requests for College information.

GOAL #3: Concisely capture flaws in articulation, transfer and 2-year pathways and work with appropriate departments to create and promote easy ways for students to achieve their educational goals.

Activity #1: Identify articulation gaps and create an action plan to eliminate gaps.Expected Outcomes: An increased number of transfer agreements and an increased number of completers.Success Metrics: The increased number of articulation agreements and an increase in the num-ber of satisfied transfer students.

Activity #2: Identify and prioritize transfer institutions and create an action plan to create transfer agreements.Expected Outcomes: An increased number of transfer agreements and an increased number of completers.Success Metrics: The number of transfer agreements and the number of transfer completers.

STRATEGIC PRIORITY # 2

Marketing & OutreachExpand marketing, outreach, and access to our community so as to advance BCC’s image as the best small college in the high desert.Participatory Governance Committee: Subcommittee of Enrollment Management Committee

IMPROVING THE WEBSITE AND PUBLICITY OF THE COLLEGE AND ITS EVENTS

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Special Events at the Performing Arts Center in 2015 feature the Fab Four and A Very Electric Christmas.

The Performing Arts Center Hosts Inaugural Event Featuring the Fab Four in February, 2015.

MARKETING & OUTREACH (continued)

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GOAL #1: Educate the college community on financial risk management.

Activity #1: Explain the benefits of a Board approved reserve.Expected Outcome: The college community will better understand the benefits of the long-term fiscal health of the district and how the reserve supports the goal.Success Metrics: The District budget will reflect a Board approved reserve; Board policy is updated; an annual survey is completed to measure understanding; year over year changes are documented.

Activity #2: Facilitate discussions regarding district-wide risks. Expected Outcomes: The Business and Finance Committee will deliver risk management dis-cussion topics district-wide. Success Metrics: The number of topics identified, discussed and addressed will be captured and reviewed annually.

GOAL #2: Increase conservation efforts to reduce utility costs.

Activity #1: Implement an electricity generating plant.Expected Outcome: A solar field is fully functioning. Success Metrics: Review of electricity bills.

Activity #2: Fully develop and implement a water savings program.Expected Outcomes: A water savings program is developed and implemented providing re-duced costs to water bills.Success Metrics: Review of water bills.

GOAL #3: Search for, evaluate and apply for external funding while considering the long-term, total cost of ownership.

Activity #1: Develop the special projects evaluation form. Expected Outcomes: A form will be developed and used. Improve choices of submitting for special projects.Success Metrics: A form will be used, evaluated and modified as needed. Not using inefficient resources for special projects. Comparison of special projects “cost” to the College before and after use of form.

Activity #2: Secure an external grant writing team to search for opportunities and help facili-tate the grant writing.Expected Outcomes: Opportunities are discussed and decisions to apply for funding are made. We receive external funding.Success Metrics: The number of discussions, applications and awards that are fully discussed compared to grants and special projects that are not institutionalized.

STRATEGIC PRIORITY # 3

Fiscal HealthSustain and cultivate an environment that strengthens the District’s long-term fiscal health.Participatory Governance Committee: Business & Finance Committee

PROMOTING PROJECTS THAT IMPROVE THE SUSTAINABILITY OF OUR COLLEGE

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Solar Array Groundbreaking in October 2015, Project Completed in February 2016.

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GOAL #4: Training and resources enhancement.

Activity #1: Ongoing safety and awareness training at BCC All-College meetings.Expected Outcomes: Ongoing awareness and improved preparation.Success Metrics: Receipt of emails, training attendance, and participant surveys.

Activity #2: Classroom/departmental preparedness training (weekly/monthly/quarterly).Expected Outcomes: Improved preparedness.Success Metrics: Feedback from the department leads and agenda/minutes from Safety meetings.

GOAL #5: Obtain District-wide resources and expertise in the area of personal safety and training.

Activity #1: Conduct discussions to establish funding to hire/contract with a safety specialist.Expected Outcomes: Funding is identified to pay for the expertise.Success Metrics: Funding allocated for this expertise.

GOAL #6: Infrastructure is improved to enhance personal safety in buildings.

Activity #1: Improve communication technology to allow for improved messaging in classrooms/buildings.Expected Outcomes: Phone and other technology improvements are made to improve communications in the event of an emergency.Success Metrics: 100% of the telephone software and hardware systems are updated to meet today’s safety and security needs.

Activity #2: Improve door hardware to better secure rooms and buildings.Expected Outcomes: Door hardware is updated to improve security in the event of an emergency. Success Metrics: 100% of door hardware needed to be safe is upgraded.

GOAL #1: Improve and increase college-wide awareness of cyber policies, procedures, and best practices.

Activity #1: Implement security software/hardware such as intruder detection systems (IDS).Expected Outcomes: Implement monitoring equipment to prevent suspicious activity from occurring. Success Metrics: Reduction in Firewall issues, periodic surveys to the campus population for feedback.

Activity #2: Revise and make readily available cyber safety policies and procedures.Expected Outcomes: Implement training and deployment of cyber safety policies and proce-dures campus-wide.Success Metrics: Reduction in safety issues, periodic surveys to the campus population for feed-back.

Activity #3: Have College-wide and consistent focused training on best practices and college procedures.Expected Outcomes: Deployment of best practices and procedures.Success Metrics: Reduction in incidents college-wide, and periodic surveys of the campus popu-lation for feedback.

GOAL #2: Prepare and train the college for cyber emergencies and/or intrusive problems.

Activity #1: Complete and disseminate a Data Breach Policy.Expected Outcomes: Document completed and disseminated.Success Metrics: Practice Drills to ensure the plan is working properly.

Activity #2: Complete and disseminate a Disaster Recovery Plan.Expected Outcomes: Document completed and disseminated.Success Metrics: Practice Drills to ensure the plan is working properly.

GOAL #3: Educate and train all college group stakeholders on the Emergency Action Plan (EAP).

Activity #1: Ongoing safety and awareness training at BCC All-College meetings.Expected Outcomes: Updated information on an ongoing basis.Success Metrics: Sign in sheet for accountability and record keeping and surveys of stakeholders.

Activity #2: Ensure that existing EAP elements are valid and current.Expected Outcomes: New and updated EAPs.Success Metrics: Dated and posted updated EAPs presented at All-College meetings.

Safety For AllPromote safety and security of all facets of the College community.Participatory Governance Committee: Safety Committee; Technology Committee

STRATEGIC PRIORITY # 4DRILLS ON CAMPUS ENHANCE COMMUNITY, STUDENT, AND EMPLOYEE SAFETY

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GOAL #1: Support a variety of cultural activities and interactions among students, faculty, staff and the surrounding community.

Activity #1: Expand diverse student events and increase student involvement and engagement.Expected Outcomes: Increased student and community engagement and participation. Cre-ation of a vibrant college culture.Success Metrics: Participation documentation (sign-in sheets, satisfaction/engagement surveys).

Activity #2: Encourage faculty and staff to participate in student activities through engagement both inside and outside the classroom.Expected Outcomes: Increased faculty/staff participation and involvement in campus events. Creation of a vibrant college culture.Success Metrics: Participation documentation (sign-in sheets, satisfaction/engagement surveys).

GOAL #2: Encourage/improve campus communication about events and activities.

Activity #1: Create an event calendar available online at the beginning of every semester and regularly updated throughout the semester.Expected Outcomes: Increased participation in and knowledge about campus events and cre-ation of a vibrant college culture.Success Metrics: Participation documentation (sign-in sheets, satisfaction/engagement surveys).

GOAL #3: Improve college workplace communication culture.

Activity #1: Advocate the offering of training in MS Outlook, e-mail protocol and etiquette.Expected Outcomes: Increased workplace efficiency, satisfaction and professionalism.Success Metrics: Workplace satisfaction surveys.

GOAL #1: Utilize current technology fully to insure data integrity.

Activity #1: Provide training in Banner usage and utilization of data.Expected Outcomes: Promote training and information sharing in multiple delivery methods.Data gleaned from Banner verified as accurate.Success Metrics: The number of corrections to be submitted to the state will decrease com-pared to current number of submissions.

Activity #2: Provide training in SARS usage and utilization of data.Expected Outcomes: Promote training and information sharing in multiple delivery methods. Data gleaned from SARS used to improve student success.Success Metrics: Measure attendance at trainings; aggregated data gathered from SARS.

Activity #3: Establish training to analyze and assure data integrity.Expected Outcomes: Better data integrity; better campus-wide understanding of data.Success Metrics: Measure attendance at trainings; review of data integrity procedures and results.

Activity #4: Establish a trained data analysis team to provide independent review of data elements to the stakeholders.Expected Outcomes: Data analysis team established and trained with a standardized inde-pendent review process.Success Metrics: Data analysis team activity and findings.

Activity #5: Align data fields with State reporting structure.Expected Outcomes: Lessen the workload of affected stake holders with number of corrections to be submitted to the State.Success Metrics: Improve workplace efficiency; reduce number of corrections requested; in such areas as curriculum, MIS reporting, etc.

GOAL #2: Improve the utilization of data in decision-making.

Activity #1: Provide training in data retrieval technology and use of data. Expected Outcomes: Valid data leads to valid decisions.Success Metrics: Number of trainings provided, increased attendance, use of accurate data based on cross verification.

Activity #2: Continue to enhance Program Review training and handbook to improve PRExpected Outcomes: Improvement in Program Review scores and BAP success, reductionin recommended changes.Success Metrics: Program Review rubric and scores, number of BAPs granted, increasedcommendations, departments improve their performance for student success.

Campus CultureBuild a diverse and committed campus culture that promotes engagement among students, staff (classified/management), faculty, the college and the community.Participatory Governance Committee: Student Success & Equity Committee; Academic Senate; ASG; CSEA

STRATEGIC PRIORITY # 5 STRATEGIC PRIORITY # 6

Evidence Based Decision MakingEnhance and further an evidence based framework that supports the institution’s deci-sion-making process.Participatory Governance Committee: Institutional Effectiveness Committee

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Cultural Events Celebrate Diversity and the Arts at Barstow Community College.

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GOAL #1: Increase applicant pools by 10-20% to achieve a highly qualified and diverse work-force.

Activity #1: Expand recruiting efforts and target recruiting efforts to underrepresented groups.Expected Outcomes: Increase in applicant pool size and diversity.Success Metrics: Number of applicants, recruitment source data, applicant diversity.

Activity #2: Implement applicant tracking system.Expected Outcomes: Smoother and user friendly application process and automated capturing of applicant demographics.Success Metrics: Applicant tracking system implemented and applicant demographics made available.

GOAL #2: Ensure all screening committee members and employees are trained on EEO and di-versity compliance and understand the value of having a diverse workforce.

Activity #1: Training of screening committee members on EEO and Diversity compliances and best practices.Expected Outcomes: Increased screening committee awareness of the value of a diverse work-force. Success Metrics: Demographics of candidates, employees, students and hiring committees.

Activity #2: Employee training on the importance of diversity in the workforce.Expected Outcomes: A better understanding by the employee of the value of a diverse work-force.Success Metrics: Training attendance and improved employee relations leading to student success.

GOAL #3: Reduce employee attrition by 30-50% through an improved employee onboarding, and orientation and mentoring program.

Activity #1: Formalize and enhance employee onboarding.Expected Outcomes: A better informed employee who feels welcomed and enabled.Success Metrics: Onboarding completion rates.

Activity #2: Formalize and enhance employee orientation.Expected Outcomes: A better informed employee who feels welcomed and enabled.Success Metrics: Employee orientation completion rates and completion survey data.

Diverse & Excellent WorkforceAttract, develop, and retain an excellent and diverse workforce.Participatory Governance Committee: Professional Development & Recognition Committee; EEO & Diversity Committee

STRATEGIC PRIORITY # 7

GOAL #4: Identify and promote both internal and external professional development opportuni-ties for all faculty and staff.

Activity #1: Develop an easy-access resource for professional development activities.Expected Outcomes: Easy-access to resource of professional development trainings and semi-nars.Success Metrics: Increased use of resources and completion of professional development oppor-tunities.

Activity #2: Identify and communicate opportunities for professional development.Expected Outcomes: Improved professional development.Success Metrics: Increased participation in professional development activities.

PRESIDENT’S LEADERSHIP ACADEMY: PROFESSIONAL DEVELOPMENT FOR EMPLOYEES

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2016 President’s Leadership Academy Hears From District Leaders of Region 9 in January 2016.

Class of 2014-2015 withDr. Deborah DiThomas.

Class of 2015-2016 withPresident DiThomas and A.V.P. Clint Dougherty.

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APPENDIX

Appendix

measurement

outcomes

COREValues

VISION

GOALSSTUDENTSUCCESS

assessment

EVALUATIONObjectives

activities

opportunity

Leadership

development

RESULTS

View of the Science Building.

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STRATEGICPRIORITIES

The Learning Resource Center.

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Memo To: Barstow Community CollegeFrom: Dr. DiThomas Superintendent/PresidentSubject: Memorandum on Program Review Resource Allocation for 2014-15

Dear Barstow College,

Congratulations on completing another successful year. During the 2014-15 year, the faculty and Curriculum Committee, received notification from the Chancellor’s Office that 9 of the Associate Degrees for Transfer that we have applied for have been ap-proved, and 1 is still pending. We also experienced success in the launch of our Sum-mer Bridge to Success program which is our student success program aimed at high school seniors. We look forward to seeing the results of this work and continuing our student equity and success work in 2015-16.

This memorandum is my report to the institution on the resource allocation decisions which have been made to-date, completing the last step in our integrated program re-view/budget allocation planning process.

Program Review and Budget Resource Allocation Process - The Budget Allocation Proposal, or BAP, process begins near the completion of the annual Program Review cycle. All departments, both instructional and administrative, submit either a full program review or annual update each fall. BAPs are attached to these Program Reviews if a department is requesting new monies to cover the cost of new equipment, technology, facilities (or remodeling), or personnel. Both Program Reviews and BAPs are reviewed by the Vice Presidents over the department to assure that the program reviews are appropriate, complete and thorough, and that the monies requested are not to be found elsewhere. Once the Program Reviews and BAPs meet the satisfaction of the Vice President, they are forwarded to the Institutional Effectiveness Committee.

The IEC forwards the reviews to the Program Review Committee for an initial review. If the committee determines that there are substantial flaws in a review, it is sent back to the department with suggestions for strengthening or clarifying information. Once the final submission is received, the committee begins the final review process. Two indi-vidual members of the committee are assigned to each review. These individuals use a rubric to assess the strength of the data and the narrative in nine different categories.

The BAPs remain with the IEC. Once the Program Review Committee completes its process, the final assessments are forwarded to the IEC who then begin the process of evaluating the BAPs. The IEC also uses a rubric to assess the requests. The committee reviews six different areas and ranks how well the BAP is supported by the department’s Program Review, how well it is aligned with Institutional Priorities and Goals, whether the department discusses measureable outcomes, whether the proposal discusses the benefit to the department and the college as a whole, assesses how detailed the action plan for implementation is, and ranks the creativity of problem solving with regards to departmental and institutional enhancement.

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The point values assigned to these categories are added up and then each BAP is ranked in comparison to the other BAPs. This ranked list is then forwarded to the Bud-get and Finance Committee for their review. The Budget and Finance Committee con-siders four areas of priorities: whether the proposal is for one-time funding, whether it supports the numerator of the 50% law calculation, whether the proposal supports student success, and finally, the fourth category is labeled “other” to capture proposals that do not specifically fall into the other categories.

All of this vetted information is captured on one spread sheet and presented to Cabinet for review before being presented to the President’s Shared Governance Council for its consideration and a final recommendation to the President. Based on the president’s approval, resource allocations are made in response to the prioritized lists.

Prioritized Personnel Needs:

Faculty Positions – Through the Program Review and Budget Allocation Proposal pro-cess the need was identified to hire faculty. As faculty retired, resigned or were promot-ed, replacement or new faculty became evident. Using data from PR and BAPs, the IEC forwarded the list of identified faculty to the Academic Senate who in turn ranked hiring priority of faculty. Faculty positions that were requested include a Management/Business Administration instructor, a Reading instructor, and a full-time counselor for Special Programs and Services, an Administration of Justice instructor and a Human-ities instructor. After consideration of Program Reviews and many discussions, we moved forward with filling the Management/Business Administration, Administration of Justice, and IMMT instructor positions. To address the concerns about college pre-paredness and reading, Basic Skills money was spent to join the California Acceleration Project (CAP). The CAP project has led us to create ENGL 50X. Research shows that accelerating students’ time in remedial education enhances their chances for success. Also, Student Success and Equity money supported professional development in the area of Supplemental Instruction which will embed peer-assisted academic assistance in classrooms across campus.

An increase in State funding allowed for the opportunity to add another full-time faculty position. Since summer was upon us and the Academic Senate was not meeting, Vice President Eaton, Dean Shreve and Associate Dean Thomas, used current BAPS and the Academic Senate spring recommendation and recommended a Humanities instruc-tor be next on the hire list. With that in mind, a job search was started to find a tempo-rary full-time instructor for Philosophy, Religious Studies and Humanities. As Program Reviews are submitted this fall and the Academic Senate reviews current enrollment data, a recommendation will go forward for a permanent full-time position in the appro-priate discipline.

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Also, requested was a full-time counselor dedicated to Special Programs and Services. That position is still under consideration and a decision will be made once the final cate-gorical budget is in place.

Administrative Positions – Administrative positions filled this year were due to retire-ment, resignation or additional needs identified through Program Review. Once a position becomes vacant, a requisition is created that is signed by the responsible vice president. If a replacement position, it goes to Cabinet for approval and then to Human Resources for recruitment. If a new position, it goes through the PR process. As a re-sult of this process the following positions were hired: Director of Public Relations, Com-munications, and Marketing (replacement); and Civic Center & College Event Manager (new).

Classified Positions – Classified positions were filled due to retirement, resignation or promotion. Following the same process for replacement or new positions as described in Administrative Positions, the following positions were hired: Student Success Cen-ter Secretary (new); Tutorial Services Specialist (part time to full time); Transfer Center Specialist (10 to 12 month); Accounting Assistant (part time to full time).

Prioritized Equipment Needs:

California community colleges have seen some recovery in funding, but in 2014-15 the amount of the increased funding has not yet filled the void left by previous years of cutbacks during the recession (cutbacks since 2008). While not all equipment items re-quested through Program Review were funded, we were able to fund the ones of more critical need and/or where one-time funding was requested. Additionally, we were able to use other funding sources to assist with meeting other needs for the college. New equipment at the CTE facility on State Street included: computers for photo editing, 3d printers, robotic welding, and automotive/diesel diagnostic equipment and machinery.

From the BAP ranked list of equipment requests, the college was able to complete the purchase of several prioritized items. These items included upgrading the internet/net-work at State Street, the purchase of Live Scan software, and ILS library software, plus various hardware and instructional equipment. In 2014-15, the college has also replaced or added over a hundred classroom and lab computers with software; and purchased new desks and chairs throughout the year for classrooms on the main campus and at Fort Irwin.

Other Prioritized Requests:

Major purchases/funding from the BAPs (14/15 & current list) and other planning efforts. This list includes the completion of major construction projects, and equipment with the objectives of staying in compliance with regulatory changes, District safety concerns, and additional categorical/restricted funding.

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These projects include:

1. State of the art intrusion detection system keeping our cyber presence safe.

This year the technology committee researched, recommended, and implemented a state of the art intrusion detection system. This new system has allowed us to limit un-wanted emails and better protect our staff and student communication against unwanted cyber intruders.

2. Funded a photovoltaic solar electric generating plant.

During the year the construction of a photovoltaic solar electric generating plant will be constructed. This generating-plan will produce 90% of the college’s electricity for a mini-mum of 25 years. The college owned generation plant will allow us to spend more of our state revenue in the classroom and not to pay ever-increasing electricity bills.

3. Implemented an aggressive water usage reduction plan

In July of 2014, the BOT’s approved the first ever water mitigation plan for BCCD. During the year, phase 1 of the plan was completed with the removal of over 100,000 square feet of turf. During this upcoming year, with the help of the Mojave Water Agen-cy, BCC will complete phase 2 of the plan consisting of 175,000 square feet of turf removal.

4. Opening of the Performing Arts Center and Wellness Center

During the last several years the College has been in the midst of a very aggressive build-out of the college facilities. This year, 2 major projects, the 23 million dollar Per-forming Arts Center and the 11 million dollar Wellness Center were opened. The grand opening of the PAC was a huge success and showcased the many possibilities of the facility. The Wellness Center will improve our ability to expand physical education class-es as needed.

5. Opening of the Student Success Center

The Student Success Center opened its doors just this week. This center offers: tuto-rial services, workshops, a quiet-study area, the Veteran’s center, Community Partner room, and Aid for School (AFS) office and study room. The center also provides faculty resource rooms that can be used for one-to-one counseling, and group study sessions with professors and tutors.

It is my hope that as you review the many allocations that were made in response to the prioritized resource requests; you will be reminded of the important role that program review plays in our institutional planning and resource allocation. I commend you for your continued commitment to Barstow Community College and to its processes and look forward to a great planning and allocation cycle next year.

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I. Ensure that the College a) sets appropriate student achievement standards, b) monitors student performance data, and c) provides action plans including benchmarks to remedy unmet standards. Areas of focus include transfer, developmental education and career/technical education.

II. Expect and support funding strategies to support student success and equity.

III. Expect and support local community involvement by the Superintendent/President, as well as state and national activities that promote district interests.

IV. Support community involvement in the continued utilization of the Performing Arts Center.

V. As a continuous goal, explore roles for the College in fostering economic development in the region.

VI. Fulfill the Board’s responsibility to maintain the fiscal integrity of the district by expecting that the District finances are managed effectively, including maintaining a budget reserve of at least 15%.

VII. Explore possible funding strategies to support energy efficiency and mission-centric program and facility needs.

VIII. Support the College’s efforts to advance emergency planning and preparedness.

IX. Expect and support the College’s efforts to achieve continuous customer service excellence, and that a culture of civility and collaboration exists amongst all constituency groups.

X. Expect that the College’s information systems produce accurate data and information to support deci-sion-making; provides the capacity to monitor institutional effectiveness; and fosters a culture of evidence.

XI. Support College professional development opportunities.

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Barstow Community College District Board of Trustees and Superintendent/President At the

2015 Commencement Creemony.

I. The president will actively and professionally represent Barstow College within the Barstow College service area; and will participate in appropriate regional, state and national organizations and initiatives that support the college.

II. The president will lead an effort amongst all constituency groups to ensure collaboration, encourage civili-ty, provide excellent customer service, and demonstrate behaviors that are congruent with Barstow Col-lege’s ethics and values.

III. The president will provide leadership in increasing student equity and success at Barstow College. This re-quires the development and implementation of a comprehensive Enrollment Management Plan; implemen-tation of student equity and success plans; continual use of data to assess progress; continued collaboration with K12 Districts and higher education partners; involvement of Academic Senate; and a renewed focus on student equity and success as measured by the Scorecard and other achievement standards.

IV. The president will work collaboratively with K12, VVC, and CSUSB partners to develop and implement a high desert teacher education program.

V. The president will work with the Associate Vice President of Human Resources to provide professional de-velopment opportunities for all BCCD constituency groups, including the second cohort of the President’s Leadership Academy.

VI. The president will ensure continued compliance with all accreditation standards; comply with all accredita-tion reporting requirements; and provide the Board with regular accreditation progress updates.

VII. The president will promote and support efforts at developing and expanding transfer, career/technical ed-ucation and basic skills programs intended to meet the educational, workforce, and economic needs of the greater Barstow region. The president will also support contract education efforts to meet the training needs of local business and industry partners; and ensure the Districts’ participation in local and regional econom-ic development efforts.

VIII. The president, in conjunction with the vice president of administrative services, will bring post construction litigation to closure, and will continue working with internal and external partners to implement the opera-tion plan for the PAC and utilize the Wellness Center in compliance with Board Policy.

IX. The president, in conjunction with the college safety committee and local public safety agencies, will ad-vance college emergency planning and preparedness efforts.

X. The president will lead a college-wide effort to improve data integrity, require the utilization of data to make informed decisions, and promote a continued culture of evidence.

XI. The president will ensure the District’s continued exploration of additional funding sources to support mis-sion centric work such as student success and equity and energy efficiency.

XII. The president will work with the Barstow College Foundation to increase communication and encourage a collaborative relationship between the college and the foundation.

XIII. The president will effectively oversee the college’s finances, seek ways of enhancing institutional revenues, implement utility saving programs, and maintain a budget reserve of at least 15%.

2015 - 2016 Barstow Community College Board of Trustees Goals 2015 - 2016 Barstow Community College Presidential Goals

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Barstow Community College

Strategic Planning Session Agenda

March 27, 2015

12:00 – 12:30 Welcome & Opening Remarks – President DiThomasThe purpose of this section is to provide background information and relevant data to all attendees to paint a picture of the current status and challenges of Barstow Community College.

12:30 – 12:40 Overview of Logistics – Denise Brosseau, Facilitator The Facilitator will be giving instructions here regarding what is to be accomplished in the first breakout section.

12:40 – 1:55 Breakout Group Meetings: Strategic PrioritiesAttendees will be randomly assigned to one of four groups and each group will be tasked to come up with five “strategic priorities” for the College for the next three years.

1:55 – 2:20 Report Outs from Each GroupBreakout groups reconvene and post and discuss the “strategic priorities” from their group.

2:20 – 2:45 Group Ideas and Prioritize – AllThe Facilitator will work with the group to consolidate the strategic priorities.

2:45 – 3:00 Select Second Breakout Groups & Snack – AllParticipants will breakout by specific interest areas related to the final strategic priorities.

3:00 – 4:00 Second Breakout Groups: Add Goals & Actions – AllIn each group, participants will devise goals to achieve the strategic priority and recommend at least two activities to meet each goal.

4:00 – 4:45 Report Outs & Finalize IdeasAll groups will come together to review the goals and activities set for each strategic priority.

4:45 – 5:00 Closing Remarks and Thank You – President DiThomas

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Developing Strategic Priorities

The goal for the day is to define our District Strategic Priorities and develop at least one goal and two activities for each Strategic Priority. The language of these priorities, goals, and activities will be further refined through the District Strategic Planning Process. Existing participatory gover-nance committees will be asked to also develop additional goals and activities for the established strategic priorities. Our Institutional Effectiveness Committee will incorporate these final priori-ties, goals and activities into our 2015–2018 District Strategic Plan. This final plan will go through the District Strategic Planning Process until final approval by the BCC Board of Trustees.

Parameters for Strategic Priorities

To assure they are workable ideas, ask the following regarding the suggested strategic priority:

1. Is it ultimately good for our students?

2. Is it congruent with our District Mission and the Mission of the California Com-munity Colleges System?

3. Will it help us serve the highest needs in our community?

4. Is it in the best interests of the College financially?

5. Is it measurable?

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Strategic Planning Session Data Sheets

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Educational Master Plan (2011)

Facilities Master Plan (2014-15 Update)

Student Success & Support Plan (2014)

Student Equity Plan (2014)

Technology Plan (2011)

Staffing Plan (2015-2018)

Professional Development Plan (2014)

Participatory Governance Handbook (2014-2017)

Program Review Cycle (2013)

Resources for Program Review (2015)

Evaluation of Planning Documents & Strategic Planning Process (2014)

Accrediting Commission for Community and Junior Colleges

ADDITIONAL PLANNING RESOURCES