integrated planning and budgeting process overview 2017-2018€¦ · page 10 of 21 regions...

Integrated Planning and Budgeting Process Overview

2017-2018

Approved by Campus Council March 2, 2015

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Integrated Planning and Budgeting Process Leeward Community College has an integrated planning and budgeting process that was designed to collect input from all levels of the college. The process starts at the program, unit, or area level when faculty and staff are encouraged to review and evaluate data metrics and other assessment information for the program, unit, or area. The program, area, or unit faculty and staff are encouraged to collaborate on an analysis and evaluation of the data in order to make recommendations for improvements. If additional resources are needed, the requests are made at the program, unit, or area level. As the resource requests are reviewed at higher levels, the resource requests are prioritized until a final institutional priority list is developed and recommended to the Chancellor. The driver of the entire planning and budgeting process is the college mission and strategic plan (See Appendix A). The University of Hawai‘i Community College (UHCC) system developed the Annual Report of Program Data (ARPD) as a requirement for a majority of Leeward’s academic programs and support areas. Since this UHCC system process is mandatory, this current planning process utilizes the ARPD as the central planning document for the campus. In order to use the ARPD as a planning document for the campus, all programs, units, and areas that do not currently complete a UHCC ARPD are required to complete the same template for submittal to Leeward. Once the ARPD has been completed, each program, unit and area will use the analysis to complete a prioritized Resource Request List (formerly known as Planning List) to request resources. In addition, the Comprehensive Review and Evaluation (CRE) document is required every four years, however, the template has been revised to incorporate the ARPD that is already required while adding a few additional sections for a more comprehensive evaluation. The planning and budgeting documents are composed of:

1. Annual Review of Program Data (ARPD) is completed by all academic programs, educational units, and support areas annually. See Appendix B for a listing of who completes the ARPD.

2. Resource Request (formerly Planning List) Template to be completed by every academic program, educational unit, and support area to request resources.

3. Comprehensive Review and Evaluation (CRE) that occurs once every four years for each academic program, educational unit, and support area. See Appendix B for a listing of who completes the CRE.

4. Institutional Effectiveness Report (IER) will be completed every fourth year as part of a comprehensive review of college. This report will look at the college’s progress towards the mission and institutional goals and the overall impact of plans made within academic programs, educational units, and support areas.

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Annual Review of Program Data (ARPD) The ARPD is currently required of all academic programs as well as support areas such as Student Services, Academic Services, and Administrative Services by the UHCC system office. There are specific data sets required for the academic programs and support units that match the data sets as determined by the constituents. All educational units and support areas that have not previously been required to submit the ARPD submit the same template to the Office of Planning, Policy, and Assessment (OPPA) as the central planning document for the campus. See Appendix C for a sample ARPD template. ARPD topics include:

Program Description, including mission statement and program goals

Part I. Quantitative Indicators (varies for instructional and support areas)

Part II. Analysis of the Program (based on Quantitative Indicators)

Part III. Action Plan

Part IV. Resource Implications

Program Student Learning Outcomes OR Support Area Outcomes

Additional topics below to be completed by academic programs only.

A. Evidence of Industry Validation B. Expected Level of Achievement C. Courses Assessed D. Assessment Strategy/Instrument E. Results of Program Assessment F. Other Comments G. Next Steps

Resource Request (formerly Planning List) Template Each academic program, educational unit, and support area will complete a prioritized Resource Request (formerly Planning List) template (Appendix F) that will list the program, unit, or area resource needs. In addition, each Liberal Arts instructional division will

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also complete a Resource Request template to incorporate any resources needed by the division that are not identified by a program. Prioritization occurs within each overarching area first. For the Instructional prioritization, voting representatives at the prioritization meeting will include: one representative from each of the six instructional divisions, the Waiʻanae Coordinator, Native Hawaiian Student Support Program Coordinator, and the OCEWD Program Coordinator. Each representative will have one vote for determining the priorities for instruction. For Academic Services, Student Services, and Administrative Services, the unit heads for each area will vote for their respective area priorities. Once all of the overarching areas have completed their area priorities list, a combined list of all priorities will be made. This combined list is initially prioritized by Administration into a draft Institutional Priorities List. The draft Institutional Priorities List is provided to Campus Council and Faculty Senate for review. Representatives on Campus Council and Faculty Senate are tasked with taking the draft Institutional Priorities List to their constituencies for review and comment. Faculty Senate provides its input to the Campus Council. The final recommendation for the Institutional Priorities List will be made by the Campus Council to the Chancellor.

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Appendix A: Mission and Strategic Plan Mission: At Leeward Community College, we work together to nurture and inspire all students. We help them attain their goals through high-quality liberal arts and career and technical education. We foster students to become responsible global citizens locally, nationally, and internationally. We advance the educational goals of all students with a special commitment to Native Hawaiians. Strategic Plan 2015-2021 Outcomes Hawai‘i Graduation Initiative Increasing enrollment and completion rates while reducing time to completion Increase Enrollment of Target Populations Increasing enrollment and year-to-year retention of recent high school graduates, high school non-completers and GED recipients, Pacific Islanders, working adults, and international students Hawai‘i Innovation Initiative Developing and delivering programs and training needed for a qualified workforce in existing and emerging careers Modern Teaching and Learning Environments Ensuring that students and faculty have the learning and teaching environments appropriate for the 21st century and the sustainability practices to maintain those environments High Performance System of Higher Education Providing students with smooth transitions from K-12 through the community colleges to the baccalaureate institutions in a cost-effective manner

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Appendix C

Annual Report of Program Data (ARPD)

Instructions and Template 2017-2018

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Annual Review of Program Data Instructions

The University of Hawai‘i Community College (UHCC) system requires instructional programs and most support areas to complete an Annual Report of Program Data (ARPD). Each program or area provides three years of data indicators, an analysis of those data indicators, specific action plans for the future, and needed resources to implement the action plans. The ARPDs provide a consistent method of collecting needed data, analyzing the data, and assessing program/unit performance. Leeward has decided to expand the use of ARPDs to all programs, areas and units, even if they are not required by the UHCC system to do an ARPD.

The ARPD will also be the core document used in the Comprehensive Review and Evaluation (CRE) process on a quadrennial basis.

An ARPD will be completed by every instructional division, educational unit (Leeward CC Wai‘anae, OCEWD, Native Hawaiian Programs, International Programs), and support area, including units within Academic Services, Student Services, and Administrative Services.

An ARPD consists of

I. A brief description of your program, including its mission and general goals.

II. An Analysis of the previous year’s performance and the current year’s data.

A large part of the analysis is usually a discussion of what the current data show about your program in terms of demand, efficiency and effectiveness. The focus is on the current year, but as you draft, remember that eventually, you will be looking at your program data in a three-year “window” and determining what this longitudinal view is showing you (and others) about program demand, efficiency, and effectiveness.

Another part of the analysis will review the Action Plan from the previous year. Consider what kinds of things you, your staff, and/or faculty proposed to do in the previous year to carry out your mission and achieve your goals. You should review:

− What was proposed (including how the measures aligned with college mission and goals and the strategic plan) − What was actually implemented − How well the implementation worked − How you know (using data) whether or not the measures worked

III. An Action Plan

Given what was accomplished in the previous year and the current state of your program and the “environment,” what do you plan to do in the coming year?

− What is being proposed − How well the measures proposed align with the mission and goals of the college and strategic plan

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− How and when will it be implemented − Who will carry out these measures − How will it be assessed (How will you know whether or not the measures are working)

IV. Resource Implications

A description of what the program will need in terms of funds, personnel, equipment, space, and other resources to accomplish the Action Plan.

The information in the ARPD will be used to support resource requests. These requests will be documented in the Resource Request template. Resource request lists will be prioritized for instructional programs, academic services, student services, and administrative services.

College Goals for 2017-2018

The College will be focusing on a Wildly Important Goal this year in addition to focusing on attainment of the UHCC performance benchmarks.

Wildly Important Goal

Keeping the Students We Have!

Performance Funding

The metrics and associated weights for performance funding include:

● Graduates (Associate Degrees & CAs) ● Native Hawaiian Graduates (Associate Degrees & CAs) ● STEM Graduates (UHCC Associate Degrees and CAs + UH STEM baccalaureate graduates) ● PELL Graduates (Associate Degrees & CAs) ● Annual Transfers to Baccalaureate Colleges

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Annual Review of Program Data (ARPD) Due Date: November 30, 2017

Document should not exceed 7 pages in length total.

Program/Area/Unit Name: Hālau ʻIke o Puʻuloa

Program/Area/Unit Description:

Our mission states, “the faculty, staff, and students of Hālau ʻIke o Puʻuloa direct our work and cultivate partnerships in ways that inspire excellence, promote growth, and advance opportunities for Native Hawaiians.”

The primary purpose of Hālau ʻIke o Puʻuloa is to increase Native Hawaiian student success outcomes by providing a full array of services for our Native Hawaiian students and by sharing ʻike Hawaiʻi with all students so that Hawaiian culture and wellbeing will flourish in our homeland.

Part I. Quantitative Indicators

I. Quantitative Indicators 2014-2015 2015-2016 2016-2017

DEMAND (unduplicated) a. Annual Hālau Users * (any service/resource) via “Hālau Check In Station” Source: NHSSC Google Forms

401 871 1107

b. Percentage of Hālau Users who are NH Source: NHSSC & Leeward CC OPPA

64% 62% 53%

c. Headcount of ALL/NH Students in Hālau based “Structured” programs ** Source: NHSSC enrollment forms

894/746 713/510 465/322

d. Headcount of ALL/NH ** Participants who are 25 - 49 yrs old Source: NHSSC enrollment forms & Leeward CC OPPA

195/172 164/142 115/88

e. Headcount of ALL/NH ** from Underserved 176/161 128/115 70/60

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Regions (Waiʻanae, Haleʻiwa, Waialua) Source: NHSSC enrollment forms & Leeward CC OPPA

EFFICIENCY f. Headcount of ALL/NH ** Pell Participation Source: NHSSC enrollment forms & Leeward CC OPPA

348/311 252/219 181/150

g. NH Pell Participation % among NH in Hālau programs (f/c)

42% 43% 47%

h. Average Cumulative GPA ** Source: NHSSC enrollment forms & Leeward CC OPPA

2.6 2.8 2.8

i. Average Earned Credit Ratio ** Source: NHSSC enrollment forms & Leeward CC OPPA

80% 85% 86%

EFFECTIVENESS j. Fall to Fall Persistence Rate ALL/NH ** 76%/76% 79%/66% 77%/76%

k. Degrees & Certificates ALL/NH Unduplicated ** 114/98 96/76 71/61

l. Degrees & Cert. Leeward CC earned by ALL NH Source: UH IRO Degrees & Certs by Major & Gender

240 266 269

m. % of NH Degrees & Certificates among Hālau NH users ** (k/l)

41% 29% 23%

n. Transfer to UH 4-year ALL/NH ** 41/37 26/22 11/9

o. Users would recommend friends & family use the Hālau * Source: NHSSC Survey (biannual)

n/a

97% n=70

n/a

p. Users would recommend Hālau based counselors to other NH students Source: NHSSC Counselor/Staff Survey 98%

n=186 99%

n=474

n/a

Counselor is now using Student

Services’ Counselor Evaluation

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Part II. Analysis of Program/Area/Unit

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In reviewing the past two cycles of Action Plan activities (below,) major themes we espoused in “areas for improvement” included 1) “scaling out” effective student success strategies, 2) devising means to sustain the Native Hawaiian support services using institutional (e.g. permanent State funded resources) and 3) delivering our services strategically to increase Native Hawaiian student success outcomes.

Since 2014, we had many unforeseen challenges that disrupted our staffing levels. From a point in 2014 when we had 15.5 FTE to Spring 2016 when we were left with 4.0 FTE, we have been continuously focused on revising position descriptions and grant budgets to address the work each professional needed to accomplish, but in ways that could be “scalable and sustainable.”

A strength of the data above and the summary below was that they reflect the outcomes seen among participants in our structured programs (STEM, CTE, Ke Ala ʻIke, and Hālau based counseling). Our programs capture user information to which we apply a standard set of student success assessments. This allows us to evaluate our program effectiveness using a standardized methodology. Each year, our ARPD will present outcomes reflecting students who have experienced our interventions.

What the data above show us was that there was overall annual growth in unduplicated students who chose to use Hālau as one of their campus supports (+176% since 2014 and +1000% since 2008). With greater numbers of students served, the demographic mix shifted to increase our percentage of non-Native Hawaiian students served (+11% since 2014). Native Hawaiian students comprised the majority of students served at 53% in the 2016 - 2017 academic year.

Another set of positive outcomes we noted among the students in our structured programs were increased Native Hawaiian Pell participation (+5% since 2014) and increased earned credit ratio (+6% since 2014). On an institutional level, Vice President for Community Colleges, Dr. John Morton reported that Leewardʻs Strategic Plan objective regarding “Degrees and Certificates Earned by Native Hawaiians” was met at parity for the first time which helped secure that portion of the Collegeʻs Performance Based Funding.

However, we are not comfortable with the declining totals of students using “structured programs” such as our STEM, CTE, FYE and Ke Ala ʻIke programs, as well as Hālau based counseling services, which aim to increase student success outcomes in a “culturally sensitive” manner. Since 2014, the number of unduplicated students taking part in “structured programs” declined 48% (894 to 465). We are also not comfortable with the decline we saw in all students from underserved regions (from 20% to 15% between 2014 and 2016) as well as the decline in 25 - 49 year old participants (from 22% to 15% between 2014 - 2016).

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Part of the decline can be explained by the lack of personnel available to deliver the services needed by each intervention. A less obvious, though plausible, reason for the decline in “structured program” participation may be our students’ busy lives. Coming to college with work, family, and community obligations already creates a heavy “juggling act” for our students. When we design programs which include “mandatory” on-campus activities, for which work and childcare schedules require adjustments, and which ultimately are not required for course or degree requirements, the explanation for declining student engagement becomes more apparent.

Starting in 2017 - 2018, we will direct our efforts toward reversing these trends in declining student engagement through strategic enrollment management and iPASS interventions. Both of these echo the UH Community College System’s priorities to reverse declining enrollment trends, close gaps for part-time and non-traditional students, and remove barriers for students to receive support services. Emphasis on designing “right time, right touch” strategies with flexible delivery options, allowing students to choose the way they engage with our support personnel will be a focus of our action plan starting this year. We will likely need the 2017 - 2018 year to redesign our strategic enrollment management and support services in the iPASS and SSIP frameworks, then 2018 - 2019 will be used to “populate” these new strategies, with “scaling out” as a focus for the 2019 - 2020 academic year.

Our Strategic Enrollment Management (SEM) Plan will be organized into three phases (below). The “problem” that each phase will address will be oriented toward students’ most important needs in that phase of their college journey.

I. Pre-enrollment: all activities and interventions involving prospective and new students will be directed toward helping them successfully complete enrollment in courses that fit their learning and life aspirations.

II. Post-enrollment: all activities and interventions involving continuing students will be directed toward helping them earn the credential (including baccalaureate, graduate, and professional credentials) that best fits their career goals and wellbeing objectives.

III. Alumni: all activities and interventions involving Hālau graduates will be directed toward inspiring “giving back” to Leeward/Hālau through 1) new student referrals, 2) undergraduate mentorship/career shadowing, 3) donations to Hālau through UH Foundation, and 4) professional networking.

2014 - 2015 ARPD Action Plan

1) Continue to engage in “proactive and personalized” recruitment and retention strategies

2) Continue to collaborate with on and off campus partners

3) Continue to increase Native Hawaiian graduation and transfer rates

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4) Continue to engage staff in Strategic Planning

2016 CRE Action Plan

1) Increase on and off campus outreach activities

2) Improve quality of public relations materials

3) Continue to collaborate with instructional and support colleagues

2017 - 2018 ARPD Action Plan

1) Give structure to interventions (e.g. research methodology where problem, objectives, and assessment processes are identified)

2) Include “flex delivery” and “advisor as teacher” elements when designing or improving interventions

3) Incorporate iPASS and SSIP (sustained, strategic, intrusive, integrated and personalized) frameworks in our intervention design

Part III. Action Plan

The major initiatives we are preparing to launch (below) in 2018 - 2019 address all three phases of our proposed SEM plan as well as the Collegeʻs “Wildly Important Goal:

1) Recruitment: all Hālau personnel will participate in strategic high school and non-traditional student recruitment activities throughout the year, but we will target the non-peak seasons each academic year (October to April) for outreach. The reach of these activities will be measured through an online tracking form (https://goo.gl/forms/u6GXuHClFPPnGTan1). The effect of whether these activities were effective will be seen if the organization we collaborated with requested follow up visits or information from us.

2) First Year Student Support: the Hālau Coordinator will design and implement a scalable, strengths-based, and flexible delivery First Year Experience Cohort (Lanakila) program. She will take the lead for the program, but will incorporate all Hālau personnel to engage with cohort participants both online and in person. Drawing generally from the IS 100 she previously taught, and following the Department of Educationʻs Nā Hopena Aʻo culture based education framework, the Coordinator designed a year-long first year experience to meet the objectives listed below:

● To increase first time, full time Native Hawaiian year-to-year persistence rates from 36% to 50% by 2023

● To increase first time, part time Native Hawaiian students year-to-year persistence rates from 30% to 40% by 2023

https://goo.gl/forms/u6GXuHClFPPnGTan1

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● To increase first time Native Hawaiiansʻ 3 year graduation rate from 15% to 25% by 2023

● To increase financial aid and scholarship participation among Native Hawaiian first year students from 41% to 60% by 2023

● To transform Native Hawaiian student support strategies using an iPASS (integrated Planning and Advising for Student

Success) framework whereby SSIP (sustained, strategic, intrusive/integrated, and personalized) supports are given to each

Lanakila participant

3) UHCC Systemʻs 13th Year Initiative: In Fall 2018, Leeward will be joining the UHCC Systemʻs 13th initiative which aims to increase recruitment and retention of high risk/high needs students who “do not see themselves as college material.” The Hālau Coordinator has designed “Kahua Hoʻomau Ola” (KHO) program to set a foundation for an enduring and resilient life where learn ing, wellbeing, and career opportunities are inspired for each Kahua Hoʻomau Ola scholarship recipient. The program aims to achieve the following objectives.

Participants

● To increase long-term growth opportunities for those least likely to attend college

● To close achievement gaps where underrepresented students are not on par with their peers

● To increase Scholars’ long-term wellbeing, resilience, and healthy relationships

The Hālau Coordinator will design and implement the program in the 2017 - 2018 year, including conducting the outreach, recruitment, and participant selection process. By July 2018, she will hire a coordinator for KHO funded by the UHCC System. Hālau staff will supplement the support needed by this group of high risk/high needs students. Because all Hālau personnel offer structured innovations in specific areas, they will all have an opportunity to support KHO students both online and in person. The KHO participants will be placed in the Lanakila cohort which will engage them in a robust, flexible, and culturally sensitive first year experience. Formative and summative evaluations of KHO will be conducted by the Hālau Coordinator and KHO Coordinator.

Part IV. Resource Implications

Staff attrition and instability: Because all but three of the Hālau based support positions are funded by short-term

grants, there is little incentive for well-qualified personnel to forego permanently funded career opportunities. This is

especially critical for Native Hawaiian professionals who are statistically underrepresented in managerial/professional

sectors and who struggle to remain in Hawaiʻi due to its high cost of living.

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In order to sustain and “scale out” a comprehensive set of recruitment, retention, and graduation/transfer initiatives at a

scale large enough to reach Leewardʻs largest ethnic group, moving to institutionalize positions that provide high value

at a modest cost will be requested. (see Part IV. Resource Request Template)

Support Area Outcomes (SAO) and Assessment

● If assessment results have been entered in Tk20, please attach a copy of the report. ● If assessment results have not been entered in Tk20, please provide a summary of assessment activity and results for the

past year.

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Part IV. Resource Request Template

Each prioritized resource request list should be limited to the top five requests for your division, unit, or area. Resource requests

should be $5,000 or greater in amount. Some divisions may want to keep a complete prioritized list of items for any amount to use

for division fund requests.

● Operating Budget (includes Supplies, Student Help, Technology, Equipment/Furniture, Travel/Professional Development)

● Personnel (positions and release time)

● Repair and Maintenance

OVERALL DIVISION/UNIT/AREA PRIORITIES FOR OPERATING BUDGETS (This category includes Supplies, Student

Help, Technology, Equipment/Furniture, and Travel/Professional Development)

Priority Item or Action and improvement sought

College, Program, or Unit Goal

Data supporting request New Funding Cost Estimate

If new funding not available: Possibilities for Extramural Funding or Reallocation

1.

Institutionalize 3.5 Title III APT Specialists as

4 Student Worker (A3) Paraprofessionals

“WIG”

Increase NH enrollment, persistence,

graduation, and transfer

Increase NH Pell Grant participation

There are 3.5 FTE APT Band A personnel funded by Title III to provide cohort management, retention specialist, cultural engagement, and media specialist duties in the Hālau. Efforts are underway to create a paraprofessional program whereby Hālau graduates who are either juniors or seniors at UHWO or UHM can contribute needed mentoring and student support. Upper division students are uniquely qualified as recent graduates and transfers to offer guidance that seasoned professionals might lack. The annual cost of 3.5 FTE APT Band A personnel are: $39,700 (salary) + $20,644 (fringe) = $60,344 x 3.5 = $211,204 Cost savings: $177,364/year

$33,840/year Apply for Title III Grant

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2.

3.

4.

5.

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PERSONNEL (Positions and Release time)





1. NH Program Specialist (1.0 FTE, APT Band B)

University of

Hawaiʻi Mission

(BOR Policy,

Chap. 4-1.c)

College Mission

Statement

Strategic Plan

Goals A, C, & E

“Scaling Up” all Hālau student

success strategies

The Hālau has no dedicated

administrative or operational support

personnel; thus we have relied upon

primarily Administrators sharing their

support staff to assist with managing

program implementation, processing

fiscal and facilities transactions.

In AY 16 - 17, our unduplicated users

totaled 1,107. In AY 12 13 our

unduplicated user count was only 275

(+302%).

A professional to manage operations and

resources is needed to properly address

current and increasing numbers of

students and partners.

The APT B duties are needed to develop,

implement, and continuously evaluate a

peer mentor/engagement program which

will offer recruitment, financial aid, first-

year experience, cultural events, and

leadership development components.

Legislative Request,

Reallocation, or Grant Application

2.

NH Success Counselor

University of

Hawaiʻi Mission

(BOR Policy,

Chap. 4-1.c)

College Mission

Statement

Strategic Plan

UHCC System Initiatives like 13th Year

Initiatives, iPASS, and non-traditional and

part time student support strategies invite

increasing numbers of students who have

high needs/challenging life circumstances

to UHCCs. 61% of Leewardʻs 4 yr.

degree seeking NH students are part

time. More specialized counseling

services (e.g. case management) are

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(1.0 FTE Faculty)

Goal A

Student Success Committee Goal:

Increase graduates and

transfers by 25%

needed to support students who are

juggling life responsibilities and school

schedules.

AA HWST has been introduced as a new

academic pathway (2012). This program

was established without a dedicated

student success professional; thus the

degree coordinator handles an inordinate

amount of recruitment and retention of

AA HWST majors.

Legislative Request, Reallocation, or

Grant Application

3.

4.

5.

REPAIR and MAINTENANCE (R&M)





1.

2.

3.

4.

5.

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