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LATTC Meta-Evaluation 2009-2014:  This report was produced for review by the Center for Urban Education at the Rossier School of Education,  University of Southern California.

Executive Summary

The Los Angeles Trade Technical College (LATTC) integrated planning model was created and approved in 2009.  As part of the final phase of the planning cycle this report documents the meta-evaluation and provides recommendations to the college for making the process more efficient and effective.  Since the program review was identified as the principal aspect of integrated planning, this evaluation focuses holistically on this component and how the process informs the other aspects of integrated planning (institutional and program planning, budgeting, learning outcomes, and resource allocation).  More specifically, this evaluation seeks to answer the following questions:

  1. How does the integrated planning process at LATTC foster institutional and programmatic improvement?
  2. How can the integrated planning process at LATTC be improved to better accomplish its mission and improvement of institutional effectiveness and academic quality?

 

The evaluation questions were addressed by collecting and analyzing a variety of data, including: documents; a survey; interviews with institutional leaders, faculty, and staff; a focus group of institutional leaders; and conducting a web review.

The results of the meta-evaluation confirm that LATTC has an established integrated planning process that was implemented in the 2009-2010 academic year.  Four primary strengths of the program review process were identified, including: 1) open lines of communication with the Office of Institutional Effectiveness (OIE); 2) the utility of the process to create tangible program enhancements; 3) the use of campus-wide meetings to disseminate information; and 4) a deliberate process to assess programs.

While integrated planning has provided a process for program improvement, the results of the meta-evaluation identify five areas for improvement: 1) the level of involvement by leaders in assessment practices; 2) the structure of the process so that it provides time for practitioner reflection and feedback; 3) the complexity of process and materials; 4) the alignment between data findings, the goals created, and resources requested; and 5) the quality and use of learning outcome assessments.

We advise that the following recommendations be implemented in the next integrated planning cycle.

Recommendation #1—Develop the capacity of campus and department leaders to be assessment facilitators

Recommendation #2—Create a structured space for practitioners to reflect on their practices and receive feedback

Recommendation #3— Simplify the process and materials for understanding the logistics of program review

Recommendation #4— Increase alignment between program review components and increase the use of data to drive implementation plans

Recommendation #5— Increase the quality of learning outcomes/assessments and use outcomes for program improvement

Since implementing the integrated planning cycle in 2009, LATTC has made great strides in creating a structured process for program improvement.  Practitioners interviewed as part of this meta-evaluation confirm that administrators, faculty, and staff believe program review is a “vehicle for change” and are eager to continue to improve the process.  The recommendations set forth in this report will help LATTC enhance the program review process and move closer to their larger institutional goals of providing students and the community “with high-quality academic, technical, and professional educational opportunities” (LATTC website).