The Office of Planning, Research and Accreditation (OPRA) facilitates college-wide continuous improvement, innovation, data driven decision making, and accountability through the integration of strategic planning and institutional research. Together, these functions play a central role in the decision-making needs of the college, promote institutional effectiveness, and sustain vitality in a rapidly changing environment.
As a department under the Office of the President, OPRA is responsible for leadership, administration and advocacy in the functions of strategic planning, institutional research and accreditation.
OPRA's planning responsibilities include leading the development of the College's Strategic Plan, overseeing its implementation, monitoring progress toward achieving goals and objectives, evaluating the planning process, and assessing the achievement of plan outcomes.
OPRA's research responsibilities include working closely with college constituencies, instructional units, and administrative units, to develop and implement a research agenda that addresses college strategic planning goals, State initiatives and accreditation requirements. As well, the department supports data analysis in the areas of outcomes assessment, program operations, and program impact. OPRA also supports college data collection and reporting needs as these activities relate to required state and federal accountability initiatives and compliance with state and federal laws and regulations.
OPRA's accreditation responsibilities include providing support for the self-study that is conducted every six years and the mid-term report every three years. Additionally, OPRA monitors the implementation of planning agendas and recommendations, and plays a lead role in developing the ACCJC annual report.
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Saddleback College is affiliated with the Accrediting Commission for Community and Junior Colleges (ACCJC), the branch of Western Association of Schools and Colleges (WASC) which accredits community and junior colleges. All colleges and universities must reaffirm their accreditation every six years.
"The accreditation process requires the college to do a self study. This self study is a three-part process of accrediting an institution. This process includes an institutional self appraisal, an on-site visit by a team of peers, and a review and a decision on the accredited status of the college by the Commission."
Please visit our Accreditation page for more information.
OPRA plays a very strong supporting role in accreditation. From staying abreast of standards, to reading details about proper document and data preparation, the OPRA team is dedicated to supporting the college's success with accreditation. The director of OPRA supports the college's ALO. OPRA is responsible for providing the ACCJC annual report. Examples of this work are on the right hand navigation panel under "Accreditation" within this section we also have our ACCJC reports.
The college is also committed to addressing institutional effectiveness through engaging in dialogue and setting academic standards.
Dialogue about Institution-Set Standards for Job Placement Rates (only programs with 10 or more completers for the applicable year) and Programs Requiring Licensure Pass Rates:
Advanced Technology and Applied Sciences Division
Economic Workforce Development and Business Science Division
Fine Arts and Media Technology Division
Health Science and Human Services Division
Social and Behavioral Sciences Division
The college creates ISS for successful course completion, volume of degrees, certificates and transfers. In addition, the college also creates and discusses licensure passage rates for CTE programs requiring licensure. In addition, for CTE programs, the college participates in dialogue and discussion of job placement rates.
Dialogue about College-wide Successful Course Completion Rate ISS:
Finally, the college engages in the setting and dialogue of institution-set standard for course success rates within each department.
Saddleback College is committed to protecting the welfare, rights, and privacy of all persons who participate as subjects in research projects conducted under its auspices, and to ensuring that the subjects of such research are fully aware of their rights and of the protections available to them.
The body charged with this task is the Institutional Review Board for the Protection of Human Subjects (IRB) which is guided in its work by the Federal Regulations on human subjects research adopted by seventeen federal agencies and known as the Common Rule.
Steps to IRB Approval
Step 1: Submit a Saddleback IRB Application. Review this application carefully to ensure that all sections are complete and that all required attachments are included (NOTE: you will need to provide a bio-sketch to illustrate your qualifications and experience that demonstrate you are fit to conduct the research activities in your proposal).
The IRB chair will notify you about missing information or documents through email only. The check boxes indicating "Expedited", "Exempt", "Full Board" require you to examine pages 6-12 in Saddleback College's IRB Standard Operating Procedures (extracted here). Do not worry if you are uncertain, the IRB will make the final call.
Step 2: Register for CITI training. Note, Saddleback has a hosted site. The IRB administrator will assign you training ONLY after you register first. Incomplete training will not be considered for review beyond initial screening. This means your study will not be approved unless you complete the training.
Step 3: Wait for your protocol review #. Your study proposal will be assigned a protocol number. Save this for your records.
Step 4: Wait for information about your study and its level of review required from the IRB Chair. You may need to provide additional information to the IRB at any point in time. This includes before, during and after your study is: submitted, in process, approved, approved subject to restrictions, tabled, or disapproved.
Utilizing external and internal scans and other planning documents, decisions are made about the strategic directions of the college and the goals and strategies needed to move in those directions. Once a strategic plan is finalized, it will largely inform budgeting and other resource allocation decisions in conjunction with the needs of instructional programs and administrative units on campus as expressed in completed Program and Administrative Unit Reviews. The strategic plan will not predetermine decisions. Instead, it will provide a guide or framework within which decision making will take place.
2020-2025 Strategic Goals
- Goal 1: Ensure Student Equity In Access And Achievement
- Objective 1.1: Reduce and eliminate the achievement gap among underrepresented students
- Objective 1.2: Reduce and eliminate the achievement gap for completion rates in transfer-level math and English
- Objective 1.3: Reduce and eliminate the achievement gap between online and traditional classroom classes
- Objective 1.4: Increase equity of access into college
- Objective 1.5: Reduce and eliminate student Fall to Spring and Fall to Fall retention equity gaps
- Objective 1.6: Cultivate culturally responsive and inclusive learning and working environment free from explicit/implicit bias
- Objective 1.7: Cultivate a culturally responsive and inclusive learning and working environment free from institutional bias
- Goal 2: Transform Lives Through Learning And Achievements
- Objective 2.1: Increase the number of students annually who earn associate degrees, certificates, or 9 units in a CTE program that prepare them for an in-demand job
- Objective 2.2: Increase the number of students transferring annually
- Objective 2.3: Increase completion rates in transfer-level math and English
- Objective 2.4: Increase course success in online and traditional classroom classes
- Objective 2.5:Increase spring to spring and fall to fall retention
- Objective 2.6: Increase the percent of exiting CTE students who report being employed in their field of study
- Objective 2.7: Reduce average units accumulated by students who complete degrees
- Objective 2.8: Implement educational programs and student services to Indicator non-traditional students
- Objective 2.9: Increase and support the number of outside classroom learning opportunities available for students in each division (and participation in those opportunities)
- Objective 2.10: Create and support inter-disciplinary learning opportunities both within and across the colleges
- Objective 2.11: Increase the number of professional development opportunities for faculty and staff
- Goal 3: Engage With The Community Through Athletic and Cultural Events, Enrichment Programs, And In Creating Economic Prosperity For All
- Objective 3.1: Strengthen and expand industry engagement to support student learning, program development, and regional economic development
- Objective 3.2: Increase the number of students who reporting obtaining a job closely related to their field of study that strongly support the regional economy
- Objective 3.3: Increase participation in extended learning (community and adult education programs, and emeritus institutes)
- Objective 3.4: Increase the number of students who earn college credits while still in high school
- Objective 3.5: Increase partnerships with higher education institutions
- Objective 3.6: Increase community participation in civic, athletic, and cultural events
- Goal 4: Optimize Our Institutional Design And Structure With A Student-Centered Focus
- Objective 4.1: Identify and streamline all institutional policies, practices, and processes pertaining to facilities and technology
- Objective 4.2:Develop an organizational culture of collaboration across the district
- Objective 4.3: Create a sustainable and robust participatory governance evaluation process
- Objective 4.4: Provide enhanced student support with a student-centered design
- Objective 4.5: Develop and build out the ATEP vision for the colleges including public-private partnerships
Strategic Planning Updates: Public Sharing
- 2016 District-wide Planning Update/Retreat
- 2016 College Strategic Planning Update to District Planning Council
- 2016 Annual College Strategic Planning Update
- Fall 2017 Strategic Plan Update
- 2017 District-wide Planning Update/Retreat
- 2017 Planning and Budget Committee Data Retreat- Campus Scan!
Strategic Planning Documents
- 2014-2020 District-wide Strategic Plan
- 2014-2020 Saddleback College Strategic Plan (as of 9.21.16)
- 2010-2013 Saddleback College Strategic Plan
Education and Facility Master Planning
- 2011-2031 SOCCCD Education and Facilities Master Plan
- 2011-2031 Saddleback College Education and Facilities Plan
- 2006 Saddleback College Educational Resource Plan
- 2006 Saddleback College Campus Master Plan
- 2015-2016 Saddleback College Student Equity Plan
- 2014-2015 Saddleback College Student Equity Plan
- 2005 Saddleback College Student Equity Plan
Economic & Workforce Development Plan
Student Success Coordinating Plan
Basic Skills Plan
- 2015-2016 ESL/Basic Skills Expenditure Plan
- 2015-2016 Basic Skills Report to Student Success Coordinating Committee
College Integrated Plan (Draft)
- 2014-2020 Strategic Plan
- 2010-2013 Strategic Plan
- 2010-2013 Strategic Plan Summary Update
- 2010-2013 Strategic Planning Process
- Implementation Process (Year 1)
- Planning Terminology
Internal Scan Documents
- 2014 Internal Scan - Report SOCCCD Climate Survey
- Internal Scan Executive Summary
- 2009 Employee Survey Results (with comments)
- 2009 Employee Survey Crosstabs
- 2008 Student Survey (with comments)
- 2008 Student Gap Survey
External Scan Documents
Saddleback College’s Governance and Organization Manual documents the college’s decision making processes and administrative structure with emphases on the strategic planning process, roles of the college and South Orange County Community College District, participatory governance and committee structure, and college administrative functions in fulfilling the college’s mission.
Achievement & Completion
Student Demographics and Achievement Dashboards:
Scorecard Trend Reports- Longitudinal Cohort Studies:
- Milestone Report: Persistence Rate and 30 Units Rate - Scorecard Trends Over 5 Years
- Completion/Student Progress and Achievement Rate - Scorecard Trends Over 5 Years of Cohorts
- Basic Skills Success Rates for English, Math and ESL Cohorts
DataMart Trend Reports- Point-in-Time Studies:
DataMart & Institutional Data Trend Reports- Volume/Output Studies
- Historical Transfer Patterns 2003 - 2013
- Historical Trend Analysis of Degrees and Certificates to 2014-2015
- Let's Talk about Transfers- Transfer Updates as of Fall 2016
Institutional Data Trend Reports- Demographic Studies
- Historical Demographic Characteristics of Saddleback College Students Fall 2013 - Fall 2015
- Historical Demographic Characteristics of Saddleback College Students Fall 2014 - Fall 2016
- Saddleback College Student Equity Research
Samples of Special Projects:
Saddleback College research staff maintains a list of links to external data sources useful in developing and making comparisons to college data. As well, the information contained on these external sites allows college staff to obtain information related to our local high school population and higher education more generally.
California Community Colleges
- CCCCO Student Success Scorecard
- CCCCO Datamart
- CCCCO Perkins IV Core Indicator Reports
- CCCCO Salary Surfer
- California Department of Education - DataQuest (enrollments, graduates, dropouts, etc.)
- Ed-Data (State, county, district, and school level data on students, staffing, finances, and performance)
- California Department of Education - Data Resource Guide (data definitions, location, etc.)
- California Longitudinal Pupil Achievement Data System (longitudinal data system used to maintain individual-level data including student demographics, course data, discipline, assessments, staff assignments, and other data for state and federal reporting)
- Integrated Postsecondary Education Data System (IPEDS)
- California Post-Secondary Education Commission (CPEC)
- CSU Office of Analytic Studies
- UC Office of the President - Data & Reports
Labor Market Information