Institutional Effectiveness
Saddleback College's Office of Research Planning and Accreditation (OPRA) is committed to institutional effectiveness through providing planning, data and evaluation for informed decision-making.  There are five major areas where the Office of Research Planning and Accreditation (OPRA) supports institutional effectiveness:

1. Planning and Decision-Making

OPRA not only leads the strategic planning process, but also helps guide the college with governance-related evaluations.  Here is the most recent strategic plan for the college.

In 2016-2017, OPRA and the college's Academic Senate forged a strong partnership to examine and inventory the college's committees.  Next, OPRA conducted surveys of every college committee and provided templates and communication guides for discussing results to improve practice. 

With planning, OPRA leads the development of the college strategic plan, and also plays a role with the college's integrated planning.  As integrated planning evolves, OPRA will be a flexible and data-driven partner with all constiuent groups.  Using the right (or lower if you are on mobile) navigation menu, if you click on "Planning and Decision Making," you will get a sense of all the college has going on with planning!

For unit planning, OPRA leads the collection and organization of the various administrative and functional unit outcomes.  Using the right hand navigation pane, under "Planning and Decision Making," there is a section devoted to unit assessment outcomes as well as unit planning/reviews (also called unit business plans).

2. College Research and Data

Student outcomes are assessed using tools such as the Institutional Effectiveness Annual Report (IEAR).  The documentation below provides this report:

In addition, the college has a number of research studies and ad-hoc reports that are collected through out the year for many areas of the college.  Using the right hand (or lower if you are on mobile) navigation pane, if you click on "Research and Data" you can see examples of our office's work.

3. Accreditation and Institution-Set Standards (ISS)

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:

ISS College-wide Report

Finally, the college engages in the setting and dialogue of institution-set standard for course success rates within each department.

ISS by Department Power Point Flex Week
PBSC ISS by Department Power Point
ISS by Department Summary

4. Enrollment Management Support and Data Visualization for Effectiveness

Our team has created several data tools, data stories, presentations and dashboards to support the college in its pursuit of enrollment management through the lens of institutional effectiveness.  From data coaching with analysis, experimentation, and scaling small to scaling out, we want to help with research-backed inquiry and data.  Please contact Jennifer Klein for more information or assistance. 

5. Success Metrics: Institutional Effectiveness Partnership Initiative (IEPI)

Our college has committed to getting student success metrics more heavily integrated in our college's dialogue and culture.  By 2019, we aim to get there!  One way the college would like to elevate the conversation about metrics is through adopting as many of the IEPI indicators as possible.  We encourage these metrics to be properly engaged in context so that examination of these metrics yields meaningful dialogue to promote continuous quality improvement.

What is IEPI?
The 113 California Community Colleges represent the world’s large system of higher education. Reaching 2.1 million students, the system has amassed a vast amount of data on students and their educational outcomes. California State Board of Governors has encouraged individual colleges within the California Community College system to reflect upon state-adopted metrics such as the Student Success Scorecard (, so that colleges can discuss metrics on their campuses as these data relate to institutional effectiveness.

In 2014-2015 a partnership was formalized through Ed Code Section 84754.6 and the Institutional Effectiveness Partnership Initiative (IEPI) to provide a framework of indicators, technical assistance, and training to colleges to further develop a practice of institutional effectiveness.

Saddleback College has participated in IEPI and has adopted indicators based upon consensus through its regular decision-making bodies.  The documentation and links below show our progress in IEPI.