ACCJC Task Force for District Recommendations

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ACCJC Task Force for District Recommendations
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Agenda

• Review purpose of the Task Force
• Clarify and agree to the scope of the process
• Collectively agree to goals of the Task Force
• Review Progress on Recommendation 1 4
• Review Progress on Recommendation 2
• Review Progress on Recommendation 3
• Next Steps

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Scope

• Scope is limited to
• ACCJC District Recommendations
• Addressing specific concerns/recommendations made
  by the visiting teams
• Scope does not cover
• College recommendations
• District concerns not raised by the
  ACCJC/visiting team
• Items out of scope will go to a parking lot

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Goal

• Develop a tactical plan that will enable us to
  completely satisfy the ACCJC District
  Recommendations with evidence to support our
  addressing the recommendations and satisfying the
  standards
• Develop a tactical plan that WE ALL believe can
  satisfy the ACCJC District Recommendations
• Work as a team to communicate the work that has
  and will be done to re-instill confidence in our
  colleges and districts ability to serve our
  community
• Develop a monitoring process that WE ALL
  believe is accurate, timely, meaningful, and
  transparent.

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District Recommendation 1 4
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District Recommendation 1

• In order to meet the standards, the team
  recommends that the Board of Trustees examine its
  role in the development of policies and ensure
  that it acts in a manner consistent with its
  approved policies and bylaws. The team further
  recommends that the Board of Trustees take steps
  to ensure that all policies are developed or
  revised within the framework of the established
  input and participation process.

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District Recommendation 4

• In order to improve effectiveness, the team
  recommends that the District develop a local
  Board orientation program to ensure that all
  members of the Board are adequately prepared to
  provide leadership appropriate to their role as
  Board members

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1.1 What Triggered the Findings?

• Lack of systematic and ongoing review of Board
  Policies/Administrative Procedures within
  specified timeline
• No policy review in place for at least 4 years
• Last minute rush to do all BP/AP means that
  reviews could not be done in a meaningful way
• AP6610 did not go through the agreed to process.
  It was rushed through based on business
  necessity
• Chancellors evaluation process Used a
  different process than was in BP/AP and then
  approved new process after the fact

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1.1 What needs to be done?

• Need to define timeline and systematic process
  for BP/AP review (timing should be specific and
  achievable)
• Monitor and track progress
• Clearly defined and communicated
• Subject expert review and tracking
• Overall tracking via checklist
• Track rationale for any changes
• Watch for conflict with other BP/AP
• Need to make sure current policies available
  online
• Should be included in Board self-evaluation

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1.1 Status

• Define timeline and systematic process for BP/AP
  review
• 6 year review cycle done by chapter
• Designated chapter owners
• Track
• When last approved, subject experts necessary,
  check for conflicts with other BP/APs, and
  rationale for changes
• Executive Secretary oversees tracking and posting
  on web
• BP/AP updated to codify process changes
• Going through collegial consultation process via
  District Assembly

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Tracking Tool
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Chapter Owners

• Responsibility for the review process is as
  follows
• Chapter 1 Chancellor and Board of Trustees
• Chapter 2 Chancellor and Board of Trustees
• Chapter 3 Chancellor and Chancellors Cabinet
• Chapter 4 Vice-Presidents of Instruction,
  Student Services, and Academic Senate Presidents
• Chapter 5 Vice-Presidents of Instruction,
  Student Services, and Academic Senate Presidents
• Chapter 6 Vice-Chancellor of Fiscal Services and
  Vice-Presidents of Administrative Services
• Chapter 7 Vice-Chancellor of Human Resources

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1.1 What evidence will be provided?

• Use Collegial Consultation process to develop
  BP/AP on BP/AP development/review process to
  develop/review/monitor
• Minutes
• Draft/Completed BP/AP
• Checklist
• Comment form for BP/AP
• Campus Awareness
• Show that we have gone through/starting process

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1.2 What triggered the findings?

• Currently, no locally structured training or
  orientation. Every trustee needs to know and
  follow their Board BP/APs. Need to know time
  sensitive BP/APs No evidence of local,
  structured, and/or comprehensive training.
• President of Board of Trustees should make sure
  the Board is following BP/APs. There is no
  specific Board President training.

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1.2 What needs to be done?

• Board Training
• Board Handbook
• Develop Board Board Learning Outcomes (BLOs)
• Develop local Board President Training which
  should be included in overall Board
  Handbook/Training

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1.2 1.3 Status

• Board Handbook
• Revised to include linkage between Community
  College League of California (CCLC) Board of
  Trustees training and SBCCD specific training
• Specific topic list (BLOs) outlined and will be
  updated regularly
• Board members sign off to verify they have
  received training
• Board President and Chancellor specified as being
  responsible for ensuring the training of new
  trustees

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Board Training Topics

• Missions
• Organizational Charts
• San Bernardino Community College District
• San Bernardino Valley College
• Crafton Hills College
• Board Imperatives Goals
• Board Imperatives
• Board Goals
• About the Board of Trustees
• Board Membership
• Election of Student Trustees

• Board of Trustee Meetings
• Communication Protocol
• Campus Visits
• Board Planning and Evaluation
• Accreditation
• Foundations
• Collegial Consultation
• Groups on Campus
• Graduation
• Board Policies Procedures
• Walking tours of the district, campuses, and
  off-site locations

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Board Training Topics

• Institutional data review
• College history and development, and college
  catalogs
• Lists and contact information for trustees,
  college personnel, and student leaders
• Structure and operations of board of trustees
• Structure of higher education at the state level
• Briefings on organization, programs, budget, and
  facilities of the colleges and sites
• Collegial Consultation, inclusive of 101
• Board handbook, meeting agendas, and minutes

• Affirmative action plans
• Printed college materials
• Opportunities to meet informally with campus
  leaders and faculty, staff, students,
  administrators, and fellow trustees
• Email records disclosure responsibilities
• Attendance at local, state and national meetings,
  including the Leagues New Trustee Orientation
  Workshop and Legislative Conference
• Review of pertinent laws and board policy
• Board Budget

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1.2 What evidence will be provided?

• Training plan
• New Board hand book
• New BP/AP
• Training plan
• Minutes
• Systematic vs one-time
• Develop list of base knowledge and include in
  policy
• No violations
• College surveys
• Board Self-Evaluation

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District Recommendation 2
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District Recommendation 2

• In order to meet the standards, the team
  recommends that the Board of Trustees, and the
  Chancellor, in consultation with the leadership
  of the college campuses, develop a strategy for
  addressing significant issues to improve the
  effectiveness of district human resource services
  that support the colleges in their missions and
  functions. These issues include
• I. Reliable data from the Human Resources
  department to support position control and other
  human resources functions
• II. Timeliness of employee evaluations
• III. Responsiveness and improved timelines for
  employee hiring
• IV. Consistent policy interpretation and
  guidance and
• V. Completion of the faculty evaluation
  instrument to include work on Student Learning
  Outcomes.

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I. Reliable data from the Human Resources
department to support position control and other
human resources functions

• Causes
• Unreliable systems and structure to support
  processes and functions leading to unreliable
  data. Understaffed HR department with staff
  performing work outside the scope of their duties
  and responsibilities leading to inconsistency and
  inefficiencies.
• Symptoms
• 1. Lack of Position Control Management
• 2. Incorrect identification of funding sources
  (e.g. grants versus general funds)
• 3. No points of accountability in change process
• 4. Lack of or inaccurate data such as updated
  organizational charts, directory information, and
  evaluation information (e.g. timelines, by whom,
  etc)
• 5. No meaningful employee demographic
  distribution data to use for staff planning.

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I. Reliable data from the Human Resources
department to support position control and other
human resources functions cont.

• Solutions
• 1. Questica to ensure accurate funding and
  position control management
• 2. Questica maintains budgeting functions
  ensuring all management is aware of funding
  source for each position
• 3. New position tracking system addresses the
  flow of from inception to completion.
• 4. Organizational charts follow BP3100. New
  implementation of People Admin software for
  Performance Management (Evaluation) provides
  automated notification to supervisors of upcoming
  and due evaluations.
• 5. Employee demographic distribution data is
  maintained in SBCCD Dashboard and reviewed for
  Coordinator, Diversity and Talent Acquisition,
  the Districts primary recruiter.

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II. Timeliness of employee evaluations

• Causes
• Employee evaluations are manually entered.
  Software is incapable of loading and generating
  data for consistent updates.
• Symptoms
• Evaluations may not be entered into the system in
  a timely fashion, supervisor information is not
  updated, appropriate notification is not
  distributed or information goes to the incorrect
  supervisor. Supervisors may not provide
  evaluations within the specified timeframe.

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II. Timeliness of employee evaluations cont.

• Solutions
• New People Admin software that has been
  contracted by the District will address and
  assist in maintaining employee evaluation
  notifications to managers.
• The software will include each position in
  accordance to the cycle they should be evaluated
  (e.g yearly, every other year, etc).
• The system maintains all of the districts
  evaluation data and will provide ongoing
  notification of upcoming and due evaluations. The
  notification process sends the information to the
  evaluatee, evaluator, and the evaluators
  supervisor.

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III. Responsiveness and improved timelines for
employee hiring

• Causes

• Symptoms

• Causes
• Unreliable systems and structure to support
  processes and functions leading to unreliable
  data.
• Understaffed HR department with not enough staff
  doing jobs not under their duties and
  responsibilities.
• Lack of standard operating procedure and hiring
  of certain position types.

• Unclear on funded versus unfunded positions 
• Long-time to fill positions due to
• 1. Failed searches
• 2. Time to set-up committees
• 3. Time to start committee work
• 4. Attendance by committee members
• 5. Approval process too long between board
  meetings
• 6. Job description approval process takes too
  long
• 7. Inadequate HR staffing

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III. Responsiveness and improved timelines for
employee hiring cont.

• (4) On an ongoing basis, HR will seek input from
  supervisors, associations and senates to
  establish standing committees to ensure better
  advance preparation for interview committees to
  improve attendance.
• (5) In the recruitment process, a prospective
  board meeting date is selected based on priority
  of campus/department to ensure board meetings are
  not missed to reduce time in filling positions
• (6) The development of new job descriptions are
  addressed by HR to ensure appropriate structure,
  process and procedure is followed.
• (7) The restructure/reorganization has addressed
  the capacity issues within HR staffing.

• Solutions
• Questica is addressing funding of positions.
• (1) HR is targeting for specific recruitment,
  particularly in hard to fill positions.
  Increasing advertisement in strategic locations
  and developing agreements with different
  agencies.
• (2) First Committees are now scheduled and
  meeting(s) are scheduled while positions are
  still posting
• (3) The 2nd meeting for committees occur after
  the position closes but now only requires one
  (1) meeting versus two after the position
  closes

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IV. Consistent policy interpretation and guidance

• Causes

• Symptoms

• Understaffing and lack of systematic HR review of
  policy and procedure as symptomatic of
  unfilled/understaffed HR positions.
• Job descriptions developed in the field with HR
  not having primary handle on development of
  positions.
• Training of staff is not specific based on needs
  within each position type.

• 1. Different HR generalists have different
  interpretation of rules
• 2. Lack of consistency in how positions are
  marketed
• 3. Classified employee testing is not valid or
  consistent
• 4. Appointment process to committees is unclear
• 5. Training is not standardized or consistent for
  HR staff and committee
• 6. Application of minimum degree requirement is
  inconsistent.

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IV. Consistent policy interpretation and guidance
cont.

• 4. Hiring committees are being structured in
  advance to assist with clarity of appointments
  and to ensure appropriate staff can attend.
• 5. Training is being provided to staff based on
  specific needs within the position type
• 6. When needed, minimum degree requirement will
  be based on job analysis study as assessed by the
  market of similar positions in the educational
  sector.

• Solutions
• 1. HR has developed a guide/manual for ongoing
  review and discussion to assist in addressing
  process, procedure and policy interpretation.
• 2. HR is working with supervisors and staff on
  most appropriate marketing tools for unique
  positions.
• 3. Tests are being reviewed and updated by
  generalists under the guidance of the Director,
  HR.

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V. Completion of the faculty evaluation
instrument to include work on Student Learning
Outcomes

• Causes A previous MOU (2013) that addressed SLOs
  included the need and agreement for the inclusion
  of SLO language but did not include the language
  in the contract or by MOU.
• Symptoms Faculty evaluation does not include the
  SLO language.
• Solutions CTA and the District has discussed a
  meeting date in September to negotiate the
  location of the SLO language within the
  evaluation document/process.

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District Recommendation 3
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District Recommendation 3

• In order to meet the standards, the team
  recommends that the District follow their
  Resource Allocation Model focusing on
  transparency and inclusiveness, supported by a
  comprehensive district-wide Enrollment Management
  Plan and a Human Resource/Staffing Plan
  integrated with other district-wide programs and
  financial plans, broadly communicated to the
  colleges.

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What Triggered the Findings?

• Lack of communication as evidenced by raises
  being approved before notifying colleges of
  budget impact (no details shows on who got
  raises, retro pay, or impact on planning)
• Lack of constituent understanding of new
  floating allocation model vs. 70-30 split
• Lack of communication prior to modification of
  budgets

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What Triggered the Findings?

• Inconsistent use of numbers for Full Time
  Equivalent Student (FTES) assumptions
• Lack of communication from budget committee
  members to the college constituents they are
  representing
• Lack of leadership in implementing resource
  allocation model
• Lack of clarity in budget numbers provided and
  issues impacting numbers.

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What needs to be done?

• Though Board AP2610 (Presentation of Initial
  Collective Bargaining Proposals) as amended
  requires the Chancellor to provide advanced
  notice and forecasts to the Board of Trustees,
  there is also a need to provide the colleges with
  scenarios in advance, capitalizing on use of the
  campus budget committees
• Need documented process, guidelines, and training
  on how to implement resource allocation model,
  using Guiding Principles (e.g. SBVC must stay
  above 10,000 FTE, CHC needs to become financially
  self-sufficient.) and there is a need for the
  Chancellor and Vice-Chancellor of Fiscal Services
  to promote approved resource allocation model
  consistently and transparently

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What needs to be done?

• Need to develop and use District Enrollment
  Management Plan
• Quarterly Newsletter from District Budget
  Committee and campus presentations
• Provide realistic scenarios in advance and adjust
  budget calendar to facilitate forecasting for the
  colleges.

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What evidence will be provided?

• Administrative Procedure AP 2610
• Minutes from various constituency groups of
  Chancellor and Vice-Chancellor promoting resource
  allocation model
• District Budget Committee Recommendations
• Agendas from College/District Business Fiscal
  Services meetings
• District Budget Committee Agenda with minutes

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What evidence will be provided?

• Enrollment Management Task Force - Recommendation
  to DBC for FY 15-16
• 2015-07-16 Tentative vs Final FTES Distribution
  Growth
• May 28, 2015 Board Study Session - Preliminary
  Budget Presentation
• Chancellors Chat Newsletter
• Budget Book
• September 8, 2015 Board Study Session Final
  Budget Presentation

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Next Steps

• Monthly updates provided to college accreditation
  teams
• Wait for outcome of District Assembly action on
  BP/AP Approval Process and Board Handbook
• October Board Presentation
• ACCJC Meeting 5 in December