Board invites comments from the public regarding any

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Board of Trustees Regular/Committee Meeting Tuesday, May 04, 2021 6:00 PM
Henry W. Coil Sr. and Alice Edna Coil School for the Arts 3890 University Avenue, Riverside CA 92501
Via Teleconference https://www.youtube.com/channel/UC9tCDF4RDXCqzrUS0QfO09A/featured?disable_polymer=1
Pursuant to Governor Newsom’s Executive Order N-29-20, dated March 17, 2020, members of the Board of Trustees of the Riverside Community College District, staff and the public will participate in the Board of Trustees meeting via teleconference. No in-person attendance will be accommodated or permitted. To avoid exposure to COVID-19 this meeting will be held via live streaming on RCC’s YouTube Channel: https://www.youtube.com/channel/UC9tCDF4RDXCqzrUS0QfO09A/featured?disable_polymer=1
Should you wish to participate in public comments, please submit your comments electronically by emailing [email protected]. Submissions by email must be received prior to 4:00 pm the day of the meeting to be included.
I.COMMENTS FROM THE PUBLIC Board invites comments from the public regarding any matters within the jurisdiction of the Board of Trustees. Due to the Ralph M. Brown Act, the Board cannot address or respond to comments made under Public Comment.
II.PUBLIC HEARING
III.CHANCELLOR'S REPORT
IV.BOARD COMMITTEE REPORTS
IV.A. Teaching and Learning Data Dashboard Presentation Information Only Data Dashboard Presentation
IV.B. Teaching and Learning
IV.C. Resources California Community Colleges Capital Outlay Program Revisions Information Only 05042021 CCC Capital Outlay Plan Revision Presentation
IV.D. Resources RCCD Equal Employment Opportunity (EEO) Fund Multiple Method Certification The Committee to review the RCCD EEO Fund Multiple Method Certification Form. RCCD EEO Fund Multiple Method Allocation Model Certification Form Fiscal Year 2021 (1)
V.OTHER BUSINESS
VI.CLOSED SESSION
VI.A. Conference with Real Property Negotiators (Government Code Section 54956.8) Property: Former Greyhound Terminal Site Adjacent to the New Riverside Main Library Agency negotiator: Aaron Brown, Vice Chancellor, Business and Financial Services Negotiating parties: RCCD, OPR Student Housing, LLC and City of Riverside Under negotiation: Discussion of Purchase Action To Be Determined
VI.B. Conference with Labor Negotiators (Government Code Section 54957.6) Agency designated representatives: Wolde-Ab Isaac, Chancellor Employee Organization: RCCD Faculty Association CCA/CTA/NEA Action To Be Determined
VI.C. Conference with Labor Negotiators (Government Code Section 54957.6) Agency designated representatives: Wolde-Ab Isaac, Chancellor Employee Organization: RCCD California Schools Employees Association (CSEA), Chapter 535 Action To Be Determined
Agenda Item Other Items (III.A)
Subject Chancellor’s Communications
College/District District
Funding N/A
Recommended Action
Information Only
Background Narrative:
Chancellor will share general information to the Board of Trustees, including federal, state and local interests and District information.
Prepared By: Wolde-Ab Isaac, Chancellor
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Board of Trustees Regular/Committee Meeting (IV.A) Meeting May 4, 2021
Agenda Item Teaching and Learning (IV.A)
Subject Teaching and Learning Data Dashboard Presentation
Funding N/A
Recommended Action
Information Only
Prepared By: Jeannie Kim, Interim Vice Chancellor, Educational Service and Strategic Planning Lijuan Zhai, Associate Vice Chancellor, Educational Services and Institutional Effectiveness David Torres, Dean, Institutional Research and Strategic Planning
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Subject: Data Dashboard Update
Action/Update/Discussion: Update
Background Narrative: The district office IE team will present RCCD district office’s Partnership Resource Team (PRT) outcomes and progress-to-date along with a live demo of data dashboards.
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May 4, 2021 6
• Institutional Effectiveness Partnership Initiative (IEPI) and a Partnership Resource Team (PRT) visited the district office three times to assist us in developing a district Innovation and Effectiveness Plan.
• Received a $200,000 seed grant.
• Rationale • It is very complicated to extract data from Colleague
• Build a data warehouse/reporting system for improved data access.
• Align with Vision for Success • Identify a reporting tool for creating/publishing interactive data
dashboards, aligned with the Vision for Success key performance indicators.
Scaling Up – PRT (Partnership Resource Team)
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Project 1: Establishing a districtwide data and storage and reporting system.
• ODS (Operational Data Store) is completed. Colleague data are moved to SQL server.
• We contracted with a vendor to design a data warehouse, which will integrate with the new ERP.
• A SQL server was set up to store all MIS data for researchers districtwide.
Progress Report on PRT Projects
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Project 2: Evaluating and purchasing an enterprise platform to generate and publish interactive data dashboards.
• Power BI Premium is purchased and configured.
• Various interactive data dashboards are created and shared internally.
• Several high-level data dashboards will soon be published on the district website.
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RCCD BI Goal: Getting actionable data to the users in a timely manner
TRADITIONAL PROCESS • Requestor questions researcher
• Researcher returns the result • Original query modified,
researcher queries data • Complex questions may need
many possible iterations, requiring multiple data pulls
• Eventually question is answered, or more in-depth study is needed
DASHBOARD PROCESS • Requestor referred to dashboard
• Requestor selects options/filters to view
• Requestor can repeat the analysis as many times as necessary
• Eventually question is answered, or more in depth-study is needed
• Process is quicker, more user- directed
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Visualizations
Filters
Interactive data dashboards allow users to select (or filter) the needed information and modify the results (visualizations) as requested.
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Report • Guided Pathways Transfer
• Ally Scores • College and Career Access
Pathways
• Non-Credit Enrollment Management
• Student Equity Course Success • RCC Program Review Data
• RCCD Employment by Type • RCCD Student Headcount • RCCD Annual Employee Headcount
• RCCD Course Success Rates • RCCD Awards Conferred • Enrollment Management
Dashboard (for internal use, more data elements)
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https://app.powerbi.com/groups/me/reports/ 11b024be-c42e-4ab6-9ab8- 8ff04834d29f/ReportSection41f773d1926c35a 4c2b6?tenant=49669b17-fa33-4ae3-8ecc- 3cf116b790e5&[email protected]
• Examples: Student Headcount, Course Success, Awards, Employee
• Internal dashboards provide specialized data to RCCD faculty, staff, administrators and classified professionals for planning and decision making.
• Examples: Guided Pathways cohorts, Transfer Cohort, Ally Scores, Enrollment Management Dashboard
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• Goal of data governance is to increase data engagement and communication in a secure way with transparency and collaboration.
• With more dashboards being made throughout the district, data governance procedures are being developed to ensure data security while allowing for data sharing and collaboration.
Data Governance of Power BI Dashboards
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• Guarding the data privacy of the students is our highest safety concern.
• Safeguarding practices
• Removing personally-identifiable student information prior to upload
• limiting downloads of data to summary-level tables
• Working with Dyntek, a data security organization to help us implement best practices for dashboard data security.
Data Security
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Project 3: Developing effective data coaches to promote and facilitate a culture of evidence for data- driven decisions to improve student learning and institutional effectiveness.
• All three colleges have developed data coaching programs.
• As of March 31, we have sponsored trainings of 28 faculty data coaches.
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Going Forward
• As the district and the colleges move forward with the creation of data dashboards, this will improve information access and the ability to use data to help inform strategic decisions and operations.
• By developing these dashboards, we will increase our internal capability to meet ever-growing information demands and support more data- informed decision making.
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End of slideshow 23
Board of Trustees Regular/Committee Meeting (IV.B) Meeting May 4, 2021
Agenda Item Teaching and Learning (IV.B)
Subject Teaching and Learning Proposed Curricular Changes
Funding N/A
Recommended Action
The Committee to review the proposed curricular changes for inclusion in the college catalogs and in the schedule of class offerings.
Presented for the Board’s review and consideration are proposed curricular changes. The District Curriculum Committee and the administration have reviewed the attached proposed curricular changes and recommend their adoption by the Board of Trustees.
Prepared By: Jeannie Kim, Interim Vice Chancellor, Educational Services and Strategic Planning
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Proposed Curricular Changes Compiled for the Executive Cabinet, Committee on Teaching and Learning, and Board of Trustees
Programs
ADT
Business Administration 2.0 The ADT is being modified regarding degree requirements. CIS1A was taken out, BUS 24 was added as an option with BUS 10 and one additional math course was added MAT 4 or Mat 5.
BUS
ADT
Music Transfer Model Curriculum (TMC) Template for Music Rev. 07/05/17 added a “List A” category. Music courses moved from Required Core to List A were updated. Music courses that fulfill additional List A options were added.
MUS
4/19/2021 Cabinet 5/4/2021 Committee 5/18/2021 Board of Trustees 25
Program Outline of Record - Associate Degree for Transfer (ADT)
1 | P a g e For additional information, please see the Program and Course Approval Handbook (PCAH), the RCCD Curriculum Handbook, the Taxonomy of Programs manual, and the TOPs/CIP/SOC crosswalk.
Program Outline
Title: Associate Degree for Transfer (ADT) - Business Administration 2.0
College: Moreno Valley College Norco College Riverside City College (Please note: ADTs are college specific. If multiple colleges wish to adopt this program, a separate proposal and college specific supporting documents are required.)
TOPs Code: 050500 CIP Code: 52.0201
Type of ADT: Associate in Arts for Transfer Associate in Science for Transfer
This is a: New ADT Modification to an existing ADT
If this is a modification to an existing ADT, please specify the changes being made: (Please be specific! Indicate any changes such as title, description, learning outcomes, courses, unit values, etc.) The ADT is being modified regarding degree requirements. CIS1A was taken out, BUS 24 was added as an option with BUS 10 and one additional math course was added MAT 4 or Mat 5.
Rationale: (Please note: This information will be presented to the Board of Trustees.)
The second round of vetting for the Business Administration Transfer Model Curriculum (TMC) closed in late September. The Faculty Discipline Review Group (FDRG) -- representing the CCCs and the CSUs -- carefully and thoroughly reviewed all responses.
The charge of the Business Administration FDRG is to create a degree that prepares students for transfer and provides them with interdisciplinary preparation necessary for upper division success, regardless of the receiving CSU campus to which they transfer. This task must be accomplished within the guidelines of SB 1440 at the direction of the California legislature.
HISTORY
The FDRG first developed and approved a TMC in December of 2012. A five-year review was completed in 2018 with minor adjustments made for clarification purposes. Shortly thereafter the Math FDRG augmented the prerequisite to the statistics descriptor (MATH 110) from “intermediate algebra” to “intermediate algebra or any CSU accepted statistics pathway curriculum prerequisite”. Further explanation of the language can be found at c-id.net. The CSU Chancellor’s office and the CSU Academic Senate considered this a “significant change,” concerned that a transfer student might not have appropriate algebra skills to succeed in CSU business programs. In response, the FDRG re-opened the Business Administration TMC in February of 2019.
This FDRG-modified TMC went out for vetting in February of this year. Changes based upon comments received were incorporated and the new draft TMC went out for review in September. The participation rate for this second round was impressive, with twice as many responses received than for TMCs in any other discipline. Twenty-five of these responses were described as department evaluations.
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FEEDBACK
SECOND MATH COURSE
The FDRG’s decision to move a second math course to the core was well received in the February vetting. Concerns were raised, though, about the best math course to add. While most CSUs require finite math or business calculus, several campuses -- including CSU Los Angeles, CSU Dominguez Hills and CSU San Bernardino –require another course (e.g., college algebra). A close review of college algebra syllabi showed the course to be at a comparable level to finite math and to include many of the same topics. To make this work for all CSUs, in September the FDRG recommended the following option: “A math course (excluding Statistics)
articulated for the Business major at a CSU campus.” This assures all CSUs that transfer students will arrive with a CSU-approved math, while giving CCCs flexibility if a local CSU has other requirements.
Most importantly, this change addresses the concern that prompted the re-opening of the degree: All transfer students will arrive with math topical exposure designed to promote success after transferring to a CSU Business program.
This change was well received, with 100% of CSUs in favor and 71% of all respondents voting “yes” or “Decline to Comment/Not Qualified to Assess.”
INTRODUCTION TO BUSINESS/BUSINESS COMMUNICATIONS
The proposal to move Introduction to Business to the core as a required course rather than an option received considerable attention from the respondents in the February vetting. A significant number of respondents stressed the need for business writing skills, and many made the point that Business Communication is required at more CSUs than is Introduction to Business. In order to give each campus the flexibility to meet the needs of its local CSU, a Business Communication OR Introduction to Business option was proposed for the Core in September. It should be noted that Introduction to Business is required in the UC pathway for business.
This change, too, was well received. Sixty-six percent agreed or decline to comment. Those voting “no” frequently cited the desire for Business Communication to be the only option.
The FDRG weighed all concerns, and chose to stay with the option provided. Helping shape this decision was the fact that each CCC has the option to choose the course that best meets the needs of its local CSU, which was the intent of the California legislature when passing SB 1440.
COMPUTER SKILLS ADVISORY
The FDRG agreed that transfer students should possess fundamental computer literacy/skills, with emphasis on competency in using Excel. The FDRG reviewed the computer skills/data analytics requirement of the CSU business programs and determined that these requirements varied considerably, with no real consensus among the CSU business schools. The FDRG therefore recommended an advisory emphasizing basic skill and competency in using Excel.
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C-ID or ASSIST Articulation Information, as required by the TMC (Work with your Articulation Officer to obtain this documentation)
The September vetting responses were positive. More than 75% agreed with this recommendation or chose not to comment.
CONCLUSION
The FDRG vote was unanimous: The September TMC best meets the needs of the transfer students, the CCCs and CSUs and should be forwarded to the Intersegmental Curriculum Faculty Workgroup for approval.
The revised Business Administration TMC also has the advantage of being simpler than the original version, which had a Core, a List A, and a List B (which included a course that was included in List A not already taken). This should reduce questions and confusion amongst students and during curriculum development.
Bottom line, this was a challenging task because of the varying requirements at the CSUs and the 60-unit cap imposed by the California legislature. The FDRG -- representing both CCCs and the CSUs -- carefully weighed all options and chose the path that they feel will best prepare our transfer students for upper division success while facilitating transfer to all CSU campuses.
Required Documentation: Please submit this form and the documents outlined below to your college coordinator and the District Technical Review committee via [email protected]. Please do not submit your proposal until all of the documentation below is complete.
All new and modified ADTs must include the following: Discipline and Department minutes showing approval Narrative (See next page) Completed Chancellor’s Office Template (TMC) (Must be most current version available)
Program Narrative Item 1. Program Goals and Objectives Must address a valid transfer preparation purpose. This degree is designed to facilitate the student's passage from Moreno Valley College to the California State University System with an Associate in Science in Business Administration for Transfer degree. This degree will satisfy the lower division requirements for the eventual conferral of the Bachelor's Degree in Business Administration at CSU. With this degree the student will be prepared for transfer to the university upper division level. Additionally, the intent of an ADT is to assist students in seamlessly transferring to a CSU.
PROGRAM LEARNING OUTCOMES Upon successful completion of this program, students should be able to: • demonstrate use of technology and application software to analyze and solve business
decisions. • demonstrate mathematical and accounting procedures used for business specific calculations
and decisions. • demonstrate the application of economic and business theories to develop effective business
processes.
Item 2. Catalog Description Includes program requirements, prerequisite skills or enrollment limitations, program learning outcomes, and information relevant to program goal. The language list below is required at the end of the catalog description. Please replace the highlighted text with the language appropriate for this specific ADT. Course titles and unit values must be exact.
This degree is designed to facilitate the student's passage from Moreno Valley College to the California State University System with an Associate in Science in Business Administration for Transfer degree. This degree will satisfy the lower division requirements for the eventual conferral of the Bachelor's Degree in Business Administration at CSU. With this degree the student will be prepared for transfer to the university upper division level.
PROGRAM LEARNING OUTCOMES Upon successful completion of this program, students should be able to: • demonstrate use of technology and application software to analyze and solve business
decisions. • demonstrate mathematical and accounting procedures used for business specific calculations
and decisions. • demonstrate the application of economic and business theories to develop effective business
processes.
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Required Courses: 26 units Course Title Units ACC-1A Principles of Accounting I 3 ACC-1B Principles of Accounting II 3 ECO-7/7H* Principles of Macroeconomics/Honors 3 ECO-8/8H* Principles of Microeconomics/Honors 3 BUS-18A Business Law I 3 MAT-5* or MAT-1A*
Calculus for Business and Life Science or Calculus I
4
BUS-24
3
*Courses may also be used to fulfill general education requirements for the CSUGE or IGETC pattern, please confer with a counselor.
ASSOCIATE IN SCIENCE FOR TRANSFER DEGREE The Associate in Science in Business Administration 2.0 for Transfer degree will be awarded upon completion of 60 California State University (CSU) transferable units including the above major requirements and the Intersegmental General Education Transfer Curriculum (IGETC) or California State University General Education (CSUGE) requirements and with a minimum grade point average of 2.0. All courses in the major must be completed with a grade of “C” or better (or a “P” if taken as Pass/No Pass).
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Program Outline of Record – Associate Degree for Transfer (ADT)
Program Outline
Title: Music
College: Moreno Valley College Norco College Riverside City College (Please note: ADTs are college specific. If multiple colleges wish to adopt this program, a separate proposal and college specific supporting documents are required.)
TOPs Code: 100400 CIP Code: 500901
Type of ADT: Associate in Arts for Transfer Associate in Science for Transfer
This is a: New ADT Modification to an existing ADT
If this is a modification to an existing ADT, please specify the changes being made: (Please be specific! Indicate any changes such as title, description, learning outcomes, courses, unit values, etc.) MUS-6 moved to List A MUS-32A, B, C added to List A MUS-19 added to List A MUS-101 added to List A
Rationale: (Please note: This information will be presented to the Board of Trustees.) Transfer Model Curriculum (TMC) Template for Music Rev. 07/05/17 added a “List A” category: • Music courses moved from Required Core to List A were updated. • Msusic courses that fulfill additional List A options were added.
Required Documentation: Please submit this form and the documents outlined below to your college coordinator and the District Technical Review committee via [email protected]. Please do not submit your proposal until all of the documentation below is complete.
All new and modified ADTs must include the following: Discipline and Department minutes showing approval Narrative (See next page) Completed Chancellor’s Office Template (TMC) (Must be most current version available) C-ID or ASSIST Articulation Information, as required by the TMC (Work with your Articulation Officer to obtain this documentation)
Program Narrative
Item 1. Program Goals and Objectives Must address a valid transfer preparation purpose.
PROGRAM LEARNING OUTCOMES Upon successful completion of this program, students should be able to:
• Demonstrate ensemble specific performance practices and professional standards of conduct expected of ensemble participants.
• Perform solo literature with an accompanist (if appropriate) using stylistically accurate rhythm, pitch, diction (or articulation) and musical expression.
• Demonstrate the ability to “audiate” a musical score by sight reading and performing complex rhythms and by sightsinging chromatic, modulating, and post-tonal melodies.
• Demonstrate the ability to recognize patterns and musical function by aurally identifying and transcribing scales, modes, post-tonal melodies, and complex harmonic progressions.
• Analyze chromatic harmonic progressions that include modulation using 20th century techniques. • Write, analyze, and compose music using 20th century techniques, such as tone rows, set theory,
augmented sixth chords, pandiatonicism and polytonalism. • Demonstrate keyboard proficiency at the level required to perform theoretical concepts studied in
music theory courses.
Item 2. Catalog Description Includes program requirements, prerequisite skills or enrollment limitations, program learning outcomes, and information relevant to program goal. The language list below is required at the end of the catalog description. Please replace the highlighted text with the language appropriate for this specific ADT. Course titles and unit values must be exact.
SHORT DESCRIPTION OF PROGRAM The Associate in Arts in Music for Transfer Degree is designed to prepare the student for transfer to four- years institutions of higher education and specifically intended to satisfy the lower division requirements for the Baccalaureate in Arts in Music at the California State University. This degree is designed to prepare students to demonstrate competence and discipline in the study of music theory, music analysis, music composition, and musicianship skills, and to demonstrate proficiency in ensemble skills and solo performance skills. Completion of this curriculum will demonstrate commitment to the serious study of Music in practice and in theory and provide comprehensive preparation for upper-division work.
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Required Courses (23-24.units)
Music Theory (12 units): Course Title Units MUS-3 Fundamentals of Music 4 MUS-4 Music Theory I 4 MUS-5 Music Theory II 4
Applied Music (1 unit per semester for a total of 4 units): Course Title Units MUS-87 Applied Music Training 4
Large Ensemble (1 unit per semester for a total of 4 units chosen from the following): Course Title Units MUS-29 Concert Choir 1 MUS-31 College Choir 1 MUS-35 Vocal Music Ensembles 1 MUS-50 Master Chorale 1 MUS-51 Men's Ensemble 1 MUS-55 Community Concert Band 1 MUS-57 Gospel Singers 1 MUS-58 Gospel Choir 1 MUS-67 Community Chamber Ensemble 1 MUS-69 Festival Choir 1 MUS-70 Guitar Lab Ensemble 1 MUS-71 College Chorus 1 MUS-75 Advanced Vocal Ensembles 1 MUS-80 Master Singers 1 MUS-83 Advanced Chamber Choir 1 MUS-95 Community Symphony Band 1 MUS-P44 Jazz Lab Band 1 MUS-P84 Jazz Lab Orchestra 1
Music Electives (3-4 units chosen from the following): Course Title Units MUS-6 Music Theory III 4 MUS-32A Class Piano I 1 MUS-32B Class Piano II 1 MUS-32C Class Piano III 1 MUS-101 Introduction to Music Technology 3 MUS-19 Music Appreciation 3
ASSOCIATE IN ARTS FOR TRANSFER DEGREE The Associate in Arts in Music for Transfer degree will be awarded upon completion of 60 California State University (CSU) transferable units including the above major requirements and the Intersegmental General Education Transfer Curriculum (IGETC) or California State University General Education (CSUGE) requirements and with a minimum grade point average of 2.0. All courses in the major must be completed with a grade of “C” or better.
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Board of Trustees Regular/Committee Meeting (IV.C) Meeting May 4, 2021
Agenda Item Resources (IV.C)
Funding N/A
Recommended Action
Information Only
In 1999, the California Community Colleges Board of Governors (BOG) adopted a scoring system to ensure capital outlay project proposals reflect the state’s priorities, including college instructional needs, use of space, and the condition of its existing facilities.
In 2018, the CCC Facilities Planning Unit, Association of Chief Business Officials (ACBO) Facilities Task Force, and Department of Finance worked together to make changes to the state capital outlay scoring system to align them with the Vision for Success. Additional metrics were added to the scoring system for Career Technical Education (CTE), regions of high need, and the required local contribution and hardship waiver criteria. The Department of Finance approved these changes in August 2020 and were adopted by the BOG in September 2020.
Detailed revisions to the scoring system and the impact on funding future final project proposals will be presented for discussion. A summary of the most significant impacts follow:
1. Each project will receive five (5) additional points for being within a region of high need 2. District projects will not qualify for the hardship waiver 3. All projects will require a 25% minimum local contribution
Prepared By: Aaron S. Brown, Vice Chancellor, Business & Financial Services Hussain Agah, Associate Vice Chancellor, Facilities Planning & Development Mehran Mohtasham, Director, Capital Planning
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VISION FOR SUCCESS
AGENDA Background Project Eligibility Criteria New Scoring Metrics Updates Local Contribution & Hardship Waiver Updates Project Categories Updates Impact for RCCD State Funding Status & Upcoming Legislative Updates
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schedules, budgets, space inventory, enrollment and capacity load ratio
Initial Project Proposal (IPP): Initial project concept for State funding eligibility
Final Project Proposal (FPP): A detailed project scope, schedule and budget. Binding agreement between the State and District
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Capacity Load Ratio cannot exceed 100% for each space category
Non-State Supportable/Fundable areas are: Food Services, Bookstore, Parking, Athletic Fields
Can have up to 50% local contribution to compete with other projects
Furniture, Fixture & Equipment must be funded 100% locally
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Presenter
Presentation Notes
Capacity/Load Ratios The capacity/load ratio (cap load) is a measure of space utilization efficiency according to Title 5 community college space standards. This ratio, expressed as a percent, is the totaled capacity of a space type divided by the actual or projected usage of the space. Ratios above 100% indicate an excess of space; ratios below 100% indicate a deficiency of space and may qualify a district for state capital outlay funding for a more efficient use of space.
NEW SCORING METRICS Project Categories collapsed to: Safety (A), Growth (G), Modernization (M)
DOF requires minimum 25% local contribution of the total project budget
Revised hardship waiver and now aligns with K-12 provision
Vision for Success (new) Metrics:
Regions of High Needs (Central Valley, Sierras, Inland Empire, Far North)
Career and Technical Education (CTE) Programs
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Local Contribution = 25% minimum required and up to 50% OR
Hardship* = 25 points maximum. Demonstrate local effort to raise revenues by providing evidence of at least one of the following:
A. Passed a local GO bond within the past (2) years but insufficient to fund project B. Debt level at 70% of bonding capacity (2.5 percent of Assessed Value) C. Total District bonding capacity less than $50 million
* ELIMINATED - A good faith effort to pass a bond in the last 5 years (failed bond) 40
GROWTH (G) PROJECT UPDATES Metric Description Old
Score New
Score Enrollment Growth (WSCH) over a 5-year period 50 50
Existing Inventory (Cap Load Ratio) 50 50
Assignable Square Footage (ASF) Change 50 N/A Full Time Equivalent Students (FTES) per site N/A 20 Vision for Success - CTE Programs N/A 25 Vision for Success - Regions of High Need (Inland Empire) N/A 5 Local Contribution or Hardship 50 50
Total 200 200 41
MODERNIZATION (M) PROJECT UPDATES
Metric Description Old Score
New Score
Age of Project Building (15 years or older) 120 60 Activates Unused Space 30 N/A Facility Condition Index (FCI) N/A 40 Full Time Equivalent Students (FTES) per site N/A 20 Vision for Success - CTE Programs N/A 25 Vision for Success - Regions of High Need (Inland Empire) N/A 5 Local Contribution or Hardship 50 50
Total 200 200 42
IMPACT FOR RCCD Each project will receive five (5) ADDITIONAL points for being in Region of
High Need
25% minimum Local Contribution is required for ALL eligible projects
Performing Arts Center and Physical Education projects will now COMPETE against all projects within the collapsed categories
Campus infrastructure upgrades, renewable energy, deferred maintenance and non-supportable projects still need to be FUNDED LOCALLY
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2021 FINAL PROJECT PROPOSALS MVC Library and Learning Resource Center (Growth)
Score: 93 (2020) 76 (2021) ASF (-20), FTES (+12), CTE (0), IE Region (+5)
NC Library/Learning Resource Center and Student Services (Growth) Score: 95 (2020) 62 (2021) ASF (-40), FTES (+12), CTE (0), IE Region (+5)
RCC Cosmetology Building (Growth) Score: 82 (2020) 84 (2021) ASF (-28), FTES (+16), CTE (+25), IE Region (+5)
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STATE FUNDING STATUS & UPCOMING LEGISTLATIVE UPDATES
Proposition 51 passed in 2016 and allocated 2.0 billion for CCC’s
Remaining allocation ($80 million) & will fund 10 projects in FY 2022-2023
Proposition 13 in March 2020 & Proposition 15 in November 2020 failed
Upcoming Capital Outlay Bills (expected in November 2022):
• Assembly Bill 75 (O’Donnell) – 2022 School Bond • Senate Bill 22 (Glazer) – 2022 Higher Education Bond
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Vision for Success
Q&A 46
Board of Trustees Regular/Committee Meeting (IV.D) Meeting May 4, 2021
Agenda Item Resources (IV.D)
Subject Resources RCCD Equal Employment Opportunity (EEO) Fund Multiple Method Certification
Funding N/A
Recommended Action
The Committee to review the RCCD EEO Fund Multiple Method Certification Form.
In the fall of 2015, the Statewide Equal Employment Opportunity (EEO) and Diversity Advisory Committee identified nine best practice areas for success in promoting EEO. These nine areas now serve as the “Multiple Methods” for the allocation of the EEO Fund. In order to qualify for EEO Funding for fiscal year 2020 -2021, districts must complete and submit a Multiple Method Certification form. The attached document satisfies this requirement.
On Friday, April 9, 2021, the District-wide Council on Diversity Equity and Inclusion (DCDEI) reviewed and approved the Draft document.
On Monday, April 19, 2021, the Chancellor’s Cabinet reviewed and discussed the Draft document.
Prepared By: Trinda Best, Interim Vice Chancellor Human Resources and Employee Relations
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Certification Form Fiscal Year 2020-2021
District Name: ___________________________________________________________
Does the District meet Method #1 (District has EEO Advisory Committee, EEO Plan, and submitted Expenditure/Performance reports for prior year) (All mandatory for funding).
Yes No
The district met at least 6 of the remaining 8 Multiple Methods? (Please mark your answers.) Yes
Method 2 (Board policies and adopted resolutions) Method 3 (Incentives for hard-to-hire areas/disciplines) Method 4 (Focused outreach and publications) Method 5 (Procedures for addressing diversity throughout hiring steps and levels) Method 6 (Consistent and ongoing training for hiring committees) Method 7 (Professional development focused on diversity) Method 8 (Diversity incorporated into criteria for employee evaluation and tenure review) Method 9 (Grow-Your-Own programs)
No
I CERTIFY THAT THIS REPORT FORM IS COMPLETE AND ACCURATE. Please attach meeting agenda showing district EEO Advisory Committee’s certification of this report form.
Chair, Equal Employment Opportunity Advisory Committee
Name: Title:
Signature: ____________________________________Date: ___________________________________________
Name: Title:
Signature: ____________________________________ Date: ___________________________________________
President/Chair, District Board of Trustees Date of governing board’s approval/certification: ___________________________________________
Name: Title: President/Chair, Board of Trustees
Signature: ____________________________________ Date: ___________________________________________
Certification Form Fiscal Year 2020-2021
This form requires districts to report the various activities that they are implementing to promote Equal Employment Opportunity for each of the 9 Multiple Methods.
When providing explanation(s) and evidence of your district’s success in implementing the Multiple Methods, please keep narrative to no more than one page per Multiple Method. If you reference an attachment, please ensure it is attached to your submittal.
Nine (9) Multiple Methods Mandatory for Funding
1. District’s EEO Advisory Committee, EEO Plan, and submittal of Expenditure/Performance reports for prior year.
Pre-Hiring 2. Board policies & adopted resolutions 3. Incentives for hard-to-hire areas/disciplines 4. Focused outreach and publications
Hiring 5. Procedures for addressing diversity throughout hiring steps and levels 6. Consistent and ongoing training for hiring committees
Post-Hiring 7. Professional development focused on diversity 8. Diversity incorporated into criteria for employee evaluation and tenure review 9. Grow-Your-Own programs
Does District meet Multiple Method #1 (District has EEO Advisory Committee, EEO Plan, and submitted Expenditure/Performance reports for prior year)? Yes No
Under the Multiple Method allocation model, districts must minimally have an operational district EEO Advisory Committee, and an updated EEO Plan. Additionally, districts are required to annually report on the use of EEO funds.
• In order to qualify for receipt of the EEO Fund, districts are required to submit a board-adopted EEO plan every three years to the Chancellor’s Office. (Title 5, section 53003).
• EEO Plans are considered active for three years from the date of when the district’s Board of Trustees approved the plan.
• The districts are required to establish an EEO Advisory Committee to assist in the development and implementation of the EEO Plan. (Title 5, section 53005).
• The districts are required to annually submit a report on the use of Equal Employment Opportunity funds. (Title 5, section 53034).
Page 2 49
Certification Form
Fiscal Year 2020-2021
Please provide an explanation and evidence of meeting this Multiple Method, #1.
Multiple Method #1
Certification Form
To receive funding for this year’s allocation amount, districts are also required to meet 6 of the remaining 8 Multiple Methods.
Does the District meet Method #2 (Board policies and adopted resolutions)?
Yes
No
Multiple Method #2
Certification Form
Does the District meet Method #3 (Incentives for hard-to-hire areas/disciplines)?
Yes
No
Multiple Method #3
Certification Form
Does the District meet Method #4 (Focused outreach and publications)?
Yes
No
Multiple Method #4
Certification Form
Does the District meet Method #5 (Procedures for addressing diversity throughout hiring steps and levels)?
Yes
No
Multiple Method #5
Certification Form
Does the District meet Method #6 (Consistent and ongoing training for hiring committees)?
Yes
No
Multiple Method #6
Certification Form
Does the District meet Method #7 (Professional development focused on diversity)?
Yes
No
Multiple Method #7
Certification Form
Does the District meet Method #8 (Diversity incorporated into criteria for employee evaluation and tenure review)?
Yes
No
Multiple Method #8
Certification Form
Yes
No
Multiple Method #9
If more space is needed for your explanations, you may attach an additional file. ATTACH FILE
Page 11
Multiple Method #1
Evidence 1. Equal Employment Opportunity Plan 2. College and District EEO Advisory Committees Multiple Method #2 Evidence
1. BP 6100 – COMMITMENT TO DIVERSITY 2. BPAP 6410- NONDISCRIMINATION 3. BP 6420-EQUAL EMPLOYMENT OPPORTUNITY 4. BP 6430 – PROHIBITION OF HARASSMENT AND RETALIATION 5. BPAP 6433-PROHIBITION OF SEXUAL HARASSMENT UNDER TITLE IX 6. AP 6434 - RESPONDING TO HARASSMENT BASED ON SEX UNDER TITLE IX 7. AP 6435 – DISCRIMINATION & HARASSMENT COMPLAINTS & INVESTIGATIONS 8. BPAP 6440 – SERVICE ANIMALS 9. AP 6445 – HANDLING ACCOMMODATIONS FOR PERSONS WITH DISABILITIES FOR NON-
CLASSROOM-RELATED ACTIVITIES 10. AP 6447 – REASONABLE ACCOMODATION FOR EMPLOYMENT
Multiple Method #4 Evidence https://www.rccd.edu/admin/hrer/dec/Documents/eeo/RCCD_EEO_Plan.pdf Multiple Method #5 The recruitment process begins with an assessment of the composition of every screening and selection committee to ensure that the committee is diverse as well as verification of the EEO Training Certification for each committee member (see Method #6). Human Resources and Employee Relations works collaboratively with the appropriate hiring authority to identify methods to address any lack of diversity in the composition of a screening and selection committee. Human Resources and Employee Relations staff facilitates access to the required EEO Training for Screening and Selection Committee Members as needed. The Human Resources Generalist or Liaison assigned to facilitate a recruitment serves as a non-voting member of every screening and selection committee as serves as a resource for committees on all EEO related matters. The next step in the process begins with a wide-ranging advertising campaign (refer to Method #4) to cast as wide a net as possible to attract a highly qualified, diverse applicant pool. Prior to a posting closing date, the Human Resources Generalist or Liaison assigned to facilitate a recruitment evaluates the applicant pool to determine if the posting deadline should be extended in support of increasing the
and hiring; principles of diversity and cultural proficiency; the educational benefits of a diverse workforce; and identification and elimination of bias in hiring. Riverside Community College District is a multi-college District which presents logistical and practical challenges with facilitation of frequently available EEO Training for Screening and Selection Committee Members. Relying on in-person training is impractical as it is costly and creates difficulty in guaranteeing consistency and dependability of the facilitation and learning experience. In response to these challenges, the EEO Training for Screening and Selection Committee Meeting is available on-demand using a web-based delivery method. Evidence RCCD Screening and Selection Committee Training Video Multiple Method #7 Evidence 1. http://www.rccd.edu/administration/humanresources/DEC/Pages/Workshops.aspx 2. http://www.rccd.edu/administration/humanresources/DEC/Pages/EEO.aspx 3.https://app.targetsolutions.com/auth/index.cfm?action=login.showlogin&customerid=27352&custom erpath=riversidecc&msg= Multiple Method #9 The District engages in multiple processes designed to support the professional growth of our employees which in turn facilitates the cultivation of internal pathways and pipelines for advancement within the organization. In addition to New Employee and New Faculty Orientation programs, and informal mentoring across employment classifications, the District offers Professional Growth Programs for its employees. Confidential and classified employees are supported in identifying academic and professional activities designed to further develop and improve job skills and knowledge. The goal of the program is to assist employees in attaining new skills and proficiencies beyond those presented at the time of initial employment. Eligible employees receive step increases for completion of approved coursework at a regionally accredited college or university. Confidential and classified staff are also eligible to request funds from the Staff Development Plan which is a planned learning program, activity or experience that has as its major purpose the maintenance or increase in employees’ job-related knowledge and skills that contribute to the employees’ ability to effectively carry out his/her job duties and responsibilities. Staff development also provides positive reinforcement and enhancement to employees’ morale, self-esteem, self-improvement and upward mobility. For faculty, Administrative Procedure 6160 [A] titled Professional Growth-Full Time Faculty-Salary Advancement and Sabbatical Leave defines professional growth as those academic, scholarly, and
61
• Brandman University • California Baptist University • University of Redlands-School of Business • University of Redlands-School of Education
Evidence http://rccd.edu/faculty/Pages/Flex.aspx http://rccd.edu/administration/humanresources/Pages/Training-and-Development.aspx#professional https://www.rccd.edu/bot/Board_Policies/Chapter%206%20-%20Human%20Resources/6160A.pdf
Agenda Item Other Items (VI.A)
Subject Conference with Real Property Negotiators (Government Code Section 54956.8) Property: Former Greyhound Terminal Site Adjacent to the New Riverside Main Library Agency negotiator: Aaron Brown, Vice Chancellor, Business and Financial Services Negotiating parties: RCCD, OPR Student Housing, LLC and City of Riverside Under negotiation: Discussion of Purchase
College/District
Board of Trustees Regular/Committee Meeting (VI.B) Meeting May 4, 2021
Agenda Item Other Items (VI.B)
Subject Conference with Labor Negotiators (Government Code Section 54957.6) Agency designated representatives: Wolde-Ab Isaac, Chancellor Employee Organization: RCCD Faculty Association CCA/CTA/NEA
College/District
Board of Trustees Regular/Committee Meeting (VI.C) Meeting May 4, 2021
Agenda Item Other Items (VI.C)
Subject Conference with Labor Negotiators (Government Code Section 54957.6) Agency designated representatives: Wolde-Ab Isaac, Chancellor Employee Organization: RCCD California Schools Employees Association (CSEA), Chapter 535
College/District
Item III.A - Cover Page
Item IV.A - Cover Page
Item IV.B - Cover Page
Item IV.C - Cover Page
Item IV.D - Cover Page
Item IV.D - RCCD EEO Fund Multiple Method Allocation Model Certification Form Fiscal Year 2021 (1)
Item VI.A - Cover Page
Item VI.B - Cover Page
Item VI.C - Cover Page
pg3-1: Riverside Community College District’s Equal Employment Opportunity Plan covered the period beginning January 1, 2017 through December 30, 2020, and is currently in the process of being reviewed and updated through the District's participatory governance structure. Each College in the District operates an EEO Advisory Committee. In accordance with the District’s EEO Plan, the District level advisory committee titled, the District Council on Diversity, Equity and Inclusion (DCDEI) was formed and includes representatives from each college and the District Office. The membership structure for the DCDEI is also being reviewed through the District's participatory governance structure. Evidence (Links provided in attachment) 1. Equal Employment Opportunity Plan 2. College and District EEO Advisory Committees
pg3-2: Yes
pg3-3: The Riverside Community College District’s Board of Trustees regularly updates its adopted policies and receives information regarding administrative procedures which affirm the District’s commitment to nondiscrimination and equal employment opportunity. Board policy 6410 titled “Nondiscrimination” states in part “The District, and each individual who represents the District, shall provide access to its services, classes, and programs without regard to actual, perceived or association with others’ ethnic group identification, national origin, religion, age, gender, gender identity, gender expression, race or ethnicity, color, genetic information, ancestry, sexual orientation, or physical or mental disability, pregnancy, or any characteristic listed or defined in Section 11135 of the Government code or any characteristic that is contained in the prohibition of hate crimes set forth in subdivision (a) of Section 422.6 of the Penal Code.” Evidence (Links provided in attachment) 1. BP 6100 – COMMITMENT TO DIVERSITY 2. BPAP 6410- NONDISCRIMINATION 3. BP 6420-EQUAL EMPLOYMENT OPPORTUNITY 4. BP 6430 – PROHIBITION OF HARASSMENT AND RETALIATION 5. BPAP 6433-PROHIBITION OF SEXUAL HARASSMENT UNDER TITLE IX 6. AP 6434 - RESPONDING TO HARASSMENT BASED ON SEX UNDER TITLE IX 7. AP 6435 – DISCRIMINATION & HARASSMENT COMPLAINTS & INVESTIGATIONS 8. BPAP 6440 – SERVICE ANIMALS 9. AP 6445 – HANDLING ACCOMMODATIONS FOR PERSONS WITH DISABILITIES FOR NON-CLASSROOM-RELATED ACTIVITIES 10. AP 6447 – REASONABLE ACCOMODATION FOR EMPLOYMENT
pg3-4: No
pg4-1: An analysis of the District’s current practices resulted in no processes to report in this area.
pg4-2: Yes
pg4-3: The District’s Human Resources & Employee Relations Office has a standard practice of posting all permanent full-time and part-time positions in all job categories in numerous print and on-line publications to cast as wide a net as possible and attract highly qualified and diverse applicant pools. The following job posting sites are representative of the most commonly utilized advertising sources: • CalJobs.ca.gov • cccregistry.org • HigherEdJobs.com • AsiansInHigherEd.com • BlacksInHigherEd.com • DisabledInHigherEd.com • HispanicsInHigherEd.com • LGBTinHigherEd.com • NativeAmericansinHigherEd.com • WomenAndHigherEd.com • VeteransInHigherEd.com • ChronicleVitae.com Additional focused outreach campaigns are conducted as needed via placement of job postings via professional organizations to increase applicant pools for hard to fill vacancies. Evidence (Link provided on attachment) https://www.rccd.edu/admin/hrer/dec/Documents/eeo/RCCD_EEO_Plan.pdf
pg5-1: Explanation and evidence of meeting this Multiple Method, #5 provided on attachment.
pg5-2: Yes
pg5-3: The District’s EEO Plan Component 8 states that any organization or individual who is involved in the recruitment, screening and selection of applicants shall receive appropriate training on the requirements of the Title 5 regulations regarding equal employment opportunity (section 53000 et seq.); the requirements of federal and state nondiscrimination laws; the requirements of the District’s Equal Employment Opportunity Plan; the District’s policies on nondiscrimination, recruitment, and hiring; principles of diversity and cultural proficiency; the educational benefits of a diverse workforce; and identification and elimination of bias in hiring. Riverside Community College District is a multi-college District which presents logistical and practical challenges with facilitation of frequently available EEO Training for Screening and Selection Committee Members. Relying on in-person training is impractical as it is costly and creates difficulty in guaranteeing consistency and dependability of the facilitation and learning experience. In response to these challenges, the EEO Training for Screening and Selection Committee Meeting is available on-demand using a web-based delivery method. Evidence (Link provided in attachment) RCCD Screening and Selection Committee Training Video
pg5-4: Yes
pg6-2: No
pg6-3: An analysis of the District’s current practices resulted in no processes to report in this area.
pg7-1: Yes
Attach File:
pg4-4: Yes
pg7-2: Explanation and evidence of meeting this Multiple Method, #9 provided on attachment.
pg1-1: Riverside Community College District
pg1-2: No
pg1-4: Yes
pg1-5: Off
pg1-6: Yes
pg1-7: Yes
pg1-8: Yes
pg1-9: Yes
pg1-10: Off
pg1-11: Yes
pg1-3: Yes
pg1-14:
pg1-17: