1
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
3
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
College/District District
Funding N/A
Recommended Action
Information Only
Background Narrative:
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
4
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.
5
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)
7
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
8
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.
Progress Report on PRT Projects
9
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
10
Visualizations
Filters
Interactive data dashboards allow users to select (or filter) the
needed information and modify the results (visualizations) as
requested.
11
12
13
14
15
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
19
• 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.
Progress Report on PRT Projects
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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
College/District District
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.
Background Narrative:
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
24
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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2 | 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.
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.
Program Outline of Record - Associate Degree for Transfer
(ADT)
27
C-ID or ASSIST Articulation Information, as required by the TMC
(Work with your Articulation Officer to obtain this
documentation)
3 | 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.
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 Outline of Record - Associate Degree for Transfer
(ADT)
4 | 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 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.
29
5 | 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.
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).
Program Outline of Record - Associate Degree for Transfer
(ADT)
30
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: 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 Outline of Record – Associate Degree for Transfer
(ADT)
2 | 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 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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Program Outline of Record – Associate Degree for Transfer
(ADT)
3 | 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.
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.
33
Board of Trustees Regular/Committee Meeting (IV.C) Meeting May 4,
2021
Agenda Item Resources (IV.C)
College/District District
Funding N/A
Recommended Action
Information Only
Background Narrative:
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
34
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
36
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
37
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
38
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
39
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
43
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)
44
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
45
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
College/District District
Funding N/A
Recommended Action
The Committee to review the RCCD EEO Fund Multiple Method
Certification Form.
Background Narrative:
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
47
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
Fiscal Year 2020-2021
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
Please provide an explanation and evidence of meeting this Multiple
Method, #2.
Multiple Method #2
Certification Form
Does the District meet Method #3 (Incentives for hard-to-hire
areas/disciplines)?
Yes
No
Please provide an explanation and evidence of meeting this Multiple
Method, #3.
Multiple Method #3
Certification Form
Does the District meet Method #4 (Focused outreach and
publications)?
Yes
No
Please provide an explanation and evidence of meeting this Multiple
Method, #4.
Multiple Method #4
Certification Form
Fiscal Year 2020-2021
Does the District meet Method #5 (Procedures for addressing
diversity throughout hiring steps and levels)?
Yes
No
Please provide an explanation and evidence of meeting this Multiple
Method, #5.
Multiple Method #5
Certification Form
Fiscal Year 2020-2021
Does the District meet Method #6 (Consistent and ongoing training
for hiring committees)?
Yes
No
Please provide an explanation and evidence of meeting this Multiple
Method, #6.
Multiple Method #6
Certification Form
Fiscal Year 2020-2021
Does the District meet Method #7 (Professional development focused
on diversity)?
Yes
No
Please provide an explanation and evidence of meeting this Multiple
Method, #7.
Multiple Method #7
Certification Form
Fiscal Year 2020-2021
Does the District meet Method #8 (Diversity incorporated into
criteria for employee evaluation and tenure review)?
Yes
No
Please provide an explanation and evidence of meeting this Multiple
Method, #8.
Multiple Method #8
Certification Form
Yes
No
Please provide an explanation and evidence of meeting this Multiple
Method, #9.
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: