Board Goals

Board of Trustees

Goals for 2020-21

On June 11, 2020, by resolution, the Board of Trustees of the San Diego Community College District acknowledged the existence of systemic and institutional racism within the California Community College system and the need for immediate actions to address racial justice needs within the District. Our 2020-21 Board Goals reflect this commitment by, for the first time as a Board, explicitly integrating the pursuit of racial justice and equity within our goals

  1. Support the District’s efforts to promote social justice and racial equity and success of students of color who have historically been disadvantaged through the support and refinement of existing programs and through the creation of new programs. To help monitor and achieve this goal, specific racial equity goal statements have been added to other selected goals within this Board of Trustee Goals for 2020-21 document (Strategic goal 3, ACCJC Accreditation Standards IV.C. 4, 5, 7).
    1. Actively monitoring District progress on the State Chancellor’s Office’s “Call to Action,” which is designed to actively strategize and take action against structural racism in the California Community College System.
      1. Racial Justice and Equity Goal – Actively reviewing and monitoring Student Equity Plans as recommended in the Call to Action and support the Chancellor in the work to support and implement these plans.
  2. Monitor the impact of the coronavirus (COVID-19) pandemic on student success and equity (Strategic goals 3 and 4, ACCJC Accreditation Standards IV.C.1, 5) by:
    1. Receiving regular reports on the District’s response to the ongoing pandemic and changing public health guidelines in order to ensure the health and safety of students and staff, including preparations for the eventual reopening of District campuses and facilities.
    2. Racial Justice and Equity Goal – Receiving reports on the impact of the rapid online conversion on student success, with data disaggregated by: race/ethnicity, gender identity, economic status, and sexual orientation.
    3. Monitoring the District’s efforts in supporting hard-to-convert classes, e.g. Allied Health Sciences and Nursing, Skilled Trades, Public Safety, Laboratory Science.
    4. Receiving reports comparing Fall 2020 online vs on-campus student success, including information on success in classes not traditionally offered online, remote vs distance education success rate, student retention.  Disaggregated data by: TOPs code, race/ethnicity, gender identity, economic status, and sexual orientation.
    5. Receiving an analysis from the District on lessons learned about ways to build upon innovations that were successful and useful during the pandemic, and ways to prepare for any possible future disruptions.
  3. Complete the search process for a new Chancellor, who will begin in the position July 1, 2021 (Strategic goal 3, ACCJC Accreditation Standards IV.C.3).
    1. Ensuring a process that includes input from key District stakeholders and the community.
    2. Racial Justice and Equity Goal – Ensuring the implementation of a search process that supports and encourages applications from a diverse and qualified pool of applicants.
    3. Creating a process that provides for a smooth transition for the new Chancellor to begin their duties with a complete understanding of the District and its challenges moving forward.
  4. Maintain focus on the newly implemented Student Centered Funding Formula (Strategic goal 4; ACCJC Accreditation Standards IV.C.4-5; IV.C.8) by:
    1. Ensuring that the District’s budget addresses the categories of funding in the new state funding formula.
    2. Holding workshops and receiving regular reports regarding the District’s strategies and progress in dealing with the new funding formula.
    3. Providing advocacy for legislative efforts to correct problems in and improve the new funding formula.
      1. Racial Justice and Equity Goal – Receiving a report on the impact of funding formula on student success with a particular focus on the impact on Black student success as well as other historically marginalized communities.
  5. Ensure the availability of adequate classes and services to meet student needs (Strategic goals 1-4; ACCJC Accreditation Standards IV.C.1; IV.C.4-5, IV.C.8) by:
    1. Ensuring that there is a sufficient number of sections to meet student needs given budget challenges as a result of the new student centered funding formula.
    2. Increase the Board’s exposure to student voice through more opportunities for direct Board-to-student communication and contact.  As an example, Board participation at districtwide annual workshop for student leaders.
      1. Exploring the possibility of adding a fourth student trustee representing Continuing Education students.
      2. Racial Justice and Equity Goal – Seeking opportunities for board communication with student members of the Umoja Community.
    3. Monitoring the efforts to balance on-campus and on-line classes. Receive reports on student success data for online classes.
    4. Providing continuing support for concurrent/dual enrollment with local high schools.
    5. Monitoring the evolution of Calbright Online Community College District in relation to local community college online programs and support efforts to encourage a model that would create more effective partnerships with online programs existing in other districts.
    6. Receiving reports on the District progress in monitoring and providing additional services to address student food and housing insecurity challenges.
      1. i. Encouraging the exploration of partnerships with City and County government.
  6. Ensure fiscal responsibility (Strategic goal 4; ACCJC Accreditation Standards IV. C.1; IV. C.5). Special emphasis on:
    1. Maintaining a balanced General Fund and Restricted Budget.
    2. Periodic Board monitoring of the progress of the 2020-21 budget solutions, productivity levels and budget exceptions.
    3. Ensuring continuing adequate funding of future California State Teachers Retirement System (CalSTRS) and California Public Employees' Retirement System (CalPERS) pension liabilities.
    4. Continuing to monitor the completion of the Propositions S and N bond program.
    5. Monitoring progress in commercial leasing of surplus property to provide a revenue stream for continuing operation and maintenance costs for Propositions S and N and other District facilities.
    6. Reducing the dependence on one-time funding for any continuous expenses.
    7. Maintaining an advocacy effort at the state level to preserve and enhance funding of community colleges.
    8. Seeking relief from and fair treatment under state mandates, e.g., 50% Law, Faculty Obligation Number (FON), etc.
    9. Exploring the potential need for a new facilities bond in 2022 by reviewing updated long-range campus facilities master plans. This could also include exploration of affordable student housing opportunities.
  7. Provide leadership and support for the San Diego Promise Initiative (Strategic goals 1; ACCJC Accreditation Standards IV.C.1; IV.C.4-5, IV.C.8) by:
    1. Ensuring continued implementation of the San Diego Promise with an ongoing evaluation component that includes student success outcomes for Promise students.
    2. Supporting continued fundraising efforts for the San Diego Promise Initiative during the 2020-21 year.
    3. Ensuring that the District expands outreach efforts to ensure that middle and high school students and their parents are aware of the Promise program and opportunities.
    4. Racial Justice and Equity Goal - Receiving a plan to equitably increase the representation of Black students who apply for and participate in the Promise Program.
  8. Ensure that a strategic approach is developed to reduce escalating textbook costs for students in the San Diego Community College District (Strategic goals 1-2; ACCJC Accreditation Standards IV.C.1; IV.C.4-5, IV.C.8) by:
    1. Monitoring progress of the District’s Textbook Affordability Committee and the Open Educational Resources (OER) Subcommittee’s Two-year OER Adoption Plan.
    2. Encouraging voluntary faculty participation in the pilot program, with the goal of achieving 15% of available classes as OER compatible.
    3. Receiving regular reports regarding progress toward the 15% goal from the 2018-19 level of 2.6%.
    4. Racial Justice and Equity Goal –receiving a report on the impact of OER textbooks on Black students and students from other historically marginalized communities.
  9. Ensure that the District remains a prominent leader in sustainable practices (Strategic goals 4 and 5; ACCJC Accreditation Standard IV.C.1; IV.C.4-5) by:
    1. Ensuring that the District continually assesses alternative opportunities that would reduce the District’s overall impact on the environment.
      1. Exploring the possible implementation of a single-use plastics use policy, similar to the policy adopted by the California State University system.
      2. Continuing to explore the possible conversion of the District’s vehicle fleet to electric vehicles over time, including through partnerships with SDICCA partners, school districts, and other local government agencies and requesting a report to the Board about obstacles to achieving this goal and exploration of potential partnerships and funding options that could support this transition.
        1. Advocating for State policy to make the conversion to an electric fleet cost effective for SDCCD and all other California Community Colleges.  
      3. Receiving a report on the District progress in the use of alternative energy including solar and consider opportunities for expansion in the use of alternative energy sources.
      4. Racial Justice and Equity Goal:  Prioritizing environmental justice communities, e.g., as defined by CalEnviroScreen, in determining the implementation of new or expanded environmental programs.
    2. Supporting the District’s participation in regional climate change coordinating efforts.
    3. Receiving regular reports on the progress of climate literacy educational initiatives and programs within the SDCCD.
    4. Ensuring that any remaining buildings to be built with Proposition S and N monies be LEED certified or equivalent and that all due diligence be made to use green products and materials whenever economically feasible. 
  10. Ensure that the District maintains a strong Leadership Development program and Succession Plan (Strategic goal 2; ACCJC Accreditation Standard IV.C.1; IV.C.4-5; IV.C.8) by:
    1. Continuing to provide the Leadership Development Academies
      1. Racial Justice and Equity Goal – Receiving a report on the demographic details of Academy participants.
      2. Racial Justice and Equity Goal – Receiving feedback from Black participants and participants of other historically marginalized communities about their experience with the Academies and suggestions for improvement.
    2. Continuing to provide Peer Mentorship
      1. Racial Justice and Equity Goal – receiving feedback from Black participants and participants of other historically marginalized communities about their experience with this program and suggestions for improvement.
    3. Monitoring progress toward 2021-22 implementation of the Human Capital Management (HCM) module on professional development, which will provide data on employees’ professional development training, education, etc.
  11. Racial Justice and Equity Goal – Provide leadership and support to ensure continuing progress in equity in student outcomes, and work with the Chancellor to ensure increased diversity in staffing, especially in faculty and administrative positions, through appropriate processes (Strategic goals 1 -3; ACCJC Accreditation Standard IV.C.1; IV.C.4-5; IV.C.8).
    1. Remaining actively involved in supporting the statewide Vision for Success Goals focused on student success measures.
      1. i. Receiving regular reports on progress toward meeting Vision for Success Goals.
    2. Ensuring that the District uses gender neutral pronouns where specific gender references are not required on documents and publications and that it begins to update current documents and publications using gender neutral pronouns.
    3. Ensuring that the District update demographic data collection to include LGBTQ categories (replace “gender” category with “gender identity” category and add “sexual orientation” as a category) and that the Board receives future demographic analyses that include data on LGBTQ persons.
  12. Ensure Community Connectivity (Strategic goals 2-3; ACCJC Accreditation Standard IV.C.4.)  by:
    1. Supporting and attending meetings of the Trustee Advisory Council (TAC) and Citizens’ Oversight Committee (COC).
      1. Racial Justice and Equity Goal – Improving proportional representation of the Black community as well as members of other historically marginalized groups.
    2. Extending invitations to TAC members and other appropriate community leaders for Commencements and other District/College events.
    3. Holding Board Workshops on community needs.
    4. Supporting and attending various community events.
    5. Supporting efforts to deliver County and City services to our students that help them overcome barriers, such as food and housing insecurity, to their educational success at SDCCD.
      1. Racial Justice and Equity Goal – Identifying opportunities for local advocacy related to these needs through the lens of racial and social justice.
  13. Increase interaction with local and regional businesses and agencies to promote the District’s impact on economic development (Strategic goals 2 and 3; ACCJC Accreditation Standard IV.C.1; IV.C.4-5) by:
    1. Communicating significant plans, achievements and issues.
    2. Receiving a report on the District’s use of locally-owned businesses for vendors, services, and supplies and explore partnerships with regional agencies that might assist in this goal supplies, including a breakdown of the demographics of the ownership of the businesses in use.
      1. Racial Justice and Equity Goal – Receiving a plan for maximizing the District’s support of locally-owned Black businesses and businesses owned by Indigenous People and other historically marginalized communities.
    3. Developing more avenues and programs for the recognition of partnerships and volunteer support.
    4. Holding Board workshops on workforce and industry needs.
    5. Continuing the productive working relationship with the Board of the San Diego Workforce Partnership to jointly address workforce needs in the region.
      1. Racial Justice and Equity Goal – Advocating for racial equity in employment and compensation as a priority for the San Diego Workforce Partnership and the region.
    6. Increasing opportunities for student internships that enhance their job readiness with the City and County of San Diego and private employers, including nonprofit organizations. 
  14. Continue joint planning with the San Diego Unified School District and conduct an annual joint Board meeting to monitor the joint Five-Year Goals, adopted in 2016, and the 2019-20 areas of emphasis. (Strategic goals 1-4; ACCJC Accreditation Standard IV.C.1; IV.C.4-5, IV.C.8.)
    1. Racial Justice and Equity Goal - Propoing joint commitment to equitably increase the representation of Black students who apply for and participate in the Promise Program.
  15. Continue the Resource Allocation Formula (RAF) approach to Collective Bargaining.  (Strategic goals 2 and 4; ACCJC Accreditation Standards IV.C.1; IV.C.4-5.)
  16. Continue to support a culture of inquiry by evaluating data on a regular basis to ensure monitoring of the way in which data influences decision-making at the college and district levels to best support student success and enrollment priorities. (Strategic goals 1, 2, and 3; ACCJC Accreditation Standards IV.C.1; IV C.5; IV.C.8-10; IV.C.13.)
  17. Maintain governance practices and processes that have proved successful. (Strategic goals 1-5; ACCJC Accreditation Standards IV.C.1-13)
  18. Review key accreditation standards and practices for good governance and use them as part of the Board’s annual self-evaluation process.  (Strategic goals 1-5; ACCJC Accreditation Standards IV.C.1-13)
 

ATTACHMENT A:  San Diego Community College District Strategic Plan 2017-2021

ATTACHMENT B:  San Diego Community College District/San Diego Unified School District Joint Five-Year Goals and 2019-20 Areas of Emphasis

ATTACHMENT C:  Accrediting Commission for Community and Junior Colleges, Western Association of Schools and Colleges Accreditation Standard IV.C. 1-13

ATTACHMENT A
San Diego Community College District
Strategic Plan 2017-2021
Strategic Goals:

  1. Pathway to Completion: Optimize and enhance student access, equity, inclusiveness, learning, and success through exemplary instructional services, support services, and effective practices
    • Implement the San Diego Promise initiative to complement the California Promise initiative to increase college access, affordability and completion.
    • Strategically manage student enrollment through outreach and broad access to programs, courses, and services.
    • Enhance student and academic support services strategies that better serve a more diverse community.
    • Implement assessment and placement practices that are effective and provide equitable access to transfer level English and math courses.
    • Ensure that districtwide enrollment management strategies are equitable and based upon the core priorities of student need, access, and success.
    • Ensure accountability through active and continuous access to and analysis of data on student persistence and success, leading to completion of student educational goals.
  2. Institutional Effectiveness and Innovation: Strengthen institutional effectiveness through integrated planning, innovation, internal collaboration, professional development, continuous processes, and systems improvement.
    • Strive to align organizational business and systems processes through integrated planning and collaboration for greater effectiveness and accountability in achieving student learning and administrative outcomes.
    • Improve multi-directional communication and active engagement of all stakeholders in systems improvement and responsiveness to business and community needs.
    • Expand the continuum of professional development opportunities for all faculty, staff, and administrators to integrate equity perspectives and respond to evolving student, business and community needs, as well as measures of student success.
    • Support the development of innovative approaches, leveraging technology, as appropriate, to expand learning, teaching, delivery, and student support.
  3. Community Collaboration: Enhance collaborations with the communities served by the District for increased responsiveness to their needs and for improving San Diego's vibrant economy
    • Advance diversity, inclusiveness, equity, and social justice through internal and external communication, collaboration, and practices.
    • Strengthen and actively develop articulation and pathways between credit, noncredit, K-12, universities, business, and the communities served.
    • Maintain active engagement and partnerships with business and industry to develop solutions for workforce preparation.
    • Broaden and strengthen diversity and equity through outreach efforts and community service.
  4. Fiscal Stewardship: Ensure fiscal solvency through sound fiscal planning, management, and the pursuit of alternate sources of revenue.
    • Maintain a balanced districtwide budget that aligns with state and other revenue allocations and that is integrated with planning.
    • Sustain an annual cash reserve of a minimum of 5% of general operating funds in addition to maintaining other reserves as appropriate.
    • Continue to strengthen internal controls districtwide to ensure annual audits meet federal and state compliance and mandate requirements.
    • Increase districtwide advocacy efforts for improved state budgets at the state level in support of institutional effectiveness and student success.
    • Evaluate systems districtwide and create best practices to facilitate accessible, effective, and equitable institutional systems and tools related to fiscal matters.
    • Pursue alternative sources of revenue beyond the state revenue allocation to include leasing of surplus property in order to provide a continuous revenue stream for maintenance and operations of District facilities.
  5. Leader in Sustainability: Lead in Sustainable Policies and Practices.
    • Encourage and champion District governance policies and practices that promote and reinforce principles of sustainability.
    • Support districtwide leadership, advocacy, and stewardship efforts on campus, across the curricula, in the classroom, and in the community.
    • Continue to incorporate consideration of the environment, community welfare, and future impacts on all infrastructure, operations, and maintenance plans.
    • Continue to develop and incorporate sustainability content across the curricula..

ATTACHMENT B
San Diego Community College District / San Diego Unified School District
Joint Five-year Strategic Goals / Emphases for 2019-2020

(The 2019-2020 Joint Board Meeting between the boards of the San Diego Community College District and the San Diego Unified School District, at which the Boards would establish 2020-2021 areas of emphasis, has been postponed due to COVID-19.)

  1. Create an accountability strategy that includes:
    • A clear message to students, parents, and the community that college and career readiness is the measure of accountability for SDUSD.
    • Professional development for K-12 teachers to focus on college and career preparedness.
    2019-20 Area of Emphasis
    • Work to ensure that every student in SDUSD completes a year of computer science courses.
    • Provide stronger outreach to parents in the high schools informing them of the San Diego Promise, as well as other financial aid available to college students.
    • Provide information to parents of elementary and middle school students regarding San Diego Promise and college affordability.
    • Create seamless pathways for College and Career Access Pathways (CCAP) students to the San Diego Promise Program.
  2. Continue to track student outcomes data, including longitudinal data to track improvement over time, ensure a strong focus on Career Technical Program outcomes.

    2019-20 Area of Emphasis

    • Survey students and parents to determine why they chose to enroll in College and Career Access Pathways courses.
    • Replicate successful programs at schools with high numbers of Promise students at high schools with lower numbers, particularly examining the success of students at Mira Mesa High School.
    • Disaggregate data for LGBTQ+ community as available.
    • Share successful equity work/approaches across districts.
    • Provide historical trends in each industry sector including the number of Career Technical credits earned via credit by exam, disaggregated by high school and industry sector.
    • Increase students pursuing the Computer Science pathway including ADT degrees in Computer Science.
  3. The Chancellor and Superintendent will collaborate on expanding opportunities for students in schools south of Interstate 8, including identifying and eliminating barriers to opportunities.

  4. Continue expansion of College and Career Access Pathways (CCAP) programs, with special emphasis on programs at Crawford High School, Hoover High School, Lincoln High School, and Morse High School. Create clear career pathways for students that align with industry standards; and partner with employers that will support students through internships and mentoring programs.

    2019-20 Area of Emphasis

    • Increase the percentage of dual enrollment students participating in CCAP program with a defined pathway to careers.
    • Examine the proportionality of Latinx and African American students in CCAP courses compared to the overall eligible SDUSD population.
    • Explore expansion of CCAP programs with an emphasis in Arts and Humanities and including Chicano/a and Black studies courses.
  5. Make it possible for every eligible first time, full-time SDUSD graduate who wants to, to enroll in San Diego Promise program.

    2019-20 Area of Emphasis

    • Expand support forPromise students including:
    • Creating a Promise club or other methods for social support opportunities;
    • Increasing book grants; and
    • Expanding counseling and support staff and services.
  6. Collaborate to support undocumented students and/or parents to navigate the complexities of services and programs at both districts (“One-stop shop for Dreamers”).

    2019-20 Area of Emphasis

    • Provide CCAP students access to college Dreamer Centers and services.
  7. Continue to collaborate on legislation that impacts both K-12 and the community colleges individually, and collectively.

    2019-20 Area of Emphasis

    • SDUSD Resolution in support of Assembly Bill 2 (Santiago) Second-Year Funding Promise Program.
    • SDUSD Resolution in support of Assembly Bill 30 (Holden) College and Career Access Pathways (CCAP) Expansion.
    • Use pending Legislative Analyst Office data on BA pilot program to advocate for additional bachelor's degrees in Community Colleges.

ATTACHMENT C

Accrediting Commission for Community and Junior Colleges, Western Association of Schools and Colleges
Accreditation Standard IV: Leadership and Governance

C. Governing Board

  1. The institution has a governing board that has authority over and responsibility for policies to assure the academic quality, integrity, and effectiveness of the student learning programs and services and the financial stability of the institution. (ER 7)

  2. The governing board acts as a collective entity. Once the board reaches a decision, all board members act in support of the decision.

  3. The governing board adheres to a clearly defined policy for selecting and evaluating the CEO of the college and/or the district/system.

  4. The governing board is an independent, policy-making body that reflects the public interest in the institution's educational quality. It advocates for and defends the institution and protects it from undue influence or political pressure. (ER 7)

  5. The governing board establishes policies consistent with the college/district/system mission to ensure the quality, integrity, and improvement of student learning programs and services and the resources necessary to support them. The governing board has ultimate responsibility for educational quality, legal matters, and financial integrity and stability.

  6. The institution or the governing board publishes the board bylaws and policies specifying the board's size, duties, responsibilities, structure, and operating procedures.

  7. The governing board acts in a manner consistent with its policies and bylaws. The board regularly assesses its policies and bylaws for their effectiveness in fulfilling the college/district/system mission and revises them as necessary.

  8. To ensure the institution is accomplishing its goals for student success, the governing board regularly reviews key indicators of student learning and achievement and institutional plans for improving academic quality.

  9. The governing board has an ongoing training program for board development, including new member orientation. It has a mechanism for providing for continuity of board membership and staggered terms of office.

  10. Board policies and/or bylaws clearly establish a process for board evaluation. The evaluation assesses the board's effectiveness in promoting and sustaining academic quality and institutional effectiveness. The governing board regularly evaluates its practices and performance, including full participation in board training, and makes public the results. The results are used to improve board performance, academic quality, and institutional effectiveness.

  11. The governing board upholds a code of ethics and conflict of interest policy, and individual board members adhere to the code. The board has a clearly defined policy for dealing with behavior that violates its code and implements it when necessary. A majority of the board members have no employment, family, ownership, or other personal financial interest in the institution. Board member interests are disclosed and do not interfere with the impartiality of governing body members or outweigh the greater duty to secure and ensure the academic and fiscal integrity of the institution. (ER 7)

  12. The governing board delegates full responsibility and authority to the CEO to implement and administer board policies without board interference and holds the CEO accountable for the operation of the district/system or college, respectively.

  13. The governing board is informed about the Eligibility Requirements, the Accreditation Standards, Commission policies, accreditation processes, and the college's accredited status, and supports through policy the college's efforts to improve and excel. The board participates in evaluation of governing board roles and functions in the accreditation process.
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