Board of Trustees
Goals for 2021-22
The year 2020 -21 was one of the most challenging years in the history of the San Diego Community College District. Managing the District to ensure continuity of quality educational programs for students through the COVID 19 pandemic required even more dedication and focus from all of our faculty, classified professionals and administrative staff than ever before. Thanks to that dedication and teamwork the district was able to continue instruction and operations virtually throughout the year.
Last year’s goals prioritized the Board’s focus on maintaining high levels of student success, financial stability and also reflected the Board’s commitment to social and racial justice. Our 2021-22 Board Goals continue to reflect these commitments 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 (ACCJC Accreditation Standards IV.C.4-5, IV.C.7) by:
1.1 Monitoring the 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.
1.2 Monitoring on an annual basis the College Student Equity Plans as recommended in the Call to Action and support the Chancellor in the work to support and implement these plans.
2. Continue to monitor the impact of the coronavirus (COVID-19) pandemic on student success and equity (ACCJC Accreditation Standards IV.C.1, IV.C.5) by:
2.1 Receiving regular updates from the Chancellor 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.
2.2 Reviewing preparations for the expanded reopening of District campuses and facilities for the Spring 2022 semester.
2.3 As part of regular presentations on Student Success, receiving information on online vs on-campus student success, including information on success in classes not traditionally offered online, remote vs distance education success rate, student retention. Disaggregate the data by: TOP code, race/ethnicity, gender identity, economic status, and sexual orientation.
3. Provide support and direction for the new Chancellor to ensure his successful transition into this position (ACCJC Accreditation Standards IV.C.3) by:
3.1 Providing an on-going Executive Coach to support the new Chancellor during his first year
3.1.1 In conjunction with Chancellor and Executive coach, consider extending coaching support into second year.
3.2 Conducting a mid-year review with the new Chancellor to review progress on the Chancellor’s goals.
4. Ensure the availability of adequate classes and services to meet student needs (ACCJC Accreditation Standards IV.C.1; IV.C.4-5, IV.C.8) by:
4.1 Receiving reports each semester to review the adequacy of course sections to meet student needs.
4.2 Increasing the Board’s exposure to student voice through more opportunities for direct Board-to-student communication and contact through Board participation at districtwide annual workshop for student leaders and other student events during the year.
4.3 Providing continuing support for concurrent/dual enrollment with local high schools.
4.4 As part of regular presentations on Student Success, receiving information on the District’s progress in providing additional services to address student food and housing insecurity challenges.
4.4.1.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.
5. Ensure the ongoing fiscal stability of the District (ACCJC Accreditation Standards IV.C.1; IV.C.5) by:
5.1 Maintaining a balanced General Fund and Restricted Budget.
5.2 Maintaining the reserve fund established by the Board to support future pension liabilities for California State Teachers Retirement System (CalSTRS) and California Public Employees' Retirement System (CalPERS).
5.3 Reducing the dependence on one-time funding for any continuous expenses.
5.4 Maintaining an advocacy effort at the state level to preserve and increase funding of community colleges including increased funding for CalSTRS and CalPERS and deferred maintenance; seeking significant changes to the Student-Centered Funding Formula; and relief from other state mandates, including the 50% Law and the Faculty Obligation Number (FON).
5.5 Continuing to support the completion of updated long-range campus facilities master plans that may form the basis for a new Bond election in 2024. Explore the inclusion of affordable student housing opportunities within these plans.
6.Support the expansion of full-time faculty to serve students at all District colleges (ACCJC Accreditation Standards IV.C.4) by:
6.1 Reviewing the allocation and use of new state funding for full-time faculty that was provided in the 2021-22 state budget.
6.2 Supporting an allocation of new funding that will address the unique faculty staffing needs at each college.
6.3 Advocating for additional state funding for full time faculty in the 2022-23 state budget.
7. Support the completion of a new updated five-year Strategic Plan for the District (ACCJC Accreditation Standard IV.C.1; IV.C.4-5) by:
7.1 Supporting the Chancellor’s initiative, which includes broad participation and input from all campus and district communities in strategic planning.
7.2 Hold a mid-year Board workshop to review the status of the strategic plan development.
8. Continue to provide leadership and support for the San Diego Promise Initiative (ACCJC Accreditation Standards IV.C.1; IV.C.4-5, IV.C.8) by:
8.1 Ensuring continued implementation of the San Diego Promise with an ongoing evaluation component that includes student success outcomes for Promise students.
8.2 Supporting continued fundraising efforts for the San Diego Promise Initiative during the 2021-22 year.
8.3 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.
8.4 Receiving a yearly report on the Promise Program including efforts to equitably increase the representation of students from historically marginalized communities who apply for and participate in the Promise Program.
9. Continue to support the expansion of Open Educational Resources (OER) to reduce escalating textbook costs for students in the San Diego Community College District (ACCJC Accreditation Standards IV.C.1; IV.C.4-5, IV.C.8) by:
9.1 As part of regular presentations on Student Success, receiving updates on the progress made by each College to expand OER resources for students. These reports should include information on the usage and impact of OER textbooks on the success of students from other historically marginalized communities.
10. Ensure that the District remains a prominent leader in sustainable practices (ACCJC Accreditation Standard IV.C.1; IV.C.4-5.) by:
10.1 Ensuring that the District continually assesses alternative opportunities that would reduce the District’s overall impact on the environment. Supporting the District’s participation in regional climate change coordinating efforts.
10.2 Receiving a yearly report on the District’s progress using alternative energy sources, and climate literacy initiatives.
11.Ensure that the District maintains a strong Leadership Development program and Succession Plan (ACCJC Accreditation Standard IV.C.1; IV.C.4-5; IV.C.8) by:
11.1 Continuing to support the District’s Leadership Development Academies by receiving a report on the demographic details of Academy participants.
11.2 Continuing to provide Peer Mentorship.
11.3 Receiving an annual report on participation and outcomes of the Academies including feedback from historically marginalized communities about their experience with this program and suggestions for improvement.
12. Provide leadership and support to ensure continuing progress in student success measures and in equity in student outcomes (ACCJC Accreditation Standard IV.C.1; IV.C.4-5; IV.C.8) by:
12.1 Receiving an annual report on student outcomes at each college and District progress toward meeting the State Vision for Success Goals with broad demographic data including LGBTQ categories (with “gender identity” and “sexual orientation” as a categories).
13. Ensure Community Connectivity (ACCJC Accreditation Standard IV.C.4.) by:
13.1 Supporting and attending meetings of the Trustee Advisory Council (TAC) and Citizens’ Oversight Committee (COC).
13.1.1.Working with the Chancellor to make TAC meetings more interactive with increased participation from TAC members.
13.2 Extending invitations to TAC members and other appropriate community leaders for Commencements and other District/College events.
13.3 Supporting and attending various community events.
13.4 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.
14. Increase interaction with local and regional businesses and agencies to promote the District’s impact on economic development (ACCJC Accreditation Standard IV.C.1; IV.C.4-5) by:
14.1.Communicating significant plans, achievements and issues.
14.2.Holding a Board workshop on workforce and industry needs.
14.2.1.Receiving a report on the District’s use of locally-owned businesses for vendors, services, and supplies and exploring 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.
14.3 Developing more avenues and programs for the recognition of partnerships and volunteer support.
14.4 Continuing the productive working relationship with the Board of the San Diego Workforce Partnership to jointly address workforce needs in the region including advocacy for racial equity in employment and compensation as a priority for the San Diego Workforce Partnership and the region.
15. Continue joint planning with the San Diego Unified School District and conduct an annual joint Board meeting to monitor the joint Goals (ACCJC Accreditation Standard IV.C.1; IV.C.4-5, IV.C.8).
15.1 Proposing a joint commitment to equitably increase the representation of Black students who apply for and participate in the Promise Program.
15.2 Proposing a joint goal to increase outreach to middle & high school students to include:
15.2.1 Holding workshops for High School counselors regarding advantages of attending SDCCD.
15.2.2 Expanding marketing beyond traditional transfer programs to include workforce training programs (e.g., cosmetology, culinary, fashion design).
16. Review key accreditation standards and practices for good governance and use them as part of the Board’s annual self-evaluation process (ACCJC Accreditation Standards IV.C.1-13).
16.1 Exploring opportunities to expand and improve the feedback survey used by the Board for its annual evaluation.
ATTACHMENT A: San Diego Community College District/San Diego Unified School District Joint Five-Year Goals and 2021-22 Areas of Emphasis
ATTACHMENT B: Accrediting Commission for Community and Junior Colleges, Western Association of Schools and Colleges Accreditation Standard IV.C. 1-13
San Diego Community College District/San Diego Unified School District
Joint Five-year Strategic Goals/Emphases for 2021-2022
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.
2. Continue to track student outcomes data, including longitudinal data to track improvement over time, ensure a strong focus on Career Technical Program outcomes.
2021-22 Area of Emphasis
- Disaggregate data further to include demographic and outcomes of LGBTQ & DSPS data.
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.
2021-22 Area of Emphasis
- Explore building on the City College Outreach model to fourth/fifth-grade students and on the Morse High School Dedicated College Counselor Model to increase outreach to fourth through twelfth-grade SDUSD students access and enrollment.
4. Continue expansion of 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.
2021-22 Area of Emphasis
- Expand outreach programs and services equitably across SDUSD high schools to support universal senior enrollment in SDCCD.
- Expand ACP/CCAP offerings to include more specialized courses such as Black History, Chicano/a Studies, and Culinary Arts.
- Improve communication and outreach between SDCCD and SDUSD counselors to high school freshmen to facilitate enrollment in ACP/CCAP.
5. Make it possible for every eligible first time, full-time SDUSD graduate (who wants to) to enroll in the San Diego Promise program.
2021-22 Area of Emphasis
- Expand the Early Commitment to College programs to serve all middle schools within SDUSD.
- Strengthen community college brand-building with K-12 counselors, parents, and students.
- Explore the creation of a joint working group for the development of Middle School and High School Summer and Afternoon, and Tutoring College programs to increase readiness and enrollment.
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”).
2021-22 Area of Emphasis
Expand support services, outreach activities, and transition services for undocumented students.
7. Continue to collaborate on legislation that impacts both K-12 and the community colleges individually, and collectively.
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.