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FOCUSED MIDTERM REPORT October 15, 2007 San José City College 2100 Moorpark Ave. San Jose, CA 95128 San José City College Focused Midterm Report
Statement of Report Preparation This Focused Midterm Report responds specifically to the WASC Accrediting Commission for Community and Junior Colleges’ Evaluation Team Report of December 13, 2006 – in which the team, headed by Dr. John Nixon, articulated the results of its assessment of the institutional Progress Report submitted by SJCC on October 15, 2006 and of its subsequent November 20, 2006 visit to the college. As recently appointed president of San José City College, I supervised the preparation of this focused midterm report in consultation with Accreditation Liaison, Dr. Patrick Gerster, as well as in dialogue with various members of the college community at large – most significantly with the Academic Senate, but also with representatives of management, the classified staff and the student body. Chancellor Rosa Perez and Patrick Butler, the Chancellor’s Executive Assistant, provided significant input in relation to the shared recommendations which this report addresses. Dr. Tim O’Hare, Vice President of Academic Affairs, was also an active and critical participant in the coordination, preparation, and writing of this report. I am pleased to provide evidence of purposeful collaboration and measurable college and district advances, with respect to all ACCJC recommendations. A continuing spirit of cooperation between the Board of Trustees and SJCC has been consistently evident; clearer understanding of the appropriate delineation of college and district duties has become increasingly noticeable. The Board has enthusiastically initiated and supported review of district policies and has continued to be engaged in regularly scheduled self-evaluation. As for the singular, yet multi-faceted “College Recommendation,” the faculty and staff have remained appropriately committed to implementing the various provisions of the college’s strategic planning process. The College Planning Council has worked tirelessly to interpret, modify, and put into practice the goals, objectives, and timelines adopted by the college in 2002. The college Finance Committee has created a completely new budget process and has implemented that process successfully. Virtually all departments and divisions of the college understand the need to move to a culture of evidence and have cooperated in that transition through the development of data-driven program review documents. San José City College’s institutional responses to the ACCJC recommendations has therefore led to significant constructive changes at both a college and district level. These changes have occasioned renewed and increased collegial interaction between SJCC and its Board of Trustees, on the one hand, and have resulted in improvements in the internal operations of our college, on the other. I am most gratified by these outcomes. On behalf of San José City College, I present this report to ACCJC with considerable pride and satisfaction, secure in the knowledge that we are faithfully addressing its concerns, and are thereby fashioning a future more favorable to our students. Michael L. Burke Dr. Michael L. Burke, President San José City College College Recommendations “Substantially Met” Per reports submitted by the college and judgments rendered by the ACCJC Visiting Teams and by the Commission itself in a variety of communications, the college has been deemed to have “substantially met” the following recommendations: Shared Recommendations (shared with Evergreen Valley College)
College Recommendations (specific to San Jose City College)
Shared Recommendations1. The Board of Trustees limit its actions to establishing policies while delegating operational authority for implementing and administering Board policies to the Chancellor (Standard IV.B.1.j). Progress since October 2004 in the meeting of this recommendation has been documented in the reports submitted by the college to the Commission, the latest discussion of which – from October 2006, in which this recommendation was deemed “substantially met” – is included in Appendix A to this document. Recent Activity The Board of Trustees and the Chancellor continue to meet regularly to help insure that the Board limits its actions as recommended by the accreditation team. The Board’s role regarding such topics as hiring, ethics and meeting rules was examined at retreats in February of 2007. In May of 2007 the Board approved a new format for their agendas which was developed by Vice Chancellor Ron Root and Chancellor Rosa Perez. This new format focused the discussions of the Board on matters of policy and placed on consent matters that traditionally might have resulted in Board discussions regarding the daily management of the district Last, the Board’s commitment to delegating the operational authority for implementing Board policies to the Chancellor is evidenced by their unanimous approval of a new multi-year contract for Rosa Perez, which is a clear indicator of the Board’s trust in the management’s day-to-day operations of the district. Future Plans The Board and the Chancellor will continue to meet on a regular basis to discuss the role of the Trustees in the formation of policy and the Chancellor’s responsibility for the administration of district operations. The Board will hold yearly retreats which will examine, among other subjects, their progress in following the recommendations of the accreditation commission. 2. The District clearly delineates and communicates the operational responsibilities and functions of the District from those of the College and consistently adheres to the delineation in practice (Standard IV.B.3.a). Progress since October 2004 in the meeting of this recommendation has been documented in the reports submitted by the college to the Commission, the latest discussion of which – from October 2006, in which this recommendation was deemed “substantially met” – is included in Appendix A to this document. Recent Activity The chancellor meets twice each month with an Enrollment Development and Student Success Workgroup that includes the presidents, the vice presidents, research and planning, marketing and ITSS to collectively establish plans to increase student retention and recruit new students, especially those from historically underrepresented populations. In response to requests by the college’s management and staff, the district ITSS now develops its operational priorities after consulting with the college’s technology committees. The ITSS director also attends those college committee meetings. An experienced Vice Chancellor of Administrative Services was hired in spring 2006. The Vice Chancellor meets twice per month with the San Jose City and Evergreen Valley business officers in the interest of district coordination with the colleges and to continue work toward the delineation of operational responsibilities and functions noted as needing focused attention by the commission. The Vice Chancellor has created a new budget model that grants greater budgetary authority to both colleges, and presented it to the district board of trustees in September 2006. The new model was implemented after that meeting and included the transfer of one million dollars to each college to be used for outreach and recruitment. A Vice Chancellor of Human Resources was hired in summer 2006. The new Vice Chancellor is working with a consultant to reorganize the human resources division to create more direct communication and support for the colleges and delineate the role of the college management from that of district management in the hiring processes. District-wide committees have been meeting during the past two years to update, reorganize and rewrite both the Academic Affairs (lnstructional) and Student Services Policies and Procedures that will delineate and strengthen understanding of operational responsibilities and functions. The Chancellor developed 2006-2007 district goals in conjunction with the district Board of Trustees that provide framework and focus for the college’s priorities. (See Appendix C.) These goals have been shared with the college community and other constituency groups. The college is incorporating these goals into the planning process. In September of 2007 the Chancellor’s goals for 2007-2008, which had been developed in consultation with the constituency representatives, were discussed and formally approved by the board. These goals include implementing a new inclusive district budget process, improving ITSS services at the colleges, and completing the study of human resourced organization and procedures. (See Appendix D.) Future Plans The chancellor will report to the board on the completion of her goals for 2007-2008. The board will adopt, on the recommendation of the chancellor and staff, the new policies on Instruction and Student Services. The new budget model will be implemented and the District Budget, Facilities and Technology committees will begin meeting. 3. The Board of Trustees systematically review and update its policies and practices on a regular basis (Standard IV.B.1.e). Progress since October 2004 in the meeting of this recommendation has been documented in the reports submitted by the college to the Commission, the latest discussion of which – from October 2005, in which this recommendation was deemed “substantially met” – is included in Appendix B to this document. Recent ActivitiesIn the spring of 2006 the Board of Trustees appointed an ad hoc committee of Board members to meet with the Chancellor and district constituency representatives to recommend changes to the first two new sections of District Policies. The Board committee reached, by consensus, agreement with the various constituency groups regarding the first three new sections of policy. These sections included Our District, the Board of Trustees, and the General Institution. These changes brought District Policies into compliance, per suggestions by the Community College League of California’s template, with Title V and with recent changes in the law. New sections also broadened the representational involvement in shared decision-making and affirmed the rights of the Academic Senates regarding academic and professional matters. In the fall of 2006 and the spring of 2007 the Board of Trustees, after a formal review by the constituency groups, formally approved the first three sections of District Policies. The Academic Senates of the two district colleges began a series of meetings to update the Academic Affairs Policies section and the Vice Chancellor of Administrative Services initiated work on a revised and updated section six of the policies, Business and Fiscal Affairs. In the spring of 2007 the two Academic Senates approved the new Academic Affairs Policy and started a series of meetings with management and the various constituency groups to review and edit the draft language. The two Senates similarly began meeting in spring of 2007 with management to update and edit the Student Services Policy section of the District Policies. Future plans During the fall semester of 2007 the Board of Trustees will formally adopt the new district Academic Affairs Policies. During the fall of 2007 the various district constituency representatives will meet and finalize the updating and reorganization of the Student Services Policies. In late fall 2007 or early spring 2008, the Vice Chancellor of Administrative Services will present the revised section six of the District Policies (Business and Fiscal Affairs) to the District Council in preparation for their distribution to the various constituency groups. In the spring of 2008 the new Student Services Policies will be adopted by the board after review by the constituencies. 4. The Board of Trustees adhere to its policy of conducting regular self-evaluations (IV.B.1.g). Progress since October 2004 in the meeting of this recommendation has been documented in the reports submitted by the college to the Commission, the latest discussion of which – from October 2005, in which this recommendation was deemed “substantially met” – is included in Appendix B to this document. Recent Activities Additional board retreats focusing on, among other subjects, the self- evaluation of recent board activities, were held in 2006 and 2007. (See Appendix C.) Future Plans As it relates to specific issues, the Chancellor and Board will continuously work on referring appropriate items to the Chancellor. Structured opportunities for reflection were included in the next Board retreat and other opportunities will be provided as needed. The board will continue to self-evaluate on a yearly basis. 5. The College and the District act expeditiously and with due diligence to respond to recommendations made by ACCJC (IV-A.4). Progress since October 2004 in the meeting of this recommendation has been documented in the reports submitted by the college to the Commission, the latest discussion of which – from October 2005, in which this recommendation was deemed “substantially met” – is included in Appendix B to this document. Recent ActivityInasmuch as all Commission recommendations – save the single one upon which this midterm report is focused – have been “substantially met,” the college has demonstrated expeditious action and due diligence with respect to the responsibilities generated by its 2005 Self-Study and by subsequent Commission evaluations. The preceding pages of this report in combination with the following comments on College Recommendations and with the immediately subsequent focused analysis provide evidence of that fact. Future Plans The Board of Trustees will continue to focus its activity on the establishment of district policy, delegating operational authority to the Chancellor and the colleges for implementing and administering those policies as well as for meeting the goals and priorities established by the Board. Work on the clarification, codification, and updating of the District Policies will be continued. The Board of Trustees will continue its now established practice of regular self-evaluation. SJCC will maintain a continuous effort to develop (as new programs arise), implement, and assess student learning outcomes. The college will continue to utilize SLO’s as the foundation of program review. The SJCC College Planning Council will continue to implement and to improve the college’s recently devised integrated planning processes. The Vice Presidents of Academic Affairs and Student Services will continue their efforts to reorganize their divisions in order to increase effectiveness and provide greater service to students. College Recommendations2. College and district leadership share, explain, and follow budget processes and terms so that policies and procedures are understandable by all constituencies with the intention of creating a common point of reference in the development of the college’s budget (Standard III.D.1.c, and D.2.d, e, f, g). Progress since October 2004 in the meeting of this recommendation has been documented in the reports submitted by the college to the Commission, the latest discussion of which – from October 2005, in which this recommendation was deemed “substantially met” – is included in Appendix B to this document. Recent ActivityThe college has continued to utilize the budget model included in its widely promulgated Institutional Planning Guide (see Budget-related portion of the Planning Guide in Appendix E) and that model itself has continued to afford the college increasingly improved opportunities to integrate institutional planning into its allocation and use of budgetary funds. Likewise, the college has injected program review findings into its consideration of general budgetary matters and into the allocation of new full-time faculty positions – both procedures also mandated by the Institutional Planning Guide. The recently revitalized college Finance Committee has been markedly proactive in both developing the current budget model and applying it vigorously to the yearly formation of the college’s operating budget. Following the recent departure of the college’s Director of Administrative Services, the institution was fortunate to obtain the services of California community college veteran Roy Stutzman – retired Vice Chancellor of the Chabot-Las Positas Community College District – who will serve in an interim capacity while the search for a permanent head of Administrative Services is conducted and whose vast and broad experience will prove to be of enormous benefit as SJCC moves to integrate its planning and budgetary processes. At the district level, the 2006 hiring of a new Vice Chancellor of Administrative Services – Ron Root, who formerly held a similar position at Santa Rosa Junior College – has resulted in a heightened level of district-wide discussion of budgetary matters, not only at Board of Trustee meetings, but in meetings of the District Council and in regular sessions of the district’s Business Officers. Shortly after his arrival, Vice Chancellor Root developed and circulated a document entitled Planning and Budgeting: Improving the Process. (See Appendix F.) That document has been reviewed by the various district constituencies, especially the Academic Senates, and has been modified based on the input received from those groups. The document points toward a de-centralization of district-wide budgetary matters with greater autonomy and responsibility for the two district colleges and presents a blueprint for the establishment of several district-wide committees (including a district-side Budget Committee). The widespread discussion of Root’s Planning and Budgeting paper has already contributed to considerable clarification of budgetary processes in the district and promises to accelerate that growth of clarification in the future. Future PlansThe college leadership will again this year be relying on program review data and findings to determine which full-time faculty positions will be filled for 2008-2009. The college Finance Committee has already established its calendar for development of the 2008-2009 institutional budget. Programs and areas are preparing programs reviews to justify new budgetary requests; all sectors of the college will again be expected to adhere to the procedures outlined in the Institutional Planning Guide. It is anticipated that the provisions of the district’s Planning and Budgeting: Improving the Process will be largely implemented during the 2007-2008 academic year. Work on setting the memberships of two new district-wide committees – Facilities and Budget – has already commenced. 3. The college evaluate and reorganize its administrative structure for Instruction and Student Services to assure cohesive, appropriate, and adequate college leadership (Standard IV.A.3, and A.5). Progress since October 2004 in the meeting of this recommendation has been documented in the reports submitted by the college to the Commission, the October 2005 version of which – where this recommendation was deemed “substantially met” – is included as Appendix B to this document. Recent ActivitiesSince the hiring of the two vice presidents (Academic Affairs and Student Services) in fall 2005, the structures of the two major divisions of the college have been evaluated and several changes in those structures have been implemented. In Student Services, the new vice president has placed much emphasis on team building, holding regular staff retreats to promote greater collegiality and cohesion. The recent retirement of a veteran dean has led to the appointment of an interim and to minor reorganization of duties and reporting responsibilities. A major effort of the Student Services division has been focused on the development of a new Instructional Support Policies and Procedures Committee (ISPPC), a standing committee which will parallel the Instructional Policies and Procedures Committee (curriculum) and which will function as a significant tool in the continued assessment of divisional structure and of the reorganization of that structure. The charge and by-laws of the ISPPC are being finalized at present. Approval of the ISPPC will be an agenda item for the College Planning Council in Fall 2007. In Academic Affairs, the new vice president was fortunate to inherit a cadre of five experienced and skilled deans, all of whom played vital roles in the day-to-day management of the college prior to the re-establishment of the vice presidential positions. The divisions which report to the five instructional deans are logically arranged, but workloads are not evenly balanced in terms of scope, personnel, and responsibility. The vice president and the deans have been gathering workload related data on the structure of the divisions with an eye to equalizing (to the extent feasible) the obligations of the deans while maintaining the coherence and integrity of the divisions themselves. Between Student Services and Academic Affairs, some reassignment of programs has occurred. Service Learning and the Honors Program have moved to Academic Affairs at this point in the realignment. The two major divisions have also agreed to share responsibility for the new Umoja program, as they do for the currently existing and highly successful Puente program. Future PlansSince shortly after the arrival of the new vice presidents, Academic Affairs and Student Services have been scheduling monthly “joint” meetings to discuss matters of common concern and to promote continuing high levels of cooperation between the areas. The meetings will continue into the future and will assume greater importance as the college focuses more on the recruitment and retention of a largely local student body which is becoming increasingly diverse and increasingly in need of a wide spectrum of intense and well-integrated services. As the vice presidents become more acclimated to their positions and to the unique features of their areas, activities focused on understanding, reshaping, and maximizing the effectiveness of both the academic and student service divisions will continue and intensify. Focused Report on College Recommendation “Partially Met” Following its November 20, 2006 visit to San Jose City College, the ACCJC Evaluation Team – consisting of members Dr. John Nixon, Julie Slark, and Eva Kinsman – issued a report which accepted the college’s work and reporting in fulfillment of the two “shared” recommendations addressed in the October 2006 Progress Report, but judged the “college” recommendation found immediately below to have been only “partially met.” The recommendation: 1. The College should accelerate the implementation of the strategic plan, as well as the complete planning cycle, including using information and data to create and regularly update plans, evaluating progress toward goals, and using results of evaluation for improvement. Student learning outcomes and program review for all departments should be integrated into the planning process and cycle at the college, program, and course levels, and planning and program review should inform resource allocation. Finally, measurable student achievement and institutional effectiveness measures should be identified and incorporated within planning processes. The Evaluation Team’s assessment of the college’s progress in meeting the recommendation: SJCC has made substantial progress in developing resource allocation procedures linked to needs assessment, planning-related organizational structures, and a data-driven continuous program review (CPR) template for departments to use when requesting resources. Fifteen departments have completed the CPR in recent months. The College Planning Council (CPC) has developed an Institutional Planning Guide, and the offices of the vice presidents of academic affairs and students services have created plans and goals for their divisions. The shift toward a culture of evidence and the implementation of institutional processes is well underway, and the college is commended for this significant progress. In addition, the most recent full-time faculty hiring recommendations were informed by department-level data derived from the CPR reports. Other than the discussion reflected in the progress report, however, the college has yet to address the specific goals and activities defined in the strategic plan, evaluated progress toward its strategic plan as presented in the 2001 document, or updated the strategic plan. The college has yet to identify institutional effectiveness and student achievement measures. Thus, progress toward completing the planning cycle of the strategic plan implementation and evaluation continues to be a challenge. The college continues to make steady progress toward identifying student learning outcomes at the course, program, and college levels. As course outlines are updated, course-level outcomes are identified. Program-level outcomes are identified via continuous program review procedures. The Staff Development Committee led a college workshop to develop general education outcomes. Now that a planning infrastructure and a more stable administration are in place, at college and district levels, the college should invigorate the strategic plan, comprehensive program review used for improvement, and the integration of the components of a complete planning cycle at program and institutional levels, with a focus on measures of institutional effectiveness and student achievement. This recommendation is partially met. Evaluation Team AssessmentShortcomings identified in the Evaluation Team assessment include the following: · the college has yet to address the specific goals and activities defined in the strategic plan · the college has yet to evaluate progress toward its strategic plan as presented in the 2001 document · the college has yet to update the strategic plan · the college has yet to identify institutional effectiveness and student achievement measures · thus, progress toward completing the planning cycle of the strategic plan implementation and evaluation continues to be a challenge. The Evaluation Team charged the college to: · invigorate the strategic plan · invigorate comprehensive program review used for improvement · integrate the components of a complete planning cycle at program and institutional levels, with a focus on measures of institutional effectiveness and student achievement. College ActivitiesAs noted in earlier Progress Reports, the college established the following six goals for its Strategic Plan during its 2003-2007 planning cycle: · Organizational structure · Program improvement · Budget planning · Student service · Facilities infrastructure · Quality improvement Three themes were to be woven into the activities undertaken to reach the strategic goals: · Cultural diversity · Campus relations · Technology Specific goals established by the college within its strategic plan included the following: 1. An initial and fundamental institutional goal was to revive the College Planning Council (CPC) and charge it to initiate strategic planning a. College leadership revitalized the CPC and made it responsible for initiating and implementing a strategic planning process, which included soliciting a broad cross-section of campus input and involvement. b. Between 2001 and 2003, the CPC surveyed campus constituencies using an inclusive process. Survey results pointed to six strategic issues/goals including three themes. After conducting forums to share these goals and themes, the CPC established work groups around each of the goals. The groups refined and prioritized the goals and adopted a model involving Immediate Strategic Goals, Strategic Themes, and Subsequent Strategic Goals. 2. Within the resulting college strategic plan, a primary goal was to reshape and improve the college’s Organizational Structure: a. The CPC reviewed the current administrative structure, including all standing committee structures, and updated all committee charges. b. The CPC revised the college Mission Statement. c. The CPC Identified the need for vice presidential positions and developed vice president job descriptions. d. The college then hired new vice presidents of Academic Affairs and Student Services, noting in their job descriptions the responsibility of revising the organizational structure of their divisions. 3. An second significant goal within the strategic plan was to promote and to create a college-wide process for Program Improvement: a. College leadership charged the Instructional Policies and Curriculum Committee (IPCC) and the Academic Senate to create a program review process. The result was a new data-driven process, Continuous Program Review (CPR), created by the IPCC and approved as a pilot program by the Academic Senate with an original suspense date of May 2007; in May 2007, CPR was approved for continuing use at the college, with the understanding that it was a “living document” subject to on-going review and revision. (See Appendix G.) b. In Fall 2006, the Academic Senate and the Vice Presidents (the two sources of recommendations to the president for new faculty positions) required that all areas requesting new full-time faculty positions for 2007-2008 submit CPR’s to justify their requests. A similar requirement has been put in place in Fall 2007. c. To assure a focused and unified effort, the college opted to integrate the goals of Quality Improvement and Program Improvement to produce a single overarching goal. 4. A third major goal within the college strategic plan was to establish a transparent and data-driven Budget Process which clearly integrated planning priorities into the creation and allocation of the annual college budget: a. In response, the college charged the Finance Committee to work in cooperation with the Director of Administrative Services and the Academic Vice President to create a budget development process which could be integrated with CPR and with college planning strategies. b. The Finance Committee successfully created such a process (see Appendix F) and applied it to the development of the 2007-2008 institutional operating budget c. The process was subsequently integrated into the college’s Institutional Planning Guide, where it served as a template for the specification of additional data- and planning-driven processes (such as the establishment of new full-time faculty or staff positions and the utilization of one-time grant or government monies). 5. Yet another basic goal within the institutional strategic plan was for the college to study and make recommendations concerning its Facilities Infrastructure: a. In response, the college charged the Facilities Committee, in cooperation with Robert Dias, the district Director of Plant Planning, Maintenance and Operations, to revisit the campus master plan in light of the need to plan for a new bond issue and to assure that construction and/or renovation of campus facilities served the contemporary student while responding responsibly to the generosity of area taxpayers. b. Results for the college have been nothing less than spectacular, with four new state-of-the-art academic and student service facilities constructed since 2000, with an additional new facility’s completion a short year away, with the finished renovation of a major classroom/office complex, and with the in-progress renovation of another structurally sound building destined to house one of the college’s strong Business and Service Careers divisional programs. c. The current work of the Facilities Committee and Director Dias is focused on the fate of the older 100, 200, and 300 wings, home to a variety of Career and Technical Education Programs as well as to the college Fitness Center, Dance Studio, etc. A decision concerning the feasibility of renovating these structures will soon be made. 6. Three interwoven themes were included in the college’s strategic plan: a. To assure that the strategic theme of Technology penetrated planning activities, college leadership charged the College Technology Committee (CTC) with the development of a comprehensive college Technology Plan. A first version of that Technology Plan was finalized in 2006, but proved to be an overly ambitious and complicated document. President Burke has recently charged the CTC with revising and streamlining the institutional Technology Plan for 2007-2009. Meanwhile, the ongoing campus computer replacement policy included in the original Technology Plan was initiated and funded on a year-to-year basis in the spring of 2007. Additional funding will be available to continue the replacement policy in 2007-2008. b. To assure that the strategic theme of Cultural Diversity penetrated planning activities, college leadership charged the Diversity Advisory Committee (DAC), under the leadership of the new Vice President for Student Affairs, to address diversity-related campus needs. And, to assure a focused and unified effort, the college opted to combine Diversity and Campus Relations in a single interwoven theme. 7. Following the submission of the college’s October 2006 Progress Report, the College Planning Council instituted an effort to review the original strategic planning document with a view to identifying those specific objectives within that original document that had yet to be addressed by the campus community. The resulting slate of planning objectives (see below) was established in draft form in spring of 2007 and is currently serving as the major agenda item for the CPC as it projects its yearly activities. Strategic Goal Area #1 Program Improvement Goal 1-A. Assess Institutional Effectiveness and Use the Findings to Plan and Implement Program Improvements for the Purpose of Achieving Academic Excellence¨ Integrate strategic planning with actual program review § Identify common data elements to be included in program review for similar types of programs (Instructional programs) § Revisit full program review process, its timeline, and calendar § Continue to identify and measure student learning outcomes § Develop the charge of the Instructional Support Services Policies Committee (ISSPC) § Convene ISSPC Strategic Goal Area #2 Student Services Goal 2-A. Assess Effectiveness of Student Services and Use the Findings to Plan and Implement Program Improvements for the Purpose of Achieving Academic Excellence¨ Integrate strategic planning with actual program review § Identify data elements of program review § Identify Student Service areas to be assessed Goal 2-B. Improve Communication With Students¨ Update student contact information in Datatel Goal 2-C. Improve Retention of First Semester Students¨ Early alert system implementation Strategic Goal Area #3 Budget Planning Goal 3-A. Financial Needs Are Prioritized and Budgeted For¨ Establish a financing plan for software, equipment, and support- especially for “soft (grant) funded” and "non-instructional" programs ¨ Increase student enrollment and retention to generate FTES Goal 3-B. The College will seek outside/additional/new funding to meet special needs¨ Establish a prioritizing grant development efforts for the college Strategic Goal Area #4 Facilities/Infrastructure Goal 4-A. Develop a Master Plan that will meet the current and projected future facilities needs of the campus and provide for programmatic flexibility¨ Update Campus Master Plan, construction timeline ¨ Develop use plan for renovated 100, 200, and 300 buildings Goal 4-B. Improve campus safety¨ Investigate reactivation of campus safety committee ¨ Implement Disaster Emergency Preparedness plan ¨ Increase lighting in dark areas on campus ¨ Improve wheelchair access throughout the campus ¨ Maintain contact with neighborhood association Goal 4-C. Ensure adequate infrastructure support to provide for a positive campus image and safety¨ Recommend campus standards for services (custodial, grounds, maintenance, police) ¨ Solicit green campus ideas and suggestions Strategic Goal Area #5 Organizational Structure Goal 5-A. Improve communication and delineation of roles and responsibilities between the DO, campus, and EVC¨ Develop a process to provide a campus voice on district committees ¨ Separation of curriculum (SJCC and EVC) Interwoven Themes: Diversity, Campus Relations, Technology, Quality Improvement, and Campus Image and Impression DifficultiesA shortcoming of the existing college planning process has been the inability of the institution to reach the point at which criteria could be devised and meaningful judgments rendered about overall “institutional effectiveness.” Coupled with a lack of focus on student achievement and an inadequate (although useful) program review format, this failure to speak to the issue of institutional effectiveness, though not surprising, is clearly a matter requiring on-going attention. The college must address these shortcomings: a. by developing a comprehensive, data-driven, and regularly scheduled Program Review process; b. by inaugurating a focus on Student Achievement, identifying criteria for such achievement, and devising appropriate measures of the same; c. by defining Institutional Effectiveness, determining the processes whereby such effectiveness is engendered, and establishing benchmarks to govern relevant activities and assessments. Two factors, in particular, have impinged upon the college’s ability to address the shortcomings described above. The first factor is the lack of long-term executive leadership over a period of time bridging major portions of four successive semesters and an intervening summer. That factor will be discussed in some detail under Future Plans below. The second factor is potentially as problematic for the college as the absence of executive level campus leadership. The college has experienced for many years a lack of reliable, accessible, and comprehensible data on matters as significant as student demographics, course enrollments, enrollment trends, budget patterns, student retention and attrition, student completion and success, productivity (WSCH/FTEF) ratios, etc. Inadequate hardware, lack of appropriate training, and the questionable reliability of the administrative information system used by the college and the district appear to be the sources of this problem. This factor, again, will be discussed in greater detail under Future Plans below. Future Plans1. Access to reliable data The district has recently recognized its inability at present to provide to its colleges the complete array of reliable and accessible data needed for strategic planning, program review, measurements of student achievement and institutional effectiveness. Tracing the history of this problem, the district has discovered, among other factors, a lack of sufficiently powerful hardware to interact effectively with its administrative system and a dearth of appropriate training. It has not, however, found that other colleges with similar systems are experiencing data-mining difficulties of a magnitude similar to its own. In short, the problem seems to lie in the areas of hardware and staff training rather than with the administrative system itself. In response to its findings, the district has, over the past two years or so, vastly increased the processing power available for the operation of its administrative system. And, very recently, the district has taken proactive steps to establish a partnership with another member of the California community college system in order to draw upon that institution’s success in utilizing the administrative system which the two colleges hold in common. There is every reason to hope that the district, and hence the colleges, are well on the road to a timely solution to the data generation problems which have rendered past efforts at effective planning challenging. In addition, the district has within the past year established a very focused Office of Research and Institutional Effectiveness, currently staffed by a director and newly employed researchers, all of whom have expertise and experience in providing the varieties of data which the colleges require. Dr. Bayinaah Jones, director of the office, has already reached out to the administration of both colleges, offering to assume a participatory role in the calendaring of comprehensive program review cycles at both colleges and making herself available to assist the colleges in the identification of data sets required for assessment and evaluation. As with the progress in dealing with the district administrative system, there is every reason to believe that this revitalized office will provide significant assistance to the colleges in their efforts to adopt the culture of evidence and to move forward in their strategic planning processes. 2. Stable college leadership In January of 2006, Dr. Chui Tsang, then president of San Jose City College, resigned his office to accept the position of Superintendent/President of Santa Monica College in Southern California. From January 2006 until March 2007, the college remained without a permanent president, drawing instead upon the services of two interim presidents and, in summer 2006, on the expertise of the two sitting vice presidents, each of whom served short terms as acting leaders of the college. In March of 2007, the college was privileged to welcome its new – permanent – president, Dr. Michael L. Burke, most recently the chief executive officer of North Idaho College in Coeur d’Alene, Idaho. With the arrival of Dr. Burke, a long awaited sense of stability begin to permeate the college campus, as all constituencies eagerly anticipated both the desirable continuity and the renewed vigor that new leadership would bring. Since his arrival a short seven months ago, Dr. Burke, though challenged by the demands and details of a new presidency, has entered enthusiastically into the life and the business of the college. He has been active with or at least attended meetings of almost every standing committee on campus, not to mention sessions of the Academic Senate and the Associated Students. By virtue of his office, Dr. Burke is a member of the College Planning Council, the standing committee to which most others report and which itself, in turn, reports to the president. As an ex officio member of the group most intimately involved with the creation, promulgation, and implementation of the college’s strategic planning process, Dr. Burke has seen first-hand the current successes and shortcomings of that process and its products. Dr. Burke announced to the CPC as early as last spring that he was a staunch advocate of strategic planning and that he intended to initiate a new strategic planning process for the college. His initial wish was to bring college constituents together during the summer months so that the process would be underway prior to the onset of the fall 2007 semester. Unfortunately, summer scheduling for students, staff, and particularly faculty rendered such a plan impractical. More recently, Dr. Burke has informed the CPC that he is in contact with a consultant who recently led SJCC’s sister college, Evergreen Valley, in a successful strategic planning process and that he plans to bring that consultant to the SJCC campus to meet and confer with the college community generally and with the CPC specifically. Of particular interest in this regard is not only the consultant’s success at EVC, but also the opportunity for EVC and SJCC to develop a relatively common planning process, a district-wide goal encouraged by Chancellor Rosa Perez. Within a very short period of time, then, San Jose City College will embark upon a new and comprehensive strategic planning endeavor, one buttressed by the stability and leadership of a new president, leavened by the successes of the current process, and enlightened by the challenges of that process. Update on “Planning Agenda” Items from the 2004 Self-Study Report This Focused Midterm Report includes an institutional update pursuant to San Jose City College’s Planning Agenda section of the 2004 Self-Study Report. Noted below are the advancements already accomplished with respect to these self-defined areas of institutional improvement over the past three years--between the occasion of their articulation in October 2004 and the submission of this October 15, 2007 report. Planning Agenda Item 1: Regular review and update of the college Mission Statement San Jose City College Planning Council members voted to reaffirm the College Mission Statement at their meeting on September 28, 2007. The mission is additionally scheduled to be revisited in depth this year as SJCC begins its initiative to develop a new strategic plan. The existing strategic plan and associated activities is expected to be complete this year. Mission Statement The mission of San Jose City College is to prepare and empower students for success in a global multicultural society. Our primary focus is to foster student learning by providing continuous access to a wide range of comprehensive and flexible post secondary academic and occupational programs that prepare Silicon Valley residents of all ages and backgrounds for balanced and productive lives and successful careers. To reach these educational goals, the college provides the appropriate support services to meet the needs of an increasingly diverse student population. To fulfill our commitment to student learning with appropriate assessment at each level, and to assist students in achieving their educational, employment, and life long learning goals, we offer the following: · Two year college degrees · Lower-division transfer and general education courses · Certificates · Basic skills instruction · English as a Second Language courses · Distance learning opportunities · Technology and career training · Economic development · Community services · Adult non-credit courses Our mission is, and shall remain, in accordance with all legislation enacted by the State of California. Planning Agenda Item #2: Strengthening of the research function at the District Office The Office of Research & Institutional Effectiveness (RIE) is a unit within the SJECCD housed at the District Office in San José. In the past, research and planning comprised a smaller portion of a much larger unit, Educational Services. The Office of Educational Services at the District Office was eliminated when the Vice Presidents were reestablished at the Colleges. In the previous 3-5 years, the RIE Unit has experienced a significant level of downsizing. With the increasing research-related requests from the ACCJC, the Board, the Chancellor and the college Presidents to provide more data with which data-driven decision-making is a natural end-result, RIE faces many challenges. The unit’s active goal is to provide service. Some of the college-specific charges include: program review, behavioral learning outcome measures, grant assistance, survey development and assessment, current/accurate/reliable updates to research reports, division/course/section rosters by physical classroom location, student demographic, retention/success/persistence. To provide these services effectively, oversight and training, additional staffing, and resources are needed. The RIE Office has five current staff members. One is an academic manager—Director of Institutional Research. Two are classified staff—Web Author and District Curriculum Coordinator – and an additional two are classified at the research analyst level. There is no research analyst or research liaison assigned at either College. The following goals and objectives address RIE’s intended research relationship with the Colleges specifically:
There are 59 Research Related Reports in the office’s 2007-2008 District Office-Warehouse Inventory. Seven reports are new to the Inventory this year and will require additional funding and some additional level of automation software to complete. Almost half of the reports are in need of updating and some have not been updated within the last two or more years. New Research Documents (per the request of Chancellor/Presidents/Vice Presidents) to the 2007-2008 Inventory:
Planning Agenda Item #3: Addition of multiple learning options (learning communities, service learning peer-led team learning, internships, etc.) for our students While San Jose City College is habitually dedicated to the continuing improvement of learning options for students, since our last omnibus report to the Commission three learning options for students have especially matured—Peer-Led Team Learning, Service Learning, Career Pathways, and Learning Communities. Peer-Led Team Learning Peer-led team learning (PLTL) facilitates scientific discussion and debate among small groups of students (~6-8) on a weekly basis (~75 minutes/week) under the guidance of a trained peer leader (a student who recently completed the course or related course with a “B” or better grade and possesses good people skills). PLTL workshops foster teamwork and oral communication toward the development of conceptual understating, reasoning and problem-solving skills because students are engaged in carefully crafted exercises. The PLTL model follows the best traditions of science, as it addresses diverse learning styles and opens new dimensions of teaching and other scholarly activities such as co-presenting with students at national and local conferences, honors projects, and more. Perhaps because students who participate in PLTL workshops feel they have increased access to instructor and peer leaders, attitudes towards science have improved. It also has served as an avenue to stimulate careers in teaching as well as other leadership opportunities, especially among our peer leaders. The impact of the PLTL program on students, leaders, faculty and institutions has been continuously assessed and evaluated for over a decade. The results are clear and the enthusiasm for participating is high. In 1999 SJCC began implementing PLTL in chemistry which was adopted and adapted into biology, physics and EVC’s nursing program. Indeed, data at both campuses as measured by our office of research and planning has shown that workshop students are more successful than non-workshop students and retention is higher and thus our FTEs are increased. Other assessment data include that from NSF-SALG (Student Assessment of Learning Gains) studies where student survey data indicated that the PLTL workshop helped them to: work effectively with others, communicate ideas to others, make gains in understanding concepts and the relationship between concepts in chemistry, make gains in their ability to solve problems, feel comfortable with complex ideas, and communicate ideas to others. From 1999-June 2007, PLTL workshops have been supported by numerous grants including more than four from the National Science Foundation, UC Santa Cruz’s Educational Partnership Center, California State Partnership for Excellence, Workshop Project Associate Grants, totally more than $300,000. Since 1999, twelve faculty from chemistry, biology, physics, English, and Nursing have implemented PLTL in the courses that they teach/taught. The courses include introduction to chemistry, general chemistry, organic chemistry, introduction to general, organic and biological chemistry, Microbiology, Anatomy and Physiology, General Physics (2A, 4A, 4B), English 1A and nursing (111 and 112 at EVC). During that period of time more than 167 peer leaders were hired at SJCC. From Fall 2001 to Spring 2007, 910, 660, and 111 chemistry, biology and physics students, respectively, participated in discipline-specific PLTL workshops. Program leaders are anticipating continued institutional support for this effective program in science and are hoping to expand it further into English, math, the tutor center, PUENTE, and the reading and writing center. Success stories and testimonials: Seven SJCC students who participated in PLTL workshops were offered UC Santa Cruz’s Karl Pister $20,000 scholarship. Six out of the seven were also peer leaders and accepted the scholarship. The one who declined the scholarship choose to attend UC Berkeley. Eight students who participated in PLTL workshops were offered paid UCSC ACCESS summer research opportunities; two declined. Approximately 50 SJCC students co-presented at conferences ranging from National American Chemical Society Meetings to NASA/AMES Regional Learning Communities. Nearly all of the program’s peer leaders successfully transferred to four-year institutions or programs including pharmacy, physical therapy, and nursing. Service Learning Program At the beginning of the Fall 2007 semester, San Jose City College celebrated the 10th anniversary of the Service Learning Program. Begun in Fall 1997, the program has been offered for 20 semesters and to date 4,902 students have competed a project and have served 59,776 hours in the community, on and off campus. In addition to enhancing their classroom learning, Service Learning students have made a significant contribution to building community by linking in-class study to real-life experiences. Over these many years, the college has been privileged to witness immediate transformation in students in multiple service learning venues: · Accounting students helping the poor and elderly complete their tax returns each spring · ESL students helping fellow immigrants pass the citizenship test · Psychology students mentoring emotionally-challenged youth · Formerly homeless students returning to serve in the shelters that housed them · Math students and immigrant engineers winning raves as tutors in the Math Lab · ECE students getting hands-on experience in the classroom or day care center · Nutrition students serving food in shelters and senior centers or teaching nutrition to elementary school students · CIS students teaching elders how to use computers and access the Internet · College students returning to volunteer at their elementary school or adult education classroom · Sociology students working with parolees or in the women’s jail · Communication studies students tutoring in the Disabled Students Program or assisting in the adapted physical education classes in the pool · English students writing about Alzheimer’s while serving at Alzheimer’s Activity Center or in a nursing home · Immigrant students getting hired for their first US job at the site where they served · Immigrant professionals putting their skills to great use at The Tech Museum of Innovation or in a school · Reading students reading to seniors or to young children · Construction tech students building houses for Habitat for Humanity · Ethnic studies students delivering food baskets to HIV-positive clients · A history student tutoring elder immigrants reporting: “They called me ‘teacher.’” The Service Learning Program’s most precious resources are the community partnerships the college has established over the years. These currently number over sixty, offering students numerous choices. Regarding the San Jose City College Service Leaning Program at large, since 2004 participation numbers have remained fairly consistent, with over 400 students signing up and close to 4000 hours being served and some 25 faculty offering service learning in some 50 sections each semester. Spring 2007 Semester Totals # Faculty: 22 #Courses: 25 #Sections: 45 #Students Completing Hours: 271 #Students Advised: 411 #Certificates Awarded: 220 #Hours Served: 3,952 Career Pathways Program SJCC received a grant from the Robert S. Johnson Foundation in partnership with Work2Future, the local Workforce Investment agency, to offer a career-oriented learning community for students who need to work on math, reading and writing skills in preparation for one of the College’s career training programs. Eligible students can receive financial aid, transportation assistance, lunches, and housing. Former foster youth are a target population and have been encouraged to apply. The pilot program was launched spring of 2007 and City College will be offering courses and services to a second cohort of students in spring of 2008. Planning Agenda Item # 4: Improved internal and external communication (marketing & outreach) especially in relation to greater accessibility for students Perhaps the largest single step City College has taken in terms of "Improved internal and external communication" has been to move the marketing position from the District to the colleges and then to create a full-time position at SJCC (as of July 1, 2006). This relocation has allowed marketing and outreach to function and work, for all practical purposes, as a single unit on a day-to-day basis. The college’s internal communication has been improved in the following ways 1) Eight kiosks and one television screen which are managed by the marketing department have been installed. These screens are updated weekly to give new information to students on classes, events, and support services. 2) With the assistance of Tech Support, marketing has purchased a ListServ software which allows College Marketing to provide updates to all students via emails which are sent out weekly. 3) College Marketing has created an internal newsletter (Pawprints) which is printed quarterly and updates staff and faculty regarding news, milestones, programs and student and employee achievements. Pawprints is 12 pages, full-color, and printed with the assistance of the college Reprographics Department. 4) The physical location of the marketing department on campus has allowed a great increase in collaboration. The Marketing Specialist is now on the Executive Team and meets also with the Associated Students and Student Affairs on a weekly basis. The institution’s external communication has been improved in the following ways. 1) Advertising has been expanded to include the Spanish and Vietnamese languages. 2) The use of collateral pieces (handouts, trifolds, etc) has been expanded to include the Spanish Language (with Vietnamese next). 3) The physical location of the marketing department on campus has permitted increased budget collaboration, which in turn has allowed for more effective use of operational dollars by reducing duplication of effort and concatenating budgets to achieve greater effect. This year, for instance, billboards and busses were added to our regular campaigns. 4) The Marketing and Outreach Offices have dramatically increased their presence in the community. Representatives now regularly attend meetings of local neighborhood groups and have forged partnerships with local faith-based organizations. 5) Outreach, conducted out of the Student Services division, has financed four new billboards in the community (two in English, and one each in Vietnamese and Spanish), has initiated bus advertising, and is conducting parent/college workshops in various languages at the college, local high schools and community centers. Additionally, Outreach is preparing a SJCC Binder, which will showcase both academic affairs and student services, for distribution to twenty-one public, private, alternative, and charter high schools in the San Jose area. 6) The ListServ software also has an email list of 20,000 community members to whom event and deadline updates are sent in the form of an online newsletter. Planning Agenda Item # 5: Creation of a process for Student Services program review As a manifestation of City College’s institutional understanding that strategic planning, the need for measurable student learning outcomes, and program review need be institutionalized across the broad landscape of both instructional and students affairs, the Student Services sector of the college has recently articulated a “Vision for Student Affairs and Services” which now serves to guide improvement and performance in this realm. In addition to its recently articulated vision statement, the Student Affairs & Services Division uses the established academic/instruction CPR model to review counseling guidance curricula and to request additional counseling positions. With regard to evaluating programs, Student Affairs & Services is currently modifying another college's program review form to use as a template while also developing common data elements for a final document that can be used across the Division. Finally, the Instructional Support Services Policies Committee (ISSPC) was recently established by the College Planning Council (CPC). The charge of the committee is to assist, counsel, and make recommendations with regard to Program Review and other reports regarding instructional support services in the Student Affairs & Services division. Some of the responsibilities include the following: prepare the schedule for program review; guide program review teams (the team each department or program assembles to conduct the program review) in the completion of their reports; read and evaluate program review; make recommendations to the appropriate Student Affairs & Services program; submit acceptable program reviews to the president of the college and other appropriate governance groups; and request periodic progress reports from the program review teams and departments on student learning outcomes, and program recommendations and goals. Planning Agenda Item # 6: Revision of Recruitment and Hiring Procedures Recently hired Vice Chancellor of Human Resources, Anita Morris, initiated a revision of the district’s and college’s hiring procedures during the summer of 2007, beginning with administrative recruitment and hiring procedures. The draft of the revision is currently under review by the Chancellor’s Executive Team. The objective of the revision is to provide clarity for all aspects of the recruitment and hiring process, including: philosophy and general principles, identification of vacant positions, development of the job announcement, recruitment, application process, selection committee appointment and membership, selection committee orientation, application review, interview process, screening criteria, and final approval of the process as a whole. The goal is to streamline the recruitment and hiring process in a way that is thorough and in compliance with legal mandates, while erecting no unnecessary barriers to completion of the process in a timely manner. Planning Agenda Item #7: Improved employee evaluation process with special emphasis on diversity and equity standards in evaluation (cultural competency) In February 2007 the San Jose/Evergreen Community College District revised its policies and procedures for the evaluation of administrative personnel—with special emphasis regarding diversity in the Administrator Evaluation Process. To better effectuate its policy on Diversity the new evaluation instrument requires, among other things, that all administrators be evaluated on their ability to perform their duties in a culturally proficient manner. The administrator evaluation addresses the District’s policy on cultural diversity in the academic environment, and is designed to evaluate an administrator’s ability to promote academic excellence, foster cultural, racial, and human understanding, and to promote cultural proficiency at both an individual and institutional level. The evaluation is also designed to evaluate an administrator’s ability to provide positive role models for all students, and to create an inclusive and supportive educational and work environment for employees, students and the local community. Specifically, in regards to diversity and cultural proficiency, all administrators will be evaluated on the following: 1. Communication – The ability to communicate in a culturally proficient manner and to conduct discussions on how they may work towards meeting the Districts diversity goals. 2. Leadership – Leadership in supporting, enhancing, and/or facilitating the District’s commitment to diversity and cultural proficiency. 3. Professional Knowledge and Expertise – Participation and provision of training and development activities designed to support a diverse work and learning environment. Development of culturally proficient curriculum, student services and management practices. 4. Team Work – Demonstrating sensitivity to the diverse needs and abilities of others. Working to increase the diversity of District employees. 5. Administrative Skills – Conducting administrative duties such as committee assignments, contracting, development of policies and procedures, development of programs, evaluating employees, supervision and other general administrative duties in a culturally proficient manner. Planning Agenda Item # 8: Increased employee training Following upon the successful completion of a mandated 2006 Summer Institute for all district administrators, Chancellor Rosa Perez directed Vice Chancellors Anita Morris and Ron Root, and interim Associate Vice Chancellor Romero Jalomo to plan, organize and coordinate monthly training sessions covering a variety of management topics for all District administrators during the 2006-07 academic year. The third Friday of each month was selected for the monthly training sessions which were mandatory for all district administrators. The dates, topics, and presenters selected were as follows: 9/15/06 SJECCD-CSEA Contract Review Donna Williamson 10/20/06 Mediation Training, Part I Meg Sanders and Kate Jones 11/17/06 Mediation Training, Part II Meg Sanders and Kate Jones 12/15/06 Mediation Training, Part III Meg Sanders and Kate Jones 1/19/07 Emergency Preparedness Pat Jocius 2/16/07 Open 3/16/07 Administrator Evaluations Arturo Ocampo 4/20/07 Workers Compensation Review Cheryl Miller Personal Services Contract Review Ron Root 5/18/07 Mandated Cost Review Six Ten Consultants The first administrative training of the 2006-07 academic year, “Understanding and administering the CSEA contract” was conducted by Donna Williamson (of the Liebert, Cassidy and Whitmore law firm). This workshop covered the following topics: CSEA contract review; EERA/scope of bargaining; management rights; union rights; past practice; grievances/interpretation of the labor agreement; and employee representation rights. Many new administrators to the district mentioned the usefulness of the training. There were a total of 60 administrators who attended this training session. The second, third and fourth training sessions addressed related aspects of the mediation process and was hosted by representatives of the Santa Clara County Office of Human Relations. Due to the sensitive nature of the topic, the importance of small group interaction and the 25-hour requirement for mediation training, it was decided that all district administrators would be divided into three cohort groups (of no more than 25). Each group was urged to complete the three-day training as a cohort. There were a total of nine mediation training workshops (3 groups x 3 sessions) hosted by Meg Sanders and Kate Jones. The first workshop addressed an overview of the mediation process and was attended by 52 administrators. The second workshop addressed communication skills and was attended by 50 administrators. Forty-nine administrators attended the third and final workshop that focused on conflict resolution. Prior to the fifth administrative training of the year, a select number of managers and supervisors were notified in advance of their required attendance for emergency preparedness training on January 19, 2007. This fact should be noted since there were 34 administrators in attendance for the training from an overall total of 47 eligible participants. A follow-up to this training session is anticipated later this year. Due to a district holiday on 2/16 and the annual ACCCA conference on 2/23, it was decided not to offer administrator training during the month of February. On March 13, 2007 at the monthly meeting of the SJECCD Board of Trustees, Associate Vice Chancellor Jalomo presented information on the 2006-07 administrator training schedule, topics, and feedback to date. He reported on the partnership between the office of Research and Institutional Effectiveness and Human Resources in coordinating the training. It was noted at the district board meeting that the leadership of the Faculty Association requested to be included in a future training session to review aspects of the SJECCD-AFT contract among other topics. On March 16, 2007, Arturo Ocampo provided the sixth administrative training session addressing the revised SJECCD administrator evaluation procedures. Included in his presentation was an overview of the evaluation timeline, a review of evaluation definitions, an introduction and review of all forms to be used and a follow-up discussion on cultural proficiency skills for administrators. A total of 42 administrators attended this session. Several participants commented positively about the group exercise and several others suggested covering this topic again early in the 2007-08 year (prior to October). On April 20, 2007, there were two administrative training workshops offered: Worker’s Compensation by Cheryl Miller (Keenan and Associates) and Personal Services Contract Review by Ron Root. The Worker’s Compensation presentation included an overview of the evolution of the state system, a review of the system intent, figures on SJECCD claims and amount paid, a comparative analysis of SJECCD workers comp claims for 2004-05 and 2005-06, and an overview the workers comp reporting process. Feedback from this presentation indicated that there were many questions regarding the cost of workers comp claims against the district and additional questions regarding the proper actions to be taken once a supervisor or administrator acknowledges an accident involving a district employee during work hours. The Personal Services Contract workshop included a review of updated contract procedures and guidelines by Ron Root. Specific attention was devoted to contract guidelines and approval authority, district procedures on independent contractors, and several forms required by the California Employment Development Department. There were a total of 53 administrators who attended the 4/20 administrative training. Evaluation feedback from this presentation was positive and several managers noted that they especially appreciated the updated procedural information regarding the revised process for completing personal services contracts. Participation Summary There were a total of 80 managers, supervisors, and, in some instances, confidential employees who were eligible and/or were contacted to participate in the monthly administrative training sessions. In excess of 60% of eligible participants attended more than half of the available training sessions, with almost 30 individuals missing no more than a single session of the seven offered. Planning Agenda Item # 9: Improvement in emergency preparedness procedures Almost immediately upon his inauguration as permanent President at San Jose City College, President Michael L. Burke assumed leadership for advancing emergency preparedness and campus safety. In concert with the college’s Professional Development Days (PDD) inaugurating the 2007-08 academic year, President Burke presented the following emergency preparedness procedures improvement plan:
Ø Lighting levels in remote areas of campus Ø Trees and shrubbery around buildings Ø Lighting standards and fixtures Ø Parking lot lighting levels Presently, these recommendations are being reviewed and will be implemented where possible.
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