1. The institution has a statement of mission, adopted by the governing board, which identifies the broad-based educational purposes its seeks to achieve.

Descriptive Summary

The Board of Trustees as the policy making arm of the Los Angeles Community College District (LACCD), as part of its Board Rules, has a mission statement, which articulates the general operating parameters for the LACCD as an educational institution.

Self-Evaluation

Although the LACCD has consistently maintained a formal Mission Statement within its Board Rules, its updating has not always been done in a consistent manner.

Planning Agenda

The Board of Trustees being more mindful of the importance of a formal statement of the LACCD’s mission, engaged in a comprehensive and inclusive process in establishing a "Vision and Goals" statement as a new operational foundation for the 21st century. The Board conducted several workshops and on December 15, 1999, adopted its "Visions and Goals." The Board’s view is that this statement is a living document, which will be reviewed annually with adjustments to be made as appropriate.

3. Institutional planning and decision-making are guided by the mission statement.

Descriptive Summary

Planning and decision making primarily takes place at the Chancellor and College President levels. It is understood that its operational actions are to be consistent with and in conformance with applicable LACCD rules and regulations.

Self-Evaluation

Previous to the December 15, 1999, adoption of the LACCD’s "Visions and Goals," the LACCD’s mission statement provided a very general framework. The LACCD now has a much more substantive foundation to serve as a guide for planning and decision making throughout the LACCD.

Planning Agenda

With the newly adopted "Visions and Goals" statement and its annual updating component, the LACCD has an excellent framework to develop and execute its educational responsibilities.

4. The institution evaluates and revises its mission statement on a regular basis.

Descriptive Summary

As the policy making of arm of the LACCD, the Board of Trustees through its numerous public actions defines and sets policy on a continuing basis.

Self-Evaluation

There has been no formal process whereby the Board formally revises the LACCD’s mission statement. However, through its execution as the LACCD’s policymakers, its actions routinely establish new and/or refine the mission of the LACCD. The Chancellor and College Presidents are responsible for ensuring that operational decisions are consistent and conform to the policies enacted by the Board of Trustees.

Planning Agenda

With the adoption of the LACCD’s "Visions and Goals" statement and its updating component, the LACCD now has a more clearly articulated means of presenting and keeping current its institutional mission parameters.

 

1. The institution represents itself clearly, accurately, and consistently to its constituencies, the public, and prospective students through its catalogues, publications, and statements, including those presented in electronic formats.

The colleges are individually responsible for the content and presentation of information in their catalogs, schedules, and college website. The District Office, through its Offices of Public Relations and the Office of Institutional Research and Information, also assume responsibility for accurately and clearly informing constituencies, the public and prospective students.

The District Office of Institutional Research and Information fulfills this responsibility primarily through its website. The Information Digest section of the Institutional Research website, particularly, contains narratives, tables and graphs that provide a wide variety of information about the colleges and their students. Topics include college enrollment, student demographics (including native language as well as age, sex and ethnicity), enrollment characteristics (including unit load, prior education, attendance patterns, and educational goals), performance and outcomes (including grades, retention, degree completion and transfer). The Digest also provides funding and expenditure tallies for the basic program, specialized services, and specially funded programs, including vocational, with enrollment statistics for special student services. All categories of data are presented by year for each college, and the LACCD as a whole, in spreadsheets showing trends back to at least the 1970s. They are updated yearly, and reviewed and revised as needed to ensure accuracy.

Further changes and refinements in the scope and presentation of student data are needed to provide a more complete measurement of student success as required by the Student Right-to-Know and the Partnership for Excellence. In the near future, the Office of Institutional Research will utilize advances in technology and availability of information to better track individual students and cohorts from semester to semester, into four-year colleges and even beyond, into the job market and employment and to report this success to the public.

2. The institution has a readily available governing board-adopted policy protecting academic freedom and responsibility, which states the institutional commitment to the free pursuit and dissemination of knowledge and fosters the integrity of the teaching-learning process.

Descriptive Summary

The Board's policy on Academic Freedom is contained in Article 4 of the LACCD’s Agreement with American Federation of Teachers College Guild, which is in effect between July 1, 1999 and June 30, 2002. This article states that, "the Faculty shall have the academic freedom to seek the truth and guarantee freedom of learning to the students."

The fact that academic freedom is written into the agreement with the AFT College Guild reflects the Board's commitment to this principle; however, it may appear that it is a negotiated right and not a matter of policy. Also, leaving this within the confines of a bargaining agreement does not include the District Academic Senate, which should be involved in the development of such a policy. The Board may want to pursue adopting a Board Rule that reiterates and expands its commitment to academic freedom.

Planning Agenda

The Instructional and Student Services Division will consult with the District Academic Senate regarding the development of procedures and timelines for reviewing and making recommendations on this policy.

4. Institutions which… require codes of conduct of faculty, administrative and support staff, or students give clear prior notice of such policies.

Descriptive Summary

The LACCD’s policy regarding conduct on campus is found in Article VII of Chapter IX of the Board Rules. Board Rule 9803 states:

These Board Rules are reviewed periodically by the Council of Student Services to ensure that they meet the needs of the current environment.

The Standards of Conduct contained in Board Rule 9803 effectively communicate the expectations of the LACCD.

The LACCD has adopted policies of nondiscrimination and prohibiting sexual harassment. There is a central, high-level management position, which is responsible for a districtwide program, which includes:

1. Gathering data regarding applicant pools and employee diversity;

2. Counseling the District Office and its colleges regarding outreach;

3. Coordinating a mentoring program for potential new faculty, in cooperation with the Academic Senate;

4. Reporting to state and federal agencies regarding plans, data and complaints;

5. Investigating complaints;

6. Evaluating and making recommendations to the Board of Trustees on appeals within the internal administrative processes;

7. Conducting training for managers, supervisors and employees;

8. Review and distribution of materials regarding sexual harassment as required by Title 5 and the Education Code;

9. Conducting training for and ensuring consistency amongst college-level Compliance Officers

The Director recently retired, and the District Office is in the process of replacing the position. Replacement of the position in a timely manner is a critical need.

The coordination and training of college-level compliance officers is another area of critical need. Recruitment and retention of well-qualified people seems to be an ongoing issue. For example, the District Office Compliance Officer position has had to be replaced several times.

Although the LACCD’s hiring, when considered globally, appears to be diverse, a careful study should be conducted to evaluate whether each location–and particularly, each college–has created its own discriminatory bias. The LACCD has recently experienced negative situations in litigation that suggest this.

The Vice Chancellor of Human Resources has a commitment to obtaining a highly qualified replacement Director. To that end, and because an initial hiring process did not end satisfactorily, he verified the appropriateness of the salary level for its competitiveness. He will now utilize additional LACCD resources to recruit a better pool of candidates.

The Personnel Commission should evaluate the responsibilities of the Compliance Officer assigned to the District Office to determine whether the current classification is commensurate with the responsibilities required.

The new director will need to conduct training districtwide regarding the difference between recruiting for diversity and discriminatory hiring practices. This training should include anyone involved in a hiring process; for example, since a faculty committee is generally the primary source for hiring faculty, these issues should be addressed in some standardized way for all hiring processes.

The plans identified above should be identified as goals for the applicable, responsible positions, and included in the annual personnel evaluations of those positions.

 

 

Money spent on qualified, well-trained employees is invariably less than money spent in litigation, and so more money can be spent directly towards the educational mission.

A.1 Institutional research is integrated with and supportive of institutional planning and evaluation.

Institutional planning and evaluation functions are located primarily at the individual college level.

District Office efforts are directed at assisting the colleges in these functions by providing data and information systems which support planning and evaluation and by undertaking the analysis and reports which are common to all colleges and can, therefore, be done more efficiently in a centralized manner. District Office analysis also supports college decision-making by enabling comparisons across the colleges within the LACCD and with statewide indicators where available.

In addition to a number of special, ad-hoc studies in the furtherance of the above objectives, the District Office of Institutional Research and Information has the following on-going responsibilities: In conjunction with the District Information Technology Department, the District Office of Institutional Research maintains a Matriculation Evaluation Data System (MEDS) that enables college research and planning staff to analyze questions of student persistence and success, enrollment management and other student-centered issues in order to further the discussion of institutional effectiveness on each campus. The Office also prepares an annual report on enrollment and faculty by college and discipline and makes a database available to the colleges for further analysis that facilitates the understanding of questions of changing student demand for different subjects and faculty productivity. In cooperation with the Districtwide Research Committee, which is composed of the institutional research officers of each of the colleges, the District Office of Institutional Research conducts a periodic student survey designed to provide more information about students for institutional planning, to gauge student satisfaction and to evaluate services. The results are published in a comparative format, and student level survey files are provided to each college for further analysis. All of the work of the District Office of Institutional Research is accessible through the LACCD Web Pages.

 

A.2 The institution provides the necessary resources for effective research and evaluation.

Institutional Research has taken an active role in the reform and reorganization of organizational functions that have been taking place in all administrative units of the Los Angeles Community Colleges over the last several years. Considerable effort have been made to ensure that as central units were downsized, the important aspects of their previous operations were assumed by individual college personnel, and that coordination was maintained. This has been accomplished in the area of institutional research through a well-functioning Districtwide Institutional Research Committee, which is a forum for sharing of information and expertise among the colleges and serves as a "board of directors" to guide the District Office of Institutional Research. The correct or appropriate balance between District Office institutional research resources and those at each college are matters of on-going consideration.

A.3. The institution has developed and implemented the means for evaluating how well, and in what ways, it accomplished its mission and purposes.

Descriptive Summary

The District Office is beginning the process to define its own mission and purposes. The self-study project is the first such effort. In general, the District Office is moving from an emphasis upon control to an emphasis upon service. Thus these tasks are, in part, the proper responsibility of each college. District Office efforts are being refocused primarily toward assisting the colleges with these responsibilities as described above.

This self-study is the first formal effort by the District Office to evaluate itself.

The District Office has begun a formal review of all its policies and procedures in preparation for the replacement of existing administrative human resources and financial software with a new system. In so doing, it is expected that the character of District Office functions will change from primarily clerical transaction processing to professional review of the district wide activities.

There is an Accreditation and Planning standing committee of the Board of Trustees, which reviews the cyclical planning and accreditation processes. There is an annual review of the District Statement of Vision, Goals and Objectives at a Board workshop. The Vision, Goals and Objectives document serves as a high level guide for District Office and college based planning activities. College plans for academic programs, faculty and staff development, recruiting and growth strategies and facilities are reviewed annually by the sub-committee of the Board.

There is currently an effort being made to integrate college based institutional research with districtwide research. There is a districtwide committee charged with the establishment and monitoring of a districtwide research agenda. This agenda is being linked to planning efforts, and the long-term goal of the effort is to have a continually updated planning and evaluation cycle. At first it is likely that this process will revolve around the Partnership For Excellence goals that are established by the State Chancellor. This developmental process is entering its second year, and the establishment of an initial research agenda that is linked to the PFE planning effort is expected to materialize during the current academic year.

As stated in B1, a standing sub-committee of the Board of Trustees is devoted to the systematic review of LACCD and its colleges’ plans. There is a process whereby each college president gives a brief update on a segment of college planning at regular meetings of the Board of Trustees. For example, the current topic being reported on is human resource planning, which includes an assessment of need, past practice and plans for the upcoming cycle of staff and faculty development. This cycle of reporting will be followed by a review of risk and disaster planning, educational plans and so forth. This cycle includes a written summary and in constantly repeated.

C.1 The institution specifies intended institutional outcomes and has clear documentation of their achievement

Descriptive Summary

These tasks are the proper responsibility of each college, and District Office efforts are directed toward assisting the colleges with these responsibilities as described above. The District Office does not have specified institutional outcomes in the context of the educational mission of the colleges.

Descriptive Summary

The District Office of Institutional Research disseminates information to the public through its website, and through frequent direct contact with members of the press who regularly cover activities of the Los Angeles Community Colleges. Primary components of this information are measures of quality and institutional achievement.

The Institutional Research and Information website is easily accessible from the LACCD home page, and includes segments that are designed to inform and support the planning and evaluation process, while providing information frequently requested by the public. The Information Digest provides trend data on enrollment and student characteristics, performance and outcomes. Funding and Expenditure data at both college and program level yields fiscal information are also provided. The report on course enrollment and faculty productivity mentioned above is also available at the website. Data in this form give the public access to the information it needs to evaluate the LACCD’s colleges, while providing data for grant applications, accreditation documents, and other needs of college users.

Information seekers are directed to the website first. If they do not find the information they are seeking there, Research Office staff is ready to produce specialized reports for them, if the need is urgent enough. Many press inquiries have been successfully handled in this manner.

The Institutional Research Office has changed and reformatted the content of its regular reports, and has developed new reports, surveys, and other activities, to both support and reflect the rapid evolution of the Los Angeles Community Colleges and new measures for evaluating their performance.

Since the information disseminating systems used by the District Research Office are internet-based, it is possible to change their format and content almost instantly. Tables and charts in the Information Digest are added, dropped and reformatted to respond to changing needs. The data are updated as some as information is available, and published online. It is accessed by many more users than previous versions were in the recent past. Obsolete and/or irrelevant measures are deleted from the trend tables, while new ones are added, especially in response to new demands like the Student Right to Know.

The District Student Survey, administered every few years, undergoes extensive revision each time it is scheduled; this year’s version has been augmented in part to measure students’ access to computers, as well as their new attitude towards new variations in semester and class scheduling.

The decentralization of many District Office functions adopted in the LACCD is reflected in the devolution of some research responsibilities to the colleges. These include mandatory federal reports like IPEDS. This year, the college researchers will be inputting their colleges’ data directly to the IPEDS online surveys, whereas formerly the District Office assumed this task. District Office researchers are working closely with their campus counterparts to ensure that this transition will be accomplished without any incomplete submissions.

 

 

 

STANDARD FOUR: EDUCATIONAL PROGRAMS

D. General Education

C.2 The general education component is based on a philosophy and rationale that are clearly stated. Criteria are provided by which the appropriateness of each course in the general education component is determined

Descriptive Summary

The philosophy and criteria for the general education component of the Associate Degree is found in Board Rule 6201.14 which states:

 

 

Central to an Associate Degree, General Education is designed to introduce students to the variety of means through which people comprehend the modern world. It reflects the conviction of colleges that those who receive their degrees must possess in common certain basic principles, concepts and methodologies both unique to and shared by the various disciplines. College educated persons should be able to use this knowledge when evaluating and appreciating the physical environment, the culture, and the society in which they live. Most importantly, General Education should lead to better self-understanding.

The Board delegates the responsibility for developing and implementing a more specific philosophy of General Education to the colleges, "since each must be sensitive to the unique educational needs and learning environment of its students." In addition, the Board Rule sets the general parameters of each of the broad general education areas --- i.e., Natural Science, Social and Behavioral Sciences, Humanities, Language and Rationality, and Health and Physical Education, but again delegates to the colleges the responsibility for the selections of courses that meet these criteria.

Self-Evaluation

In 1995, the LACCD initiated a process for reviewing its general education requirements. A joint taskforce, consisting of representative from the District Academic Senate and Council of Academic Affairs (VPs), was created for the purposes of developing recommended revisions. There was a series of faculty forums and taskforce meetings held during the 1995-1996 and 1996-1997 to discuss the possible addition and/or deletion of general education areas. There was no discussion regarding revisions to the overall philosophy of General Education, which closely mirrors the language of Title 5, California Code of Regulations, section 55806. The District Academic Senate continued to discuss this matter during the fall of 1997, however during the spring of 1998 the Board and the Senate's attention was focused on reform and reorganization, and no further action was taken regarding the revision of General Education requirements. However, it would seem that, at this time, these matters would again become a priority.

Planning Agenda

The Instructional and Student Services Division will consult with the Council of Academic Affairs (comprised of the Vice Presidents of Academic Affairs from the nine colleges) and the District Academic Senate on developing procedures and timelines for completing and reporting on these policies.

E. Curriculum and Instruction

D.3 The evaluation of student learning and the award of credit are based upon clearly stated and published criteria. Credit awarded is consistent with student learning and is based upon generally accepted norms or equivalencies.

Descriptive Summary

The LACCD's policies on academic standards are found in Chapter VI, Article VI of the LACCD's Board Rules, the standards for grades are found in Board Rule 6702 -- GRADE SYMBOLS AND DEFINITIONS, which is a reiteration of Title 5, section 55758.

Self- Evaluation

The LACCD’s policies contained in Chapter VI of the Board Rules are, for the most part, regulatory, mirroring language found it Title 5 and the Education Code. There are no LACCD policies on the evaluation of student learning and the awarding of credit. In the absence of LACCD policy, this becomes the de facto responsibility of the individual colleges. In light of the Board's general policy of decentralization, there needs to be dialog between the Board and the colleges regarding the application of this principle to educational policy. If it is the responsibility of each college to adopt policies on the evaluation of student learning and the awarding of credit, then there needs to be Board adopted policy requiring and authorizing the colleges to do so. Otherwise, the Board needs to adopt, in consultation with the District Academic Senate, policies in this area.

 

Planning Agenda

The Instructional and Student Services Division will consult with the Council of Academic Affairs (comprised of the Vice Presidents of Academic Affairs from the nine colleges) and the District Academic Senate (through the District Curriculum Committee) on developing procedures and timelines for reviewing these policies.

D.4 The institution has clearly stated transfer of credit policies.

Descriptive Summary

Administrative Regulation E-7 -- Baccalaureate Level Course Criteria for Transfer -- establishes the criteria for determining the transferability of courses to the California State University system (the University of California unilaterally determines the transferability of community college courses). Additionally there are Administrative Regulations that address the awarding of credit for courses taken at non-credited institutions (e.g., E-4 -- Credit for Graduate of Diploma Schools of Nursing, E-8 --Credit for Courses Completed at Non-accredited Institutions, E-12 -- Credit Earned at LAPD Academy Training). The District Academic Senate, through the District Curriculum Committee, reviews and recommends revisions to these policies on an ad hoc basis. Currently there is a regulation in consultation that addresses the acceptance of courses from other colleges (within and outside the LACCD) for the purpose of meeting associate degree general education requirements. This regulation should be in place at the time of the accreditation site visits.

Self- Evaluation

With the exception of the policy on the acceptance of courses to meet general education requirements, most of the LACCD’s policies on the acceptance of credit, especially credit from non-accredited institutions, are over twenty years old. There needs to be a districtwide effort to review and revise policies on the acceptance of credit.

 

Planning Agenda

The Instructional and Student Services Division will consult with the Council of Academic Affairs and the District Academic Senate (through the District Curriculum Committee) on developing procedures and timelines for reviewing these policies.

 

 

The institution recruits and admits students appropriate to its programs. It identifies and serves the diverse needs of its students with educational programs and learning support services, and it fosters a supportive learning environment. The entire student pathway through the institutional experience is characterized by a concern for student access, progress, and success.

1. The institution publishes admissions policies consistent with its mission and appropriate to its programs and follows practices that are consistent with those policies.

The requirements for admission to the LACCD's colleges are found in Board Rule 8100, which states:

 

The Board of Trustees shall admit any person possessing a high school diploma or its equivalent to any college in the Los Angeles Community College District. The President of any Los Angeles college or his/her representative may provide that any person who is 18 years of age or older or any apprentice* shall be admitted to the college if in the judgment of the President or his/her representative the person is capable of profiting from the instruction offered. All persons admitted who are 18 years and older without a high school diploma or its equivalent are admitted as provisional students."

Policies on the admission of elementary and secondary school students as either "Special Part-Time Students" or "Special Full-Time Students" are found in Board Rules 8100.05-8100.08, and in Administrative Regulation E-87 -- Admission of Young Students.

These "open admissions" policies are consistent with state law and the LACCD’s educational philosophy, which can be found in Board Rule 1200. It states, in part, that "individuals should have opportunities to develop to their full potential," and therefore the colleges "should be accessible to all individuals who have the capacity and motivation to profit from higher education." The LACCD's policies on the admission of elementary and secondary students are consistent with this philosophy, but include additional steps to ensure that students admitted, "have the capacity and motivation to profit from higher education."

The LACCD's policies for admitting adult students have not changed since their inception. The LACCD, through its consultation process, has adopted policies for the admission of elementary and secondary students to ensure that they can profit from instruction. The Council of Student Services, which is comprised of the Vice Presidents of Student Services from the nine colleges, periodically reviews such policies. Any changes in policy are reviewed with the Districtwide Admissions and Records Committee to ensure uniformity in their implementation at the nine colleges.

 

The LACCD’s administrative systems are the Student and Curriculum Information System, the Human Resources Information System, the Financial Information System, and the Automated Library System. These systems are hosted on a cluster of Compaq Alpha servers and VAX servers located in the LACCD Computer Center in downtown Los Angeles.

College personnel [who are properly authorized] access the administrative systems through personal computers attached to college local area networks. The college local area networks are connected with the District Office through a wide area network based on frame relay circuits. Each LACCD location also has its own T1 circuit to the Internet, using CSUNet as the Internet Service Provider.

Registration and some other student services are available in self-service mode through telephone and web.

The Student and Curriculum Information System, the Human Resources Information System, and the Financial Information System were developed in house over a number of years and are heavily customized to current modes of operation. The Automated Library System, which was implemented several years ago, employs commercial software from DRA. The Human Resources Information System and the Financial Information System are oriented primarily to District Office transactions, do not provide management information, do not meet college needs, and are not amenable to decentralization.

Computer capacity in the LACCD Computer Center is currently adequate but will require periodic review as decentralization proceeds. The infrastructure was enhanced during the last year with installation of an additional Alpha server, installation of additional disk storage, the mirroring of system disks, and a transition to RAID-5 disk storage for improved performance and reliability.

The telephone registration system [from EPOS] is several years old and runs on DOS-based PCs. The web registration system [from Edify] is hosted on OS/2 servers. Both systems are in need of expansion and modernization.

Considerable diversity exists districtwide in regard to personal computer hardware and software. Network planning has generally been done in a coordinated fashion, but under decentralization some colleges have started to make their own network decisions. This trend, if allowed to continue, will complicate the deployment of ERP software, discussed below.

The current wide area network and Internet communication circuits have generally adequate capacity but this will need to be reassessed on an ongoing basis as traffic expands in amount and type [e.g. video]. At least one location is already experiencing overloads in its Internet circuit.

The LACCD intends to replace the Human Resources Information System and the Financial Information System with Enterprise Resource Planning [ERP] software during the next two years. A software selection process is underway and is expected to conclude by September 2000. This project will require new/different server hardware, both in the LACCD Computer Center and on campus. The project will move on to the Student/Curriculum area at a later date.

The telephone and web registration systems will be upgraded and modernized after the fall 2000 registration cycle.

A districtwide technical standards committee is in the process of being formed to ensure that ‘core technologies,’ to be defined, are standard throughout the LACCD.

Communication circuits will be regularly evaluated as to capacity, and action will be taken as needed to expand them.

 

The District Office of Information Technology is responsible for supporting the LACCD computer center and the systems it hosts as discussed above. That office also supports the District Office local area network and the LACCD’s wide area communications network. The personnel classifications within that office are primarily oriented to computer and network operations and to programming.

The individual colleges are responsible for operating their local area networks, with support from the Office of Information Technology. The personnel classifications at the colleges are primarily oriented to network operations.

The classifications in the Information Technology Series, which pertains to both the Office of Information Technology and the colleges, have been modernized from time to time and that process is ongoing. An ongoing reassessment will be especially important as the LACCD moves from software developed in-house to commercial software packages. There will need to be decreased emphasis on development of systems and more emphasis on helping college and District Office personnel to use technology effectively. Recruitment, training and retention of technically proficient staff are an ongoing challenge at all locations, exacerbated by the fact that public sector salaries generally lag behind the private sector.

Classifications within the Information Technology Series will be reviewed on an ongoing basis to be sure that they adequately serve college needs in an era of decentralization and evolving technology. A special recruitment and training activity will be necessary with the installation of new systems.

Like other public agencies, the LACCD budgets on an annual cycle. The Office of Information Technology budget is composed of operating budget, a District Office support budget, and a districtwide [college support] budget. Special projects, such as the modernization of administrative systems, are supported through separate project budgets. District Office balances are ‘swept’ at the end of each fiscal year. Until the current fiscal year, each unit at the District Office budgeted for and made its own personal computer purchases.

College information technology budgets are typically set through the college shared governance process.

The one-year budget horizon encourages tactical rather than strategic thinking. The practice of sweeping account balances fosters a ‘use it or lose it’ mentality.

The practice of having each unit make its own personal computer procurement decisions has resulted in wide diversity of hardware and software, which increases support costs. In addition, some units have failed to keep their computers current due to budget limitations.

The shared governance process results in uneven priority being assigned to information technology among the nine colleges.

The LACCD will evaluate the possibility of establishing a longer-term budget for technology and the issue of whether District Office account balances should be swept at the end of the year.

During the current fiscal year, District Office PC procurements will be handled by the Office of Information Technology out of a single account.

A systems modernization project team was formed in 1999 to guide technology planning for administrative systems, and a technical standards committee is in the process of being formed. Some colleges have published local technology plans, although the degree to which they are considered current and relevant varies considerably.

Each college should have an ongoing technology process that encompasses both planning and evaluation and both administrative and academic computing. There should be a parallel districtwide planning process to ensure that college plans are compatible and mutually supportive. There is no formal districtwide technology plan at this time.

The systems modernization project team and the new technical standards committee should ensure that college and districtwide planning and evaluation is both ongoing and effective.

 

For academic positions, the colleges work with the Division of Human Resources in the development of job descriptions and advertising materials that are used in recruitment of faculty and administrators. The recruitment activities supplement a system of open, continuous hiring pools into which qualified applicants are encouraged to apply at any time. Application materials are prepared and distributed by Human Resources. These pools are publicized in advertisements, at job fairs, and information on the LACCD Website. The Website maintains current information on hiring activities of all colleges for faculty and administrators.

For classified employees, the Personnel Commission recruits and establishes candidate lists, working in collaboration with colleges in establishing criteria and job descriptions. Current openings are also presented on the LACCD Website and include an on-line application feature for candidates for the classified lists.

The recruitment and advertising materials summarize the criteria and qualification information as well as the selection process from the viewpoint of the applicant, to assist them in applying. Also, the procedures follow established rules, such as the Board Rules (Chapter Ten, Article III) and Personnel Commission Rules, which are public documents and are being brought onto the LACCD Website for easy public access.

The colleges, the Division of Human Resources, and the Personnel Commission endeavor to maintain job descriptions, job announcements and advertising materials that accurately state the nature of the vacancies being filled. The colleges provide information in the development of such materials that reflect the institutional objectives of the college as related to the particular vacancy.

The LACCD continues to review the faculty selection process in collaboration with the District Academic Senate with the objective of improving faculty hiring processes and increasing the degree of decentralization while maintaining accountability and minimizing legal exposure for the institution. The rules have been modified in the past through this process and discussions are continuing.

In the past several years, a districtwide planning effort aimed at decentralization has focused on many topics, including hiring. As part of this effort, planning committees considered academic hiring as well as the relationship between the LACCD and the Personnel Commission and its impact on classified hiring.

As a result of review of the presidential selection process, a revised Board rule, adopted in 1999, provided significant improvement in the presidential selection process. Additional useful input was obtained from a State audit of the process.

The LACCD plans to continue discussions with the Academic Senate to further decentralize the faculty hiring process. The goal of the discussions is to clarify the District Office’s role in providing support for college hiring activities (along with general oversight of the process), while delegating more authority and responsibility for hiring to the colleges.

The LACCD also plans to upgrade its administrative information systems, including a conversion to a modern human resources information system that will employ contemporary technology to support hiring activities.

The LACCD anticipates continued refinement of the presidential selection process as recommendations from the State audit are implemented.

For represented employees, employee evaluation is a subject of collective bargaining and is structured as provided in the collective bargaining agreements. In all bargaining units, regularly scheduled periodic evaluations are provided for, using written instruments agreed to by the parties. For unrepresented employees, similar procedures are prescribed by Board Rules, e.g. BR 10105.12 for unrepresented academic administrators. Using data from employee assignments, the District Office prepares evaluation forms (with instructions for their use) for distribution to the colleges. The forms are distributed by the Personnel Commission for classified employees and by Human Resources for academic employees. As the evaluations are completed and a copy returned to the District Office, a copy is filed in the employee's personnel file. As a result of the evaluation process, an employee's supervisor may conduct follow-up activities. In some units, goals and objectives are formally a part of the evaluation to be reviewed at the next evaluation.

The District does not perform routine audits to determine the degree to which evaluations are completed in a timely fashion in conformance with applicable rules and regulations. Anecdotal evidence suggests that there is room for improvement in practice across the LACCD.

The District Office plans to complete a more thorough assessment of the degree to which evaluations are completed in a timely fashion in conformance with applicable rules and regulations. In connection with the upgrade of its administrative information systems, the District Office plans to improve the processes by which it monitors evaluation procedures and ensures compliance with applicable rules and regulations.

Currently, the content of the employee evaluation forms themselves as well as the content of collective bargaining agreements in the area of employee evaluation attempt to provide for assessment of employee effectiveness in a variety of ways, which may include self-evaluation, peer evaluation, student evaluation and evaluation by the supervisor. In the same ways, improvement of performance is encouraged, as typically the focus on evaluation is to make the employee aware of deficiencies and assist the employee in improving to meet standards. This includes the use of mentors and periodic follow-up reviews. The LACCD recently adopted a new evaluation procedure for college presidents, is in the process of developing a new evaluation process for academic administrators, and is discussing possible revisions to the faculty evaluation procedures.

Assessment of effectiveness and encouragement of improvement are significant goals of the LACCD’s evaluation processes and procedures. All of the procedures, however, particularly the evaluation procedures for academic administrators and faculty, can be improved to enhance their usefulness and value to the organization and its employees.

The LACCD plans to agree upon a new evaluation procedure for academic administrators before the end of calendar year 2000. Working with the faculty union, the LACCD plans to explore changes in its faculty evaluation procedures that will streamline and simplify the process, de-emphasize routine evaluations, and place added focus on evaluation efforts that are the most useful and important.

The LACCD also anticipates that the upgrade of its administrative information systems will strengthen the timeliness and efficacy of the evaluation process for all employees by focusing much of the process on-line, thereby reducing reliance on paper forms and speeding the flow of information.

The current Agreement provides (Article 19.H.6.a) for evaluation in the areas of knowledge of subject area, effectiveness, performance of responsibilities, and recent professional growth. These areas are rated as satisfactory, needs to improve, unsatisfactory or no basis for judgment in the final peer evaluation. These areas clearly include teaching effectiveness, scholarship, and institutional service.

Faculty members are evaluated for teaching effectiveness, scholarship or other activities appropriate to their area of expertise, and participation in institutional service or other institutional responsibilities. As indicated, however, the faculty evaluation procedures can be improved to enhance their usefulness and value to the organization and its employees.

As indicated, the LACCD is working with the faculty union to explore changes in its faculty evaluation procedures that will streamline and simplify the process, de-emphasize routine evaluations, and place added focus on evaluation efforts that are the most useful and important.

C(2) Planning and evaluation of staff development programs include the participate of staff who participate in, or are affected by, the programs.

Descriptive Summary

Employees have the opportunity for both conference attendance and for tuition reimbursement, either through their collective bargaining agreements or applicable LACCD policies. The District Office has a Staff Development Committee which meets regularly and pursues the staff development efforts it deems to be appropriate. Also, training is frequently recommended for employees found to have engaged in one-time, only verbal discriminatory conduct.

Project Match is a mentoring program for potential new faculty, which is administered by the Director of Affirmative Action Programs and Services.

Self-Evaluation

Staff development is primarily self-initiated, or in response to a complaint or particular problem. There has been no broad survey of staff regarding staff development interests. In addition, management has not articulated any perceived educational needs, and so there is not management input for consideration in the prioritization of those funds for furthering the effectiveness of employees.

Planning Agenda

Plans, activities and processes to be implemented

 

The District Office Senior Staff should identify educational needs for their respective areas. The Human Resources Division should review the history of allocations for the Staff Development funds, and present a recommendation for priorities to the committee. The Staff Development Committee should conduct a survey of District Office employees regarding their interests in staff development.

Incorporation into ongoing, systematic evaluation and planning of the institution

The plans identified above should be identified as goals for the applicable, responsible positions, and included in the annual personnel evaluations of those positions.

Improving student learning and institutional effectiveness

As a support office, improved administrative functioning supports the colleges’ ability to offer effective, meaningful educational programs.

Board Rule 10301 provides as follows:

Selection, assignment, promotion, or transfer of faculty shall be based on job-related factors, which include qualifications and capabilities. The employment of any degree of personal, political, or social influence to secure selection, assignment, promotion, or transfer to a faculty position, or the urging of any consideration other than fitness for the work as a ground for such selection, assignment, promotion, or transfer, is held to be an act of unprofessional conduct and is strictly forbidden.

As reflected in this and other Board Rules, fairness in employment matters is a strong institutional commitment. Additional evidence of this commitment appears in provisions of the Personnel Commission’s rules. The LACCD also employs a District Affirmative Action Officer and College Compliance Officers to help monitor working conditions and to respond to alleged incidents of unlawful discrimination. All represented employees also have access to formal grievance procedures contained in their collective bargaining agreements. Similar complaint procedures are available to unrepresented employees.

In general, the LACCD adheres to its policies ensuring fairness in employment matters. In those instances in which an employee believes he or she has not been treated fairly, appropriate means of seeking redress are available.

The Office plans to continue its efforts to inform administrators, supervisors and employees about applicable terms and conditions of employment within the LACCD and how they should be observed in a fair and consistent manner. The District Office also plans periodically to renew training and staff development on topics like sexual harassment and working in a diverse workplace.

The LACCD's plan in this area is embodied in its Affirmative Action Plan, adopted annually. Also, statistics relative to ethnicity and gender are prepared and reviewed for each regular hire, including characteristics of the source pool and the finalists, before clearance is given for a job offer.

In an effort to extend outreach and recruitment of underrepresented groups, the LACCD participated in multiple state and local job fairs and hosted career events on several campuses for community and local business; advertised locally, statewide, and nationally, in newspapers, professional journals, periodicals, and via the Internet. As a result, over 1000 additional applications of diverse potential candidates were processed. Over 100 new faculty members were employed with a 45% hiring rate for minorities and a 56% hiring rate for females.

The LACCD has institutionalized an Intern/Mentor program call Project Match. Eighteen interns are placed, two per college, in vocational and academic field of instruction with Master Teacher-Mentors. Since the inception of the program 42% of the participants have obtain part-time or full-time employment with several hired as probationary faculty and administrators.

The LACCD’s Affirmative Plan is currently being review as a model for implementation by all other California Community College districts.

The LACCD will implement a new Human Resources Information System with a comprehensive module for tracking, utilizing, and monitoring various data that will help to improve local and state EEO and Affirmative Actions reporting requirements.

These policies are embodied in seven collective bargaining agreements, many Board Rules, Personnel Guides, and the rules of the Personnel Commission. These have various histories, many originating with the Los Angeles Unified School District from which the LACCD separated in 1968, and have evolved "organically" over time.

The various collective bargaining agreements, Board Rules, Personnel Guides, etc., no longer form an entirely coherent whole. They have historically been paper documents, with updates distributed to colleges as needed, but because revisions have not always been substituted properly, out of date rules remain on file at various locations. In most cases, the rules have been adjusted, but some rules remain which are out of date.

The LACCD plans to continue efforts to revise and streamline Board Rules and Personnel Guides. The Guides system has been examined to determine how multiple guides may be consolidated, outdated Guides eliminated, and the numbering of Guides be related to topic. As the Guides are revised, attention will be focused on content to determine if a procedure may be simplified in the process.

The District Office also plans to make much better use of contemporary technology to organize and disseminate information about its personnel policies and procedures

The LACCD's personnel records are primarily housed in the Division of Human Resources, although supplementary personnel files are maintained at the colleges. The security of these files is a goal, regardless of the location. Files are generally housed in filing cabinets, and either located in locked rooms or provided with external locks, and staff procedures are designed to keep files locked except when accessed. Only authorized persons are permitted to access the files. Files are currently kept regardless of when they were initiated, either in primary form, on microfilm or microfiche, or scanned into electronic form. A recent project currently underway is to segregate medical records from the general personnel data, in a separate file system.

Adequate storage has been and continues to be a problem at the District Office. Ideally files should be in one or more file rooms that could be locked. Currently due to lack of space many files are located along office aisles, and some are in remote storage areas on other floors of the building. Human Resources staff continues to reorganize and move files as needed, within limits of space, filing cabinets, and staff to do the filing.

The District Office plans to complete the segregation of medical records. The District Office also plans to investigate whether the effective capacity of its existing storage space can be increased by more efficient organization of that space. Eventually, the District Office plans to implement an effective document scanning system to store documents in electronic form, thereby reducing storage needs and improving security.

 

3. Physical facilities at all site locations where courses, programs and services are offered are constructed and maintained in accordance with the institution's obligation to ensure access, safety, security and a healthful environment.

Facilities Planning and Development (FP&D) provides facilities planning, management and inspection services districtwide. This is part of a broader effort to ensure that adequate facilities are available to support the LACCD's educational programs. The structure of FP&D's organization and approach is such that it is intended to encourage site-based management, i.e. facility needs and program content are identified and developed at the college campus while management, implementation and oversight are centralized.

The District Office of Facilities Planning and Development is responsible for such functions as:

1. Managing a variety of programs in order to address a broad range of facility needs in areas of new construction, modernization, deferred maintenance and hazardous substance removal.

2. Working collaboratively with college administrators, senior management, the legislative advocate and various funding agencies to create synergistic solutions to complex facility challenges.

3. Planning, management and inspection of capital improvement projects throughout the LACCD's ten locations.

4. Accountability to the LACCD, State and Federal government for the prudent, proper and timely expenditure of funds.

5. Serving as liaison with the Board of Trustees and agencies outside the LACCD for all planning and construction matters.

6. Coordination, preparation and submittal of funding proposals to various agencies.

With its current ratio of workload to staffing, FP&D is not unable to provide the level of project management service desired by the colleges, nor is it able to meet the legal mandates for inspection. Also, FP&D does not have a modern file system that allows systematic data storage and retrieval. The Department has commissioned PriceWaterhouseCoopers to undertake a management audit to address issues of organizational structure and staffing.

Decentralization, as it affects FP&D remains a work in progress. A challenge is presented in maintaining the department's dual roles of service provider and regulator in light of on-going decentralization efforts in the area of facility planning. The colleges' desire to take on project management duties for certain projects will require a different approach to service delivery and oversight than has occurred under the current organizational structure. The department must re-define and balance its role as service provider with that of oversight and regulator.

1. Establish a planning/management position that will enable the department to better service the colleges in determining project need/scope/budget.

2. Achieve a level of project management staffing that will establish both a prudent level of contract oversight and a satisfactory level of management services to the colleges.

3. Achieve a level of inspection staffing consistent with the law.

4. Achieve a level of support staff that will allow professional staff to focus more closely on their assigned tasks.

5. Define and conclude decentralization as it affects FP&D.

6. Complete an up-to-date educational and Facility master plans must be facilitated for all colleges.

 

The LACCD’s financial planning is based upon the Board’s resolution to allow each college to retain its own generated revenue to support its educational master plans, goals and objectives. The Board adopted a funding allocation mechanism that distributes funds and allows colleges to set funding priorities to accomplish its own institutional plans and mission.

The primary mission of the District Office Operations Division is to provide and facilitate consistent and efficient financial and business services on a districtwide basis. Responsibilities of the District Office for financial resources include LACCD financial accountability; fiscal reporting to private and public entities; allocation of financial resources; developing, interpreting and implementing the rules and policies of the Board of Trustees and the administrative directives of the Chancellor as they effect financial resources.

Each college and the District Office develop its budget Operation Plan each year. The budget Operation Plan identifies and evaluates the programs and resources necessary to support planned programs during the upcoming year.

The fiscal services provided by the Controller’s Office in the Operations Division include budget development, funding allocations, districtwide financial and accounting services, disbursements and central financial aid services.

The LACCD budget is developed each year through extensive consultation with a District Budget Committee. The Committee, which represents members of District Academic Senate and college academic senates, bargaining units, presidents and other college constituencies, review budget development and make budget recommendations to the Chancellor. District Office staff provides supporting resources to the committee and implement budget allocations as adopted by the Board.

Districtwide financial and accounting services including fiscal reporting, payroll and vendor payments are centralized at the District Office.

Currently, hiring and funding for centralized services at the District Office are subject to review and approval by the college presidents through recommendation by the Chancellor. This process limits the District Office managers’ abilities to plan adequately in providing quality services to colleges.

District Office funding is subject to reduction from the District Budget Committee each year. Ending balances are not permitted to be carried forward. The lack of funding at the District Office to plan for system enhancements and improvements are also an inhibiting factor in the improvement of efficiency. The District still uses manual accounts payable processes to pay vendors and has outdated payroll and personnel processes and systems have affected the qualities of services to colleges.

1. District Office Allocation – Appropriate funding for District Office and allowing District Office to manage its own budget is a critical issue to the LACCD. Increase in funding for the District Office should be adequate to cover salary costs and costs of providing services to colleges. As a multi-campus district, the District Office provides an important link within its colleges and supports colleges to achieve their institutional goals.

2. Automate Purchasing and accounts payable system to improve services.

3. Modernize payroll and personnel system and streamline payroll and personnel procedures and processes to improve efficiency.

It is recognized that the state cannot address more than an increment of the districtwide facility need. Capital Outlay and Local Assistance funding levels leave much if not most of our annual project requests un-funded. The LACCD, in order to fund certain projects, must look to local or other non-state sources for project funding. To address this funding void, the LACCD is contemplating a local bond measure, which will go a long way toward upgrading, modernizing and replacing our aging building inventory. This will allow the LACCD to create state-of-the-art learning environments and begin to stem the flow of students to neighboring districts.

It is has become apparent that, in some instances, the rules promulgated by certain funding agencies do not favor districts with a demographic and facility profile such as ours. That is to say, rapidly growing sub-urban districts have often benefited at the expense of older urban districts with a low or flat enrollment pattern. The result has been that our stock of older facilities has not had the benefit of modernization or other efforts that would make them better suited to modern teaching methodologies. In an effort to correct this inequity, FP&D continues to work with senior management and the legislative advocate to enact rule changes that would allow older urban districts and the students they serve better access to facility funds.

Only recently has the LACCD come to the table with sufficient matching funds to take full advantage of Local Assistance program funds the state has offered. Also, the LACCD has recently begun submitting timely applications for Capital Outlay funds. In addition, insufficient resources are available for adequate oversight and preparation of Five-year Capital Construction and Deferred Maintenance Plans.

1. Budget sufficient funds both districtwide and at the college level to fully match state Local Assistance programs.

2. Continue the timely submittal for funding in all program areas.

3. Establish a planning section in FP&D to address long term Capital Outlay and Deferred Maintenance Plans.

4. Continue to work to establish rule changes in state facilities programs that will enhance our funding eligibility.

5. Continue to work toward a local facilities bond measure.

The LACCD has a Board adopted budget allocation mechanism to distribute funds to colleges. The LACCD also has an adopted fiscal policy. A budget development calendar and a budget Operation Plan is developed each year to provide colleges and District Office guidelines and processes to develop their annual budgets. The budget development calendar is presented to the Board for adoption in October each year to begin the budget development for the succeeding year.

Each college is responsible for its college budget. Proposed department expenditures are first budgeted and submitted to the college administration. Colleges, through their shared governance process, develop their budget Operation Plan, and then submit them to the District Office for review and adoption by the Board. In the budget Operation Plan, colleges are required to fund all fixed costs first, before funding discretionary expenditures. Colleges have raised concerns about the appropriateness and the timeline of the budget operation plan submission to the District Office. The budget operation plan is the mechanism, which the District Office and colleges use to evaluate and identify the programs and resources necessary to operate during the upcoming year.

Additionally, each college is required to submit its quarterly financial status report to the Chancellor and the Board. The Vice Chancellor of Operations conducts quarterly reviews with the college presidents and their administrative staff. Timely submission and completeness of the quarterly reports by colleges are still of concern.

The District Office Operations Division is responsible for periodic financial reports to the Board and for developing the Tentative and Final Budgets for Board adoption. It also is responsible for ensuring that all colleges are utilizing all funds and resources in accordance with the Board rules, Education Code, regulations, and federal, state and local funding agencies.

At the districtwide level, budget allocations are developed through consultation with the District Budget Committee. The college presidents and the District Budget Committee recommend changes to the budget allocation model to the Chancellor and the Board. The adopted allocation model is in the third year and has been the principle mechanism of distributing funds to colleges and the District Office.

1. Review and revise budget operation plan instruction - the revision of the budget operation plan instruction and submission requirements will be done in consultation with the college vice presidents of Administration.

2. Continue working with college vice presidents of administration and staff to assist them improving projection and reporting skills.

3. Working with the District Budget Committee taskforce to review and make changes to the budget allocation model.

At the districtwide level, the District Budget Committee is composed of representatives from districtwide constituencies including academic senate, union representatives, and college administrators. The District Budget Committee reviews budget developments and makes budget change recommendations to the Chancellor and to the President’s Cabinet for implementation.

During January through April, prior to the subsequent fiscal year, budget planning begins through consultation with the District Budget Committee. The District Budget Committee reviews the preliminary budget allocations and each college has its own budget committee, which is also composed of representatives from all college constituencies. Its responsibility is to advise the college administration in financial planning. Through out the budget development process, the District Budget Committee reviews the revised college allocation and makes recommendations to augment or adjust the District’s Budget Allocation Model college allocations based upon the resources available.

The District Budget Committee has requested to review the District Office budget development early in March each year for the upcoming annual budget to determine the recommended funding level for the District Office. This will be done for the 2001-2002-budget development year.

The Controller’s Office is responsible for maintenance of all financial systems and for providing financial and accounting services to the colleges and LACCD as a whole. It has the following functions and services areas:

? Budget and Management Services

? Accounting

? Disbursement including Accounts Payable and Payroll

? Central Financial Aid

Each of these service areas is well defined and systematically organized to effectively provide financial services to colleges.

The District Financial Management System was developed and is maintained in the same as the Human Resources and Student Information Systems -- by a large staff from Information Technology Division. The system is considered stable and has all the control mechanisms to ensure the integrity of the fiscal data. The LACCD financial management system provides on-line/real time input of financial transactions. The system also provides financial management information online as well as ad hoc reports. However, the LACCD’s financial management system currently lacks complete integration and is in need of a better-automated purchasing and accounts payable system.

The LACCD is currently in the process of modernizing both its Human Resources and Financial systems.

The District Office is responsible for ensuring strict adherence and compliance with the budget and accounting manual prepared by the California Community College, with various applicable provisions of the California Education Code, and with Title 5, California Code of Regulations.

An annual audit of the LACCD’s financial statements and the related budget and accounting methods of the LACCD, including its nine colleges, is conducted by an independent auditor. The District Office is responsible for coordinating the audit with the independent auditors. The LACCD received an "unqualified opinion" audit for the fiscal year ended June 30, 1999. The audit certified that the LACCD’s financial statements and records are presented fairly and that there are no major internal control weaknesses. We anticipate that the LACCD will have an ending balance approximating $38.3 million for the 1999-2000 fiscal. Approximately $18.5 million of this ending balance belongs to the colleges.

The District Office Operations Division is responsible for ensuring that the LACCD ‘s finances are conducted in accordance with sound business practices, the Board rules, The LACCD’s business manual and procedures, Education codes and other State and Federal regulations.

The District Office is responsible for overseeing compliance with federal, state, and local policies for student financial aid programs and developing and maintaining District Student Financial Policies and Procedures. The District Office also monitors the colleges’ handling of their auxiliary organization and foundation operations to ensure that all the appropriate guidelines and procedures are adhered to, as required.

The District Office Business Services and General Counsel staffs provide technical expertise and knowledge of the California Public Contract Code, Education Code, and Board of Trustees policies. These services remain centralized for cost-effectiveness and for accountability.

The college foundations/auxiliary organizations are at the colleges. College presidents and their administrations are responsible for ensuring that these organizations are operated in compliance with the General Non-profit Corporation Law of the State of California. An outside independent auditing firm audits the College Foundations annually.

The District Office is in the process of updating its Business Procedures Manual. The manual has not been updated for years. In addition, the elimination of the central financial aid director has affected the ability to review federal regulation changes and the timely annual update of the LACCD financial aid policies and procedures.

1. Establish subcommittees to include college administrators to revise the Business Procedures Manual – the subcommittees should include appropriate expertise staff or administrators to make appropriate revision to the procedures and processes.

2. Reconsider staffing a central financial aid administrator to oversee compliance and coordinate changes as required by the granting agencies.

The LACCD maintains a comprehensive set of Board rules, Chancellor’s regulations and administrative procedures governing contracting --Board Rules, Chapter VII, Articles I and II, plus specific Board actions delegating authority (e.g., signature authority on documents), Procedures Manual: 04-00 et seq., 08-00 et seq. Signature authority is limited to specific positions and individuals designated by the Board and the Chancellor. Contract "templates" have been prepared collaboratively by the Contracts, Risk Management and General Counsel offices to standardize provisions that protect the interests of the LACCD in business transactions.

The LACCD’s Procedures Manual, which includes guidelines for contracts and purchasing districtwide, has not been revised for many years and is in urgent need of updating. Further, recurring contractual transactions of the LACCD need to be identified and new templates developed for them in order to ensure fairness in the selection of contractors, expedite contract preparation and promote consistency in contract language.

To support an impending decentralization of certain contract functions from the District Office to the colleges, contract templates and training materials need to be prepared and training must be delivered to college procurement personnel. Also, better tracking of contract requests by the District Office is needed to ensure that (a) contracts are fully executed before work by contractors commences, (b) insurance and bond requirements are satisfied before work begins, and (c) revenue agreements are fully executed so that the LACCD can invoice for funds without delay.

1. A committee of college Vice Presidents and District Office Business staff is working to completely update the Procedures Manual and distribute it throughout the LACCD.

2. New contract templates are being developed for real property leases, consultant agreements and other recurring transactions. Indemnification, contractor insurance and other provisions are being updated in all contracts to strengthen protection for the LACCD against third-party claims. Request for Bid and Request for Proposal templates are being revised to promote equity in the solicitation and selection of vendors.

3. To support the decentralization of contracting to the colleges, Business Services and General Counsel staff are revising existing contract templates and writing new ones for use by both District Office and college procurement personnel. These templates will be introduced as part of a series of training workshops to be given by Contracts and General Counsel staff throughout the LACCD beginning in October.

4. A new centralized, automated Request For Contract (RFC) database is being developed by the Contracts staff to facilitate tracking of RFCs and identify bottlenecks in the contract issuance process. The new system is expected to be operational within the first quarter of FY 2000-01.

Each college is required to submit its quarterly financial status report to the Chancellor and the Board. The Vice Chancellor of Operations reviews these reports with the college presidents and their staff. In addition, the District Operations Division, Internal Audit unit periodically performs internal audit control for self-evaluation of the LACCD’s internal controls and policies and procedures. Internal Audit’s responsibilities are to identify and analyze the various programs, units, departments and organizations throughout the LACCD in which loss exposure exist from financial and/or managerial risk. These periodic internal audits provide reasonable assurance that the LACCD complies with all relative regulations. If necessary, recommendations are made by the Internal Audit Unit for changes in financial management reports, procedures and policies.

The Council of Administration (consisting of the Vice Presidents of Administration from the nine colleges) meets each month and often reviews, modifies, and makes recommendations to affect the financial procedures, policies and reporting changes. The recommendations are forwarded to the Chancellor’s Cabinet, consisting of the Chancellor and the nine College Presidents. District Office managers have participated in the council sub-committees to resolve issues and assist the sub-committees in making recommendations for changes.

The Internal Audit Unit has had a vacant internal audit manager for over five years. This has affected the unit’s ability to plan regular internal audits throughout the LACCD.

1. Currently, the LACCD, through this council and the District Office administrative staff, is reviewing the LACCD business procedures for contracts, budget and accounting.

2. Expedite filling of an internal audit manager to provide proper management support for the unit and to ensure regular internal audit planning is in place.

The LACCD is responsible for the retirement of bonded indebtedness and repayment of all long-term liabilities. The "General Long-term Debt Account Group"(Reported on Audited Financial Statements, June 30,1999-audited by PriceWaterhouseCoopers L.L.P.) accounts for the LACCD’s long-term debt and manages long-term portions of employee vacation benefits; workers’ compensation claims payable, and insurance premiums payable. Even though the audit report realizes accrued employee vacation benefits and workers’ compensation claims payable, the LACCD only records vacation pay and workers’ compensation claim expenses as they occur.

Historically, the LACCD has met all bonded indebtedness and other long-term obligation repayments.

The District Office has a Risk Management and Insurance Unit headed by a District Risk Manager. This unit is responsible for managing employee benefits programs, Workers’ compensation programs, and Property and Casualty insurance programs. These programs are totally centralized at the District Office with oversight resting with the central business services staff and/or the Labor-Management Benefits Committee.

As provided in the Education Code, the LACCD’s cash balance is invested with the County Treasurer. In accordance with its investment policies and with the California Administrative Code, the LACCD may also invest its cash balance in securities of the United States Government or its agencies, certificates of deposits, and other types of allowable interest bearing or income producing, minimum-risk investments.

The Los Angeles Community College District has demonstrated its ability to fulfill cash flow requirements to cover necessary operational expenses and to meet emergencies and other unanticipated costs. Each college is accountable for its own budget. Each college retains the revenue it generates and pays for centralized services. This process allows the colleges to carry forward their ending balances. For 1999-2000 we anticipate that the LACCD will end the year with an approximate $ 38.3 million dollar ending balance. Approximately $18.5 million dollars are balances that belong to the colleges.

The Unrestricted General Fund cash balance is maintained in the Los Angeles County Treasury and is invested as a part of the county’s investment pool. The county has stringent investment criteria, and it provides liquidity with advanced notice of one or two days.

The LACCD will continue to invest its cash balance prudently.

In the adopted budget allocation model, the LACCD has a plan to increase its contingency reserve to 5% within the three-year period. The contingency reserve fund is only available to use for emergency or catastrophic events and must be approved by the 5 of the 7 Board members.

The Los Angeles Community College District has demonstrated its ability to fulfill cash flow requirements to cover necessary operational expenses and to meet emergencies and other unanticipated costs. Each college is accountable for its own budget. Each college retains the revenue it generates and pays for services that are centralized. This process allows the colleges to carry forward their ending balances. For fiscal year 1999-2000, the LACCD has a $38.3 million ending balance; $18.5 million are balances that belong to colleges.

The LACCD sets aside a four percent (4%) contingency Reserve of the Unrestricted General Fund operating budget ($12 million). The four percent (4%) reserve is held in the Contingency Reserve Account that is part of the fiscal year appropriation accounts.

The LACCD plans to maintain its contingency reserve at 4% for fiscal year 2000-2001. The Contingency Reserve fund has been used to fund several critical projects. The fund is expected to be restored when additional revenue is available.

 

The Board of Trustees for the Los Angeles Community College District is comprised of seven (7) publicly elected members. Board Members serve four (4) year terms of office. Board Members are elected in odd numbered years and are staggered (4 and 3). The Board of Trustees conducts public meeting at various sites within the geographical boundaries of the LACCD.

The staggered election process ensures continuity of leadership within the policy making body of the LACCD. Conducting elections in odd number years has not resulted in any discernable problems. Odd year elections generally result in the Board elections having less competition on the ballot, thus providing greater visibility to the voting public. However, there is generally less voting turnout than even numbered election years. Districtwide elections (versus by Trustee District) have generally produced more positive than negative results. Generally, the LACCD has realized diverse representation as to gender, ethnicity, and geographical location. Additionally, districitwide elections generally provide for greater policy objectivity, versus a more specific geographical focus associated with a Trustee District type set-up.

Public access to its representatives is facilitated through the Board’s scheduling of Board meetings twice a month at multiple locations throughout the LACCD (primarily at the District Office and college sites). The use of colleges as site locations facilitates access to the external constituency and to employees of the LACCD.

There are no plans within the organization to change any of the aforementioned processes. There is, however, pending legislation that would require Board Members to be elected by Trustee Districts. The LACCD has taken a position not to oppose this legislative action.

The Board of Trustees ensures the high quality of the LACCD’s educational programs through Board Rules and Administrative Regulations that set standards, establish criteria and assert faculty rights and responsibilities for curriculum. The LACCD's policy on curricular matters can be found in the LACCD Board Rules, Chapter VI – Instruction. Related Administrative Regulations are E-65 -- Curriculum Approval: Standards and Procedures, and E-64 -- Procedures for Development and Approval of New Educational Programs. Under the provisions Chapter XVIII – Academic Senate and Board of Trustees Shared Governance Policy – of the Board Rules, the Board relies on the District Academic Senate and the College Senates to make recommendations on "academic and professional matters," including curriculum. Thus the Board relies on the colleges and their senates to monitor the quality of the curriculum, including courses and programs.

As part of its reform and reorganization efforts, the Council of Academic Affairs and the District Academic Senate have been reviewing policies on curriculum development and approval in order to provide more flexibility at the college level, while maintaining the quality of courses and programs. During the 1999-2000 school year, E-65 -- Curriculum Approval: Standards and Procedures – underwent significant review and revision. The responsibility for faculty oversight in the development and approval of curriculum, which includes ensuring the quality of new courses, was delegated almost entirely to the colleges. Once approved, the college President recommends the approval of new courses to the Chancellor who in turn recommends them to the Board of Trustees.

During the 2000-2001 school year, the Council of Academic Affairs and the District Academic Senate plan on reviewing and revising E-64 -- Procedures for Development and Approval of New Educational Programs.

Board adopted policies are contained in Board Rules, while implementing and operational language is contained in Administrative Regulations. These policies are developed within the framework of the Chancellor’s Directive Number 70 – Districtwide Internal Management Consultation Process described in C6 below. Policy revision and review is facilitated through this process, and recommendations for the revision of policy are made to the Board and Chancellor, respectively, depending on the nature of the policy. In addition, District Office staff periodically reviews Board Rules and Administrative Regulations to insure that they are consistent with current laws and regulations, and remain relevant to the LACCD’s policy and operational needs.

The review and revision of Board Rules and Administrative Regulations have been somewhat uneven. Some Board Rules have been reviewed, and where needed, revised in the past five years, while others have remained unchanged for over twenty years. The LACCD needs to adopt policies and procedures to ensure that policies are reviewed on a regular on-going basis. In addition, the Rules and Regulations are sometimes confusing when compared with other policy and procedure documents that exist such as Personnel Commission Laws and Rules, Collective Bargaining Agreements, Business Procedures, Personnel Guides, and processing forms.

Over the next several years, District Office and college staff will be collaboratively reviewing Board Rules, Administrative Regulations and various other policy and procedure documents, and, through the LACCD’s consultation process, recommending changes where needed.

The Board of Trustees of the Los Angeles Community College District, as the policy making body of the LACCD, has primary personnel related responsibilities involving the Chancellor, Vice Chancellors, College Presidents and General Counsel. These responsibilities extend to hiring and evaluations. Except for the Chancellor, the Board shares hiring and evaluation responsibilities with the Chancellor for these administrative level positions (all of which are contractual positions).

The hiring of the Chancellor, Vice Chancellors, College Presidents and General Counsel are basically subject to the same personnel hiring and selection process. These generally involve the hiring of an outside consultant to assist in conducting a national search. Selection committees are established with representation from various internal and external constituencies. This selection process has generally served the LACCD well in attracting quality candidate pools.

With regards to the evaluation process for the aforementioned positions, the Chancellor is the Board’s designee to perform this task. The evaluation results are shared with the Board. The consistency and thoroughness of the evaluation processes have been inconsistently implemented in the past. However, a new process has been instituted whereby an outside consultant is brought in to conduct personal interviews to ascertain goals and objectives and interviews with campus and LACCD constituency groups' performance perceptions of these administrators. This inaugural process worked well and will continue to be used with appropriate modifications. The evaluation process involving the Chancellor has previously never been formalized and/or conducted in a consistent manner. The performance criteria by which an evaluation is based, tends to subjective versus measuring results based on specific goals and objectives. However, based on the success of the model implemented for the previously referenced administrators, the Board will avail itself of a similar model for the current Chancellor evaluation.

The LACCD will be pursuing the utilization and continuing development of a more formalized evaluation process which will ensure consistency and substantive performance information for its evaluation of top level administrators.

The Board engages in an open and comprehensive search for regular Chancellor and other executive appointments. Those search committees include representatives from different constituencies, including students, faculty and staff. In the case of College Presidents and the Chancellor, members of the community also participate.

For interim appointments which might be a year or longer, the LACCD generally engages in an open, but scaled-down process. Again, constituent groups are included.

In accordance with the Ralph M. Brown Act, contracts of employment and compensation for the Chancellor, Vice Chancellors, College Presidents and General Counsel are approved in an open and public meeting of the Board. The contracts for these positions require annual evaluations. For the Chancellor, the Board conducts the evaluation, and the Chancellor evaluates the other positions.

The Board makes findings in public session for movement to a new range in the salary schedule by a College President

The Board is currently in the process of preparing its annual evaluation of the Chancellor. Input has been solicited from management and staff, and the Board will meet with the Chancellor regarding his evaluation in September of 2000.

The Board should be careful to require open and competitive processes for long-term appointments.

Incorporation into ongoing, systematic evaluation and planning of the institution

The Board will continue to evaluate the Chancellor annually.

Improving student learning and institutional effectiveness

Feedback to the Chancellor regarding his performance ensures that the Chancellor is following the Board’s direction and policy decisions regarding the direction of the institution

The Board of Trustees of the LACCD is an elected body subject to internal and external governing rules and regulations. There is legislation as referenced in the Education Code that sets forth the governing parameters of the Board and district in a variety of educational and operational areas. There are state and federal regulatory parameters that must be complied with as a Board and district. Internally, the Board, as the policy making body of the LACCD, established through its Board Rules policies and procedures which must be complied with by all segments of the LACCD’s operation, including the Board of Trustees.

The LACCD’s checks and balance mechanisms have to a large degree been effective to ensure compliance with the external and internal governing parameters. If anything, control mechanisms have been more restrictive than permissive. The Chancellor and General Counsel are the principal players in the compliance process as it relates to the Board. This combined diligence has served, and continues to serve, the Board well.

There is no direct need to significant changes; however, there is the on-going commitment to maintain appropriate and effective compliance processes thus ensuring proper functioning of the LACCD’s checks and balance mechanisms. In cases where it appears that over regulation has negatively impacted the mission of the LACCD, a concerted effort will be made to simplify the rules and regulations.

 

The Board of Trustees being an elected body, is subject to changes in its membership, generally in alternating two year election cycles or changes brought about by retirement, resignation, illness, death, etc. As such, when necessary, it is essential for new Board Members to be provided with appropriate information to ensure consistency, uniformity, continuity, awareness and understanding of the policy and governing roles.

The understanding of the importance of providing new incoming Board Members with pertinent and essential information has not always translated into effective orientation processes. The LACCD does not have a formal Board Member orientation practice that is comprehensive nor consistent in its application. New Board Members are provided with information as to the Brown Act, general operational overviews, and basic dos and don’ts. The application of the orientation is not always consistent. The degree of orientation many times is determined by the interest of the new Board Member.

There is the recognition that the LACCD’s orientation process for new Board Members needs strengthening; however, there is not currently a plan or proposal for its enhancement.

 

The Chancellor is the chief executive officer of the LACCD. This position is empowered by the Board with the responsibility for administrating the LACCD’s policies and operations. The Chancellor oversees an operation consisting of a District Office and nine (9) colleges. Each of these locations plays a critical role in the execution of the LACCD’s primary objective, which is the education of students. The Chancellor is responsible for an operational budget that is in excess of $500 million and serves a student population 100,000 plus. The Chancellor is responsible for maintaining the operational integrity of the LACCD while at the same time providing appropriate levels of local autonomy to the nine (9) colleges, which serve 9 separate communities with unique characteristics.

The Chancellor in consultation with the Board, college presidents, senior administration, and constituent groups, demonstrates effective leadership through the development of clear and concise goals and objectives at all operational levels (districtwide and college).

The leadership characteristics currently being demonstrated by the Chancellor have produced positive educational and operational results. This leadership approach will continue and is expected to lead the LACCD and its colleges in a progressive and responsive direction.

The Chancellor as the chief executive officer of the LACCD has the overall responsibility and accountability for all operational aspects of the LACCD operations. The Chancellor is responsible for the District Office operations, the college operations and other districtwide related activities. Assisting the Chancellor in the execution of these comprehensive areas of responsibility are the District Office Senior Staff and College Presidents.

The cost effective management of the LACCD’s resources specifically involve the Chancellor, the Vice Chancellor of Operations and the College Presidents. There are effectively ten (10) cost centers (the District Office and 9 colleges). Under the collective leadership of the Chancellor, the Vice Chancellor of Operations and the College Presidents, the LACCD’s financial resources are utilized in meeting the systems educational and operational goals and objectives. Through a collaborative process, the system wide allocation model is developed and implemented. In addition, the LACCD has an annual audit conducted by an external accounting firm to assess the LACCD’s financial operations. The Vice Chancellor of Operations and the General Counsel have specific fiduciary and legal responsibilities to ensure compliance with all applicable statues, regulations and board policies. The management leadership and the oversight checks and balances provide the appropriate level of quality control. New approaches are and will continue to be evaluated which will provide the greatest degree and autonomy, yet maintaining the necessary and required level of control and financial integrity.

As previously indicated, through the LACCD’s management leadership, the LACCD is striving to ensure financial accountability and integrity and at the same time optimizing the operational capability of the colleges and District Office. The collaborative process will continue as a better model in which the LACCD’s resources are identified, evaluated and allocated.

The LACCD is basically comprised of ten (10) operational centers (District Office and 9 colleges). These operational centers have collective and individual areas of responsibility that are governed in numerous manners (internal and external). There are legislative parameters, Education Code parameters, Board Rules, Administrative Regulations, current and past practices.

Over the past few years, the LACCD operational philosophy, as determined by the Board of Trustees, has been in the direction of decentralization or more specifically providing the colleges with greater local autonomy. During the initial stages of this transformation, there was not a clear delineation of the responsibilities of decentralization/restructuring. Numerous collaborative processes were developed to assist in the shaping and clarifying of the operational responsibilities. These attempts, although well meaning, the newly selected Chancellor felt compelled to bridge the gap of misunderstanding. In order to answer the many questions that existed regarding the split of accountability, authority and responsibility between the District Office and the colleges, it was necessary to again attempt to develop a clear and unambiguous statement of decentralization philosophy and practice. As a result of the Chancellor’s efforts, the Board of Trustees adopted on December 15, 1999, a new decentralization perspective with much clearer objectives. This philosophy is now the basis for efforts by the District Office and the colleges to clarify and delineate operational responsibilities. It is understood that the newly adopted decentralization philosophy is a work in progress that will require periodic review and changes, but serves a good framework for understanding and implementation. A detailed operational definition of decentralization is still needed.

Concerted efforts are ongoing to continue with efforts to provide greater authority and autonomy to the colleges. Some of the objectives are long-term and are directly connected to the LACCD’s "Systems Upgrade" projects. In some areas, newer systems software and programs and trained personnel are essential in providing the colleges with greater autonomy in financial, business, personnel, etc. operations. . Many of the detailed policy and procedure changes that are needed to effectively decentralize and restructure the LACCD are expected to be implemented with the new "Systems Upgrade" software project.

 

The District Office’s primary purpose is to provide operational and logistical support to the colleges. In this effort, the District Office offers an array of support services to the colleges. The main services involve Academic Programs/Services, Research and Development, Human Resources, Business Services, Financial Services, Affirmative Action, Legal Services, Public and Marketing Relations, and Information Technology services.

 

The effect of these services comes with mixed reviews. The colleges directly benefit from these support services directly and indirectly. The direct benefit, although, subject to different opinion, is the assistance and/or information requested to conduct its operations. The indirect, although, not always recognized is access to services at no direct cost to the college. Without this access, colleges would be required to provide for these services within its budgetary allocation (in-house or through contracted services). These services would tend to be more costly when provided or contracted for on an individual basis. It is however clear that the customers of these services have not always been satisfied ones. Much of the dissatisfaction is justified and is related to antiquated systems and the sometimes overly control oriented policies and practices.

The local autonomy operational movements and the systems upgrade projects are and will continue to enhance and improve the services the District Office is responsible for rendering to the colleges. There is a collaborative commitment from the Board, the Chancellor and the College Presidents to act responsibly and proactively in this area. That commitment involves an allocation of required human and financial resources, willingness to change the way we do business (mindset) and the perseverance to complete the detailed changes required.

Communication between the colleges and the District Office is essential to the success of the LACCD and its colleges’ educational and operational responsibilities. From the technology perspective, communications between locations occurs through the use of telephones, E-Mail, and faxes. In addition, the Chancellor and Senior Administration of the District Office routinely engage in a variety of personal meetings (individual basis, group and/or committee). There are numerous districtwide committee structures that facilitate the flow of communication among all locations. The Chancellor routinely visits the colleges and conducts cabinet meetings and other related sessions involving the college presidents and District Office staff as necessary.

The communication methods currently in place are basically effective in providing timely information. The technological mechanisms will continue to be enhanced as the LACCD and its colleges provide resources for necessary and periodic upgrades. The LACCD’s collaborative personal communication processes are essential, but occasionally require refinement to ensure efficient and timely exchanges of information. By and large, the inclusive personal involvement is essential to effective and successful results.

There is a genuine commitment of all parties to support the ongoing enhancement and upgrade of the technical aspects of communication. There is also the same general commitment to collaborative exchanges at the Chancellor, president and senior management levels. The Chancellor’s leadership by example in this area suggests that the current direction will be maintained.

The LACCD’s policy for "identifying, considering and acting upon operation and policy matters" is contained in the Chancellor’s Directive Number 70 – Districtwide Internal Management Consultation Process, which was issued on October 26, 1995. Policy, in the form of Board Rules and Administrative Regulations (which are issued through the Chancellor’s Office) are addressed in this directive. The policy engages the LACCD’s three councils of Vice Presidents (the Council of Academic Affairs, the Council of Administration, and the Council of Student Services), the Chancellor’s Cabinet (consisting of the Chancellor and college presidents) in the policy development and review process. Where appropriate, other districtwide committees and constituency groups are consulted in this process as well – e.g., the District Academic Senate, the AFT College Guild, and the Board Student Affairs Committee (comprised of the Student Trustee, the nine Associated Student Body Presidents and at least one Board Member).

Similar processes are utilized in connection with the areas of planning and financial management. In these areas, there is one other primary consultation body, that being the Districtwide Budget Committee (composed of representatives of the various employment organizations and the college presidents). From a documentation and/or mechanism standpoint, there are such things as the District’s Budget Allocation Model (which is developed through a consultation process involving the Chancellor, the College Presidents and the Vice Chancellor of Operations), Board Rules, Administrative Regulations, etc. Additionally, the Board, Presidents, and public are provided with periodic updates and presentations regarding the LACCD’s financial state of affairs (past, present and future). Strategic Planning sessions are conducted involving the Board, College Presidents, Senior Management, constituency groups, etc. primarily as it relates to the development of the LACCD’s Legislative Agenda.

Over the past five (5) years, the Management Consultation Process has been relatively effective. However, because it is somewhat cumbersome, it is not always strictly followed. Recently, the Chancellor and the Vice Presidents’ Council have expressed a desire to revisit and revise the policy in order to streamline it and make it more consistent wit the LACCD’s decentralization efforts. With regards to the financial management area, the processes in place have overall been effective and productive. There certainly not total agreement as to the numbers and recommendations, but the process does facilitate the necessary dialogue and input access. The Districtwide Budget Committee format is a sound one, but there have been issues as to the level of authority that is delegated to this body. Issues arise as to whether it is an advisory body to the Chancellor or actual has a direct governance/authority role as an independent body established by the Board.

Although planning occurs in a variety of ways, there is no specific and/or ongoing mechanism whereby strategic planning at the Chancellor and Board level occurs. It is definitely an area the Chancellor is interested in strengthening.

During the 2000-2001 academic year, the Councils of Academic Affairs, Administration and Student Services will be reviewing the Management Consultation Policy and making recommendations to the Chancellor for its revision.