1. Randy Lawson CIO Leadership Institute Tuesday, October 22, 2019
CIO Tool Kit
Randy Lawson CIO Leadership Institute
Tuesday, October 22, 2019

2. Sheri Berger Presenters Carol Farrar Brian Sanders
Pierce College (West Central Region - 6)
Carol Farrar
Riverside City College (Desert Region - 9)
Brian Sanders
Columbia College (Treasurer, East Central Region - 5)

3. Session Overview
The Administrator’s Box
Top Drawer Tools
Attendance Accounting & Scheduling
Efficiency/Productivity & The Handy-Dandy Class Size Balancing Machine
Finding & Using Title 5 & Ed Code
MIS Coding, The Data Element Dictionary, & the SCFF

4. Working Inside the Administrator’s Box
Guidelines & Regulations:
Title 5, Ed Code,
Student Attendance Accounting Manual
Program and Course Approval Handbook
Budget – Resource Allocation, Efficiency, and Prioritization
College Program or Activity
Minimum Qualifications – Credit or Noncredit
Faculty Contract & College Organizational Chart
Loads
Stacked Loads
Disciplines
Cross-Listing

5. “Thinking Outside the Box”
Our Task:
Know the constraints
Know where to find the fine print
Work creatively within the box!
Remain compliant
Promote efficiency
Promote students-first planning
Consequences of being outside the box:
Regulatory or legal violations
Unqualified instructors – repay, lost credits
SAAM – repay, “fraud”
Contract – grievance, past practice, lawsuits, PERB
Budgets & Efficiency
Noncompliant, illegal, inefficient, ineffective → Unemployment
Guidelines & Regulations:
Title 5, Ed Code,
Student Attendance Accounting Manual
Program and Course Approval Handbook
Budget – Resource Allocation, Efficiency, and Prioritization
College Program or Activity
Minimum Qualifications – Credit or Noncredit
Faculty Contract & College Organizational Chart
Loads
Stacked Loads
Disciplines
Cross-Listing

6. Moving the Boundaries of the Box
As CIOs, we have the …
Positional status
Expertise
Experience
Voice at the table
To promote and achieve change and improvement
Identify areas for change
Educate about consequences of current situation
Develop proposed solutions
Work with other constituent groups to secure support (e.g. ASCCC, CBOs, CEOs)
Shepherd new ideas to fruition
Guidelines & Regulations:
Title 5, Ed Code,
Student Attendance Accounting Manual
Program and Course Approval Handbook
Budget – Resource Allocation, Efficiency, and Prioritization
College Program or Activity
Minimum Qualifications – Credit or Noncredit
Faculty Contract & College Organizational Chart
Loads
Stacked Loads
Disciplines
Cross-Listing

7. CIOs as Change Agents Ascertain the locus of control
Effective CIO change agents …
Local practice – College or District
Local policy – College or District
Accreditation expectations
Accreditation requirements
State guidelines for practice
State regulations
State laws
Federal regulations and/or laws
Convincingly explain the “Why”
Act collectively as the CCCCIO
Maintain “sled dog” determination
Remain patient and trust the process

8. Administrator’s Top Drawer Tools
Student Attendance Accounting Manual – website under construction
Program and Course Approval Handbook – latest version
Minimum Qualifications for Faculty and Administrators in California Community Colleges – latest version
Westlaw’s California Code of Regulations – Title 5
California Education Code
Chancellor’s Office Curriculum and Instruction Unit
The Course Outline of Record: A Curriculum Reference Guide Revisited – ASCCC, Spring 2017
Data Element Dictionary – Currently under reconstruction

9. Attendance Accounting & Scheduling
Fundamentals, examples, case studies, and calculations for your own district

10. Section Overview Fulltime Equivalent Student
Factors in FTES calculation
Clock Hour vs Class Hour
Passing Time and Break Time
Partial Class Hour
Multiple Hour Class
Attendance Accounting Methods
Weekly Student Contact Hour
Daily Student Contact Hour
Actual Hours of Attendance (positive attendance)
Independent Study and Work Experience
Noncredit Distance Education
Section Overview

11. Full-time equivalent student (FTES)
1 FTES = 1 student 15 hours per week 2 semesters of 17.5 weeks = 525 weekly student contact hours (WSCH)

12. Factors in FTES calculation
Clock hour vs Class Hour
Clock Hour
A 60-minute time frame
Class Hour
A period of not less than 50 minutes of scheduled instruction
There can be only one class hour in each clock hour, except as provided for multiple hour classes
A class hour is commonly called a “student contact hour”

13. Factors in FTES calculation
Passing Time and Break Time
Each clock hour is composed of one class hour segment and a segment referred to as “passing time” or “break time”
No additional attendance may be claimed for the 10-minute segment, except for multiple hour classes
The 10-minute break time permitted in each clock hour may not be accumulated during a multi-hour block scheduled class to be taken all at once and be counted for FTES purposes.

14. Factors in FTES calculation
Partial Class Hour
A "partial class hour" is that fractional part of a class hour in a class scheduled for more than one clock hour

15. Factors in FTES calculation
Multiple Hour Class
Any period of instruction scheduled continuously for more than one clock hour
Each 50 minutes exclusive of breaks is a class/contact hour
A fractional part of a class hour beyond the last full clock hour is counted from the 51st minute of the last full clock hour
No class break is allowed in the last full clock hour or the partial class hour
The divisor for this fractional part of a class hour is 50.

16. Factors in FTES calculation
Multiple Hour Class Calculation example
7:00 pm to 10:05 pm
Partial Class Hour 9:51 – 10:05 = 15 min
15/50 = 0.3
Total Contact Hour = 3.3
Includes 20 min “break” time

17. Factors in FTES calculation
Calculate Contact Hours
Class meets from Contact Hours Breaks
0800 to None
0800 to None
0800 to None
0800 to One 10-min
0800 to One 10-min
0800 to One 10-min
0800 to One 10-min
0800 to Three 10-min

18. Key to Hours Calculations
Hrs
Min
# Bk
Bk Min
1.0 50
3.0
175 2 20 55
180 60
3.3
185
1.3 65
3.4
190
1.4 70
3.5
195
1.5 75
3.6
200
1.6 80
3.7
205
1.7 85
3.8
210
1.8 90
3.9
215
1.9 95
220 3 30
100 1 10
225
105
4.0
230
2.0
110
235
115
240
120
4.3
245
2.3
125
4.4
250
2.4
130
4.5
255
2.5
135
4.6
260
2.6
140
4.7
265
2.7
145
4.8
270
2.8
150
4.9
275
2.9
155
280 4 40
160
285
165
5.0
290
170
 etc.
Key to Hours Calculations
50 min + 10-min break min + 10-min break … + final session up to 95 minutes without a break
Example:
190 min = 3.4 apportionment hours is calculated this way:
50 min class + 10 min break = 1st 60-min hr = 1.0 appt hr
50 min class + 10 min break = 2nd 60-min hr = 1.0 appt hr
Final 70-min session with no breaks = 1.4 appt hrs
Total = 3.4 appt hrs

19. Determine contact hours. Class meets…
Interactive Moment
Determine contact hours. Class meets…
Tuesdays from 6:00 pm to 8:50 pm
Tuesdays from 6:00 pm to 9:00 pm
Tuesdays from 6:00 pm to 9:05 pm
Monday & Wednesday from 8:00 am to 10:30 am
Monday from 12:00-1:05 pm for lecture and Wednesday from 3:00-6:05 pm for lab
Monday & Wednesday from 9:00 to 10:00 am for lecture then from 10:00 am – 1:00 pm for lab.
Thursday morning from 8:00-8:30 am for lecture then from 8:30 am to 2:30 pm for lab.

20. Attendance Accounting Methods
Weekly Student Contact Hour
Daily Student Contact Hour
Actual Hours of Attendance (positive attendance)
Independent Study and Work Experience Education (includes credit or noncredit Distance Education courses)
Noncredit Distance Education

21. Attendance Accounting Methods
Weekly Student Contact Hour
Primary terms only (fall/spring)
Class is coterminous with primary term
Meets regularly every week
Same number of hours each week including TBA hours
No deduction for holidays (i.e. holidays are “forgiven”)

22. Attendance Accounting Methods
Census Week - WSCH
The week nearest to 20% of the number of weeks in the term
Census date is on Monday of census week Except if Monday is a holiday, then census date is the following day

23. Attendance Accounting Methods
Term Length Multiplier (TLM)
TLM is the number of weeks in a primary terms with at least three days of instruction
The TLM for each college is set by the Chancellor’s Office based on the college’s academic calendar
Maximum TLM: for semesters
TLMs for (CCCCO.edu: search for Student Attendance Accounting Manual)
Interactive moment: Find your TLM!

24. Attendance Accounting Methods
FTES Calculation for WSCH
Multiply Census Week WSCH by the TLM and divide of 525
FTES = (CWSCH ×TLM) 525
Census Week WSCH: multiply the number of students enrolled by the weekly contact hours
Ex: 40 students in a class meeting 3 hours/week and TLM=17.5
FTES = (40×3×17.5) 525 = 4.00

25. Determine contact hours – Weekly Apportionment
Interactive Moment
Determine contact hours – Weekly Apportionment
Class meets Tuesdays from 6:00 pm to 8:50 pm (use 17.5 weeks per term). Determine the total term contact hours.
Class meets Tuesdays from 6:00 pm to 9:05 pm (use 16.4 weeks per term). Determine the total term contact hours.
Class meets Monday & Wednesday from 8:00 am to 10:30 am (use 16.8 weeks per term). Determine the total term contact hours.
Class needs 52.5 contact hours with two meetings per week (use 17.5 weeks per term). How long is each session? What is your percent of target hours? (Scheduled hrs / COR hrs)
Class needs 90 contact hours with two meetings per week (use 16.8 weeks per term) How long is each session? What is your percent of target hours? (Scheduled hrs / COR hrs)
Class needs 72 contact hours with four meetings per week (use 16.4 weeks per term) How long is each session? What is your percent of target hours? (Scheduled hrs / COR hrs)

26. Working backwards from Course Outline of Record
Determine Course Hours to Schedule
Get the expected hours on the Course Outline of Record
Divide by the TLM to get hours per week
Divide by the number of meetings per week to get hours per session
Round UP to the nearest tenth of an hour
Watch out for gray areas!
Check your math. Hrs/session x # sessions/wk x TLM. How many hours did you end up with?
Good practice: Exceed the hours on the COR by the least amount possible.
Good practice: % of COR hours
You can schedule below the target but must meet or exceed minimums in Title 5 §
16 hours of lecture + 32 hours outside class per unit
32 hours of activity + 16 hours outside class per unit
48 hours of laboratory unit

27. Attendance Accounting Methods
Daily Student Contact Hour (DSCH)
Class meets five or more days
Meets regularly: the same number of hour on each scheduled day, including any TBA hours
NOT coterminous with primary term
Always used in summer, winter, and partial terms
(e.g. first 8 weeks, last 8 weeks, late-start 12-week classes)
No hours counted for holidays (i.e. holidays not “forgiven”)
Option A: College loses those contact hours. Beware T5 min hrs!
Option B: Extend class hours to cover missing holidays.

28. Attendance Accounting Methods
Census Day - DSCH
The day of the class meeting that is nearest 20% of the number of days the course scheduled to meet
When census day falls on the first day the class meets, census is taken on the second day

29. Attendance Accounting Methods
Course Length Multiplier (CLM)
CLM is the number of days the course is scheduled to meet That is, the number of class meetings

30. Attendance Accounting Methods
FTES Calculation for DSCH
Multiply Census Day DSCH by the CLM and divide by 525
FTES = (CDSCH ×CLM) 525
Census Week DSCH: multiply the number of students enrolled by the daily contact hours
Example: 40 students in a class meeting 2 hours/day and TLM=20
FTES = (40×2×20) 525 = 3.05

31. Determine contact hours – Daily Apportionment
Interactive Moment
Determine contact hours – Daily Apportionment
Class meets M-Th for 5 wks minus 1 holiday from 8:00 am to 10:30 am. Find term hrs.
Class meets 8 Monday nights from 6:00 pm to 9:35 pm. Find term hrs.
Monday from 12:00-1:05 pm for lecture and Wednesday from 3:00-6:05 pm for lab for 6 weeks. No holidays.
Class needs 52.5 contact hours with two meetings per week over 6 weeks. No holidays. How long is each session? What is your percent of target hours?
Class needs 90 contact hours with four meetings per week for 10 weeks with one holiday. How long is each session? What is your percent of target hours?
Class needs 36 hours of lecture and 108 hours of lab with 19 class meeting sessions, when holidays are removed. How do you schedule it?
Trick question!

32. Attendance Accounting Methods
Actual Hours of Attendance (Positive Attendance)
Based on actual count of enrolled students present at each class meeting
Courses meeting fewer than five days
Courses irregularly scheduled for the number of days per week (full term) or number of hours on scheduled days (short term)
All face-to-face noncredit courses
Open entry/open exit courses
Calculation: divide the total hours of actual attendance by 525

33. Attendance Accounting Methods
Independent Study and Work Experience Education
One student contact hour shall be counted for each unit of credit for which the student is enrolled as of the census date or day
Calculation: Multiply the number of students enrolled as of the census date by the weekly contact hours and by the TLM, then divide by 525
FTES = (# of students ×WCH ×TLM) 525

34. Determine contact hours – Alternative Apportionment
Interactive Moment
Determine contact hours – Alternative Apportionment
3-unit lecture class meets online in your district for 3.5 hours per week. How many contact hours are you paid for?
3-unit class with 2 units of lecture online (2.2 hours per week online) and 1 unit of lab meeting face-to-face (3.3 hours per week) for 16.4 weeks.
Can you do 2.2 hours per week online?
What if you have labs every other Saturday with F2F lectures?
What if you have labs every other Saturday with online lectures?

35. Attendance Accounting Methods
Noncredit Distance Education Courses
First, a weekly student contact hour (WSCH) factor is calculated
That factor is used to calculate the student workload as of each of two census dates
First census: one-fifth in the length of each course
Second census: three-fifths point in the length of each course
Enrollment is counted as the average of these two.

36. Attendance Accounting Methods
Deriving the WSCH Factor for noncredit distance education
(1) Calculate the total number of hours of coursework required for a class:
The total number of hours of instruction to be received by students in the class.
The number of hours expected for any outside-of-class work (as noted in the approved class outline), plus
Any instructor contact as defined by Title 5 Section 55376(b).
(2) Divide the sum of the hours as determined in (1) by (a measure equating to a unit of credit similar to that used in credit distance education).
(3) The resultant figure is the WSCH factor

37. Attendance Accounting Methods
Calculating FTES for Noncredit Distance Education
Determine first census attendance at 1/5 point in term First census student contact hours is: WSCH Factor × # of students at first census × 17.5 = Student Contact Hours
Determine second census attendance at 3/5 point in term Second census student contact hours is: WSCH Factor × # of students at second census × 17.5 = Student Contact Hours
FTES is average of first and second census Student Contact Hours, divided by 525
Note: The factor of 17.5 is to be used no matter what length the course.
This is not a term length multiplier.

38. Attendance Accounting Methods
FTES Calculation for Noncredit Distance Education - example
6-week class: 10 hrs/week of instruction & 5 hrs/week of HW
WSCH Factor = (15 × 6) ÷ 54 = 90 ÷ 54 = 1.667
First Census: (at 1/5 point) 24 students actively enrolled (WSCH Factor) × 24 students x 17.5 = Student Contact Hours
Second Census: (at 3/5 point) 20 students actively enrolled (WSCH Factor) x 20 students x 17.5 = Student Contact Hours
The average of the first and second census Student Contact Hours, divided by 525 equals the FTES:
FTES = ( ) 2 ÷525=1.22

39. Intricacies of Non-Credit Distance Education Apportionment
Interactive Moment
Intricacies of Non-Credit Distance Education Apportionment
What do the 54 and 17.5 in this calculation trace back to?
Do the two factors “relate”?
Is there homework in noncredit?
What about “office hours”?
Do you earn more or fewer hours with this average value?
Is this a prevalent methodology?

40. Efficiency/Productivity and the Handy-Dandy Class Size Balancing Machine
An object lesson in the cumulative effect of 1000 small actions

41. The Handy-Dandy Class Size Balancing Machine
An object lesson and discussion

42. Finding and Using Title 5 and Education Code
Navigation, How-to, and case studies

43. We now flip you over to last year’s awesome Title 5 and Education Code Presentation by Leandra Martin and Irene Malmgren!

44. Education Code & Title 5
Dr. Leandra Martin: Vice President of Mission College
Dr. Irene Malmgren: Emeritus Vice President, Instruction, Mt SAC

45. California Educational Code
Laws (started as Bills) passed by the California Legislature
Can only be changed by legislation or budget action
Education Code is the highest authority (informs Title 5)

46. California Education Code Title 3 Postsecondary Education
Division 7 Community Colleges
Part 43 The California Community College
Part 44 Board of Governors
Part 45 Districts and Governing Boards
Part 46 District Reorganization of Formulation
Part 47 Students
Part 48 Community Colleges, Education Programs
Part 49 Community Colleges, Educational Facilities
Part 50 Finance
Part 51 Employees
Part 52 Career Technical Educations Pathways Program (repealed)
Part 52.5 California Community Colleges Economic and Workforce Development Program
Part 53 Basic Skills Partnership Pilot Program
Part 54 Community Colleges Basic Skills and Student Outcomes Transformation Program
Part 54.3 Student Success for Basic Skills Program
Part 54.5 Strong Workforce Program
Part 54.7 California College Promise Innovation Grant Program 

47. Chapter 1.5 Student Records
California Education Code
Title 3 Postsecondary Education
Division 7 Community Colleges
Part 47 Students
Chapter 1 General Provisions
Chapter 1.5 Student Records
Chapter 2 Fees
Chapter 3 Student Health Services and Supervisions

48. Article 1 Legislative Intent Article 2 Definition
California Education Code
Title 3 Postsecondary Education
Division 7 Community Colleges
Part 47
Chapter 1.5
Article 1 Legislative Intent
Article 2 Definition
Article 3 General Provisions
Article 4 Rights of Students
Article 5 Privacy of Student Records

49. California Education Code Title 3 Postsecondary Education
Division 7 Community Colleges
Part 47
Chapter 1.5
Article 3
§ Regulations: establishment, maintenance, and destruction
§ Notifying students of their rights under this chapter
§ Log of persons and organizations requesting or receiving information
§ Reasonable charge for transcripts; exceptions
§ Grades: finalization: physical education class
§ Transfer of records: notice of rights regulation

50. §76224 Grades: Finalization: Physical Education Class
(a)When grades are given for any course of instruction taught at a community college district, the grade given to each student shall be the grade determined by the instructor of the course and the determination of the grade by the instructor, in the absence of mistake, fraud, bad faith, or incompetency, shall be final.
(b) No grade of a student participating in a physical education class, however, may be adversely affected due to the fact that the student does not wear standardized physical education apparel where the failure to wear such apparel arises from circumstances beyond the control of the student.

51. Citation
Education Code, Title 3, Division 7, Part 47, Chapter 1.5, Article 3, §76224 OR
§76224
§ §88933 refer to Community Colleges

52. California Code of Regulations
Commonly known as “Title 5”
Regulations approved by Board Of Governors based on current Education Code
Education Code is the higher authority

53. California Code of Regulations
Title 1. General Provisions
Title 2. Administration
Title 3. Food and Agriculture
Title 4. Business Regulations
Title 5. Education
Title 7. Harbors and Navigation
Title 8. Industrial Relations
Title 9. Rehabilitative and Developmental Services
Title 10. Investment
Title 11. Law
Title 12. Military and Veterans Affairs
Title 13. Motor Vehicles
Title 14. Natural Resources
Title 15. Crime Prevention and Corrections
Title 16. Professional and Vocational Regulations
Title 17. Public Health
Title 18. Public Revenues
Title 19. Public Safety
Title 20. Public Utilities and Energy
Title 21. Public Works
Title 22. Social Security
Title 23. Waters
Title 24. Building Standards Code
Title 25. Housing and Community Development
Title 26. Toxics
Title 27. Environmental Protection
Title 28. Managed Health Care

54. California Code of Regulations Title 5
Division 1. California Department of Education
Division 1.5. Education Audit Appeals Panel
Division 2. California State Library
Division 3. Teachers' Retirement System
Division 4. California Student Aid Commission
Division 4.5. Scholarshare Investment Board
Division 5. Board of Trustees of the California State Universities
Division 6. California Community Colleges
Division 7. Board of Governors of the California Maritime Academy
Division 7.5. Private Postsecondary Education
Division 8. Commission on Teacher Credentialing
Division 9. Secretary for Education
Division 10. The Regents of the University of California

55. California Code of Regulation Title 5 Division 6
California Code of Regulation Title 5 Division 6. California Community Colleges
Chapter 1. Board of Governors
Chapter 2. Community College Standards
Chapter 3. General Provisions
Chapter 4. Employees
Chapter 5. Students
Chapter 6. Curriculum and Instruction
Chapter 7. Special Programs
Chapter 8. Construction
Chapter 9. Fiscal Support
Chapter 10. Community College Administration

56. California Code of Regulation, Title 5, Division 6, Chapter 6: Curriculum and Instruction
Subchapter 1. Programs, Courses and Classes
Subchapter 2. Approval by the Chancellor
Subchapter 3. Alternative Instructional Methodologies
Subchapter 4. Programs and Classes Outside of District
Subchapter 5. Educational Master Plans [Repealed]
Subchapter 5.5. Excursions and Field Trips [Repealed]
Subchapter 6. Matriculation Programs
Subchapter 7. Contract Education
Subchapter 8. Academic Calendar
Subchapter 9. Libraries
Subchapter 11. New Colleges and Education Centers [Repealed]
Subchapter 12. Libraries [Repealed]

57. California Code of Regulation, Title 5, Division 6:, Chapter 6, Subchapter 1: Programs, Courses and Classes
Article 1. Program, Course and Class Classification and Standards
Article 2. Grading and Academic Record Symbols
Article 3. Probation and Dismissal
Article 4. Course Repetition and Academic Renewal
Article 5. Alternative Methods for Awarding Credit
Article 6. The Associate Degree
Article 7. Credit Certificates
Article 8. Educational Master Plans

58. California Code of Regulation, Title 5, Division 6:, Chapter 6, Subchapter 1: Article 2: Grading and Academic Records Symbols
§ Regulations.
§ Grading Policies.
§ Pass-NO Pass Options.
§ Academic Record Symbols and Grade Point Average.
§ Withdrawal.
§ Grade Changes.

59. 5 CCR § 55025
§ Grade Changes.
(a) In any course of instruction in a community college district for which grades are awarded, the instructor of the course shall determine the grade to be awarded each student in accordance with this article. The determination of the student's grade by the instructor shall be final in the absence of mistake, fraud, bad faith, or incompetency.
(b) For purposes of this section, “mistake” may include, but is not limited to, clerical errors and errors made by an instructor in calculating a student's grade.
(c) Procedures for the correction of grades shall be consistent with Education Code section or provide an alternative mechanism which will ensure that students receive a reasonable and objective review of the requested grade change. If the procedure requires the student to first request a grade change from the instructor, provisions shall be made for another faculty member to substitute for the instructor if the instructor is not available, the student has filed a discrimination complaint or the district determines that it is possible there has been gross misconduct by the original instructor.
(d) Procedures shall also include expunging the incorrect grade from the record.
(e) When grade changes are made as a result of course repetition in accordance with article 4 of this subchapter, appropriate annotations of any courses repeated shall be entered on the student's permanent academic record in such a manner that all work remains legible, insuring a true and complete academic history.
Note: Authority cited: Sections and 70901, Education Code. Reference: Sections and 76224, Education Code.
HISTORY
1. New section filed ; operative Submitted to OAL for printing only pursuant to Education Code section (Register 2007, No. 35).
This database is current through 9/28/18 Register 2018, No. 39
5 CCR § 55025, 5 CA ADC § 55025

60. Citation
California Code of Regulation, Title 5, Division 6, Chapter 6, Subchapter 1: Article 2, § OR
5 CCR § 55025
§ §59606 refer to Community Colleges

61. Key sections from Title 5: 10 + 1
5 CCR § Definitions
“Academic and professional matters” means the following policy development and implementation matters:
(1) curriculum, including establishing prerequisites and placing courses within disciplines;
(2) degree and certificate requirements;
(3) grading policies;
(4) educational program development;
(5) standards or policies regarding student preparation and success;
(6) district and college governance structures, as related to faculty roles;
(7) faculty roles and involvement in accreditation processes, including self-study and annual reports;
(8) policies for faculty professional development activities;
(9) processes for program review;
(10) processes for institutional planning and budget development; and
(11) other academic and professional matters as are mutually agreed upon between the governing board and the academic senate.

62. Key sections from Title 5
5 CCR § Definitions
“Consult collegially” means that the district governing board shall develop policies on academic and professional matters through either or both of the following methods, according to its own discretion:
(1) relying primarily upon the advice and judgment of the academic senate; or
(2) agreeing that the district governing board, or such representatives as it may designate, and the representatives of the academic senate shall have the obligation to reach mutual agreement by written resolution, regulation, or policy of the governing board effectuating such recommendations.

63. The 10 + 1 in YOUR district Interactive Moment
Which is stronger: “primarily rely” upon the academic senate or “mutual agreement” between the senate and district?
Find your district’s Board Policy regarding the 10+1.
Which items are “primarily rely” and which are “mutually agree”?
Do you have any “plus ones”?

64. Other key sections from Title 5 (See text on final slides of this presentation)
5 CCR § Definitions
Definitions of faculty, Academic Senate, academic and professional matters, and consult collegially
5 CCR § Recruitment
Recruitment of faculty, staff, and administrators
5 CCR § Standards and Criteria for Courses
Degree-Applicable Credit Course
Nondegree-Applicable Credit Course
Noncredit Course
Community Services Offering
5 CCR § Credit Hour Definition

65. Title 5 is a VPI’s best friend
If in doubt – look it up!

66. Practice with the new tools: Title 5 and Ed Code
Interactive Moment
Practice with the new tools: Title 5 and Ed Code
How many hours do we have to schedule a 3-unit class?
Can we add an English composition prerequisite to all our GE social sciences?
Can we hold a class for just the employees of a certain company? Just high school students? Inside a prison?
Where do we find “regular effective contact” for DE? Can we require training for online?
Can we have a wine-making program?
What are the General Education requirements for an AA/AS?
Can we offer a class in a neighboring district?
Trick question! BPC 25608!

67. MIS Coding, the PCAH, the Data Element Dictionary, & the SCFF
What kind of course or program is it? And does it matter?

68. What you don’t know might bite you!
Relationship between coding, results, and funding
Course and program types are outlined in the PCAH and Title 5
MIS Codes (E.g. course basic “CB” series) are attached to each course and program
Students take courses and receive grades
Students complete the appropriate courses to earn degrees and certificates
State pays FTES for enrollments
State pays “supplemental allocation” based on student characteristics (MIS Upload)
State pays “success allocation” based on course and program completions and how those are coded

69. Interplay of Codes and Funding
Particularly Relevant Codes – and their “Integrity Checks”
SCFF – Funds district for each student completing 9 or more CTE units in a year
CB 03 – Course TOP Code – Vocational top code drives funding for SWP
CB 09 – Course SAM Code (Note: Programming in COCI is even more restrictive here)
SCFF – Completing transfer-level math and English in a year. Stats for psych? Journalism as comp?
CB 25 – Course General Education Status (Check footer)
CB 04 – Course Credit Status
CB 05 – Course Transfer Status
CB 21 – Course Prior to College Level
How do we know if corequisite remediation is working?
CB 26 – Course Support Course Status
Higher funding for CDCP (Career Development and College Preparation) noncredit offerings.
CB 22 – Course Noncredit Category
CB 03 – Course TOP Code
CB 24 – Course Program Status

70. Questions and Answers

71. Sheri Berger thank you Carol Farrar Brian Sanders
Carol Farrar
Brian Sanders

72. Appendix
Text of key sections of Title 5 cited earlier in this presentation

73. Key sections from Title 5
5 CCR § Definitions
Faculty
“Faculty” means those employees of a community college district who are employed in positions that are not designated as supervisory or management for the purposes of Article 5 (commencing with Section 3540) of Chapter 10.7 of Division 4 of Title 1 of the Government Code, and for which minimum qualifications for hire are specified by the Board of Governors.
Academic Senate
“Academic senate,” “faculty council,” and “faculty senate” means an organization formed in accordance with the provisions of this Subchapter whose primary function, as the representative of the faculty, is to make recommendations to the administration of a college and to the governing board of a district with respect to academic and professional matters. For purposes of this Subchapter, reference to the term “academic senate” also constitutes reference to “faculty council” or “faculty senate.”

74. Key sections from Title 5
5 CCR §53021 Recruitment
Faculty, Staff & Administrators
“Except as otherwise provided in this section, community college districts shall actively recruit from both within and outside the district work force to attract qualified applicants for all vacancies”.

75. Key Sections from Title 5
5 CCR § Standards and Criteria for Courses.
(a) Degree-Applicable Credit Course.
(1) Curriculum Committee.
(2) Standards for Approval.
(A) Grading Policy.
(B) Units.
(C) Intensity.
(D) Prerequisites and Corequisites.
(E) Basic Skills Requirements.
(F) Difficulty.
(G) Level.
(3) Course Outline of Record.
(4) Conduct of Course.
(5) Repetition.

76. Key Sections from Title 5
5 CCR § Standards and Criteria for Courses.
(1) Curriculum Committee. The college and/or district curriculum committee recommending the course shall be established by the mutual agreement of the college and/or district administration and the academic senate.
The committee shall be either a committee of the academic senate or a committee that includes faculty and is otherwise comprised in a way that is mutually agreeable to the college and/or district administration and the academic senate.

77. Key Sections from Title 5
5 CCR § Standards and Criteria for Courses.
(b) Non degree-Applicable Credit Course.
(1) Types of Courses. Non degree-applicable credit courses are:
(A) Non degree-applicable basic skills courses
(B) courses designed to enable students to succeed in degree-applicable credit courses
(C) precollegiate career technical preparation courses
(D) essential career technical
(2) Standards for Approval
(A) Grading Policy.
(B) Units
(C) Intensity.
(D) Prerequisites and corequisites.
(3) Course Outline of Record.
(4) Conduct of Course.
(5) Repetition.

78. Key Sections from Title 5
5 CCR § Standards and Criteria for Courses
(c) Noncredit Course.
(1) Standards for Approval.
(2) Course Outline of Record.
(3) Conduct of Course.
(4) Repetition.

79. Key Sections from Title 5
5 CCR § Standards and Criteria for Courses.
(d) Community Services Offering. A community services offering must meet the following minimum requirements:
(1) is approved by the district governing board;
(2) is designed for the physical, mental, moral, economic, or civic development of persons enrolled therein;
(3) provides subject matter content, resource materials, and teaching methods which the district governing board deems appropriate for the enrolled students;
(4) is conducted in accordance with a predetermined strategy or plan;
(5) is open to all members of the community willing to pay fees to cover the cost of the offering; and
(6) may not be claimed for apportionment purposes.

80. Key Sections from Title 5
5CCR § Credit Hour Definition
(a) One credit hour of community college work (one unit of credit) shall require a minimum of 48 semester hours of total student work or 33 quarter hours of total student work, which may include inside and/or outside-of-class hours.
(b) A course requiring 96 hours or more of total student work at colleges operating on the semester system or 66 hours or more of total student work at colleges operating on the quarter system shall provide at least 2 units of credit.
(c) Cooperative work experience courses defined in section shall adhere to the formula for credit hour calculations identified in section
(d) For programs designated by the governing board as clock hour programs, units of credit shall be awarded in a manner consistent with the provisions of 34 Code of Federal Regulations part
(e) Credit hours for all courses may be awarded in increments of one unit or less.
(f) The governing board of each community college district shall establish policy, consistent with the provisions of this section,