STATE OF CALIFORNIA
BRICE W. HARRIS, CHANCELLOR
CALIFORNIA COMMUNITY COLLEGES
CHANCELLOR’S OFFICE
SUBJECT:
Requirement and Process for Adopting Institutional Effectiveness (IE) Goals
Framework and 2015-16 College IE Goals
This memorandum formally notifies colleges/districts of the requirement that each college develop,
adopt and post a goals framework as mandated by recently enacted legislation. In addition, this
memorandum provides guidance on the process for approving the goals framework, and for
adopting and posting the college’s goals. The enacted legislation set ambitious deadlines for
implementing this new process, which requires expedited activity at both the local and state levels.
In recent weeks, representatives from over 104 colleges attended regional trainings on how to meet
these new requirements (materials from these trainings can be found at:
(http://extranet.cccco.edu/Divisions/InstitutionalEffectiveness.aspx).
Background: Recently enacted legislation established a new system of indicators and goals that is
intended to encourage improvement in institutional effectiveness at California community colleges.
Pursuant to Education Code section 84754.6, the Board of Governors (BOG) adopted a goals
framework at its March 16, 2015 meeting to measure the ongoing condition of a community college’s
operational environment (see attached Consultation Digest and BOG Item). This statute also
requires that, as a condition of receipt of Student Success and Support Program funds, each college
develop, adopt and post a goals framework that addresses, at a minimum, the following four areas:
student performance and outcomes, accreditation status, fiscal viability, and programmatic
compliance with state and federal guidelines. In addition, it requires that the Chancellor post by
June 30, 2015, and before each fiscal year thereafter, the annually developed system wide goals
adopted by the BOG, and locally developed and adopted college/district goals.
Adopting Framework and Goals: Each college should adopt the framework of indicators approved
by the BOG and colleges/districts adopt at least one goal for each of the four areas identified above
(see attached “Select Framework of Indicators definitions” document). Colleges/districts may
choose to adopt more than one goal for each area; however, in this initial year of implementation, we
anticipate that most colleges/districts will adopt only four goals in the following areas:
1) Student performance and outcomes: Course Completion Rate
2) Accreditation status: Accreditation Status
3) Fiscal viability: Fund Balance
4) Compliance with State/Federal guidelines: Overall Audit Opinion
The process that a college uses to adopt the framework and college goals should be locally
determined, but colleges are encouraged to ensure that all appropriate constituency groups (e.g.
academic senate, classified staff, student senate, etc.) are engaged, consistent with their college’s
collegial consultation process.
Certifying/Posting Framework and Goals: An online monitoring portal has been established for
posting each college’s/district’s goals, and can be accessed at https//:misweb.cccco.edu/ie/. A
unique district password for posting college’s/district’s goals to the portal will be sent to your district’s
Chief Information Systems Officer on Monday, April 13, 2015, and should be shared as appropriate.
Action Requested: By June 15, 2015, adopt the BOG approved goals framework, adopt at
least one goal for each of the four areas, and complete the IE monitoring portal’s certification
page. The Chancellor’s Office will post each college’s/district’s goals on the institutional
effectiveness web site by June 30, 2015.
President, CCC Statewide Academic Senate
Institutional Effectiveness Partnership Initiative Advisory Committee
Framework of Indicators
College/District Indicator
Student performance and outcomes
Brief Definition
Completion Rate (Scorecard):
Percentage of degree, certificate and/or transfer-seeking students starting first time in
2008-09 tracked for six years through 2013-14 who completed a degree, certificate
or transfer-related outcomes.
· College-Prepared
Student’s lowest course attempted in Math and/or English was college level
· Unprepared for College
Student’s lowest course attempted in Math and/or English was pre-collegiate level
· Overall
Student attempted any level of Math or English in the first three years
Remedial rate (Scorecard):
Percentage of credit students tracked for six years through 2013-14 who started first
time in 2008-09 below transfer level in English, mathematics, and/or ESL and
completed a college-level course in the same discipline
· Math
· English
· ESL
See above
Career Technical Education Rate
(Scorecard)
Percentage of students tracked for six years through 2013-14 who started first time in
2008-09 and completed more than eight units in courses classified as career technical
education in a single discipline and completed a degree, certificate or transferred
See above
See above
Successful course completion (Datamart) Percentage of students who earn a grade of “C" or better or “credit” in 2013-14.
Completion of degrees (Datamart)
Completion of certificates (Datamart)
Number of students who transfer to 4year institutions (Datamart)
Accreditation Status
Number of associate degrees completed in 2013-14
Number of Chancellor’s Office-approved certificates completed in 2013-14
Number of students who transfer to a four-year institution, including CSU, UC, or
private university in 2013-14. 1
Latest ACCJC action:
Reaffirmed
Accreditation status
Warning
Probation
Show Cause
Restoration
Date of next visit
Informational item - no target collected.
Fiscal viability and programmatic compliance with state and federal guidelines
Salary and Benefits
Full-Time Equivalent Students
Annual Operating Excess/(Deficiency)
Fund Balance
Cash Balance
Audit Findings
1
Salaries and benefits as a percentage of unrestricted general fund expenditures,
excluding other outgoing expenditures
Annual number of full-time equivalent students
Net increase or decrease in unrestricted general fund balance
Ending unrestricted general fund balance as a percentage of total expenditures
Unrestricted and restricted general fund cash balance, excluding investments
Modified opinion, material weaknesses, or significant deficiencies as identified in an
annual independent audited financial statement
Metric dependent upon external variables (UC and CSU transfer admission policy) and therefore collected
as information. Colleges would NOT be expected to identify a goal.
In year one, three years of baseline trend data would be prepopulated and sent to each college by the
Chancellor's Office. Each college would use a collegial consultation process to set goals (short term and long
term) for the subsequent year and return a spreadsheet to the Chancellor's Office with the goals in June.
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EDUCATION CODE ­ EDC
TITLE 3. POSTSECONDARY EDUCATION [66000 ­ 101060] ( Title 3 enacted by Stats.
1976, Ch. 1010. )
DIVISION 7. COMMUNITY COLLEGES [70900 ­ 88651] ( Division 7 enacted by Stats.
1976, Ch. 1010. )
PART 50. FINANCE [84000 ­ 85304] ( Part 50 enacted by Stats. 1976, Ch. 1010. ) CHAPTER 5. Community College Apportionment [84750.5 ­ 84890] ( Chapter 5
repealed and added by Stats. 1979, Ch. 282. )
ARTICLE 2. Program­Based Funding [84750.5 ­ 84810.7] ( Heading of Article 2 renumbered from Article 2.5
by Stats. 1991, Ch. 1038, Sec. 11. )
(a) The Chancellor of the California Community Colleges, in coordination with community
84754.6. college stakeholder groups, the appropriate fiscal and policy committees of the Legislature, and the
Department of Finance, shall develop, and the board of governors shall adopt, a framework of
indicators designed to measure the ongoing condition of a community college’s operational
environment in the following areas:
(1) Accreditation status.
(2) Fiscal viability.
(3) Student performance and outcomes.
(4) Programmatic compliance with state and federal guidelines.
(b) As a condition of receipt of funds appropriated for purposes of Article 1 (commencing with Section
78210) of Chapter 2 of Part 48, each community college within a community college district shall
develop, adopt, and publicly post a goals framework that addresses at least all of the areas specified in
subdivision (a). The development of the goals framework shall be guided by the statewide goals outlined
in Section 66010.91. It is the intent of the Legislature that these goals be challenging and quantifiable,
address achievement gaps for underrepresented populations, and align the educational attainment of
California’s adult population to the workforce and economic needs of the state, pursuant to the legislative
intent expressed in Section 66010.93.
(c) The board of governors shall annually develop, adopt, and publicly post a systemwide goals
framework that addresses at least all of the areas specified in subdivision (a). The development of the
systemwide goals shall be guided by the statewide goals set forth in Section 66010.91. It is the intent of
the Legislature that these goals be challenging and quantifiable, address achievement gaps for
underrepresented populations, and align the educational attainment of California’s adult population to the
workforce and economic needs of the state, pursuant to the legislative intent expressed in Section
66010.93.
(d) Before the commencement of the 2015–16 fiscal year, and before the commencement of each fiscal
year thereafter, the Chancellor of the California Community Colleges shall publicly post both of the
following:
(1) Annually developed systemwide goals adopted by the board of governors.
(2) Locally developed and adopted community college or community college district goals and targets.
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(e) Subject to the availability of funding in the annual Budget Act, the board of governors and the
Chancellor of the California Community Colleges shall assess the degree to which each community
college district is improving its outcomes in regard to the areas specified in subdivision (a) and any
additional issues addressed in the goals frameworks described in subdivision (b), and shall offer technical
assistance to community college districts that are not improving.
(f) If a community college district is receiving technical assistance pursuant to subdivision (e), the
community college district shall submit a turnaround plan that details all of the following:
(1) The problem the technical assistance is attempting to solve.
(2) How the identified problem will be addressed in a plan adopted by the governing board of the
community college district.
(3) A timetable of major milestones for improvement.
(4) Updates that will be submitted to the Chancellor of the California Community Colleges on the
outcomes in regard to those milestones, as scheduled by the chancellor.
(Amended by Stats. 2014, Ch. 687, Sec. 8. Effective September 27, 2014.)
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