Rio Hondo Board of Trustees
Accreditation for
Trustees
William McGinnis
10/19/2013
Ground Rules
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Be on time (from breaks).
Everyone participates.
Stay within the agreed upon objective / agenda.
No private conversations.
Say what’s on your mind to all.
Listen for content before forming an opinion (open your mind to others).
Suspend judgment until there has been sufficient discussion and data.
Be specific and use examples, provide data when possible.
It is okay to disagree but be open to new ideas and don’t be caught up
in your own visions.
• All topics/issues are fair game.
• No cheap shots (woofing / trash talking).
• No Hogging / Frogging /or Bogging.
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What We’ll Discuss
• Accreditation - What & Why.
• The Standard IV Measures of BOT
and Performance Discussion.
• Trustee Activities in the
Accreditation Process.
• Questions / Comments.
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The Purposes of Regional Accreditation
• Provide quality assurance to the public, to
students, to other institutions that an
institution is achieving its stated mission
• Give credibility to degrees and credentials
awarded to students
• Stimulate institutional improvement
through evaluation, planning,
implementation and evaluation again
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What is the Process for Comprehensive
Review?
• Institutional self evaluation
• External evaluation by
professional peers
• Commission evaluation -the body of 19
Commissioners renders a
judgment on the
accreditation status of the
institution
• Institutional improvement
A
Six-Year
Cycle
of
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Review
What are the Accreditation Standards?
• Standard I: Mission and Institutional Effectiveness
– Data-driven assessment and improvement, focus on
learning
• Standard II: Student Learning Programs and Services
– Instructional, Support and Learning Services, focus on
learning
• Standard III: Resources
– Deployment of resources toward achievement of mission,
fiscal integrity
• Standard IV: Leadership and Governance
– Leadership to focus institution on mission, roles of
governance structures, CEO and governing board
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Are Institutions Expected to Meet All
Accreditation Standards
at All Times?
• Member institutions agree to adhere to
Accreditation Standards at all times when they
seek initial accreditation
• Institutions should have ongoing internal quality
review and quality improvement processes –
program review, planning, implementation of
changes, assessment of learning outcomes,
evaluation of institutional effectiveness
• Six-year accreditation checks on what should be
ongoing institutional practices to review and
improve
quality
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If the institution is found to be noncompliant with the Standards, how long
may it take to comply?
• Federal two-year rule
• Commission works with institutions as they
improve, and can extend the time allowed for
“good cause”
• Accreditation team recommendations feed
into institutional plans for improvement
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Assuring Compliance
• How does your Board assure
itself that the college in your
District complies with the ACCJC
Accreditation Standards?
• Focus on the “what” not the
“how.”
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ACCJC Data on Sanctions – 4
years Colleges on Sanction January 2009 – January 2012
Top Deficiencies Causing Sanctions
Please note category increasing in frequency in table above
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Role of Trustees in Educational
Quality
STEWARDSHIP OF EDUCATIONAL QUALITY AND FISCAL
STABILITY (STANDARDS II & III)
• The governing board is responsible for the quality,
integrity and financial stability of the institution and
for insuring that mission is being carried out.
• The governing board is responsible for ensuring that
the financial resources of the institution are used to
provide a sound educational program
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Standard IV-B: Trustees Role
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Trustees Have Two Challenges
1) Mission Directed Leadership, and
2) High Performance of the Board and
Institution
Setting standards of excellence and measuring
performance linked to the District’s goals will
help meet both challenges. To perform well
Trustees must be accountable as well as hold
others accountable. (Standard IV-B)
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Role of Trustees - Mission
• The institution’s educational mission is
clearly defined, adopted and published by its
governing board consistent with its legal
authorization, and is appropriate to a
degree-granting institution of higher
education and the constituency it seeks to
serve. The mission statement defines
institutional commitment to achieving
student learning. (Standard IV-B-.1)
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Role of Trustees: Policy-Making
• Institutions recognize the designated
responsibilities of the governing board for setting
policies and of the chief administrator for the
effective operation of the institution.
• The institution has a governing board responsible
for setting policies to assure the quality, integrity
and effectiveness of the student learning
programs and services and the financial stability
of the institution. (Section IV-B-1)
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Policy Governance
• The governing board establishes policy to
assure the quality, integrity and
effectiveness of the student learning programs
and services, and the financial stability of the
institution. (Standard IV-B-1.c)
• The governing board has ultimate responsibility
for educational quality, legal matters and
financial integrity. (Standard IV-B-1.b)
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Academic Measures
• Completion of Student Learning Outcomes
Program.
• Current Educational Master plan.
• Performance Standards for:
– Student Course Completion rates
– Student Retention rates
– Student Degree Completion number
– Student Certificate Completion number
– Student Transfer Rates to 4 year schools.
Board Discussion
• What would great student achievement look
like in your college?
• What policy changes might the Board
consider that would have a positive impact
upon student achievement?
Responsibility of Trustees: Wise Use of
Resources to Achieve Mission
• Financial Resources are sufficient to support student
learning programs and services and to improve
institutional effectiveness. The distribution of resources
supports the development, maintenance and
enhancement of programs and services. The institution
plans and manages its financial affairs with integrity
and in a manner that ensures financial stability. The
level of financial resources provides a reasonable
expectation of both short term and long term financial
solvency. Financial planning is integrated with
institutional planning.
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Sample Financial Benchmarks
• Measurements:
– Deficit Spending
– Impacts upon the General Fund Balances
– Costs of Retirees Health Insurance Coverage
– Long Term Costs of Labor Agreements
– Long Term Costs of Debt Service
– Enrollment & productivity trends
– Condition of Facilities
• Example: The % of $ value of total out years
for labor agreements divided by current value
of labor agreements as compared to the
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projected COLA % changes.
Good to Great
• Good Boards assure their budgets are
balanced and do not create potential
unfunded liabilities for the District.
• Great Boards assure their budget
expenditures are also linked and
correspond to the priorities in the District’s
Mission and Educational Master Plan.
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Board Discussion
• Describe what your District budget would
look like to allow student achievement to
improve?
• How can your District link its’ budget to your
District’s Mission?
Policy Setting is Job #1
• The governing board publishes its bylaws
and policies, and keeps them current.
(Standard IV-B-1.d)
• Requires periodic update of existing policies
and adoption of new policies as needed.
• Policies focus on the “what” not the “how.”
to avoid micromanagement.
Good to Great Boards
• Poor Boards respect their “sacred cows.”
• Good Boards try to work around the cows.
• Great Boards hold barbeques!
• What are your District’s “sacred cows?”
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District Policies
• Test policies by linking to Mission, Strategic
Plan, Budget, and do a “Sacred Cow” test!
• Hold all accountable (administration / faculty)
• Focus on the entire community’s needs – not
the needs of special groups.
• Fulfills Board’s responsibility as Leaders.
(Standard IV-B-1.b & d)
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Responsibility of Trustees: Coherent
Action and Direction
• Once the board reaches a decision, it acts as a
whole. It advocates for and defends the institution
and protects it from undue influence or pressure.
• The governing board has ultimate responsibility for
educational quality, legal matters and financial
integrity.
• The governing board has a program for board
development and new member orientation, and a
mechanism for providing continuity of membership
and staggered terms of office. Standard IV-B-1.a)
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Accountability Responsibilities
• Process / Frequency / Accountability
• Focus on Data such as Lagging &
Leading Indicators not stories / feelings
• Coordination with Strategic Plan / Mission
and Vision
» (Standard IV-B-1.e)
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Build a Team
• To achieve high performance,
Trustees need to work as a team and
critical to being a team is retaining a
climate of trust and respect.
• The President is also on the Team.
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Board Discussion
• What would Board discussions look like if
your Board and CEO operated as a team?
• What would your Board need to do to allow
the “team” type discussions to occur?
Diversity of Opinions / Single Focus
• Many boards appear afraid to engage in open
and contested discussions of policy issues
before a vote is taken.
• But to do so effectively you need a base of Trust
& Respect and a focus on community needs and
Student Success.
• Remember Trustees represent the entire
community not groups or special interests.
• Once a Board decision is made all Trustees are
expected to support the majority decision.
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» (Standard IV-B-1.a)
Responsibility of Trustees:
Integrity in Board Operations
• The governing Board publishes board bylaws and policies
specifying the board’s size, duties, responsibilities, structure,
and operating procedures (e.g., Robert’s Rules, Brown Act,
etc.)
• The governing board acts in a manner consistent with its
policies and bylaws, and evaluates and revises its own
practices as needed.
• The governing board’s self evaluation processes are clearly
defined, implemented, and published.
• The board has a code of ethics and a policy for dealing with
behavior that violates the code. (The board members are
willing to require proper behavior of their colleagues.
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(Standards IV-B-1.d,e,g, & h)
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Board Quality is Job 1
• Board building is on-going, a process of
continuous improvement, which means
Boards must keep coming back to the same
questions about purpose, resources, and
effectiveness.
• Ask yourself, “What can I do as a Trustee to
make our Board more effective?” “To help
our President be successful?” Then ask.
“What can our Board do better?”
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Trustee Development Discussion
• What kind of training or professional trustee
development does your Board participate in
either individually or as a team?
• What is in your Board policies on Trustee
Development and Education?
• What corrective actions are in your Board’s
Policy on Trustee Code of
Conduct/Practices?
(Standard IV-B-1.f)
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Self-Assessment / QI
• Self-assessment should not be a cursory glance
in the mirror or performed in a vacuum.
• Rather it needs to be a periodic & exhaustive
culling of quantitative and qualitative data.
• Once you identify the issues, the Board needs a
self-improvement plan or goals and time lines.
• Return to the issues at 6 months or a year and
re-evaluate. Complete the Quality Improvement
circle.
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Board Self-Evaluations
• Performed annually / timely review of results /
establishment of goals / corrective actions.
• More specifically, Boards must recognize
which Trustees need help, and then provide
the help thru mentoring, education, coaching,
establishing ground rules, and enforcing state
and local laws, policies, regulations and
ground rules.
• Only the Board can regulate its members!
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Role of Trustees - Ethics
• The governing board has a conflict of
interest policy that insures that its interests
are disclosed and that they do not
interfere with the impartiality of governing
board members or outweigh the greater
duty to secure and ensure the academic
and fiscal integrity of the institution
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Board Behavior is Important
• Board behavior sends a message
–Focus on Student Success &
Learning
–Represent the entire Community
–Support innovation and leadership
–Develop a team culture including the
President
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Steps for Performance Changes
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Board Policies
New Trustee Orientation / Changes in BOT
Mentoring
Prompt feedback/correction when actions stray
Continuous Training
Individual Coaching
Board Warning
Board Censorship
Legal Action
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Role of Trustees: Partnership with
the CEO
• The governing board has the
responsibility for selecting and
evaluating the district/system chief
administrator.
• The governing board delegates full
responsibility and authority to the
chief administrator to implement and
administer board policies without
board interference and holds the
CEO accountable for the operation
of the district or college. (Standard IV-B-1.j)
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The Board / CEO Team
• Build Trust between the Board & the CEO
• Avoid Public Conflict – Be Respectful
• Expect & Provide Commitment to Board decisions
• Hold the CEO Accountable
• Focus on Results
• Maintain Open Communication
• The CEO is not only an employee but also a team
member!
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Great Boards Make Great CEOs
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Build a relationship
Understand the needs of your CEO
Motivate not regulate, bench your ego.
First ask what you can do & then what the
Board can do.
• Maintain the relationship by communicating
• Set clear and measurable goals
• Create the conditions for success
Focus on the right work!
Establishing and sticking to an
overarching level of engagement helps
Trustees set expectations and ground
rules for their roles relative to the
President’s role.
(Focus on “what” not the “how”, and on the
needs of the entire community; finally
don’t allow your focus to be diverted.)
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Board Leadership w/CEO
• Board leadership is not about
forcing your will on the President or
the Board, rather is it about the art
of letting go to avoid
micromanagement.
• Building Trust and Respect creates
the environment for success.
Summary
• Work as a Team w/ President & w/ BOT
• Build trust, avoid destructive conflict, provide
commitment , be accountable, and focus on results.
• Act with intelligence, respect, care, and integrity
• Base decisions on data not stories
• Be future-oriented
• Represent the entire community / not single
interests.
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Trustees Activities
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18 months prior to visit.
3 - 5 months prior to visit.
During the visit.
After the visit.
Follow up.
18 Months Prior to visit
• Review self-study process.
• Review status of previous Commission
recommendations.
• Review Trustee responsibilities.
• Participate in Trustee Accreditation
training.
3 - 5 Months Prior to visit
• President’s Review of Self-Study
• Presentation to Board for Review
• Board Discussions in Open
Sessions
• Approval of Final Self-Study
• Prepare for Trustee Interviews
During the Visit
• Greet Visiting Team – 1st day.
• Participate in Trustee Interviews.
–Be prepared
–Be honest
• Attend Team Report Session on final
day.
After the Visit
• Review Summary of Team Report and review any
response to Commission.
• Review Commission Decision and
Recommendations.
• Assure President develops a plan to respond to
recommendations.
• Establish a Periodic Reporting schedule
w/President for responses to Commission Report.
• Begin planning for next Commission visit.
Follow Up
• Coordinate with President to assure all
recommendations are responded to in
the required time.
• Prepare for any follow up reports or
visits.
• Take corrective actions if
recommendations concern Board
practices. Hold yourself accountable.
Walk to Success
• Poor Boards ”Talk & don’t Listen.”
• Good Boards “Listen & Talk the Talk”
• Great Boards “Listen and then Walk the
Talk.”
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Board Discussion
• What would “walking the talk” look like with
your Board?
• What kinds of changes do you need to
make to be a Great Board?
Trustee Discussion?
• Your Questions / Comments?
• Thank You for your attention.
– Bill McGinnis