Narrative

10/7/13

Resource Allocation Model Narrative
Finalized: Spring 2013
Phased Implementation Completion: FY2015-16
October 7, 2013

History of District Resource Allocations - Yuba Community College District has enjoyed a rich history of institutional planning. The institutional planning process became more complex and comprehensive in 2008 when the District transitioned from a single-college district to a multi- college district.

As a single-college district, the District maintained a resource allocation planning process that was  driven  primarily  by  program  growth,  enrollment  growth  and  service  growth  needs. However, as a multi-college district, the District needed to take a planned approach for allocating resources among the two colleges and off-site locations. The Full-Time Equivalent Faculty (FTEF) was allocated to the colleges based on the historical trends of Full-Time Equivalent Student (FTES) generation by each of the colleges (i.e., the ratio of FTES was 78/22 (78%: Yuba College; 22%: Woodland Community College).

The District Consultation and Coordination Council (DC3) appointed a Budget Task Force to work on developing a resource allocation model in December 2009. After months of discussion, the DC3 Budget Task Force appointed a small workgroup to develop recommendations for implementation of the district-wide Resource Allocation Model. The RAM committee consisted of members from district-wide community.  The workgroup has met regularly since April 2010.

The Resource Allocation Model Committee (RAM) was tasked by DC3 to review different resource allocation models from other districts in the context of  "draft parameters" to develop a model for our district. The draft parameters included some items as required components of the RAM and some items that needed to be considered. In developing the first generation RAM, these draft parameters were used (examples included: student centered, equitable, plans driving the budget allocation, funding operational requirements including all mandates, fiscal stability, review and revision/continuous quality improvement, facilities funding/deferred maintenance, defined written process adopted by the Board and included in AP, productivity factors (WSCH, FTES).   Some   concepts   to   consider   included:   consistency   with   SB361,   new   program development, growth funding, stabilization of college FTES, carryover monies for colleges, averaging of FTES, square footage allocation and phase implementation.

The RAM committee developed a  revenue-based resource allocation model that was approved in spring 2012. Before the RAM was used to develop the 2012-13 budget, the model was piloted and shortcomings in the model were revealed. For example, using the three-year FTES rolling average; the allocation amongst the colleges would require substantial reductions to one college and a substantial increase to the other college, yet not aligning the resources to the colleges’ and the district missions.

Resource Allocation Model 2013-2014 - Utilizing the assessment of the resource allocation process, the district RAM committee shifted its direction and developed a resource allocation model in Spring 2013 that is now integrated with the planning, student success, and mission of the colleges and the district. Below is the widely shared resource allocation illustration that was partially implemented in FY2013-14. The Resource Allocation Model will have a phased implementation with full implementation by FY2015-16.  The first cycle of implementation will

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RAM Process

 align resources with priorities identified in the District and the colleges’ master plans and is responsive  to  opportunities  and  emerging  needs/imperatives  consistent  with  the  Strategic Planning Protocol.

The resource allocation model illustration demonstrates the resources available for the resource allocation process. The resources include the beginning fund balance as well as additional one- time and ongoing resources. First, the resources are allocated to maintain an adequate fund balance determined by the Board of Trustees. Secondly, the resource allocation process is driven by the Annual Action Plan reflected in the Strategic Planning Protocol. The Colleges and District Services worked on Educational and District Services Master Plans that are incorporated into the Comprehensive District Master Plan. All of the plans as well as emerging strategies are incorporated into the Annual Action Plan. At the same time, district-wide teams utilize the strategic planning criteria in prioritizing programs and services that are incorporated into the Annual Action Plan by the Strategic Planning Team. The Budget Advisory Team (Budget Summit) prepares resource allocations for the prioritized programs and services. The Budget Summit group was formed in spring of 2012 serving as the Budget Advisory Team for the District.  The  Budget  Summit  membership  consists  of  wide-constituent  participation (Chancellor’s Executive Team, Academic Senate Representatives from Yuba College and Woodland Community College, Faculty Representatives, Classified Representative, Safety Officers Representative, and Adjunct Faculty Representative. The District budget is developed in a  transparent  and  inclusive  manner  through  broad  participation  and  feedback  from  the appropriate representatives. The RAM Committee was sunset after the completion of the Resource Allocation Model and Budget Summit was charged with the responsibility of implementing the Resource Allocation Model.


The Resource Allocation Model is driven by planning and student success. The resources are allocated to the colleges and district services based on the educational master plan priorities for the colleges and based on the district services master plan priorities driven by the Board of Trustee’s direction for each of the entities within the district (Strategic Planning Protocol).  As an example, the colleges and district began the planning process for the Student Success Initiatives during the summer of 2013 and resources are being allocated to the student success priorities in the FY2013-14 budget.

The Resource Allocation Model was developed in an inclusive manner including the following constituencies: Faculty, Academic Senate, Classified and Administration (RAM meeting’s Agenda/Minutes/Membership). The resource allocation process is transparent and clearly communicated in various venues including  Budget Summit meetings as well as DC3 meetings.

The resource allocation model is now embedded in the District’s strategic planning protocol. The model includes evaluative processes for effectiveness in the district and college’s missions on an annual cycle (from July through September). The colleges and district services will review the planning and budgeting processes and prior year’s goal achievements. The formal process will include a comprehensive review of the budget development process to ensure that the annual action plan drives the resource allocation and improvements to the process will be made to ensure compliance with this methodology.

Revised 10/28/13

Resource Allocation Model Narrative
Finalized: Spring 2013
Phased Implementation Completion: FY2015-16
Revised 10/28/13

History of District Resource Allocations - Yuba Community College District has enjoyed a rich history of institutional planning. The institutional planning process became more complex and comprehensive in 2008 when the District transitioned from a single-college district to a multi- college district.

As a single-college district, the District maintained a resource allocation planning process that was  driven  primarily  by  program  growth,  enrollment  growth  and  service  growth  needs. However, as a multi-college district, the District needed to take a planned approach for allocating resources among the two colleges and off-site locations. The Full-Time Equivalent Faculty (FTEF) was allocated to the colleges based on the historical trends of Full-Time Equivalent Student (FTES) generation by each of the colleges (i.e., the ratio of FTES was 78/22 (78%: Yuba College; 22%: Woodland Community College).

The District Consultation and Coordination Council (DC3) appointed a Budget Task Force to work on developing a resource allocation model in December 2009. After months of discussion, the DC3 Budget Task Force appointed a small workgroup to develop recommendations for implementation of the district-wide Resource Allocation Model. The RAM committee consisted of members from district-wide community.  The workgroup has met regularly since April 2010.

The Resource Allocation Model Committee (RAM) was tasked by DC3 to review different resource allocation models from other districts in the context of  "draft parameters" to develop a model for our district. The draft parameters included some items as required components of the RAM and some items that needed to be considered. In developing the first generation RAM, these draft parameters were used (examples included: student centered, equitable, plans driving the budget allocation, funding operational requirements including all mandates, fiscal stability, review and revision/continuous quality improvement, facilities funding/deferred maintenance, defined written process adopted by the Board and included in AP, productivity factors (WSCH, FTES).   Some   concepts   to   consider   included:   consistency   with   SB361,   new   program development, growth funding, stabilization of college FTES, carryover monies for colleges, averaging of FTES, square footage allocation and phase implementation.

The RAM committee developed a revenue-based resource allocation model that was approved in spring 2012. Prior to the RAM was used to develop the FY2012-2013 budget, the model was applied to the FY2011-2012 budget. The application suggested that resources were not allocated appropriately  and  that  a  substantial  reduction  to  one  college’s  allocation  and  a  substantial increase to the other college’s might be appropriate. The committee felt that while some reallocation might be appropriate, a deeper analysis would be required (e.g., how to factor in costs of CTE programs) to determine the size of the reallocation.

At roughly the same time, the Chancellor expressed two concerns with the revenue-based model: (1) such a model would likely limit growth at either college, since resources would be limited by the  FTES  ratio,  and  (2)  the  revenue-based  resource  allocation  model  would  not  allow reallocating resources within the district to align with the colleges’ and the district missions.

Resource Allocation Model 2013-2014 -

Utilizing the assessment of the resource allocation process, the district RAM committee shifted its direction and developed a resource allocation model in Spring 2013 that is now integrated with the planning, student success, and mission of the colleges and the district. Below is the widely shared resource allocation illustration that was partially implemented  in  FY2013-14.  The Resource Allocation Model  will  have  a  phased implementation with full implementation by FY2015-16.  The first cycle of implementation will align resources with priorities identified in the District and the colleges’ master plans responsive  to  opportunities  and  emerging  needs/imperatives  consistent  with  the  Strategic Planning Protocol.

RAM Process

The resource allocation model illustration demonstrates the resources available for the resource allocation process. The resources include the beginning fund balance as well as additional one-time and ongoing resources. First, the resources are allocated to maintain an adequate fund balance determined by the Board of Trustees. Secondly, the resource allocation process is driven by the Annual Action Plan reflected in the Strategic Planning Protocol. The Colleges and District Services worked on Educational and District Services Master Plans that are incorporated into theComprehensive  District  Master  Plan.  All of  the  plans  as  well as  emerging  strategies  are incorporated into the Annual Action Plan.

At the same time, district-wide teams utilize the strategic planning criteria in prioritizing programs and services that are incorporated into the Annual Action Plan by the Strategic Planning Team. The Budget Advisory Team (Budget Summit) prepares resource allocations for the prioritized programs and services. The Budget Summit group was formed in spring of 2012 serving as the Budget Advisory Team for the District.

The    Budget   Summit    membership     consists    of    wide-constituent    participation (Chancellor’s  Executive  Team,  Academic Senate  Representatives  from  Yuba  College and Woodland  Community  College,  Faculty Representatives,  Classified  Representative, Safety Officers Representative, and Adjunct Faculty Representative. The District budget is developed in a  transparent  and  inclusive  manner  through  broad  participation  and  feedback  from  the appropriate representatives. The RAM Committee was sunset after the completion of the Resource Allocation Model and Budget Summit was charged with the responsibility of implementing the Resource Allocation Model.

The Resource Allocation Model is driven by planning and student success. The resources are allocated to the colleges and district services based on the educational master plan priorities for the colleges and based on the district services master plan priorities driven by the Board of Trustee’s direction for each of the entities within the district (Strategic Planning Protocol).  As an example, the colleges and district began the planning process for the Student Success Initiatives during the summer of 2013 and resources are being allocated to the student success priorities in the FY2013-14 budget.

The Resource Allocation Model was developed in an inclusive manner including the following constituencies: Faculty, Academic Senate, Classified and Administration (RAM meeting’s Agenda/Minutes/Membership). The resource allocation process is transparent and clearly communicated in various venues including Budget Summit meetings as well as DC3 meetings.

The resource allocation model is now embedded in the District’s strategic planning protocol. The model includes evaluative processes for effectiveness in the district and college’s missions on an annual cycle (from July through September). The colleges and district services will review the planning and budgeting processes and prior year’s goal achievements. The formal process will include a comprehensive review of the budget development process to ensure that the annual action plan drives the resource allocation and improvements to the process will be made to ensure compliance with this methodology.