Resource Allocation Model Narrative

History of District Resource Allocations the 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 and district services.   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 of the 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 first cycle of implementation will 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. 
Ram Diagram 1
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 work 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 Meetings 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.  

The Strategic Planning Process implementation plan specifically reflected that the first year of the resource allocation implementation utilized a hybrid approach.  Therefore, the resource allocation process for Fiscal Year 2014-15 essentially rolled over base budgets for the colleges and district services (Stability Scenario) and allocated "categorical resources" as augmentation to the priorities recommended through the college and district planning processes (Augmentation Scenario). The colleges, through their local planning and participatory decision-making process recommended priorities to be funded.  The three District-wide program and services vitality prioritization (PSV) work groups ranked these items using the Academic Program and Services Vitality Criteria.  The priorities were forwarded to the District's Annual Action Planning Team (DAAPT).  The DAAPT forwarded the District's Annual Action Plan to the Budget Advisory Team on May 1, 2014.  The Budget Advisory Team allocated resources to the highest priorities reflected in the District's Annual Action Plan.

The evaluation of the Resource Allocation process was both formative and summative. Ongoing dialogue with participants and observers of the process led to modifications as the process unfolded. The summative Institutional Effectiveness Review included a district-wide survey that provoked dialogue and provided assessment results that led to improvements in these processes for the upcoming planning cycle.  In addition to this assessment, the Chancellor's Executive Team, Budget Advisory Team, and Woodland Community College convocation workgroups recommended further refinements to this process.  Using the assessment results, the District made the following enhancements to the resource allocation process:

  • Clarification of resource allocation process based on funding scenarios (Stability, Reduction, Augmentation/Restoration)

Below is the refined resource allocation illustration.

Ram Diagram 2