Name that Section - Frequently Used Education Code and Title 5 Sections for Community College Districts

Name that Section: Frequently Used Education Code and Title 5 Sections for Community College Districts

impact efforts to diversify staff: (1) Pre-hiring considerations; (2) the recruitment and hiring

process itself; and (3) retention strategies.

The State Chancellor’s Office advised in October 2009 that community college districts that

“flex” their categorical funding will not be required to prepare and submit EEO Plans due to the

2009-2010 Budget Act until further notice. But since EEO Plans will probably be required again

in the future, districts should continue to prepare EEO Plans to comply with federal reporting

requirements, meet accreditation standards, avoid complacency, and prepare for when EEO Plans

will once again be required.

Depending on one’s perspective, community colleges either have a “leg up” or additional

burdens in creating diversity plans. This difference is due to the statutory and regulatory

requirements that community college districts develop and implement EEO Plans. This section

provides guidance on creating EEO Plans that satisfy the current regulatory requirements and

serve as useful tools in a district’s broader diversity planning. This section also lists and

discusses each of the Chancellor’s required and recommended components of an EEO Plan. It

then provides additional suggestions and strategies as appropriate for drafting and

implementation.

A. D

RAFTING THE

EEO P

LAN

OMPONENTS

a. Plan Component 1: Introduction

As noted in the Chancellor’s guidelines, an introduction offers districts an opportunity to set the

tone for the EEO Plan. An introduction can also set an overall framework for the EEO Plan that

makes it easier to understand the individual components and make them more user-friendly, all

of which will assist in implementation of districts’ individual EEO Plans. Therefore, consistent

with the guidelines, an introduction is recommended. In particular, we recommend that the

introduction reference:



the district’s diverse student population; and



the nexus between workforce diversification and the district’s educational

goals and mission.

Additionally, as noted in the

Model Plan

, while the regulations do not require an introduction,

they do require elements that would be appropriate for an introduction. In particular, each EEO

Plan must state the date on which the plan was adopted. This information should be incorporated

into the introduction.

b. Plan Component 2: Definitions

i. Legal Requirements

The Title 5 regulations do not require district EEO Plans to have a definitions section. However,

as with an introduction, including a definition section in district policies is generally a good

practice, as it precludes the sort of ambiguity that impedes a shared understanding, compliance

and enforcement.