HARTNELL COMMUNITY COLLEGE DISTRICT
Board of Trustees – Regular Meeting Agenda
June 7, 2011
TIME/PLACE
411 Central Avenue, Salinas
CALL Building, Room 208
5:00 p.m. – OPEN SESSION
CLOSED SESSION TO FOLLOW
Board of Trustees
Erica Padilla-Chavez, President
Kevin Healy, Vice President
Candi DePauw, Patricia Donohue, Bill Freeman,
Elia Gonzalez-Castro, Ray Montemayor
Shaundra Taylor, Student Trustee
Dr. Phoebe Helm, Superintendent/President, Secretary to the Board
The Board of Trustees welcomes you to its meetings. The agenda and supporting documents are on the college’s
website at www.hartnell.edu/board. Contracts requiring approval of the Board on this agenda are available to
view in the President’s Office. Typically, the agenda consists of the following:
A. CONSENT AGENDA: These matters include routine administrative and financial actions and normally
approved by a single majority vote.
B. REGULAR AGENDA: Action Items: These items include significant administrative and financial actions
classified by departmental areas and approved by majority vote for each item.
Information Items: These items include presentations to the Board and items for discussion prior to Board
action, normally taken at the next meeting.
C. CLOSED SESSION: In accordance with Government Code Sections, 3549.1, 54956.9, 54957 and/or
54957.6, the Board of Trustees may meet in Closed Session to consider legal, personnel, labor, and/or
contract matters.
INDIVIDUALS DESIRING TO ADDRESS THE BOARD: Any member of the audience desiring to address the
Board should complete and submit to the Superintendent prior to the meeting, if possible, a Speaker Request
Form, available at the door. When the item PUBLIC COMMENTS is taken, the Board President will recognize
those who have filled out a Speaker Request Form in the order in which they are received. The Board President
may limit the time of presentation to three minutes per speaker, and a maximum of fifteen minutes. Following
public comment, the Board President will limit discussion to the Board only.
MISSION STATEMENT: Hartnell College provides the leadership and resources to ensure that all students shall
have equal access to a quality education and the opportunity to pursue and achieve their goals. We are responsive
to the learning needs of our community and dedicated to a diverse educational and cultural campus environment
that prepares our students for productive participation in a changing world.
ACCOMMODATIONS: Individuals requiring disability-related accommodations or modifications in order to
participate in the meeting, including auxiliary aids and services, should contact the Superintendent/President in
accordance with the Americans with Disabilities Act at (831) 755-6900.
HCCD –REGULAR MEETING OF THE BOARD – JUNE 7, 2011
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I. OPEN SESSION, CALL TO ORDER – 5:00 P.M.
A. CALL TO ORDER
B. PLEDGE OF ALLEGIANCE
C. ROLL CALL
D. RECOGNITIONS
1. Outstanding Athletes (See Information Item IV. C.)
Danny Teresa and Coaches
2. Academy for College Excellence – First Graduate
Hermelinda Rocha-Tabera
3. OUTGOING STUDENT SENATORS
Shaundra B. Taylor
4. OUTGOING STUDENT TRUSTEE – SHAUNDRA BELLE TAYLOR
Erica Padilla-Chavez, Board President
E. SWEARING IN OF STUDENT TRUSTEE FOR 2011-12 – Juan M. Gutierrez
F. PUBLIC COMMENTS
Fifteen minutes (three-minute maximum per person) set aside to receive public comments on
closed session and public session, or items not on the public session agenda, but within the
jurisdiction of the Board.
G. AUTO COLLISION PROGRAM PRESENTATION
Dr. Suzanne Flannigan, Vice President of Academic Affairs and Accreditation
Dr. Esteban Soriano, Research Consultant and Workforce Expert
II.
CONSENT AGENDA
A. ADOPT MINUTES
Adopt minutes of Regular Meeting of May 3, 2011 and Board Retreat of May 17, 2011.
B. RATIFY DISBURSEMENTS
Ratify disbursements from any or all of the following funds: general; debt service; bookstore;
child development; capital outlay projects; scheduled maintenance; property acquisition; bond
projects; cafeteria; self-insurance; retirees health benefits; associated student body; scholarship,
loan, and trust; and intercollegiate athletics.
C. RATIFY CURRICULUM COMMITTEE
Ratify Curriculum Committee actions.
D. APPOINT MEMBER TO INDEPENDENT CITIZENS’ BOND OVERSIGHT COMMITTEE
Appoint Anahi Alcibar, Student Representative, to the Independent Citizens’ Bond Oversight
Committee effective June 8, 2011 through June 1, 2013.
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E. RATIFY AGREEMENT BETWEEN HARTNELL COMMUNITY COLLEGE DISTRICT AND
APPLIED DEVELOPMENT RESOURCE
Ratify the agreement between Hartnell Community College District and Applied Development
Resource for the services of Dr. Esteban Soriano as Interim Vice President, Student Affairs.
F. RATIFY AMENDED AGREEMENT WITH CITY OF SALINAS
Ratify an amended agreement with the City of Salinas to extend the lease ten years for city
property, Salinas Municipal Airport effective July 1, 2011.
G. APPROVE TO EXTEND THE AGREEMENT WITH TADCO SUPPLY, INC.
Approve to extend the agreement with Tadco Supply, Inc. for custodial paper products and
dispenser maintenance at Main, Alisal and South County campuses. The extension would be for
one year effective July 1, 2011.
H. APPROVE AGREEMENT WITH COUNTY OF MONTEREY, DEPARTMENT OF SOCIAL
AND EMPLOYMENT SERVICES FOR FOSTER CARE TRAINING
Approve the agreement between Hartnell Community College District and the County of
Monterey, Department of Social and Employment Services for foster care training. The terms of
the agreement are $362,302 for these services, effective July 1, 2011 to June 30, 2012.
I.
APPROVE AND AUTHORIZE THE ADMINISTRATION TO ENTER INTO AN AGREEMENT
WITH DILBECK AND SONS FOR THE ALISAL CAMPUS ENTRANCE SIGN
Approve and authorize the administration to enter into an agreement with Dilbeck and Sons,
lowest responsive bidder, for the Alisal Campus Entrance Sign. The budget for this project is
$21,087 and paid by Measure H funds.
J.
APPROVE AND AUTHORIZE ADMINISTRATION TO ENTER INTO AN AGREEMENT
WITH THE DON CHAPIN COMPANY FOR CITY SIDEWALK PROJECT, PHASE II
Approve and authorize the administration to enter into an agreement with The Don Chapin
Company, lowest responsive bidder, for the City Sidewalk Project, Phase II. Streets included in
this project are Central and Homestead Avenues. In addition, work will include the removal and
replacement of a number of trees. The budget for this project is $75,460 and paid by Measure H
funds.
K. APPROVE AND AUTHORIZE ADMINISTRATION TO ENTER INTO AN AGREEMENT
WITH LYLES MECHANICAL FOR CAB BOILER/CHILLER PROJECT
Approve and authorize the administration to enter into an agreement with Lyle Mechanical,
lowest responsive bidder, for the CAB Boiler/Chiller Project. The budget for this project is
$227,300 and paid by Measure H funds.
L. APPROVE AND AUTHORIZE ADMINISTRATION TO ENTER INTO AN AGREEMENT
WITH PROGRESSIVE ROOFING FOR CAB ENERGY EFFICIENT ROOF PROJECT
Approve and authorize the administration to enter into an agreement with Progressive Roofing,
lowest responsive bidder, for the CAB Energy Efficient Roof Project. The budget for this project
is $174,768 and paid by Measure H funds.
HCCD –REGULAR MEETING OF THE BOARD – JUNE 7, 2011
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M. RATIFY GRANT APPLICATION – STEM REGIONAL COLLABORATIVE TITLE V
Ratify grant application to the U.S. Department of Education – Hispanic Serving Institutions
STEM Regional Collaborative Title V Grant for $6,000,000, and if awarded, accepts the funds
and authorizes the administration to enter into agreements to implement the grant and complete
the work.
N. RATIFY GRANT APPLICATION – STEM INDIVIDUAL TITLE V
Ratify grant application to the U.S. Department of Education – Hispanic Serving Institution
STEM Individual Title V Grant for $4,300,000, accepts the funds, if awarded, and authorizes the
administration to enter into agreements to implement the grant and complete the work.
O. EQUIVALENCY REVIEW PROCESS
Receive and approve the Equivalency Process used to determine faculty qualifications.
P. PERSONNEL ACTIONS
Approve and/or ratify Personnel Actions (included in packet).
III. ACTION ITEMS
A. APPROVE BUDGET REVISIONS
Approve the budget revisions numbered 9231 to 9290.
Action
Action/Roll-call
B. ADOPT RESOLUTION 11:5, BUDGET REVISIONS, 2010-2011
Adopt Resolution 11:5, Budget Revisions 2010-2011.
Action
C. APPROVE RECOMMENDATION TO DISCONTINUE THE AUTO COLLISION PROGRAM
Approve the recommendation to discontinue the Auto Collision Program.
Action
D. APPROVE GOALS FOR 2011-12
Approve the Board’s Goals for 2011-12.
Action
E. APPROVE TENTATIVE BUDGET 2011-2012, SET DATE AND TIME FOR PUBLIC
HEARING AND SET DATE TO ADOPT FINAL BUDGET FOR 2011-2012.
California Code of Regulation, Title 5, Section 58305, requires that the District develop a
tentative budget and forward to the Monterey County Office of Education for validation on or
before July 1 of each year.
1. Approve the 2011-2012 tentative budget, required on or before July 1 of each year.
2. Set September 13, 2011 at 5:00 p.m. as the date and time to conduct a public hearing on the
budget for fiscal year 2011-2012.
3. Set September 13, 2011 as the date to adopt the budget for fiscal year 2011-2012.
Action
F. AMEND SIDEWALK CONTRACT
Amend Sidewalk Contract (843006) to increase the “not to exceed” budget by $12,000.
Action
G. APPROVE SUBMITTAL OF FIVE-YEAR CAPITAL CONSTRUCTION PLAN
Approve the submittal of the Five-Year 2013-2017 Capital Construction Plan to the California
Community College Systems Office.
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Action
H. CHANGE ORDERS
Ratify change orders during the period of April 18 to May 23, 2011.
Action/Roll-call
I.
ADOPT RESOLUTION 11:6, APPROVING REPRIMAND OF TRUSTEES
Adopt Resolution 11:6, Approving the Reprimand of Trustees Ray Montemayor and Trustee Bill
Freeman for violation of Board Policy 1055.
Action/Roll-call
J.
ADOPT RESOLUTION 11:7 ADOPTING UNIFORM PUBLIC CONSTRUCTION COST
Adopt Resolution 11:7, Adopting Uniform Public Construction Cost Accounting Procedure and
Informal Bidding Ordinance
IV. INFORMATION ITEMS
A. UPDATE ON CURRENT CONSTRUCTION PROJECTS
Receive the written report on current construction projects.
Joseph Reyes, Director, Maintenance
B. FINANCIAL STATEMENTS
Receive and accept the financial statements for month ending April 30, 2011.
C. RECOGNITION OF ACADEMIC AND COMPETITIVE ACHIEVEMENTS OF ATHLETES
Recognize academic and competitive achievements of Athletes.
D. REPORTS FROM SENATES
Receive oral reports from College Senates on matters of interest to the college.
1. J. B. House, Student Senate
2. Nancy Schur, Academic Senate
3. Langston Johnson, Classified Senate
E. REPORT FROM SUPERINTENDENT/PRESIDENT
F. REPORTS FROM BOARD OF TRUSTEES
V.
CLOSED SESSION
Items discussed in Closed Session will include, legal, personnel, labor, and/or contract matters
authorized for Closed Session per Government Code Sections, 3549.1, 54956.9, 54957, and/or
54957.6.
1. Conference with Legal Counsel – Significant exposure to Litigation: 1 case – receipt of
correspondence from Peter Kasavan claiming entitlement to additional compensation due to
claimed change in project management.
2. Conference with Legal Counsel – Anticipated Litigation Significant exposure to litigation
pursuant to Section 54956.9(b): one potential case
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VI.
RECONVENE PUBLIC SESSION
A. REPORT OUT FROM CLOSED SESSION, IF ANY
B. ANNOUNCEMENT OF NEXT MEETINGS
1. Joint Board Meeting – Salinas Union High School District June 21, 5 p.m., 411 Central Avenue,
Salinas, CALL 208
2. Regular Meeting – July 12, 5 p.m., 411 Central Avenue, Salinas, CALL Room 208
VII.
ADJOURNMENT
Adjourn the meeting.
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CONSENT
AGENDA ITEM FOR BOARD MEETING OF:
June 7, 2011
Number
Title
Adopt Minutes of Regular Meeting and
Board Retreat
II. A.
Area
Status
Superintendent/President
Prepared by: Dr. Phoebe K. Helm
Consent
Recommendation
It is recommended that the Board of Trustees reviews, revises as appropriate, and adopts the
minutes of regular meeting of May 3, 2011 and Board Retreat of May 17, 2011.
Summary
Minutes of the Board of Trustees for are submitted for review and approval as follows:
Regular Meeting of May 3, 2011
Board Retreat of May 17, 2011
Unadopted
HARTNELL COMMUNITY COLLEGE DISTRICT
MINUTES
Regular Meeting of the Board of Trustees
CALL 208, Training Room
411 Central Avenue
Salinas, California
May 3, 2011
OPEN SESSION
Meeting called to order at 5:05 p.m. by Trustee Padilla-Chavez.
PLEDGE OF
ALLEGIANCE
Trustee DePauw led the Pledge of Allegiance.
ROLL CALL
Erica Padilla Chavez, President
Kevin Healy, Vice President
Candi DePauw
Patricia Donohue
Bill Freeman (arrived immediately after roll-call)
Elia Gonzalez-Castro
Ray Montemayor
Shaundra Taylor, Student Trustee – (advisory vote per Board Policy 1030)
Phoebe K. Helm, Board Secretary
PUBLIC COMMENTS Trustee Padilla-Chavez reminded the assembly that public comments are limited to 15
minutes total, 3 minutes per speaker.
Trustee Freeman motioned, seconded by Trustee Montemayor, to extend the amount of
time allowed for public comments, but the motion failed.
No: DePauw, Donohue, Gonzalez-Castro, Healy, Padilla-Chavez, Taylor (Advisory)
Yes: Freeman, Montemayor
Francisco Estrada, Juan Gutierrez, and Kimberly Heflin, addressed the recent student
elections and expressed their disappointment in the process.
Tom Alejo, David Benavides, Jr., Jesse Madrigal, Tony Nunez, Richard Guzman, Jenn
Laskin, David Serena, and Andrew Taylor spoke in support of the Auto Collision
Program.
CONSENT AGENDA
On a motion by Trustee Healy, seconded by Trustee Gonzalez-Castro by vote of 7-0,
and by advisory vote of Aye (Taylor), the Board moved to approve consent agenda
items B through J, L and M.
Pulled for separate discussion and vote were items A and K (Montemayor).
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A. MINUTES
On a motion by Trustee Healy, seconded by Trustee Gonzalez-Castro, on a vote of 51-1 the minutes of the Regular Meeting of April 5, 2011 were adopted as submitted.
Yes: DePauw, Donohue, Gonzalez-Castro, Healy, Padilla-Chavez, Taylor (Advisory)
No: Freeman
Abstained: Montemayor
Trustee Montemayor stated he pulled the minutes because he wanted to clarify his
request from the April meeting regarding two agenda items he requested on the May
meeting agenda (update on Auto Collision re: certificates and Vice President of
Student Affairs position). Trustee Montemayor said what he meant to request (Auto
Collision) was a report from a member of the Discontinuance Committee. Trustee
Montemayor requested that this item be placed on the June agenda. Dr. Helm
responded the report she would be giving this evening was in response to his request
as he stated it at the April meeting; however, the AUC Report was anticipated to be
ready for the June meeting.
There was some discussion, initiated by Trustee Freeman, surrounding the placement
of items on the agenda. Trustee Padilla-Chavez referenced the procedure she
distributed earlier this year and after some discussion, Trustee Healy called for the
question and the Board voted on the minutes.
B. DISBURSEMENTS
Approved disbursements from any or all of the following funds: general; debt service;
bookstore; child development; capital outlay projects; scheduled maintenance;
property acquisition; bond projects; cafeteria; self-insurance; retirees health benefits;
associated student body; scholarship, loan, and trust; and intercollegiate athletics.
C. CURRICULUM
COMMITTEE
Ratified the Curriculum Committee actions.
C. RECORDS
DESTRUCTION
Approved to destruct Class III records, in accordance with Title 5, Article 3, Section
59027. These Class III records must be retained for a period of three years and it is
normal business practice to destruct them at the end of that period. The cost to destruct
these records will not exceed $2,600.
E. CONTRACT M.J.
JOHNSON
Approved to enter into a contract with M. J. Johnson for grant writing. The term of the
agreement is for two years, beginning July 1, 2011 to June 30, 2013 not to exceed
$52,000 per year.
F. AGREEMENT
KEENAN AND
ASSOCIATES
Approved to extend the agreement with Keenan and Associates for the administration
of Workers’ Compensation run-off claims. The extension is for one year, beginning
July 1, 2011 through June 30, 2012. The administrative cost for this service is $8,500
(a decrease of $2,750) and paid from the Self-Insurance Fund.
G. LEASE AGREEMT
UC COOP
Approved to amend the lease agreement between Hartnell Community College District
and Regent of the University of California Cooperative Extension, Monterey County
from a one-year term to five years beginning April 1, 2011 through March 31, 2016,
with a three (3) month written termination clause by either party.
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H. QUARTERLY
FINANCIAL
STATUS REPORT
Reviewed and accepted the Quarterly Financial Status Report (CCFS-311Q) for the
quarter ended March 31, 2011.
I. GRANT US DEPT
OF LABOR
Ratified the grant application to the U. S. Department of Labor for an Advanced
Agriculture and Applied Computer Technologies Training Program and, if awarded,
accepted the funds, and authorized the administration to enter into agreements to
implement the grant and complete the work. The amount of the grant is $3.8 million
over three years. This program would deliver job training in high growth occupations
to eligible Trade Adjustment Assistance workers and others.
J. GRANT SONG
BROWN
Ratified the grant application to the Office of Statewide Health Planning and
Development, Song Brown Health Care Workforce Training Program, and if awarded,
accepted the funds, and authorize the administration to enter into agreements needed to
accomplish the work. The grant will enable the Nursing Program to develop and
implement a Nursing Residency Program. The term of the grant is July 1, 2011
through June 30, 2013 and is $50,000.
K. EQUIVALENCY
PROCESS
Approved the Equivalency Process for determining faculty qualifications as
recommended by the Academic Senate.
Trustee Montemayor asked for a brief summary on this item and what is accomplished
by the process to which Nancy Schur, Academic Senate President, explained.
L. DISTINGUISHED
ALUMNUS
Approved Dr. Joseph Hennawi as the 2011 Distinguished Alumnus.
M. PERSONNEL
ACTIONS
Approved and/or ratified Personnel Actions. (Appendix A)
ACTION ITEMS
BUDGET REVISIONS
On a motion by Trustee DePauw, seconded by Trustee Montemayor, by vote of 7-0,
and by advisory vote of Aye (Taylor), the Board moved to approve budget revisions
numbered 9173 to 9227.
RESOLUTION 11:2
CALLING NOV. 2011
ELECTION
On a motion by Trustee Healy, seconded by Trustee Montemayor, by roll-call vote of
7-0, and by advisory vote of Aye (Taylor), the Board moved to adopt Resolution 11:2,
Ordering the Election, Requesting County Elections to Conduct the Election,
Requesting Consolidation of the Election, and Specifications of the Election Order.
RESOLUTION 11:3
On a motion by Trustee Gonzalez-Castro, seconded by Trustee Donohue, by roll-call
DESIGNATION OF
vote of 7-0, and by advisory vote of Aye (Taylor), the Board moved to adopt
MAY 2011 AS FOSTER Resolution 11:3, Designation of May 2011 as Foster Care Month.
CARE MONTH
Trustee Padilla-Chavez read aloud the resolution and presented the resolution to
Director Elliott Robinson, Department of Social and Employment Services, County of
Monterey. Mr. Robinson expressed his appreciation for the partnership between
Hartnell and the County for providing services to foster parents and youth. In
addition, he thanked, Margie Wiebusch, Lead Coordinator at Hartnell, for going above
HCCD – REGULAR MEETING OF THE BOARD OF TRUSTEES – MAY 3, 2011
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and beyond her call of duty. Trustee Padilla-Chavez thanked Margie for her services,
also.
RESOLUTION 11:4
CONFERRING
HONORARY DEGREE
On a motion by Trustee Gonzalez-Castro, seconded by Trustee Donohue, by roll-call
vote of 7-0, and by advisory vote of Aye (Taylor), the Board moved to adopt
Resolution 11:4, Conferring an Honorary Degree to Hiromi Nagareda.
Dr. Helm stated that Mr. Nagareda is one of 67 persons identified by the Japanese
Cultural Center as having been enrolled in Salinas Junior College in 1941 and that his
son, Eric Nagareda, and his family will be invited to accept this honorary degree at this
year’s commencement.
Trustees Donohue and Padilla-Chavez both expressed their pleasure with this
Resolution.
REDISTRICTING
TRUSTEE AREAS
On a motion by Trustee Gonzalez-Castro, seconded by Trustee Healy, by vote of 7-0,
and by advisory vote of Aye (Taylor), the Board moved to approve the Guiding
Principles, as amended, and authorized the administration to take the action needed to
move the process forward as required to meet the March 2012 deadline.
There was a discussion on whether the Redistricting Committee should include civic
groups/organizations. After a lengthy discussion, the Board amended the principles to
remove civic groups/organizations as members of the Redistricting Committee.
The Redistricting Committee shall consist of two registered voters from each trustee
area and special invitations will be sent to civic groups/organization to strongly
encourage their voice and input in the process.
The next step is to advertise, review, and select members of the Redistricting
Committee.
INFORMATION ITEMS
CONSTRUCTION
PROJECTS – UPDATE
The Board received an updated, written report on the current construction projects.
The report is on Page 107 of the May 3, 2011 Meeting Agenda Packet housed at:
http://www.hartnell.edu/board/packets/May_2011_Reg_Mtg_Board_Packet.pdf
The Board asked questions related to the boiler/chiller project, the sidewalk project,
and what is meant by “Date Closed Out” as stated in the report. Joseph Reyes,
Director of Facilities responded to the questions and explained that he plans to amend
the report to better clarify “Date Closed Out” because this term is used at different
levels (occupancy, contractor, and state) to describe the work. These dates for closing
out the work may or may not be the same for the financials of the project.
FINANCIAL
STATEMENTS
The Board received the financial statements for the period ending February 28, 2011.
STUDENT ELECTIONS Dr. Helm reported on the April student elections and explained that students informed
her that the elections were not compliant with Article VIII of their constitution and
asked Dr. Helm for a resolution as provided. Dr. Helm declared the April election
invalid and ordered to reset the election in compliance with the constitution, board
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policy, and education code. She commended the students and staff for their courage in
bringing this matter to her attention. A new election is scheduled on May 18, 2011.
Trustee Freeman expressed that this issue should have been resolved by the students
and not the Superintendent/President – that this is a student issue and he believes
students who ran unopposed should remain seated and that having the election reset
provided an advantage to other candidate allowing them more time to campaign – that
he believes it’s unfair.
Trustee Padilla-Chavez stated that the Student Senate’s constitution clearly states that
in an election dispute, that the Superintendent/President has the authority to resolve
that dispute. Further, she stated, she wants to respect the students’ authority by not
taking on issues that lie with the students’ governing body and not this Board. Also,
she asked that if students provided receipts, could they get reimbursed for the first
election. Dr. Helm responded that the request sounds reasonable.
Trustee Gonzalez-Castro said that this is a learning experience for our students and that
she was pleased they discovered the mistakes and fixed them. She stated she respects
the students and hopes the Board can find ways to help our students.
COMMUNICATION
TO MPC BOARD
The Board received a copy of a proposal on a One Stop Informational Web Page to
Defend/Support Education for the Monterey Bay/Tri County Area submitted to
Monterey Peninsula College Board of Trustees on behalf of Trustees Freeman and
Montemayor. Trustee Healy stated that he does not recall this Board authorizing
Trustee Freeman or Montemayor to speak on their behalf regarding this issue and he
referred to a recent training the Board received on ethics that addressed this type of
behavior.
Trustees Montemayor and Freeman did not attend the MPC meeting when this
proposal was submitted and although they support this proposal, they stated they were
doing so as public citizens and not as trustees.
Trustee Montemayor asked the opinion of legal counsel and Ms. Alison Neufeld
responded that the way in which this proposal was submitted goes against the Board’s
own policy and principles and that this matter is a cause for concern. Ms. Neufeld will
provide a written, legal opinion to this Board.
Trustee Padilla-Chavez stated that she is responsible for bringing this matter forward
because it was shared with another public agency. She stated that when members of
this Board want to engage in issues, that they do so as public citizens by not by using
their Trustee title. Also, if they are uncertain, that they use the resources available to
them.
Trustee Healy asked if this proposal was recorded the MPC Board minutes and asked if
it is appropriate for this Board to adopt a resolution stating that this Board did not
discuss nor endorse this proposal. Staff will look into this matter.
SENATE REPORT
Student Senate
J.B. House reported that student will hold elections on May 18th - that an election
committee has been formed and will oversee the process step-by-step; that the students
participated in Hand Across California – a fundraising event held on April 16th – these
HCCD – REGULAR MEETING OF THE BOARD OF TRUSTEES – MAY 3, 2011
Page 5 of 10
funds are used to support grants and scholarships.
Academic Senate
Nancy Schur, Senate President, thanked the Board for approving the Faculty
Equivalency and Minimum Qualifications process – revising this process was a lot of
work performed by many; that two senate members recently attended the Academic
Senate State Plenary Session where they received important information on current
matters; and that their elections will be held at their next meeting.
Classified Senate
Margie Wiebusch reported that the week of May 15th is CSEA Employee Week and
that celebratory events are planned.
PRESIDENT’S
REPORT
Dr. Helm reported, as requested, on students earning certificates in the Auto Collision
Program –that of the eight who participated in the intensive Summer Program, four
students are on target to complete a certificate. In addition, Dr. Helm pointed out that
the language in the college catalog can be confusing in that auto mechanics/
technology, shop management and diesel are not under review – only the auto
collision program is under review – all of the other courses in the auto technology
program including welding and hazardous materials are intact.
Dr. Helm updated the Board, as requested, by stating that had secured the services of
Dr. Esteban Soriano, as interim Vice President of Student Affairs for the coming year
and that she would bring the item to the Board for ratification at the June meeting.
Dr. Helm stated that the Court of Appeals found on behalf of Hartnell College in the
Lawrence/Culver case and that the decision was published which sets legal precedent
with regard to the definition of the words status and demotion.
Dr. Helm shared the recruiting materials used for our construction program and
announced major upcoming events: 1) Party in the Library, the annual fundraising
event for the Foundation; 2) May 13th Grand Opening Events on the Main and Alisal
Campuses; 3) May 14th Open House for Diesel Mechanic Program; 4) May 21, Family
Science Health Day and Dedication of the NASA/SEMA Aerospace Learning Lab;
and 5) June 2nd Graduation and June 3rd HEP Ceremonies.
BOARD REPORTS
Trustee Elia Gonzalez-Castro thanked Dr. Helm for her report on the Auto Collision
and she thanked those who spoke on behalf of this program – that she respects the
work of the Academic Senate and she understands that changes can be uneasy for
everyone – she hopes that this matter can be resolved in a positive manner. She
reported on her recent participation in the CCLC Annual Trustee Conference – that she
always learns something new and it reminds her of her role as a Trustee and found that
everyone is in the same boat – that each are making difficult decisions because of
current economic times. She stated the Board needs to be creative with their resources
so that it can continue to meet the services and needs of the community. She stated
that she is impressed with Gavilan College’s recently developed policy on student
success –the college could use this as a model; that she attended a session on
redistricting and received a Hartnell College map with distribution data and she shared
recommendations from College Opportunities that could help guide the college. In
closing, Trustee Gonzalez-Castro announced that the Alisal Center for the Fine Arts is
having a Happy Mothers’ Day gallery event opening on May 7th.
HCCD – REGULAR MEETING OF THE BOARD OF TRUSTEES – MAY 3, 2011
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Trustee Freeman read a portion of the mission statement and stated that the Board is
responsible to meet that mission - that everyone wanting to speak this evening should
have been allowed to – that one of the speakers said it best that people have certain
skills – one may want to be a scientist and others may want to work with their hands –
that this is what a community college is about. He reported the conference in
Monterey was fun – that he enjoyed seeing people he hasn’t seen in several years.
Trustee Freeman read a resolution in support of California’s May 9-13 Week of Action
and the thanked President Obama and Leon Panetta for a job well done this past week.
Trustee DePauw said she appreciated all that Margie Wiebusch does for the foster
program; that she appreciates the public comments made this evening; that she
attended the conference this past weekend and she met new people and she appreciated
the opportunity to attend and learn.
Trustee Montemayor stated that he appreciates the folks who spoke about the Auto
Collision Program and student elections. He reported that the Sunrise House Board
met with the United Way regarding United Way’s annual $10,000 donation to the
Sunrise House. And, he reported that Catholic Charities sponsors an event called Get
on the Bus where they take young children see their fathers who are incarcerated the
Saturday before Father’s Day – he encouraged all to participate.
Trustee Taylor thanked the students who spoke this evening – she appreciated their
comments; she thanked Margie for all that she does for the college; that she and others
(Nancy Schur and Trustee Gonzalez-Castro) went to Cabrillo College for Hands
Across California.
Trustee Healy thanked Dr. Helm for her communication on the Physics Olympics and
gave kudos to Dr. Haag and students and he pointed out a headline in the Santa Cruz
Sentinel – large cuts are to be made at a neighboring college.
Trustee Padilla-Chavez said she has participated in the Get on the Bus event for the
last three years and she is looking for volunteers to help children decompress after this
event; that the Monterey County School Board Association had their annual dinner
where they honored the Monterey County Agriculture Education, Inc. for their work
with all third graders in Monterey County school districts – it was well attended.
Trustee Padilla-Chavez reminded the Board of the May 17th Board Retreat and urged
the Board to attend because the focus will be student success and developing goals.
DISCLOSURE OF
CLOSED SESSION
ITEMS
Trustee Padilla-Chavez disclosed items for Closed Session as authorized per
Government Code Sections, 3549.1, 54956.9, 54957 and/or 54957.6:
1. Significant exposure to litigation pursuant to Section 54956.9(b):
Government Tort Claim
MOVED TO CLOSED
SESSION
One
The Board of Trustees and Dr. Phoebe K. Helm, Superintendent/President, moved to
Closed Session at 6:57 p.m. to consider legal, personnel, labor and/or contract matters
authorized for Closed Session per Government Code Sections 3549.1, 54956.9, 54957,
and/or 54957.6.
HCCD – REGULAR MEETING OF THE BOARD OF TRUSTEES – MAY 3, 2011
Page 7 of 10
Alison Neufeld, legal counsel, Vice President, and, Terri Pyer, Associate Vice
President, Human Resources, joined the Board during a portion of Closed Session.
RECONVENED
CLOSED SESSION
AND
REPORT OUT FROM
CLOSED SESSION
Trustee Padilla-Chavez reconvened the public session at 7:15 p.m. and reported out the
following action:
ADJOURNMENT
It motioned, seconded, and carried to adjourn the meeting at 7:16 p.m.
On a motion by Trustee Healy, seconded by Trustee Freeman, on vote of 7-0, the
Board moved to deny the Application for Leave to Present a Late Claim (Govt., Code
911.4, 912.2) dated April 6, 2011 in response to the Notice of Government Claim
presented March 25, 2011.
Erica Padilla-Chavez
Board of Trustees President
HCCD – REGULAR MEETING OF THE BOARD OF TRUSTEES – MAY 3, 2011
Phoebe K. Helm
Board Secretary
Page 8 of 10
APPENDIX A
THE FOLLOWING PERSONNEL ACTIONS WERE APPROVED AND/OR RATIFIED AT THE
REGULAR MEETING OF THE HARTNELL COLLEGE BOARD OF TRUSTEES OF MAY 3,
2011:
I.
Request to hire short-term employee:
A. Approve short-term staffing request:
1. Administrative Assistant – confidential - $20.56/hr, President’s Office, to assist with the
coordination of meetings, workshops, conferences and appointments and general duties
while in transition.
II. Retirements, resignations, releases, and leave requests
A. Ratify retirement of regular personnel:
1. William Rawson – Student Services Librarian – Educational Technology & Library
Services (#F-69), effective June 3, 2011.
B. Ratify resignation of regular personnel:
1. Chante Davis – Science Laboratory Technician – Mathematics & Science (#CC-28),
effective June 18, 2011.
C. Ratify release of regular personnel for failure to complete probationary period.
1. Barbara Luther – Assistant to the President – (#A56), effective April 15, 2011.
III. Appointments
A. Ratify appointment of classified employee:
1.
Ligia Polio, 40 hours per week, 12 months per year, Enrollment Services Specialist –
Classified, (#CC-178), Student Affairs, Range 26, Step B, effective March 3, 2011. This
action reflects a promotion from 40 hours per week, 12 months per year, Financial Aid
Technician – Classified, (#CC-62), Financial Aid, Range 18, Step E.
B. Ratify appointment of Professional Experts:
The Nursing and Health Sciences Department comprises four programs: Registered Nursing,
Vocational Nursing, Emergency Medical Technician (EMT), and Certified Nursing Assistant.
Lab instruction assistants are required to meet Board of Registered Nursing (BRN)
requirements for specific student-to-certified-instructor ratios:
1.
Tracy Villanueva, $30/hr (16 hrs/week), EMT assistant, March 24, 2011 – January 24,
2013.
2.
Richard Denbow, $30/hr (16 hrs/week), EMT & HES instructional aide, March 24, 2011
– January 24, 2013.
Hartnell’s theater arts program/The Western Stage (TWS) provides students the opportunity to
HCCD – REGULAR MEETING OF THE BOARD OF TRUSTEES – MAY 3, 2011
Page 9 of 10
learn their craft within a professional context. Assignment is for all 2011 subscription season,
runs January 24 – December 17, 2011:
3.
John Englehorn, $16,200 total, master electrician, April 1 – December 17, 2011.
4.
Diane Kelsey, $11,050 total, wardrobe coordinator, April 9 – December 17, 2011.
5.
Leslie Lancaster, $13,500 total, property coordinator, March 31 – December 17, 2011.
6.
Casey Rebecca Nunes, $11,500 total, production stage manager, April 25 – December 17,
2011.
7.
Christina Perez, $15,750 total, assistant costume shop supervisor, March 28 – December
17, 2011.
Administration of Justice 102 PC 832 Arrest and Firearms is designed to satisfy the
curriculum standards of the Commission on Peace Officer Standards and Training (POST) as
required by Penal Code 832 for spring semester, January 24 - June 2, 2011:
8.
Anthony Gutierrez, $25/hr (16 hrs/week), range safety assistant.
C. Ratify appointment of substitute positions:
1.
Leigh Butler, $35.41/hr (40 hrs/week), Assistant to the President, March 28 – April 1,
2011.
D. Ratify appointment of Student Workers for spring semester 2011:
1.
2.
3.
4.
5.
6.
Monica Garnica, EOP&S, Student Worker II
Noemi Gomez, MESA, Student Worker III
Rebecca Gomez, Child Development Center, Student Worker I
Alejandra Saldana, EOP&S, Student Worker II
Carlos Saldivar, MESA, Student Worker III
Philip Yee, MESA, Student Worker IV
HCCD – REGULAR MEETING OF THE BOARD OF TRUSTEES – MAY 3, 2011
Page 10 of 10
Unadopted
HARTNELL COMMUNITY COLLEGE DISTRICT
MINUTES
May 17, 2011
Board of Trustees – Board Retreat
Library – Distance Learning Room 113
411 Central Avenue
Salinas, California
OPEN SESSION
The Board’s Study Session was called to order at 5:15 p.m. by Trustee Padilla-Chavez.
PLEDGE OF
ALLEGIANCE
Trustee Gonzalez-Castro led the Pledge of Allegiance.
ROLL CALL
Erica Padilla Chavez, President
Kevin Healy, Vice President
Candi DePauw
Patricia Donohue
Bill Freeman (arrived at 6:15 p.m.)
Elia Gonzalez-Castro
Shaundra Taylor
Phoebe K. Helm, Board Secretary
ABSENT
Ray Montemayor
PUBLIC
COMMENTS
There were no public comments.
President Padilla-Chavez thanked the Board for their commitment and she thanked the
public and staff for their interest and for attending the Retreat. She stated that the
purpose of this evening is to work with shared governance, to revisit the mission and
vision of the college, and to help prioritize the goals for the College.
The Board members, administrators, employee and student leaders, were equally
divided into three groups to ensure each segment of the campus community was
represented. Participants, in addition to those listed above, included Langston Johnson,
Frank Mendoza, Nancy Shur, Melissa, Suzanne Flannigan, Beverly Grova, Gary Hughes
and Terri Pyer. The evening was facilitated by Judy Sulsona.
Board members stated their values and discussion amongst the groups focused on
student access and student success as both the mission of Hartnell and the Commission
of the Future formed by Community College League of California. The primary
differences in the two mission statements were the focus on equity, rate and time to
completion as stated in the latter one. The groups were asked to suggest goals for
improving student participation and success rates.
Langston Johnson presented comparisons of the demographics of the district, college
enrollments and graduates, as well as the completion rates of courses, certificates,
degrees and transfer readiness. There were no apparent equity gaps identified. The
HCCD – BOARD OF TRUSTEES RETREAT – MAY 17, 2011
Page 1 of 2
demographics of the majority of Hartnell students are characteristics labeled as high risk
nationally. That is, first-in-family to go to college, low income and academically
underprepared for college. In fact, of the students new to Hartnell in fall 2010 there
were almost equal numbers of high school and non high school graduates.
Dr. Kelly Locke presented information on faculty inquiry groups, the importance of
strong tools for data storage and retrieval (technology and research) and reviewed a
number of interventions developed by faculty including Math Academy, Summer
University Math and Science Programs, Directed Learning Activities and pod casts. In
addition, she pointed out design issues including course sequences, gatekeeper courses
and concepts. She referenced national data consistent with Hartnell data that suggest
that focused efforts in concentrated durations of time yield greater student success.
These findings are often referenced as the “leaky pipe” – the longer the pipe the greater
the number of leaks. Faculty discussions and desire to experiment, to expand what
works and change what does not were suggested as necessary to increasing student
success.
Administrators presented the need for academic structures, policies, procedures,
technology and a culture of data driven decisions to support continuous improvement.
Planning and management decision processes were reviewed as methods of stabilizing
the budget to support student success. (Appendix A)
It was noted that students, employees and members of the board need to be inspired,
engaged and educated.
The next steps include adopting goals, the measurement of goals, and strategies on how
to meet these goals.
ADJOURNMENT
The Board adjourned at 8:58 p.m.
Erica Padilla-Chavez
Board of Trustees President
HCCD – BOARD OF TRUSTEES RETREAT – MAY 17, 2011
Phoebe K. Helm
Board Secretary
Page 2 of 2
APPENDIX A
The Hartnell College District is 100 miles long
and 10 miles wide.
April 2011
Hartnell College Mission Statement
Hartnell College provides the leadership and resources to ensure that all
students shall have equal access to a quality education and the opportunity
to pursue and achieve their goals. We are responsive to the learning needs of
our community and dedicated to a diverse educational and cultural campus
environment that prepares our students for productive participation in a
changing world.
Community College League of California Vision Statement
In California, all residents will have the opportunity to complete a quality
post-secondary education in a timely manner. The vision is grounded on
values of access, success and equity.
How does Hartnell serve the District?
Access
Success
April 2011
Equity
80%
75%
69% 70%
70%
60%
50%
District
40%
Hartnell
Graduates
30%
17%
20%
14%
20%
6%
4%
10%
9%
6%
4%
5%
0%
Hispanic
US Census Data 2010
MIS and Datatel data 2010
White, Non hispanic
April 2011
Asian
Other
2008 District Income1 and 2010 Student Household Income2
56%
60%
50%
37%
40%
33%
35%
32%
District
30%
Hartnell Student
20%
7%
10%
0%
Less Than $34,999
1‐US Census Data
2‐ Student financial aid data
$35,000 to $74,999
April 2011
More than $75,000
Fall 2009 College‐going Rate for 08‐09 High School Graduates
Hartnell Enrollments
27%
Not Enrolled
44%
Hartnell
Other Institutions
Not Enrolled
29%
Number of high school graduates 2008‐09 =2,675
California Post Secondary Education
April 2011
Other Higher Educational Institutions
College Going‐Rates of Public High School Students
42%
45%
39%
40%
35%
28%
27%
30%
Monterey County Girls
25%
California Girls
Monterey County Boys
California Boys
20%
15%
10%
5%
CPEC
0%
Monterey County Girls
California Girls
Monterey County Boys
April 2011
California Boys
Remedy: Increase Access through
Innovations
•K-16 Bridge
•NASA
•ACE
•Early Admit
•Gear-Up
•Pathways
Student Success
Course Completions
Degrees and Certificates
Transfer Velocity
April 2011
69%
65%
70%
Course Completions and Student Success Rates for Fall 2007 and Fall 2010
Successful = Grades A, B and C
Unsuccessful = Grades D and F
60%
50%
40%
Fall 2007
Fall 2010
30%
21%
19%
14%
20%
13%
10%
0%
Successsful
Unsuccessful
April 2011
Withdrawals
Degrees and Certificates Awarded 2005‐2010
700
600
500
400
Certificates
300
Associate Degrees
200
100
0
2005‐2006
2006‐2007
2007‐2008
2008‐2009
2009‐2010
Certificates
76
68
95
105
112
Associate Degrees
495
499
442
499
431
671
567
537
604
543
Total Awards
April 2011
Cohort Transfer Rates
742
2500
2001‐2002
2002‐2003
2003‐2004
2000
1148
1500
281
1000
428
1174
146
500
189
455
186
0
2003-2004
Cohort Student
742
4 Year Transfers
146
8 Year Transfers
281
2002-2003
1148
189
428
2001-2002
1174
186
455
April 2011
6 year cohort
Who is in the classroom?
April 2011
Fall 2010 Students
New
15%
85%
Returning
2010 MIS Data
April 2011
Educational Attainment of Fall 2010 Students
70%
70%
60%
50%
40%
30%
20%
10%
7%
5%
10%
8%
0%
High School Diploma
2010 MIS Data
No High School Diploma
Some College
April 2011
Associate Degree
Bachelor Degree and above
Percent of Hartnell College Students
Who Are the First Generation in Their Families
to Attend College
64%
28%
8%
First Generation
Second Generation
Digital Divide Survey
April 2011
Third or Higher
Risk Factors for
Student Success
•Underserved
• Low Income
•First generation
•Underprepared
April 2011
What can be done?
What is being done ?
Math Academy
Student Success Center
Directed Learning Activities
Pod Casting Tutors/Supplemental Instruction (S.I.)
SUMs
Internships
Science Academy
April 2011
Gatekeeper Discoveries
Courses
Concepts
Sequences
April 2011
Promising Innovations
• Leaking pipe: the longer the pipe, the more leakage
• The longer the course sequence, the higher the
attrition
• Shorten the sequence, increase the success?
• Research says yes!
Student Success Center
Research Tools
•Actionable Data
•Repeatable Data
Synergy
•Personnel
•Technology
•Space
April 2011
Educate
Mission : Access and Success
Program and Services
Resources
Governance
April 2011
Vision for Academic Affairs
Integrate continuous quality improvement
with best practices to enhance student access and increase student success.
Stabilize Administrative Structure
• 4 Deans
– Complete academic restructuring which allows faculty to more fully focus on students and student success
– Develop and champion institutional student support mechanisms
– Increase continuity and collaboration across all instructional programs
– Work with Student Affairs to support students
Tie Program Planning to Budgets
• Ensure the ongoing health of all programs through appropriate resource allocation
• More fully integrate the process for new program development and innovation with efforts to fund them
• Connect results of program reviews to future budget allocations
Review Instructional Policies • Update all Hartnell instructional policies to the Community College League of California (CCLC) standard
• Involve Academic Senate in the review, revision and endorsement of all instructional policies prior to recommending to the Board
Complete the 2012 Self‐Study
• Meet and exceed the standards set out by the Accrediting Commission for Community and Junior Colleges (ACCJC)
• Embed the continuous quality improvement cycle into our culture and our day‐to‐day practices
• Increase our institutional dialogue about student success Resources
•Technology
•Human Resources
•Institutional Advancement
•Finance
•Facilities
April 2011
Technology is central to delivering the mission
•Challenges
•Data necessary to measure student success
•Web tools
•Opportunities
•Instructional technology to increase students’
time on task
•Obsolete and inflexible software programs –
Open source systems
•Cost –Collaboration with other agencies
•Organization/Skill sets – Staff
replacements, training and development
April 2011
Hartnell Revenue and Expenses
Special
Reserve
Mandated
Reserve
Governance
•Policy
•Decision Processes
April 2011
Educate
Mission : Access and Success
Program and Services
Resources
Governance
April 2011
AGENDA ITEM FOR BOARD MEETING OF:
June 7, 2011
Title
Ratify Disbursements of District Funds
Number
Area
Office of Support Operations
Prepared by: Kent Stephens
Status
Consent
II. B.
Recommendation
It is recommended that the Board of Trustees ratifies disbursements from District accounts.
Summary
The attached lists of disbursements from District accounts are presented for ratification.
COUNTY WARRANTS
Any or all of the following funds:
General; Debt Service; Bookstore; Child Development Center; Capital Outlay; Scheduled
Maintenance/State-Funded Projects; Property Acquisition; Bond Projects; Cafeteria;
Self-Insurance; Retirees’ Health Benefits; Associated Student Body; Scholarship, Loan,
and Trust; and Intercollegiate Athletics
NO OF
DATE
WARRANT NUMBER
WARRANTS
AMOUNT
04/04/11
12851365
12851485
121
512,943.57
04/13/11
12853651
12853798
148
649,707.67
04/20/11
12855047
12855142
96
540,270.82
04/27/11
12856545
12856599
55
16,070.67
Subtotal
DATE
April, 2011
$ 1,718,992.73
Note: Legal fees in above summary total $27,016.74
CHECKING ACCOUNTS
General Fund Revolving
NO OF
WARRANT NUMBER
WARRANTS
10306
10307
2
AMOUNT
8,784.37
Subtotal
$
Total
$ 1,727,777.10
Budget Implication
None
8,784.37
AGENDA ITEM FOR BOARD MEETING OF:
June 7, 2011
Title
Ratify Recommendations from the
Curriculum Committee
Number
Area
Office of Academic Affairs
Prepared by: Suzanne Flannigan
Status
Consent
II. C.
Recommendation
It is recommended that the Board of Trustees ratifies the actions of the Curriculum Committee.
Summary
The following actions were reviewed by faculty in the disciplines and approved by the
Curriculum Committee which is a standing committee of the Academic Senate:
COURSE REVISIONS - 6 Courses
BUS 1A, Financial Accounting–4 units
Area of revision: description
BUS 1B, Managerial Accounting–4 units
Area of revision: description
BUS 180, Medical Terminology–3 units
Area of revision: description
ESL 101, English for Academic Purposes–3 units
Area of revision: title
PHO 1, Introduction to Photography–3 units
Area of revision: description
NRN 30, Basics of Pharmacology for Nursing Practice–1 unit
Area of revision: co-requisite
COURSE DELETION - 10 Courses
CON 62, Construction Law and Contracts–3 units
Replaced with CONS 144
CON 63, Construction Estimating–3 units
Replaced with CONS 142
CON 64, Construction Scheduling–3 units
Replaced with CONS 134
CON 70, Residential Plumbing–3 units
Replaced with CONS 136
ECE 122, Family, Child and Community–3 units
No longer required for the ECE program
ENG 184, Critical Reading and Writing Strategies – Lab–1 unit
ENG 253L, Fundamentals of Composition and Reading – Lab-–1 unit
Basic skills/developmental program is currently being redesigned
HED 60, Alcohol/Drug Use Prevention–3 units
HED 62, Introduction to Alcohol/Drug Awareness–3 units
Replaced with AOD curriculum
LSK 129, Job Search Strategies–0.3-0.5 units
This course duplicated COU-129, which is still active
INACTIVE COURSES – 3 Courses
ENG 57, College Reading and Study Skills I–3 units
ENG 185, Individualized Study in Reading–0.5 units
ENG 186, Intensive Reading–1 unit
Basic skills/developmental program is currently being redesigned
NEW DEGREES - 2 Degrees
Communication Studies—Associate of Arts-Transfer Degree
Mathematics—Associate of Science-Transfer Degree
These degrees are based on the Transfer Model Curriculum developed by CSU/California
Community College Academic Senates in compliance with SB1440. These degrees are
intended to facilitate transfer.
AGENDA ITEM FOR BOARD MEETING OF:
Title
June 7, 2011
Number
Independent Citizens’ Bond Oversight
Committee – Appointment of Member
II. D.
Area
Status
Office of Superintendent/President
Prepared by: Phoebe K. Helm
Consent
Recommendation
It is recommended that the Board of Trustees approves the appointment of one member to the
Independent Citizens’ Bond Oversight Committee.
Summary:
Based on criteria established by Prop 39, the membership of the Independent Citizens’
Oversight Committee is to consist of seven members of which one needs replacement.
It is recommended that Anahi Alcibar, member of the student body, be appointed to the Bond
Oversight Committee as the student representative, effective June 8, 2011 through June 1, 2013
AGENDA ITEM FOR BOARD MEETING OF: June 7, 2010
Title
Number
Ratify Agreement with Applied
Development Resources
II. E.
Area
Status:
Office of Superintendent/President
Consent
Recommendation
It is recommended that the Board of Trustees ratifies the agreement with Applied Development
Resources for the services of Dr. Esteban Soriano as Interim Vice President, Student Affairs.
Summary:
In addition to providing leadership and supervising faculty and staff, Dr. Soriano will be
responsible for leading the development of the Accreditation Self Study for the Student Services
Division.
Recruitment for this position is anticipated with the expectation that the position will be filled on
or before July 1, 2012.
The term of the contract is July 18, 2011 through a maximum period of June 30, 2012.
Termination requires a 30 day notice. Payment is based on the management salary schedule,
Range I (b). Benefits are not included; however, a stipend to offset costs of maintaining a
second home and travel is included.
Budget Implications
No change, the position is included in the General Fund.
$16,000 per month from the general fund.
AGENDA ITEM FOR BOARD MEETING OF:
June 7, 2011
Title
Ratify Amended Agreement with the City
of Salinas to extend the lease of city
property, specifically Salinas Municipal
Airport
Number
Area
Office of Facilities
Prepared by: Joseph Reyes
Status
II. F.
Consent
Recommendation
It is recommended that the Board of Trustees ratifies the amended agreement with the City of
Salinas to extend the lease of city property, specifically the land at the Salinas Municipal
Airport.
Summary
Hartnell entered into a lease agreement with the City of Salinas on October 1, 1968 for land at
the Salinas Municipal Airport. Said lease agreement was amended in part on June 19, 2001 to
extend the lease period by ten (10) years providing a revised lease expiration date of July 1,
2011. Further, this amended lease agreement will provide for an additional term of ten (10)
years, extending the lease to June 30, 2021.
By Resolution number 19991, this amendment to lease agreement was adopted by the City of
Salinas on April 19, 2011.
Budget Implications
None
AGENDA ITEM FOR BOARD MEETING OF:
Title
June 7, 2011
Number
Approve to Extend Agreement with Tadco
Supply, Inc.
II. G.
Area
Status
Facilities, Maintenance and Asset
Management
Prepared by: Joseph Reyes
Consent
Recommendation
It is recommended that the Board of Trustees approves to extend the Agreement Tadco Supply,
Inc., for custodial paper products and dispenser maintenance.
Summary
Tadco Supply Inc. has been a dependable supplier of custodial paper products and dispenser
maintenance at the Main, Alisal, and South County campus over the last ten years. A valuable
benefit to the college is the competitive prices for products and excellent customer service.
Term: July 1, 2011 through June 30, 2012
Budget Implications
The annual cost for these supplies and services is estimated at $70,000 paid from the general
fund.
AGENDA ITEM FOR BOARD MEETING OF:
Title
Approve Foster Care Training Agreement –
Monterey County Department of Social and
Employment Services
June 7, 2011
Number
II. H.
Status
Area
Academic Affairs and Accreditation
Prepared by: Suzanne Flannigan
Consent
Recommendation
It is recommended that the Board of Trustees approves the agreement with the Monterey County
Department of Social and Employment Services for Foster Care Training.
Information
This agreement will provide basic and advanced training for local agency employees, as well as
current and prospective foster, relative, and non-related extended family member caregivers and
resource parents.
For the past ten years, the County has contracted with Hartnell to provide a variety of similar
services and trainings.
Training and services will be provided in the following areas:
Family Strengths Training Series - principles and practices of strength-based, family-focused practice.
Family Strengths Specialized Trainings – expands upon a basic topic covered in the Family Strengths
Training Series.
Family-to-Family Training Workshops – for local agency employees and resource parents.
Specialized Care – care needed by medically-fragile infants.
Behavioral Health Topics – topics affecting foster or adoptive youth.
Advanced Topics – relative to the care of foster youth.
Cultural Competencies – safe and nondiscriminatory care, placement, and services for foster and
adoptive children.
First Aid/CPR - First Aid and/or CPR training.
Peer Recruiters – recruitment activities throughout the county.
Family Reunification Celebration – recognizes the families who have successfully reunified, as well
as those who supported them.
Independent Living Program – provide trainings for foster youth and caregivers on topics such as:
Interpersonal and Social Skills, Education, Financial Independence.
Budget Implications
For academic year 2011-2012, the County will reimburse Hartnell College $362,305 for these
services.
Source of Funds:
Local $362,305
AGENDA ITEM FOR BOARD MEETING OF:
June 7, 2011
Title
Number
Approve and Authorize the Administration to
enter into a Contract with Dilbeck and Sons
for the Alisal Campus Entrance Sign.
Area
Status
Office of Facilities
Consent
II. I.
Recommendation
It is recommended the Board of Trustees approves and authorizes the administration to enter
into an agreement with Dilbeck and Sons, lowest responsive bidder, for the Alisal Campus
Entrance Sign.
Summary
The Alisal Campus Entrance Sign will be a 25’ tall sign which will indicate the location to the
entrance of Hartnell’s Alisal Campus. The College issued bid documents on April 19, 2011.
The project was advertised in both the Salinas Californian and the Salinas Builders exchange.
The District conducted two mandatory job walks and the bids were opened on May 17, 2011.
The project is scheduled to start in June 2011 and be completed by October 2011.
There were a total of three bidders on this project. The results are as follows:
Contractor
Dilbeck and Sons
Otto Construction
Valenti Construction
Location
Salinas
Monterey
Gilroy
Bid Amount
$21,087.00
$31,900.00
$51,685.00
Term: June 4, 2011 thru December 31, 2011
Budget Implication
The budget for the above agreement is $21,087 and is paid by Measure H funds.
Source of Funds
Local $21,087
AGENDA ITEM FOR BOARD MEETING OF:
June 7, 2011
Title
Number
Approve and Authorize the Administration to
enter into an Agreement with The Don Chapin
Company – City Sidewalk Project, Phase II
Area
Status
Office of Facilities
Consent
II. J.
Recommendation
It is recommended that the Board of Trustees approves and authorizes the administration to
enter into an agreement with the Don Chapin Company for the City Sidewalk project - Phase II.
Background
The City requested that the work be done in phases to minimize the impact on pedestrians. This
is the second and final phase of this project. The streets include second half of Homestead and
Central Avenues. In addition, the work will include the removal and replacement of a number
of trees.
The contractor will be responsible for, but limited to, pedestrian and vehicular traffic control,
coordination with the City arborist on tree removal, to meet all the City of Salinas Storm Water
Prevention Plan requirements and to build the work per the Hartnell College plans and
specification.
Summary
Hartnell issued bid documents on May 2, 2011. The project was advertised in both the Salinas
Californian and the Salinas Builders exchange. The District conducted two mandatory job
walks and the bids were opened on May 25, 2011. The project is scheduled to start in June
2011 and be completed by October 2011.
There were a total of five bidders on this project. The results are as follows:
Contractor
Don Chapin
Garcia Engineering
Enz Construction
Nocal Contractors
Earthworks
Location
Salinas, CA
Salinas, CA
Hollister
Salinas, CA
Capitola, CA
Bid Amount
$75,460
$84,359
$111,980
NR
NR
Term: June 4, 2011 thru December 31, 2011
Budget Implication
The budget for this agreement is $75,460 and paid by Measure H funds.
Source of Funds:
Local $75,460
AGENDA ITEM FOR BOARD MEETING OF:
June 7, 2011
Title
Number
Approve and Authorize the Administration to
enter into an Agreement with Lyles
Mechanical – Classroom and Administration
Building (CAB) Boiler/Chiller Project
Area
Status
Office of Facilities
Consent
II. K.
Recommendation
It is recommended that the Board of Trustees approves and authorizes the administration to
enter into an agreement with Lyles Mechanical, lowest responsive bidder, for the CAB
Boiler/Chiller Project.
Summary
The Hartnell College CAB Boiler/Chiller Project consists of a new energy efficient boiler and
chiller for the CAB. The College issued bid documents on May 2, 2011. The project was
advertised in both the Salinas Californian and the Salinas Builders exchange. The District
conducted two mandatory job walks and the bids were opened on May 24, 2011. The project is
scheduled to start in June 2011 and be completed by October 2011.
There were a total of four bidders on this project. The results are as follows:
Contractor
Lyles Mechanical
ESI
Plainfield Const.
Mike Hinson Const.
Location
Fresno, CA
San Jose, CA
Santa Cruz, CA
Aptos, CA
Bid Amount
$227,300
$237,600
$281,118
NR
Term: June 4, 2011 thru December 31, 2011
Budget Implication
The budget amount for this agreement is $227,300 and is paid by Measure H funds.
Source of Funds
Local $227,300
AGENDA ITEM FOR BOARD MEETING OF:
June 7, 2011
Title
Number
Approve and Authorize the Administration to
enter into an Agreement with Progressive
Roofing – Classroom Administration Building
(CAB) Energy Efficient Roof Project
Area
Status
Office of Facilities
Consent
II. L.
Recommendation
It is recommended that the Board of Trustees approves and authorizes the administration to
enter into an agreement with Progressive Roofing, lowest responsive bidder, for the CAB
Energy Efficient Roof Project.
Summary
The Hartnell College CAB Efficient Roof Project consists of a new PVC single ply roof
membrane on the roof of the CAB. The College issued bid documents on May 2, 2011. The
project was advertised in both the Salinas Californian and the Salinas Builders exchange. The
District conducted two mandatory job walks and the bids were opened on May 26, 2011. The
project is scheduled to start in June 2011 and be completed by October 2011.
There were a total of five bidders on this project. The results are as follows:
Contractor
Progressive Roofing
Reinhardt Roofing
Alcal Arcade
Scudder Roofing
Kings Roofing
Location
Manteca, CA
Newark, CA
Fremont, CA
Monterey, CA
Patterson, CA
Bid Amount
$174,768
$189,912
$295,800
NR
NR
Term: June 4, 2011 thru December 31, 2011
Budget Implication
The budget for this agreement is $174,768 and is paid by Measure H funds.
Source of Funds
Local $174,768
AGENDA ITEM FOR BOARD MEETING OF:
June 7, 2011
Title
Ratify Grant Application to the U.S.
Department of Education – Hispanic
Serving Institutions STEM Regional
Collaborative Title V Grant
Number
Area
Office of Advancement
Prepared by: Beverly Grova
Status
Consent
II. M.
Recommendation
It is recommended that the Board of Trustees ratifies the grant application to the U.S.
Department of Education Hispanic Serving Institutions STEM Regional Collaborative Title V
Grant in the amount of $6,000,000, and if awarded, accepts the funds and authorizes the
administration to enter into agreements to implement the grant and complete the work.
Summary
Hartnell College’s cooperative application for a grant under the U.S. Department of Education
Hispanic-Serving Institutions Science, Technology, Engineering, and Mathematics (STEM)
Articulation Program will create the STEM Regional Community College-to-University
Success Program. The overall goals are to increase the number of Hispanic and low income
students attaining STEM degrees, increase transfer rates through articulation agreements
between Hartnell College, California State University Monterey Bay and the University of
California Santa Cruz; enable more data-based decision-making by collecting or obtaining,
analyzing, and using high-quality and timely data including data on program participant
outcomes. This grant will improve enrollment and transfer in STEM and implement five
seamless pathways in Biology, Marine Science, Engineering, Computer Science, and Physics;
model transfer agreements; will create collaborative research opportunities for faculty and
students, including a regional research symposium; provide supplemental instruction, tutoring
services, living/residential learning communities, paid internships, teacher externships, high
school engagement, improved data collection and evaluation, and faculty and staff training.
Term: October 1, 2011 to September 30, 2016
Budget Implications
No impact on general fund—grant funded.
Source of Funds
Federal $6,000,000
AGENDA ITEM FOR BOARD MEETING OF:
June 7, 2011
Title
Ratify Grant Application to the U.S.
Department of Education – Hispanic
Serving Institution STEM Individual
Title V Grant
Number
Area
Office of Advancement
Prepared by: Beverly Grova
Status
Consent
II. N.
Recommendation
It is recommended that the Board of Trustees ratifies the grant application to the U.S.
Department of Education – Hispanic Serving Institution STEM Individual Title V Grant in the
amount of $4,300,000, accepts the funds, if awarded, and authorizes the administration to enter
into agreements to implement the grant and complete the work.
Summary
This grant will focus on improving mathematics and science courses and academic support
structures for STEM students and faculty. Overall goals for Hartnell College will focus on
basic and college-level mathematics, biology, physics, environmental science, and engineering.
Methods to achieve project goals include curriculum development, expanded tutoring services,
internships and visiting scholars/role models, improved classroom practices, enhanced
articulation, improved data collection and analysis, improved student assessment, faculty and
staff training, updated laboratory equipment, new and improved courses and evaluation.
Improved teaching methods for key mathematics and science courses will lead to: improved
graduation and transfer in STEM majors, persistence, enrollment, retention, transfer,
graduation and enhanced articulation.
Term: October 1, 2011 to September 30, 2016
Budget Implications
No impact on general fund—grant funded.
Source of Funds
Federal $4,300,000
AGENDA ITEM FOR BOARD MEETING OF:
June 7, 2011
Title
Approve Revised Equivalency Process
Number
Area
Office of Academic Affairs
Prepared by: Suzanne Flannigan
Status
Consent
II. O.
Recommendation
It is recommended that the Board of Trustees receives and approves the revised Equivalency
Process used to determine faculty qualification.
Summary
At the May 3, 2011 meeting, the Board received and approved the equivalency process used to
determine faculty qualifications. For that meeting, the Board inadvertently received an older
version of that process and took action to approve that process. This error was discovered after
the meeting and thus, Board will need to re-consider the equivalency process.
Academic Senate Adopted
3/22/11
HARTNELL COLLEGE
EQUIVALENCE TO MINIMUM QUALIFICATIONS FOR ACADEMIC PERSONNEL I. Purpose All academic personnel must meet minimum qualifications as set forth in the Board of Governor’s (BOG) Disciplines List and in Title 5 of the California Code of Regulations. Districts are authorized to establish local policies and practices for determining equivalence to the minimum qualifications. This policy establishes criteria and procedures for the application of equivalencies to the minimum qualifications established in Hartnell College Board Policy. The standards and practices set forth in this policy shall be applied to determine the qualification for hire of candidates, for credit or noncredit assignments, who state they possess education, training, and/or experience at least equivalent to the minimum qualifications established by Title 5. II. Policy It is the policy of Hartnell College that hiring procedures and guidelines be established to provide for college academic personnel who: ●
●
●
●
●
are highly qualified, are expert in their subject and administrative areas, are skilled in teaching and serving the needs of a diverse student population, can foster overall college effectiveness, and are sensitive to the diversity of the adult population of the state of California. The Board of Trustees, represented by the Administration, has the principal legal and public responsibility for ensuring an effective hiring process. The faculty, represented by the Academic Senate, has an inherent professional responsibility in the development and implementation of policies and procedures governing the hiring process, and to ensure the quality of its faculty peers. Essential to fulfill these responsibilities are the standards and practices to determine when an applicant for a faculty position, though lacking the exact degree or experience specified in the BOG Disciplines List and in Title 5 as minimum qualifications, nevertheless does possess qualifications that are at least equivalent. In such cases, equivalency determination will allow consideration of the applicant as part of the applicant pool. III. Equivalency Review Committee Academic Senate Adopted
3/22/11
An Equivalency Review Committee consisting of the following members shall conduct determination of Equivalency to Minimum Qualifications: ●
●
Academic Senate President, or designee One faculty member from the discipline for which a candidate is applying for equivalence ● One additional faculty member appointed by the Academic Senate to serve for the year ● Chief Instructional Officer, or designee IV. Standards The granting of equivalency is on a case‐by‐case basis. Equivalency may be achieved by course work or work experience. Equivalency may never mean lesser qualifications than the published minimum qualifications. A candidate who claims equivalent qualifications shall be responsible for providing conclusive evidence, as clear and reliable as the college transcripts being submitted by the other candidates, that s/he has qualifications at least equivalent to those required. The candidate shall also be available for interview or examination, if requested. All material provided shall remain in the applicant’s file or personnel file. Under no circumstances is the granting of equivalency to the minimum qualifications to be construed as a determination that a candidate shall or shall not be interviewed or hired. Once granted equivalency, the candidate shall be placed in a pool of qualified applicants, any number of whom may be considered for a given position. Adjunct faculty applicants granted equivalency prior to the implementation of this policy must be re‐evaluated under the terms of this policy. Full‐time faculty granted equivalency in the discipline for which they were hired will not require re‐evaluation for that discipline. Each district establishes its own equivalency process, and equivalency is not transferable from district to district. Therefore, when academic personnel apply for a position in another district, they may need to go through that district’s equivalency processes. Applicants who have been granted equivalency in another district will be required to establish equivalency at Hartnell College based on this policy. Minimum qualifications, and therefore equivalencies, are determined for disciplines, not for subject areas or courses within a discipline. An applicant is either qualified to teach a full range of courses in a discipline or not, regardless of whether applying for a full‐ or part‐time position. V. Qualifications Hartnell College expects that some candidates may meet the minimum qualifications through the equivalency process. Candidates who have completed all the appropriate coursework for a Academic Senate Adopted
3/22/11
particular degree but do not possess the specific degree named on the BOG Disciplines List may possess equivalent qualification, which may be in the form of academic coursework and/or degrees, or work experience, or a combination thereof. An applicant making such a claim must provide conclusive evidence of meeting the requirements stated below. Faculty hiring falls into three categories as identified by the BOG Disciplines List: ●
●
Disciplines Requiring a Master’s Degree Disciplines in Which a Master’s Degree is Not Generally Expected or Available but Which Require a Specific Bachelor’s or Associate Degree ○ These disciplines require specifically named bachelor’s degree(s) and two years of experience or specifically named associate degree(s) and six years of experience. ● Disciplines in Which a Master’s Degree is Not Generally Available ○ These disciplines require ANY bachelor’s degree and two years of experience or ANY associate’s degree and six years of experience A. Equivalence to Academic Degrees To establish equivalence to the academic degree requirements for either category above, the candidate must possess at least the equivalent in level of achievement and in breadth, depth of understanding, and rigor for each of the following as separate and distinct criteria: ●
A broad cultural education, usually met by the General Education requirement for any bachelor’s or associate’s degree. ● A detailed study of the discipline in breadth, depth, and rigor, usually met by course work required for the degree major. A candidate must provide conclusive evidence of fulfilling both criteria above to be considered to possess the equivalent of the degree in question. The following criteria shall be applied to determine equivalence: 1. Formal Education Equivalent to the Master’s Degree (must meet one of the following): a. A Master's degree in a related discipline as determined by the Equivalency Committee, including 15 semester units of graduate and upper division course work within the discipline specified in the job announcement, at least 12 of which must be at the graduate level. b. A Master’s degree in any discipline plus a bachelor’s degree in the discipline specified in the job announcement, AND additional post baccalaureate coursework equivalent to a graduate major in the discipline specified in the Academic Senate Adopted
3/22/11
job announcement (30 units of upper division and/or graduate units, of which at least 15 units must be graduate) c. In rare cases, a Bachelor's degree in the discipline specified in the job announcement or a related discipline as identified in the BOG Discipline's List or determined by the Equivalency Committee, plus 30 additional semester units of graduate course work in the discipline specified in the job announcement. This must include coursework designed for master’s level research. 2. Formal Education Equivalent to the Bachelor’s Degree: a. At least 120 semester units, including 45 semester units representing a diversity of courses generally accepted as general education and, for disciplines that require a specific Bachelor’s degree, 30 units in the discipline specified by the job announcement, of which 24 are upper‐division or graduate units. 3. Formal Education Equivalent to the Associate’s Degree (must meet one of the following): a. At least 60 semester units, including 18 semester units representing a diversity of courses generally accepted as general education. Candidates who have greater than 45 semester units and fewer than 60 semester units may be granted a one semester equivalency during which they must make progress toward obtaining the 60 units. b. A current, valid certificate to work or a license to practice in California in the discipline specified by the job announcement and at least 30 semester units, including 18 semester units representing a diversity of courses generally accepted as general education. B. Equivalence to Work Experience Disciplines for which a Master’s degree is not expected require either a two‐year minimum work experience with a bachelor’s degree or a six‐year minimum with an associate’s degree. To establish equivalence to the experience required for disciplines in which a Master’s degree is not generally expected or available, candidates must show possession of thorough and broad knowledge for each of the following as separate and distinct criteria: ●
Mastery of the skills of the vocation thorough enough to teach the courses assigned to the discipline, and ● Extensive and diverse knowledge of the working environment of the vocation. A candidate must present conclusive evidence of fulfilling both criteria above to be considered to possess the equivalent of the experience in question. Academic Senate Adopted
3/22/11
VI. Evidence It is the candidate’s responsibility to request equivalency at the time s/he submits the application and to provide conclusive evidence that they possess qualifications at least equivalent to those required. The conclusive evidence must be as clear and reliable as college transcripts submitted by other candidates. 1. Evidence of Coursework: Conclusive evidence for general education or major coursework shall be transcript(s) demonstrating that the applicant successfully completed appropriate courses at a regionally accredited college or equivalent foreign institution whose accredited status is recognized by the district. The applicant will indicate on the Equivalency Request Form (see appendix for form and embed link) which courses on the transcripts are the appropriate courses for demonstrating that equivalency criteria are met. 2. Evidence of Work Experience Equivalence Conclusive evidence for equivalence to work experience shall be: a. Publications, skill demonstration, or other products demonstrating the applicant’s command of the occupational skills and working environment in question. b. Verification from employers, clients, or other objective entities, of the applicant’s employment history in a closely related occupational field. VII. Process Screening of applications shall occur in accordance with the district hiring policy mutually agreed upon by the Academic Senate and Board of Trustees. The Equivalency Review Committee shall screen all applications requesting qualification through equivalency. The Equivalency Review Committee shall review applications requesting equivalency or referred to equivalency review in accordance with the standards and qualifications set forth in this policy. Applications that are determined to meet the standards for equivalence to minimum qualifications will be included in the applicant pool for full consideration by the appropriate hiring committee. Applications determined to not meet equivalence to minimum qualifications by the Equivalency Review Committee will not be included in the applicant pool. VIII. Noncredit Applications Academic Senate Adopted
3/22/11
Applications requesting equivalency for non‐credit applicants shall also be reviewed using this policy. IX. Community College Teaching Credentials Applicants holding a valid California Community College Teaching Credential appropriate to the discipline are viewed as meeting minimum qualifications. (Credentials were offered prior to 1990 and were grandfathered into the minimum qualifications definitions.) In such cases the equivalency process is not necessary. IX. Emergencies Hiring, and thus the need to determine equivalencies, may sometimes occur under very short timelines and during times when faculty are not working, i.e. during the days just before a semester begins. The Academic Senate President or designee and the annual faculty appointment to the Equivalency committee will make every effort to be available for such equivalency needs. In such rare instances as review by the full Equivalency Review Committee is not possible, the Chief Instructional Officer and the President of the Academic Senate or designee can mutually agree to review the applicant’s file and grant equivalency for a period not exceeding one semester if applicant meets all criteria for equivalency. Equivalencies granted under this emergency clause must be re‐reviewed through the regular equivalency process before applicant may be offered further assignments. X. Faculty Seeking to Serve in an Additional Discipline Faculty already employed under a contract may acquire new assignments only if they meet the requirements specified in the BOG Disciplines List, possess qualifications that are at least equivalent to those specified in the BOG Disciplines List, or possess an appropriate credential. Those who believe that, although they lack both the specified qualifications and an appropriate credential, they do possess the equivalent shall be subject to the process described above, except that the process shall begin when a faculty member submits a request together with the conclusive evidence required of candidates for hire as indicated above. The process delineated above shall be used to review the application to serve in an additional discipline and determine whether the applicant meets the equivalency requirements. This process resolves only whether the applicant has the equivalent of the minimum qualifications, not whether s/he may be assigned to teach courses in a new discipline. Academic Senate Adopted
3/22/11
XI. Interpretation This policy and its standards and procedures shall be interpreted to be consistent with applicable provisions of the Education Code and Title 5 of the California Code of Regulations. XII. Review and Revision This policy and its standards and procedures are subject to review and revision at the request of the Academic Senate or the Board of Trustees. Changes to this policy, standards, or procedures shall be determined by mutual agreement of the Board of Trustees (or designee) and the Academic Senate, consistent with Hartnell College's shared governance policy and with California law pertaining to shared governance. AGENDA ITEM FOR BOARD MEETING OF: June 7, 2011
Title
Number
II. P.
Personnel Actions
Area
Human Resources & Equal Employment
Opportunity
Status
Consent
Prepared by: Terri Pyer
Recommendation
It is recommended that the Board of Trustees approves and/or ratifies the personnel actions as
listed below:
Summary
Ratification of:
1
2
3
21
15
1
1
3
retirement of regular personnel, faculty
hires of full time faculty employees
appointments of regular classified positions
part-time instructor hires for spring semester 2011
appointments of professional experts
appointment of substitute position
appointment of volunteer
student worker hires for spring semester 2011
Detail:
I.
Retirements, resignations, releases, and leave requests
A. Ratify retirement of regular personnel:
1.
II.
Maria Castillo, Counselor – Transfer Center, Student Services (#F-16), effective
June 3, 2011.
Appointments
A. Ratify appointment of full time academic personnel:
1.
Virginia Williams, full-time, tenure-track, Nursing Instructor (#F-109), Column B,
Step 13, effective August 15, 2011.
2.
Amy Taketomo, full-time, tenure-track, Chemistry Instructor, Column C, Step 6,
effective August 15, 2011.
1
AGENDA ITEM FOR BOARD MEETING OF: June 7, 2011
B. Ratify appointments to regular classified positions:
1.
Belinda Saechao, part-time, 20 hours per week, 12 months per year, Administrative
Assistant (CC#3), Nursing Department, Range 18, Step A, effective May 16, 2011.
2.
Monica Fernandez-Conner, full-time, 40 hours per week, 12 months per year,
Financial Aid Technician (CC#100), Financial Aid Department, Range 18, Step E,
effective May 9, 2011.
3.
Yesenia Zamora, full-time, 40 hours per week, 12 months per year, Financial Aid
Technician (CC#102), Financial Aid Department, Range 18, Step A, effective May
9, 2011.
C. Ratify appointment of part-time instructors for spring semester 2011:
1.
Wayne Bloechl, Geology
2.
Efren Celaya, Agriculture Business Technology. Appointment based on
equivalency as follows: Has adequate coursework for an AA or BS degree and has
17 years of experience in the agriculture industry.
3.
Derek Duarte, Theater Arts
4.
Sharon Gordon, English
5.
Raye Houx, Alcohol & Other Drugs
6.
Jeffrey Kettering, Administration of Justice
7.
Katherine Koch, Vocational Nursing
8.
Megan Lopez, Nursing
9.
Joshua Lyman, Speech
10.
Maria C. Marquez, Spanish
11.
Silvia Millan-Vossler, Mathematics
12.
Tammy Moreno, Office Technologies
13.
Jennifer Niduaza, Nursing
14.
Carla Pantoja, Theater Arts
15.
Sarah Swaty, English
16.
Leslie Turrini-Smith, Geology
17.
Rene Van Lingen, Mathematics
18.
Christopher Vasseur, Physical Education
19.
Bruce Weldon, Oceanography
20.
Susanna Williams, English
21.
Rhiannon Woo, Agriculture Business Technology
2
AGENDA ITEM FOR BOARD MEETING OF: June 7, 2011
D. Ratify appointment of Professional Experts:
The Financial Aid Program administers both Federal Title IV Financial Aid as well as State
Financial Aid Programs to the college’s students. The FA Regulatory Consultant work would
help to ensure that the College remains in compliance with both State and Federal regulatory
guidelines.
1. Bonnie Brown, $40/hr (16 hrs/week), Regulatory Consultant, April 25 – June 30,
2011.
The athletic program provides competitive opportunities for Hartnell students. Experienced
coaching experts assist faculty coaches in fulfilling the program’s mission:
2.
Nicholas Birchall, $3500 stipend, basketball assistant coach, October 15, 2010 –
March 15, 2011.
3.
Jeffrey Eaton, $1050 stipend, baseball assistant coach, January 15 – May 1, 2011.
4.
Victorino Ferdinand, $750 stipend, baseball assistant coach, January 15 – May 1,
2011.
5.
Todd Meyer, $1050 stipend, baseball assistant coach, January 15 – May 1, 2011.
6.
Michael Poulin, $1050 stipend, baseball assistant coach, January 15 – May 1, 2011.
7.
Stephen Teresa, $1050 stipend, baseball assistant coach, January 15 – May 1, 2011.
8.
Richard Vasquez, $1050 stipend, baseball assistant coach, January 15 – May 1,
2011.
The Foster Kinship Care Education Program (FKCE) provides advanced training for current
and prospective foster, relative, and non-related extended family member caregivers, adoptive
parents, and local agency employees; and support for foster home recruitment activities. This
grant-funded program is a joint effort of the California Community College Chancellor’s Office
and the Department of Social and Employment Services (DSES). Assignments include
orientation leaders, trainers, childcare and activity providers, and program coordination:
9.
Alexandria Cordova, $13/hr, (as needed), ILP mentor/childcare, April 11, 2011 –
June 10, 2012 (grant funded).
The Hartnell College Science Engineering Mathematics and Aerospace Academy is an
innovative, national project, designed by NASA, to increase the participation and retention of
historically underserved and underrepresented K-12 youth in the areas of Science, Technology,
Engineering, and Mathematics (STEM):
10. Patrick McNeill, $32/hr (20 hrs/week), SEMAA Project Director, February 2, 2011
– June 30, 2012 (grant funded).
11.
Kelly Naismith, $14/hr (20 hrs/week), SEMAA Assistant, May 4 – December 16,
2011 (grant funded).
Hartnell’s theater arts program/The Western Stage (TWS) provides students the opportunity to
3
AGENDA ITEM FOR BOARD MEETING OF: June 7, 2011
learn their craft within a professional context. Assignment is for all 2011 subscription season,
runs January 24 – December 17, 2011.
12. Andrew Sellen, $13,600 flat rate, scenic carpenter and construction techniques,
May 2 – December 17, 2011.
Administration of Justice 102 PC 832 Arrest and Firearms is designed to satisfy the curriculum
standards of the Commission on Peace Officer Standards and Training (POST) as required by
Penal Code 832; during the academic semesters only:
13. Ernesto Castro, $47.86/hr (16 hrs/week), Firearms Instructor, January 1, 2011 –
June 30, 2013.
14. Benjamin Jimenez, $47.86/hr (12 hrs/week), Firearms Instructor, January 1, 2011 –
June 30, 2013.
15. Benjamin Jimenez, $47.86/hr (10 hrs/week), Defense Tactics Instructor, January 1,
2011 – June 30, 2013.
E. Ratify appointment of substitute position:
1. Torin Pyer-Pereira, $13.59/hr (20 hrs/week), Clerical Assistant, Department of
Physical Education and Athletics, April 11 – June 30, 2011.
F. Ratify appointment of volunteer position:
1.
Chris Hauswirth, Physical Education
G. Ratify appointment of Student Workers for spring semester 2011:
1.
Yesmin Arevalo DeAnda, Computer Lab, Student Worker I
2.
Odelia Garcia, Tutorial Center, Student Worker III
3.
Lisa Medina, Counseling, Student Worker II
4
ACTION ITEMS
AGENDA ITEM FOR BOARD MEETING OF:
Title
June 7, 2011
Number
Ratify Budget Revisions
III. A.
Area
Status
Office of Support Operations
Prepared by: Kent G. Stephens
Action
Recommendation
It is recommended that the Board of Trustees ratifies budget revisions for FY 10-11 numbered
9231 to 9290.
Background
The Board of Trustees recognizes that the annual budget of the District is a financial plan and is
subject to adjustments during the fiscal year caused by changes in enrollments, programs,
services, and the cost of goods and services.
Summary
Revisions to the adopted budget are subject to approval by the Board of Trustees. Budget
revisions consist of transfers between major object expenditures or from the appropriations for
contingencies, as well as budgetary increases for the use of funds not included in the original
budget.
All budget entry numbers are assigned automatically assuring a complete sequence accounting.
Numeric breaks on the attached report are due to the exclusion of budget transfers, which do
not require Board approval. The accompanying Budget Journal Entry Detail Report was
produced directly from the accounting software.
Budget Implication
The Unrestricted General Fund and Associated Student Body Fund (71) budgets remain
unchanged. The Restricted General Fund budget increased by $204,909.96 due to increased
revenue to program.
AGENDA ITEM FOR BOARD MEETING OF:
Title
June 7, 2011
Number
Adopt Resolution 11:5,
2010-11 Budget Revisions
III. B.
Area
Status
Office of Support Operations
Prepared by: Kent G. Stephens
Action (Roll-call)
Recommendation
It is recommended that the Board of Trustees adopts Resolution 11:5, 2010-2011 Budget
Revisions.
Summary
In order to conduct an orderly closing of the books for fiscal year 2010-2011, various intra-fund
budget revisions need to be made at or soon after year-end to complete the closing of the
District’s general ledger. The Board of Trustees is asked to authorize the President or designee
to make these necessary revisions.
Budget Implications
None
HARTNELL COMMUNITY COLLEGE DISTRICT
Budget Revision Resolution No. 11:5
NOW THEREFORE, BE IT RESOLVED, that the Board of Trustees, at the close of the fiscal
year 2010-2011, authorizes the Hartnell College President or designee to make budget revisions
between major classifications of the District’s 2010-2011 budget as necessary to permit the
payment of obligations of the District incurred during the fiscal year.
PASSED AND ADOPTED by the Board of Trustees of the Hartnell Community College District
on this 7th day of June, 2011.
AYES:
NOES:
ABSENT:
________________________________
Phoebe K. Helm
Governing Board Secretary
AGENDA ITEM FOR BOARD MEETING OF:
Title
June 7, 2011
Number
Approve to Discontinue Auto Collision
Program
III. C.
Area
Status
Superintendent/President
Prepared by: Dr. Phoebe K. Helm
Action
Recommendation
The administration recommends that the Board of Trustees approve the discontinuance of the
Automotive Collision Program at Hartnell College, based on the findings of the committee and
for the reasons specified in the Summary section of this item. Copies of the reports and the
discontinuance process are included as appendices.
Background
A Discontinuance Committee at Hartnell College was formed in Fall 2010 to review the
Automotive Collision (AUC) Program (sometimes called Auto Body repair). The committee
was comprised of one student, two faculty, and two administrators, one of which was the Vice
President of Academic Affairs and Accreditation who chaired the committee. The composition
of the committee, the review process, the data and the criteria considered are in compliance
with the requirements of the Statewide Discontinuance Process adopted by the Hartnell College
Board of Trustees in April, 2001. This very same process was used in determining the need to
discontinue the Electronics Program and the Animal Health Technology Program in 2009.
Data sources utilized by the committee included:
1. Labor Market Report, prepared by the Chancellors Office Center for Excellence, August 2010.
2. A Quantitative Review of Students enrolled in AUC since 2007, including telephone interviews
with 63 students. Hartnell College Student Records provided the source data for this in depth
analysis of AUC course, certificate, and degree completions 2007-2010. This study was
conducted February 2011 by Esteban Soriano, who holds a Ph.D. in research from Stanford
University. Dr. Soriano’s experience in a labor market and workforce issues is documented at
the end of this item (see page 3).
Findings were as follows:
1. Labor Market:
A. Jobs – There are 169 Automotive Body and Related Repairers jobs in Monterey
County today and it is anticipated that there will be 31 job openings in the next five
years (Table 3, Page 7). Eighteen of the 31 job openings anticipated in the next five
years are in the Hartnell College Service Area (Table 2, Page 7).
B. Wages – Hourly wages for Auto Collision and Related Repairers in Monterey
County range from $14.95 (entry) to $47.85 (90th percentile) see Table 4, Page 8.
The median hourly wage is $26.85 (Table 3, Page 8).
2. Quantitative Review of Students enrolled in AUC since 2007:
A. Course Completion and Persistence – Of the 449 different students who enrolled in
the AUC program in the past five years, 207 finished only one AUC course. Fewer
than 16% of these students finished more than four of the 15 required AUC courses.
B. Degrees and Certificates Awarded – In the past five years, six students have
completed the program. Three of these completers earned an Associates Degree
and three earned a Certificate of Achievement.
C. Employment Placement Rate –Seven attendees were already working in AUC when
they entered the program and three of them are working in AUC today (see Table
VIII, Page 10). These are the only three of the 63 students interviewed who stated
that they were employed in AUC (Table VI, Page 8). None of the three graduates or
the three near completer students interviewed is working in AUC today, nor did
either of them ever hold an AUC job.
D. Reasons Stated for Non- AUC Employment – The majority of reasons stated were a lack
of jobs in AUC and/or lack of training sufficient to qualify for AUC positions (Table VII,
Page 9). Indeed, local collision centers licensed to do insurance repairs report fewer jobs
and verified that the training at Hartnell does not meet current technician requirements in
their shops (see page 12).
E. Of the 63 students interviewed, 47 (75%) said they never intended to complete a degree or
certificate. Thirty six (57%) stated that they wanted to work on their personal cars and/or
saw AUC as a hobby (Table I, Page 4 and Table II, Page 5). Note that each percent
reflects the number of respondents who gave that reason, with most respondents giving
two or more reasons.
3. Other Relevant Information:
A. Mission Trails Regional Occupational Program contracted with Hartnell College for
many years to train up to 28 students a year. In 2008-2009 the ROP discontinued its
AUC program and stopped sending its students to Hartnell.
B. Regulations and Standards for Spray Booths have changed. The spray booths in the old
Vo-tech building did not meet current Americans with Disabilities Act (ADA)
requirements, nor were they approved by the Division of State Architects (DSA) and
were demolished with the building in compliance with State regulations. It is estimated
that the installation of one paint booth would cost at least $250,000. Furthermore,
based on the environmental impacts of the paint and fumes and the requirements of the
Air Quality Control Board (AQCB) the paint booths would need to be in a standalone
building.
C. The AUC Program is an Open Admissions Program. The courses were placed in an
inactive status in 2010 and 17 students who had completed enough AUC courses to
suggest that they might consider AUC as their major were identified. These students
were offered the opportunity to finish the program by completing AUC courses in 2010
and other specified courses. Eight students enrolled in the Summer AUC courses and
four are on track to complete a Certificate of Achievement – one in June 2011 and three
in December 2011.
Summary
The Discontinuance Committee took its work seriously and did a thorough job of reviewing all
relevant information, both quantitative and qualitative. Their recommendation to the
Superintendent/President to discontinue the Auto Collision Program was unanimous. Their
primary reasons were lack of labor market demand, low numbers completing degrees or
certificates, and costs of building and equipping an appropriate facility to comply with ADA,
DSA and AQCB requirements and attaining ASE and I CAR Certifications for the program and
the faculty.
In addition, it should be noted that courses and programs in Automotive Repair Technician
(mechanics), Automotive Shop Management, Diesel Technicians, Welding, and Hazardous
Materials Management courses and programs will continue and training for technicians to
repair electric vehicles is planned. These programs provide viable options for students.
Budget Implications
Budget reductions in the General Fund for discontinuing the AUC program are estimated at
$65,000 based on records of actual expenditures in 2009-10.
Attachments
Labor Market Report
A Quantitative Review of Students Who Enrolled in Hartnell College Auto Collision Program
(AUC) Since 2007
Statewide Discontinuance Process adopted by the Hartnell Board of Trustees, April, 2001.
Note
Dr. Soriano’s research, business, and economic development and labor market expertise and
experience includes:
1. Designated as "high level expert" by Department of Labor and Department of Education
when representing U.S. business and workforce interests before the European Union.
2. Served as President Clinton's appointee to the National Skill Standards Board, charged
with looking at how we educate for technical and vocational careers and how they
connect with labor market and workforce needs, here and internationally.
3. Served as Governor Schwarzenegger's appointee to the California Small Business Board,
charged with advancing small business and workforce issues and needs throughout
California government.
LABOR MARKET REPORT
AUTO COLLISION OCCUP ATIONS
HARTNELL COLLEGE
AUGUST, 2010
C ENTER OF E XCELLENCE
Central Valley Region
Modesto Junior College
435 College Avenue
Modesto, CA 95350
(209) 575-6908
marquez@mjc.edu
www.coeccc.net
An Initiative of
Mission: The Centers of Excellence, in partnership with business and industry, deliver regional workforce
research customized for community college decision making and resource development.
Vision: We aspire to be the premier source of regional economic and workforce information and insight for
community colleges.
© 2008 Chancellor’s Office, California Community Colleges
Centers of Excellence, Economic and Workforce Development Program
Please consider the environment before printing. This document is designed for double-sided printing.
Labor Market Report: Auto Collision Repair Occupations
Table of Contents:
Report Scope .................................................................................................................................................................................... 4
Report Overview ............................................................................................................................................................................. 5
Industry Summary ............................................................................................................................................................................ 5
Occupation Summary...................................................................................................................................................................... 6
Wage Data ...................................................................................................................................................................................... 8
References......................................................................................................................................................................................... 9
Appendix A: How to Use this Report .......................................................................................................................................... 10
Real-time data to advance California Community Colleges
3
Labor Market Report: Auto Collision Repair Occupations
Auto collision repair occupations in Monterey County are projected to increase by 18%
over the next five years.
– Source: EMSI Complete Data and Info USA
Report Scope
This report provides labor market information for automobile collision occupations. Based on existing labor
market information, the following occupation titles are included in this report:


Automotive body and related repairers (SOC 49-3021)
Automotive glass installers and repairers (SOC 49-3022)
In order to extract complete labor market data for the identified occupations, six industries were identified
provide employment for the above mentioned occupations:






Automotive body, paint and interior repair and maintenance (NAICS 811121)
General automotive repair (NAICS 811111)
Automotive glass replacement shops (NAICS 811122)
All other automotive repair and maintenance (NAICS 81198)
New car dealers (NAICS 441110)
Used car dealers (NAICS 441120)
Labor market data for this report covers the period of 2009-2015, and covers the geographical area of
Monterey County and the Hartnell College service area. The Hartnell College service area used in this
report is listed in the table below:
Table 1 –Hartnell College Service Area by Zip Code
Zip Code
95012
95039
93907
95076
93905 93907
93906 93901
93962
93925
93926
93927
93928
93930
93932
93450
93954
93960
93902
93903
93912
93915
City
Castroville
Moss Landing
Prunedale
Watsonville1
Salinas
Spreckels
Chualar
Gonzales
Greenfield
Jolon
King City
Lockwood
San Ardo
San Lucas
Soledad
Note: This customized report contains data from various publicly and privately available secondary
sources. Unlike Centers of Excellence Environmental Scans, the information contained in customized reports
has not been independently validated by employers, nor does it contain information on other community
college and external programs. Please see Appendix A for further information on how to use this report.
1
Note: Only a small portion of southern Watsonville is included in the Hartnell service area.
Real-time data to advance California Community Colleges
4
Labor Market Report: Auto Collision Repair Occupations
Report Overview
This report was prepared to provide data related to the Auto Collision Repair program at Hartnell.
According to the 2010/2011 Hartnell College Catalog, the program prepares students for work in entrylevel auto collision repair occupations. In order to provide information to the college regarding the auto
collision repair program, labor market data was complied for industries where an auto collision repair (or
closely related position) may work. According to labor market data2, in 2010 there were a total of 108
jobs in these occupations in the Hartnell service area and 159 total jobs in Monterey County. Most of the
jobs (92%) are for automotive body and related repairers. Figure 1 below indicates the percentage of
jobs in each of the occupations for Monterey County.
Figure 1 – Percentage of Jobs for Automotive Collision Repair Occupations, Monterey County 2010
8%
Automotive body and
related repairers
Automotive glass installers
and repairers
92%
Industry Summary
Automobile collision repair workers primarily work in six industries: Automotive body, paint, and interior
repair and maintenance (NAICS 811121), general automotive repair (NAICS 811111), automotive glass
replacement shops (NAICS 811122), new car dealers (NAICS 441110), used car dealers (NAICS
441120), or all other automotive repair and maintenance (NAICS 822298). Automotive body, paint, and
interior repair and maintenance establishments primarily engaged in repairing or customizing automotive
vehicles, such as passenger cars, trucks, and vans, and all trailer bodies and interiors; and/or painting
automotive vehicles and trailer bodies. General automotive repair refers to businesses primarily engaged
in establishments primarily engaged in providing (1) a wide range of mechanical and electrical repair and
maintenance services for automotive vehicles, such as passenger cars, trucks, and vans, and all trailers or
(2) engine repair and replacement3. Automotive glass replacement shops refers to establishments primarily
engaged in replacing, repairing, and/or tinting automotive vehicle, such as passenger car, truck, and van,
glass. New car dealers refers to establishments primarily engaged in retailing new automobiles and light
trucks, such as sport utility vehicles, and passenger and cargo vans, or retailing these new vehicles in
combination with activities, such as repair services, retailing used cars, and selling replacement parts and
accessories. Used car dealers refers to establishments primarily engaged in retailing used automobiles and
light trucks, such as sport utility vehicles, and passenger and cargo vans. All other automotive repair and
maintenance refers to establishments primarily engaged in providing automotive repair and maintenance
services (except mechanical and electrical repair and maintenance; body, paint, interior, and glass repair;
2
3
Source: EMSI Complete Data
Source: North American Industry Classification System (NAICS), http://www.census.gov/cgi-bin/sssd/naics/naicsrch
Real-time data to advance California Community Colleges
5
Labor Market Report: Auto Collision Repair Occupations
motor oil change and lubrication; and car washing) for automotive vehicles, such as passenger cars, trucks,
and vans, and all trailers. According to the Bureau of Labor Statistics, 56% of auto collision repair workers
are employed in the automotive body, paint, interior repair and maintenance industry4.
In order to obtain a more comprehensive understanding of the auto collision repair industry in Monterey
County, an analysis was conducted using a geographic information system (GIS)5. The analysis indicated
there are a total of 335 employers providing services within the six industries identified for this study. The
majority of the employers are within the general automotive repair industry. An interesting finding from the
analysis is that many of the employers are located in close proximity to Hartnell College in the northern
portion of Monterey County. Figure 2 below is a GIS map which displays the distribution of auto collision
repair employers in Monterey County.
Figure 2 – Auto Collision Repair Employers, Monterey County6
Occupation Summary
The auto collision repair program at Hartnell College prepares students to repair damaged vehicles using
the Inter-Industry Conference on Auto Collision Repair (ICAR) certification standards. There are two
occupations classified in the Standard Occupation Code (SOC) system which students completing (or
enrolled in) the auto collision repair program could become employed in: (1) automotive body and related
repairs; or (2) automotive glass installers and repairers
Source: EMSI Complete Data, 2010
Source: Info USA
6 Source: ESRI Business Analyst Software
4
5
Real-time data to advance California Community Colleges
6
Labor Market Report: Auto Collision Repair Occupations
Automotive Body and Related Repairs
According to the Bureau of Labor Statistics (BLS), automotive body and related repair workers7:
Straighten bent bodies, remove dents, and replace crumpled parts of automobiles that
cannot be fixed. Workers repair all types of vehicles, and although some work on large
trucks, buses or tractor-trailers, most work on cars and small trucks.
In Monterey County, job projections indicate an increase of 1% in job openings (2 positions) in the next five
years. Additionally, there is a need to fill 29 replacement positions due to retirements or attrition. Within
the Hartnell service area, there is 1 new job projected and 17 replacement positions8.
Automotive Glass Installers and Repairers
According to the Bureau of Labor Statistics (BLS), automotive glass installers and repairers9:
Automotive glass installers and repairers remove broken, cracked, or pitted windshields
and window glass. Glass installers apply compound along the edges of the glass, place
the glass in the vehicle, and install rubber strips around the sides of the windshield or
window to make it secure and weatherproof.
In Monterey County, job projections indicate an increase of 18% in job openings in the next five years for
these two occupations combined. This projection factors in the need to fill replacement positions due to
retirements or attrition. In the Hartnell College service area, there is an 18% increase, or 20 positions
projected. Tables 2 and 3 below illustrate job projection data for the Hartnell College and Monterey
County service areas:
Table 2 – Auto Collision Repair Occupations, Hartnell College Service Area
5 year new
2009 Median
Replacement % Change (5
job
Hourly
jobs
year job need)
openings
Earnings
101
1
17
18%
$26.85
2009
Jobs
SOC Code
SOC Description
49-3021
Automotive body and related repairers
49-3022
Automotive glass installers and repairers
9
0
3
33%
$25.79
Totals
110
1
20
18%
$26.32
Table 3 –Auto Collision Repair Occupations, Monterey County
2009 5 year job Replacement % Change (5
Jobs openings jobs (5 years) year job need)
2009 Median
Hourly
Earnings
SOC Code
SOC Description
49-3021
Automotive body and related repairers
169
2
29
18%
$26.85
49-3022
Automotive glass installers and repairers
13
1
1
15%
$25.29
Totals
182
3
30
18%
$26.32
Source: Bureau of Labor Statistics, http://www.bls.gov/oco/pdf/ocos180.pdf
Source: EMSI Complete Data 2010
9 Source: Bureau of Labor Statistics, http://www.bls.gov/oco/pdf/ocos180.pdf
7
8
Real-time data to advance California Community Colleges
7
Labor Market Report: Auto Collision Repair Occupations
Wage Data
According to research conducted by Pennsylvania State University10, in order to earn a living wage in
Monterey County an individual must earn $25.55 an hour for a family of three11. Wages for the
occupations included vary between entry level and more experienced trained workers. Based on wage
data provided through EMSI, the occupations studied in this report can provide a living wage for employees.
Wages earned in this occupation could sustain a single adult, or a household for more experienced
employees. Tables 4 and 5 provide wage information for the occupations studied in this report.
Table 4 – Auto Collision Repair Occupation Wages, Monterey County
Average hourly
10 percentile wages 25 percentile 75 percentile 90 percentile
earnings
(entry level, no training)
wages
wages
wages
Occupation
Automotive body and related repairs
$29.30
$14.95
$20.71
$35.40
$47.85
Automotive glass installers and repairers $28.58
$13.01
$17.97
$35.60
$48.46
Totals (Average)
$13.98
$19.34
$35.50
$48.16
$28.94
Table 5 – Living Wage Calculations10, Monterey County
Hourly Wages
One Adult
One Adult, One Child
Two Adults
Two Adults, One
Child
Two Adults, Two
Children
Living Wage
$11.49
$20.42
$16.60
$25.55
$32.66
Poverty Wage
$5.04
$6.68
$6.49
$7.81
$9.83
Minimum Wage
$8.00
$8.00
$8.00
$8.00
$8.00
10
11
Source: The Living Wage Calculator, Pennsylvania State University, http://www.livingwage.geog.psu.edu/counties/06053
A family of three includes 2 adults and 1 child
Real-time data to advance California Community Colleges
8
Labor Market Report: Auto Collision Repair Occupations
References
Bureau of Labor Statistics
Economic Modeling Specialists, Inc
Environmental Systems Research Institute
Info USA
North American Classification System
The Living Wage Calculator, Pennsylvania State University
Real-time data to advance California Community Colleges
9
Labor Market Report: Auto Collision Repair Occupations
Appendix A: How to Use this Report
About the Centers of Excellence
The Centers of Excellence (COE), in partnership with business and industry, deliver regional workforce
research customized for community college decision making and resource development. This information
has proven valuable to colleges in beginning, revising, or updating economic development and Career
Technical Education (CTE) programs, strengthening grant applications, assisting in the accreditation process,
and in supporting strategic planning efforts.
The Centers of Excellence Initiative is funded in part by the Chancellor’s Office, California Community
Colleges, Economic and Workforce Development Program. The Centers aspire to be the premier source of
regional economic and workforce information and insight for California’s community colleges.
More information about the Centers of Excellence is available at www.coeccc.net.
How to Use This Report
This report is designed to provide current industry data specific to your college for:
 Defining potential strategic opportunities relative to an industry’s emerging trends and workforce
needs
 Influencing and informing local college program planning and resource development
 Promoting a future-oriented and market responsive way of thinking among college and community
stakeholders
 Assisting college faculty, Economic Development and CTE administrators, and Community and
Contract Education programs in connecting with industry partners.
The information in this report has been generated using software customized for the Centers of Excellence,
including Environmental System Research Institute’s (ESRI) GIS Business Analyst application and Economic
Modeling Specialists, Inc (EMSI) economic modeling system. In some instances, the labor market information
and industry validation will suggest that colleges might not want to begin or add programs, thereby
avoiding needless replication and low enrollments.
Important Disclaimer
All representations included in this report have been produced from a secondary review of publicly
and/or privately available data. Efforts have been made to confirm the accuracy of the data and the
reported findings; however, neither the Centers of Excellence, COE Host College, or California Community
Colleges Chancellor’s Office are responsible for applications or decisions made by recipient community
colleges or their representatives based upon this report.
Real-time data to advance California Community Colleges
10
1
A
U
C
A Quantitative Review of
Students Who Enrolled in
Hartnell College Auto
Collision Program (AUC)
Courses Since 2007:
Completion, Non-Completion, Satisfaction,
Employment Placement, Job-Outs, and
Industry Utilization of Program Participants
and Graduates
February 2011
Revised May 2011
Prepared By:
Esteban Soriano, Ph.D.
Applied Development Resources
California
2
A Quantitative Review of Students Who Enrolled in Hartnell College Auto Collision
Program (AUC) Courses Since 2007
Table of Contents
Executive Summary ................................................................................................................................................ 1
Introduction ............................................................................................................................................................ 2
Methodology .......................................................................................................................................................... 2
Findings................................................................................................................................................................... 3
General Trends, Profiles, and Indicators ................................................................................................................ 4
Why Students Took AUC Courses at Hartnell College .................................................................................. 4
Intent to Get an AUC Degree or Certificate .................................................................................................. 5
Why AUC Graduates Pursued the AUC Program .......................................................................................... 5
Why AUC Students Stopped Taking AUC Courses ........................................................................................ 6
Full Review-Specific Measures ............................................................................................................................... 7
Enrollment Data ............................................................................................................................................ 7
Number of Degrees and Certificates Awarded ............................................................................................. 7
Enrollment Placement Rates ........................................................................................................................ 8
Information on Job Outs ............................................................................................................................. 11
AUC Labor Market Demand in the Salinas Valley ....................................................................................... 12
Employer Satisfaction ................................................................................................................................. 13
Student Satisfaction.................................................................................................................................... 14
End of Report........................................................................................................................................................ 14
Table of Tables
T I:
T II:
T III:
T IV:
T V:
T VI:
T VII:
T VIII:
T IX:
T X:
Main Reasons for Taking AUC Courses ....................................................................................................... 4
Did Student Ever Formally Declare Intent to Pursue AUC Degree or Certificate?...................................... 5
Main reasons Completers (Degree or Certificate Holders) Pursued an AUC Degree ................................. 6
Main Reasons Students (Non Completers) Stopped Taking AUC Courses ................................................. 6
Employment and Earnings History of AUC Students Upon Entering AUC Program ................................... 8
Employment in AUC Field Within 3 Months of Completing AUC Courses .................................................. 8
Reasons for Not Securing Employment in AUC within 3 months of Completing AUC Courses .................. 9
Employment and Earnings History of AUC Students Employment in AUC Field ...................................... 10
Employment of All AUC Students as of January 2011 and Reasons for No AUC Employment ................. 11
Grade that Students Give to AUC Program at Hartnell College ................................................................ 14
Revision Note:
The original February 2011 report based its findings on personal interviews conducted in January
from a sample of a database run listing 492 enrollees who had taken at least one AUC course.
When the database was rerun, duplicate names, duplicate social security numbers, and duplicate
files were corrected, with the result being a final, unduplicated database of 449 course enrollees.
The report narrative has been revised only to reflect this corrected count as well as the improved
response rates. All findings remain correct and true and did not require any revision.
3
A Quantitative Review of Students Who Enrolled in Hartnell College Auto
Collision Program (AUC) Courses Since 2007
Executive Summary
In the past five years six students have earned an Associates Degree or Certificate in Auto
Collision (AUC) at Hartnell College. Three of these completers earned a degree and three a
certificate. One of the three who earned a certificate, completed it in Summer 2006 and was
the only completer in the first two years of the five year period. The five other graduates did
so during the last 3.6 years (since January 2007).
In eleven terms (3.6 years) including summers since 2007, 449 different students (unduplicated
headcount) completed at least one AUC course. During the period January 8-12, 2011 two
professionals from the research firm, Applied Development Resources, attempted to reach 317
students. Of these, 162 appeared to have non-working numbers. Of the 155 remaining, 63
completed telephone interviews with the researchers in English and/or Spanish. Three of the
six program graduates were included in the 63 students interviewed as were three of the eight
students classified as near completers.
Primary findings from the 63 completed interviews include:
1. None of the three graduates or the three near completer students interviewed is working in
AUC today, nor did they ever hold an AUC job.
2. Seven attendees were working in AUC when they entered the program and three of these
attendees are working in AUC today (see Table VIII). These are the only three of the 63
interviewed who stated that they were employed in AUC.
3. The majority of reasons stated for non-AUC employment were a lack of jobs in AUC and/or
lack of training sufficient to qualify for AUC positions. (Indeed, local collision centers
licensed to do insurance repairs report fewer jobs and verified that the training at Hartnell
does not meet current technician requirements in their shops).
4. When asked why they did not complete the AUC program students gave multiple responses
including: a) 47 never declared a certificate or degree in AUC as their intent; b)12 saw it as
a hobby or as a way to fix their cars; and, c)16 changed to another field at Hartnell or
decided AUC was not for them and stopped attending.
Despite the fact that the vast majority of students did not secure a career in AUC, students
interviewed spoke highly of the program and its teachers and gave it a Grade Point Average of
3.6 or a B+.
4
A Quantitative Review of Students Who Enrolled in Hartnell College
Auto Collision Program (AUC) Courses Since 2007
1. Introduction
In mid 2010, the Automotive Collision (AUC) program at Hartnell College began the process of
review under the District’s Program Discontinuance procedures. The Program Discontinuance
process was developed by the California Community College’s Statewide Academic Senate and
was implemented by Hartnell College beginning 2001.
The formal process includes several stages and, by late 2010, the process for the AUC program
had progressed to “full review” status. As part of full review, the Discontinuance Committee
conducts a review that includes specific data, satisfaction, demand, persistence, outcomes and
other measures. Some of the measures to be considered by the Committee rely on information
generated from students who enrolled in AUC offerings and completed one or more courses.
To that end, a sample of students who completed one or more AUC courses, who actually
graduated with an AUC degree or certificate, and students who had nearly completed all course
requirements, were interviewed and those data are presented in this report.
2. Methodology
In November 2010, Dr. Esteban Soriano (Applied Development Resources) was engaged to help
develop and conduct a survey of students who had completed one or more AUC courses since
the end of 2006. Under the direction of Dr. Suzanne Flannigan, Vice President of Academic
Affairs and Accreditation, the consultant and Committee members created an instrument
designed to capture data generated through personal telephone interviews with AUC students.
The survey project targeted three student cohorts: (1) completers (2) near completers, and (3)
attendees. Completers are defined as those students who were awarded a degree or certificate
in AUC from Hartnell College. Since the 2005-06 academic year, there were six (6) AUC
program graduates; three (3) receiving an AS degree in AUC and three (3) receiving a certificate
in auto collision. Near completers are defined as those students who were deemed close
enough in courses taken and credits earned in AUC to be able to complete the remaining AUC
courses required for a degree or certificate. (These students may or may not have completed
their general education requirements). There were eight (8) such students in this cohort who
participated in accelerated courses in summer 2010 in an effort to complete AUC requirements.
Attendees are defined as students who took one or more AUC courses but had not made
sufficient progress over the years to be completers nor had they taken enough courses to be
considered near completers. There were 435 students in this category.
The Office of Student Affairs generated separate listings of attendees, completers, and near
completers. Two separate data sets were compiled: (1) a listing of the six AUC degree and
5
certificate graduates from the 2005-06 academic year through August 2010. This represented
the most recent five-year time period, and (2) a listing of students who successfully completed
at least one AUC course during the most recent three-year period of summer 2007 through
summer 2010. There were 449 students on this list and it included all 435 attendees, all eight
near completers, and the six program graduates (those graduates who were enrolled in at least
one course during the 2007-2010 time period). One of the six graduates in the past five years
was awarded an AUC certificate in 2006 and that student’s contact information was added to
the 2007-2010 listing of students.
During the period of January 8 – 12, 2011, telephone interviews were conducted (in English
and/or Spanish) with as many students as possible from this master roster. The team worked
on site at Hartnell College, from Hartnell College telephone numbers. The survey time period
included Saturday and Sunday in order to reach those who worked during the week. Weekday
calling continued until 7 pm to reach those who were returning home from a full work day. In
addition to random sampling techniques, purposive sampling was used in order to ensure that
students were contacted who resided in cities other than Salinas and that some of the few
female student attendees were interviewed.
Of the 449 persons on the master list, call attempts were made to 317 students. Of these
attempts, 162 were bad numbers (disconnects, wrong numbers, fax numbers, fast busy/no
answer, dead line, etc). The survey team experienced four hang ups and documented eight
other calls indicating that the former attendee had moved out of state/country, was
incarcerated, or insisted that they had not taken an AUC class. Messages were left at 80
households, either on voice mail or with a live person who answered and who was not the
intended student. A total of 381 calls were made (including callbacks) during the survey period.
Of the students in the reachable universe (those with working numbers), this survey project
interviewed 63 students.
During the calling phase, we learned that of the six AUC graduates since 2006, two numbers
were no longer working. This left four reachable graduates. Three graduates (75% of
reachable) were interviewed. Of the eight near completers, two numbers no longer worked
and this left six reachable near completers. Three near completers (50% of reachable) provided
interviews. Some 57 other attendees were interviewed to achieve 63 completed surveys.
3. Findings
This narrative has been constructed to provide some general statistics and attendee
information as well as to provide data to benefit specific measures being considered by the
Discontinuance Committee. Of course, there are other substantive data requirements that
were not part of this survey component and this volume is only part of the materials that
comprise the full review process.
6
3.1 General Trends, Profiles, and Indicators
Why Students Took AUC Courses at Hartnell College
Students were asked to give up to three reasons for taking AUC courses at Hartnell College. As
noted in Table I below, of the many reasons students enrolled in one or more AUC courses,
three primary reasons were mentioned most often.
1. Explore the field of AUC (mentioned by 74% of all students)
2. Prepare for a job in AUC (mentioned by 51% of all students)
3. Fix their personal car (mentioned by 38% of all students)
Because most students mentioned several reasons, the percentages will not add to 100%.
Instead, the percentages indicate how many students cited that specific reason, in addition to
other reasons, for taking AUC classes.
Nearly 3-in-4 students indicated that they wanted to explore what AUC was about. One-in-two
said that they took classes to improve their chances of getting a job in the AUC field. One-inthree said they took classes to do body work on their personal vehicles.
Table I
Main Reasons for Taking AUC Courses
Percentage by How Respondents Answered
(N=63 Respondents)
(Each % number reflects the number of respondents who mentioned that reason,
with most respondents indicating two or more reasons)
%
#
74%
51%
38%
25%
19%
11%
10%
5%
5%
2%
47
32
24
16
12
7
6
3
3
1
Reason Mentioned By Each Respondent
Exploring what AUC was all about
Get or prepare for a job in AUC field
Work on personal vehicle that needed body work
Get a degree or certificate in AUC
Interested in AUC only as a hobby or personal enrichment
Training in order to undertake AUC tasks at work (a mechanic or handyman)
Other (For step increase at work, retirement activity, as an elective, etc.)
Open up own auto body repair shop someday
Already working in AUC and needed more training for job
Continuing an AUC education started elsewhere before Hartnell College
One-in-four students first began taking AUC classes because they wanted to get a degree or
certificate in the discipline. One-in-five enrolled primarily to take AUC courses as a hobby and
not a career.
7
Intent to Get an AUC Degree or Certificate
Of the universe of 449 AUC attendees, our sample of 63 students identified the issues
surrounding AUC student intent and practices regarding officially declaring their preference to
pursue an AUC degree or certificate.
Table II
Did Student Ever Formally Declare Intent to Pursue
Degree or Certificate in AUC?
(N=63 Respondents)
#
14
2
47
25%
17%
17%
15%
13%
10%
4%
Response
Yes to certificate and/or degree
Did not recall
Did not declare intent for AUC degree or certificate

Why Not?
(N=47)
Interested in AUC as a hobby, personal enrichment, not career
Tried AUC course(s) then switched to another field of study
Determined that AUC was not for them and stopped taking any classes
Other: (still in H.S., lived long distance, needed 1 class for work, etc.)
Did not seek out program info regarding degree/certificate options
Remained undecided if AUC was right career for me
Could not devote sufficient time for degree or certificate program
Some 47 of surveyed students say that they never declared AUC as their formal degree or
certificate program. One-in-four said that they did not declare because AUC was always
considered to be a hobby, being taken for personal enrichment, as a single elective course, or
not taken as a career option. One-in-six tried a course or two and then permanently switched
to another field of study. Another one-in-six took a course or two and then determined that
AUC was not a field for them, and they simply stopped taking AUC classes.
For those who recall indicating that they did declare AUC as a degree or certificate, some of this
recollection may be in error, for only six students graduated with an AUC degree or certificate
during this time period, and some of those graduates had taken substantial AUC coursework
prior to 2007.
Why AUC Graduates Pursued the AUC Program at Hartnell College
Of the total of six AUC graduates since 2006, the three interviewed graduates cited the
following primary reasons for enrolling and graduating from an AUC program at Hartnell
College.
8
Table III
Main Reasons Completers (Degree or Certificate Holders)
Pursued an AUC Degree
(N=3 Completers)
%
33%
33%
33%
All Reasons Mentioned
To get or prepare for a job in AUC and knew degree/cert. would help
Wanted AUC degree/cert as a “fall back” career to current career
Wanted AUC degree/certificate as way to leave farm work/fieldwork
Unfortunately, as described in a later section, none of these three graduates got a job in the
AUC field upon graduation and none of them work in AUC today.
Why AUC Students Stopped Taking AUC Courses At Hartnell College
Some 60 students interviewed in our sample of 63 attendees did not complete a formal AUC
program. In fact, the majority of AUC students enrolled in 2007-2010 took a maximum of one
or two AUC classes total during this multi-year period.
Table IV
Main Reasons Students (Non-Completers) Stopped Taking AUC Courses
Percentage by How Respondents Answered
(N=60 Respondents)
%
41%
31%
17%
5%
14%
8%
3%
3%
2%
12%
8%
17%
12%
5%
5%
2%
Reason Mentioned By Each Respondent
Barriers:
Scheduling or course availability
Work time conflict
Financial aid
Transportation
Personal:
Personal/life issues/other (family, legal, etc.)
AUC not for me so switched to another field/program
Moved out of the area
Could not devote the time to finish formal program
Received training/education needed for work or career
Hobby:
Finished car project
AUC was always a hobby, personal enrichment, one elective course
AUC not for me:
Decided that AUC was not field for me
Informed AUC was ending so switched to another program or stopped
Other:
Got a job (not in AUC field)
Already working in AUC and needed more training for job
Lost AUC field job so stopped taking AUC courses
9
Most students provided two or more reasons for not continuing their AUC studies. Table II
indicates the percentage of students who indicated that reason, among several reasons
mentioned by them, for concluding their AUC program. When asked about the main reasons
for not taking more automotive collision courses or for having stopped taking more AUC
classes, surveyed students provided a variety of answers. The most often mentioned (by 41%)
reason was scheduling and course availability. They cited two aspects of this barrier. First,
some students indicated that they could only take one course a term, at best, and that the
relatively small offering of AUC courses was not always offered in the sequence they needed, in
the semester they needed, or at time/days most convenient to them.
Second, some students cited that learning of the program’s “closure” had the effect of
preventing them from taking courses or ended their motivation to take any more courses.
While this may be the case for a strong number of students who responded with this “reason,”
it is difficult to reconcile other data that suggest that most students in the past three full years
took only one or two AUC classes, that the vast majority (77%) of these very AUC students
never declared their intent to pursue an AUC degree or certificate, and that so few of the “near
completers” actually accepted the college’s offer to take accelerated courses during the final
terms and months in order to complete their course requirements. The perennial conflict of
work versus school was mentioned by 31% of those interviewed. One-in-six attendees say that
they stopped taking AUC courses when then determined that the field was “not for them.”
3.2 Full Review-Specific Measures
Enrollment Data
For the three year period of summer 2007 – summer 2010, ten sessions of classes were offered
(fall, spring, and summer session). During this period 449 distinct, unique students enrolled in
one or more AUC program courses.
Number of Degrees and Certificates Awarded
For the five period of academic year 2005-06 through August 2010 the AUC program at Hartnell
graduated six students. Three students earned 2-year AA degrees and three students earned
AUC certificates.
Student “1” received an AUC certificate in August 2006
Student “2” received an AS degree in AUC in June 2008
Student “3” received an AUC certificate in August 2008
Student “4” received an AS degree in June 2009
Student “5” received an AS degree in December 2009
Student “6” received an AUC certificate in June 2010
10
Employment Placement Rates
The following series of tables provide detailed information regarding the employment status of
students when they first began taking AUC courses, their ability to find employment in the AUC
field upon completion of their courses or graduation, and their employment status today.
Table V
Employment and Earnings History of AUC Students Upon Entering AUC Program
(N=63 Respondents)
#
24
39
Category
Not employed
Employed →
If Employed, What Employment Field:
AUC Field
Non AUC Field
FT PT
FT PT
----4
3 (= 7)
18 14 (= 32)
Earnings of Employed Students Upon Entering AUC Program (N=39)
Hourly wage
$ 7-9/hr
$ 10-19/hr
$ 20-30/hr
$ 31+/hr
Did Not Answer
Number of students earning this hourly wage
20 students earned this hourly wage
7 students
6 students
1 student
4 students would not provide salary information
As indicated in Table V above, seven (7) of the 63 students in the interview sample were
employed at least part time in an AUC job when they first began taking AUC classes at Hartnell
College. This represents 11% of those interviewed. Some 32 students were employed in non
AUC jobs, for a total 37 employed students. Of the seven students employed in the AUC field
upon entering the AUC program, four were working full time and three had part time AUC
positions. For students employed in positions other than in AUC, 18 held full time and 14 held
part time positions. On average, students earned $7-$9/hr when first entering the AUC
program. Several students held substantial full time public sector jobs or owned their own
businesses and their hourly income surpassed $20+/hr.
Table VI demonstrates that within the first few months of finishing their AUC courses, only
three (3) of the 63 students interviewed were employed in an AUC job.
Table VI
Employment in AUC Field Within 3 Months of Completing AUC Courses
(N=63 Respondents)
#
3
60
Students Who Secured AUC job Within 3 Months of Completing Courses
Employed in AUC job after completing courses
Not employed in AUC job after completing courses
11
Comparing Table VI with Table V indicates that while seven students had AUC jobs when they
started taking AUC courses, only three of the 63 students were working in AUC jobs within
months of finishing their AUC classes. Thus, substantially fewer students were employed in an
AUC job after completing AUC classes than were employed in the field when students began
taking their first AUC classes.
Table VII highlights the reasons students provided for not securing employment in the AUC field
within three months of completing their AUC courses.
Table VII
Reasons for Not Securing Employment in AUC Within 3 Months of Completing AUC Courses
(N=60 Respondents Not Employed in AUC Job…Provided 65 Reasons)
(Each % reflects the number of respondents who mentioned that reason, with some
respondents indicating more than one reason, and, thus, will not add up to 100%)
%
#
34%
20%
15%
8%
6%
6%
5%
3%
2%
2%
22
13
10
5
4
4
3
2
1
1
Reason Mentioned By Each Respondent
Did not take enough AUC courses to be qualified for an AUC job
Already had a good job/career and stayed with it
Not interested in an AUC career or job
Looked, but no AUC jobs were available/my AUC shop closed
AUC was always a hobby and not intended as career
Changed to another major and continued schooling
Was still a full-time student and not in job market
Have remained unemployed for various reasons
Got a job in another field not related to AUC
Personal reasons
Why did so many AUC students not find an AUC job after finishing their classes? Table VII
above notes that 34% of surveyed students shared that they had not taken enough AUC classes,
or gained sufficient skills, to be able to compete successfully for a job in the AUC field. Another
8% indicated that they had looked for an AUC job but none were available. One student who
was working in an AUC field when he began taking AUC classes at Hartnell College was unable
to continue in that job because the shop went out of business. Some 20% of students said that
they already had full time jobs or careers and stayed with those positions instead of looking for
AUC work. Another 15% completed their course or courses and concluded that they were not
interested in an AUC career or employment. As noted in Table IX, these reasons continue at
about the same level as the reasons cited by so many AUC attendees are not working in the
AUC field today.
Table VIII displays the employment and earnings history of all AUC students who had or found
AUC employment upon entering the AUC program at Hartnell College, within three months of
completing their courses, and as of January 2011.
12
Table VIII
Employment and Earnings History of AUC Students Employed in AUC Field
Number of Students Employed in AUC Field
Student type
Attendee
Near completer
Completer
Upon entering
AUC program
7
0
0
Within 3 months after
completing courses
3
0
0
Today
(1/2011)
3
0
0
Earnings of Students Employed in AUC Field After Completing Courses and Today
Employment category/position
Collision technician
Shop owner
Self-employed (welder)
Within 3 months after
completing courses
(N=3)
$ 12/hr
$30/hr
$40+/hr
Today
(1/2011)
(N=3)
$ 17/hr
$30-40+/hr
$40+/hr
Of substantial note, none of the three surveyed AUC program graduates secured AUC
employment within months after graduating and none of those AUC degree or certificate
holders works in the AUC field today. Today, these graduates are employed as a:
o Supervisor for a mushroom grower in the Salinas Valley
o Maintenance worker at a well-known golf resort in the County
o Specialist in a law enforcement type of department for a Salinas Valley City
Similarly, none of the three interviewed AUC near completers secured AUC employment after
they completed their AUC classes and none of these near completers has a job in the AUC field
today. These are their occupations today:
o Laid off, unemployed K-12 school teacher
o Current high school student
o In home health aide
These graduates and near completers did not have AUC employment when they entered the
AUC program, when they completed their studies, when they graduated, or at any time at in
between.
The only students who had AUC jobs after course completion and have those jobs today are
attendees who did not formally pursue an AUC degree or certificate. Of the three attendees
who secured jobs within three months of completing one or more courses and who have AUC
jobs today, one owns a body/suspension shop that he operated before taking AUC courses. A
13
second student became a self-employed welder who provides welding services to the auto
body and collision industry. The third AUC job holder works for a collision repair facility. This is
the only person of 63 AUC students surveyed who actually works as a technician for an AUC
employer.
As noted in Table VIII above, the collision technician earns $17/hr and the shop owner and selfemployed welder earn substantially more as owners of their own businesses.
Table IX indicates the current (as of January 2011) employment status of all AUC students and
lists reasons cited by those students who are not working in an AUC job.
Table IX
Employment of All AUC Students as of January 2011
And Reasons for Current Non Employment in AUC Field
(N=63 Respondents)
%
#
41%
59%
26
37
Employment Status as of January 2011
Not employed
Employed

If employed, is employment in AUC field? (N=37)
92%
34
No
If not, reasons for not having employment today in AUC field
(N=34 respondents who provided 36 reasons)
39%
31%
14%
8%
6%
3%
14
11
5
3
2
1
Got a non AUC job
Did not take enough AUC courses to be qualified for an AUC job
Already had a good non AUC job/career and stayed with it
Still in school/training for different field or career
AUC was always a hobby, not for me, no intentions to enter field, etc.
Looked, but no AUC jobs were available

While Table V reported that 24 students were unemployed when they began taking AUC
courses, the above Table IX notes that 26 students who completed one or more AUC courses
are unemployed today. Of the 37 students who are working today, 34 are not employed in the
AUC field (only three are). Of the major reasons cited for not being employed in an AUC job
today, 39% (or 14 students) reported that they secured a job not in the AUC field. Some 31%
stated that they did not take sufficient coursework to be qualified for an AUC job. Another 14%
said that they already had a good non AUC job or career while taking AUC courses and decided
to stay in those jobs instead of looking for work in the AUC field. A small number of students
noted that they were still in school or that AUC was intended as a hobby and not a career.
Information on Job Outs
One aspect of this survey project was to capture any instances of students “jobbing out” of the
AUC program. Of the 63 AUC students interviewed:
14



None got a job in the AUC field and therefore had to job out
Three got a job in a non-AUC field and did have to job out
One lost his job in the AUC field and had to withdraw because of no job
Stopping their AUC program and not being able to continue taking AUC courses because of job
outs was mentioned 4 times among the 109 different reasons cited by interviewed students for
stopping or not completing a full AUC program.
AUC Labor Market Demand in the Salinas Valley
Tables V - IX in the above section describe the AUC employment and job seeking outcomes for
surveyed students. One-in-three students feel that they do not have sufficient skills to get an
AUC job. Another 8% tried to get a job upon finishing their AUC classes but found no jobs
available in the AUC sector. (Indeed, local collision centers licensed to do insurance repairs
report fewer jobs and verified that the training at Hartnell College does not meet current
technician requirements).
The researcher for this report interviewed a senior member of the largest collision center in the
Salinas Valley and the Central Coast region to learn firsthand about program and market
demand. That collision industry senior employee indicated that the market for collision work in
the Salinas Valley has been on a downward trend for the past three years. Fewer people have
comprehensive coverage vehicle insurance, fewer people can pay their collision deductible, and
fewer clients have their vehicle’s body work repaired. The “Cash for Clunkers” program took
thousands of older cars off the road and served to additionally depress the collision repair
market. A consequence of this economic reality is a reduced need for new collision repair
technicians to fill new collision repair positions, because those new positions are not being
generated by market conditions. At best, most current-day collision repair technician job
searches are to replace a retiring or separated employee.
This local perspective mirrors the Auto Collision Occupations labor market report prepared for
Hartnell College in August 2010 by the Central Valley Region Center of Excellence. In Table 2 (p.
7) of that report, the document presents the Bureau of Labor Statistics’ (BLS) projections of:


1 new job opening in the next five years for an auto body technician
17 potential replacement openings over the next five years
This totals 18 prospective auto collision technician jobs in the Salinas Valley over the next five
years. Indeed, this is an optimistic projection for two reasons. First, BLS projections generally
are based on samples of data that are 1-3 years old and, in this case, do not adequately capture
the Salinas Valley’s current economic downturn nor the change in materials used in today’s
automobiles. Second, the employer/employee universe assembled for these projections
include some categories of automobile mechanics, windshield installers, welders, and other
ancillary professions and industries for which AUC classes and expertise may not be needed and
15
may not be considered by some AUC industry representatives to be full “AUC positions.”
Therefore, it may be reasonable to reduce the replacement projections by several positions
over the 5-year time period.
By any measure, the report indicates that, at best, for the next five years, most years will have
no new auto collision technician jobs created in the Salinas Valley. At best, 2-3 replacement
jobs may be created annually. However, according to the senior collision industry
representative interviewed, these replacement searches almost always hire seasoned,
experienced, certificated technicians directly from another larger collision center. The
prospects of a local, new degree or certificate AUC graduate successfully competing for a
replacement position requiring years of experience are virtually nil.
Employer Satisfaction
The actual number of AUC program attendees who work in an AUC job is too low for statistical
analysis. Of the three students out of 63 interviewed who have a job in AUC, one is selfemployed as a welder who does auto body welding work as part of his work portfolio, and one
has long owned his own body work and suspension shop. He owned the shop long before he
began taking AUC courses at Hartnell. He had specialized in suspension work and took a limited
number of AUC courses to become more familiar with the body work side of his business. Only
one of the 63 interviewed actually worked for an AUC employer.
To learn of employer satisfaction, in general, regarding AUC technicians with small shop
experience in Hartnell College’s service area, we interviewed an executive for the largest
collision center in Salinas Valley and the Central Coast region. According to the interviewed
representative, her company will rarely, if ever, consider hiring a local collision repair technician
whose principle base of experience is having worked in small, “mom and pop” auto body repair
shops that dot the landscape of the Salinas Valley. Those auto body technicians, says this
industry source and employer, tend to work with tools and machinery not used in larger
collision centers and tend to use and mix materials not to the standards of larger collision
centers that are approved by insurance carriers to undertake insurance repairs. Insurance
repairs must be guaranteed by the collision center for the life of the vehicle and this may not be
the standard followed by all smaller shops in Hartnell College’s service area. This large collision
center has hired auto body technicians from the region’s smaller body shops and was not
satisfied with their performance. Thus, they tend to now hire only more experienced, seasoned
technicians who have worked in insurance company-approved facilities.
In addition, most California insurance firms require collision centers approved to provide
insurance repairs to be “I-CAR” certified. This acronym stands for the “Inter-Industry
Conference on Auto Collision Repair,” the international auto collision industry training and
certification organization. To continue to be eligible to do insurance repairs, a collision center
must become I-CAR certified. To be so certified, all of the auto collision technicians working in
the facility must have their own I-CAR certifications. These certifications are based on
experience, proficiency in the field, and successfully passing I-CAR exams. A certificate from the
16
Hartnell College AUC program is no longer enough to successfully compete for a new or
replacement position in a major collision center. And, it is these employers who pay
journeyman wages, offer benefits, and provide job security to AUC technicians. Sample area
collision centers that are I-CAR certified, that can only employ I-CAR certified auto collision
technicians and can provide some of the wages and benefits described above include GunterMadsen Auto Body (Monterey), DelCas Auto Collision (Salinas), Robert’s Auto Repair
(Monterey), Pestana’s Auto Center Auto Body (Seaside), Salinas Collision Repair (Salinas), and
A1 Auto Body Quality Repair and Painting (Salinas), among others. These auto body repair
centers represent some of the service area’s major collision industry employers.
Student Satisfaction
All categories of surveyed students (completers, near completers, attendees) give high grades
to the AUC program for the quality of its instructors, teaching content, and facilities.
Table X
Grade That Students Give to AUC Program at Hartnell College
(N=63 Respondents)
%
65%
32%
2%
2%
3.6
Grade
A
B
C
D
Overall GPA for AUC Program
Nearly two-in-three students gave the program an “A” grade. Only one student rated the
program as a “C” and only one student gave the program a “D” grade. Overall, students
combined to give the Hartnell College AUC program a 3.6 GPA (B+). Students commented on
the experience and supportive style of the two adjunct instructors who have been with the AUC
for years. They complimented the range of equipment used in the program. A small handful
(less than 10 students) indicated that they would continue to take courses if the program was
to be reactivated. Only a very few observed that, from time to time, there were material and
supply shortages, or there were not enough tools to go around. Just a few students remarked
that in some classes new and totally unskilled students were mixed in with experienced
students and the instructors often had to slow down the process to ensure that the new
students kept pace. Overall, however, students had positive remarks and expressed
considerable satisfaction with the AUC program.
Statewide Discontinuance Process
Purpose:
To critically review a program or discipline for possible discontinuance or to recommend
remediation that will result in a viable program or discipline. The Discontinuance Process is
separate from the Program and Services Review Process. The Program and Services Review
process is formative, providing evaluation that leads to continual improvement. The
Discontinuance Process provides a summative evaluation of a program or discipline’s viability
and may lead to the termination of a program or discipline.
Process:
1. Identification: An at-risk instructional program is identified, on the basis of the criteria
listed below, by the Vice President for Instruction, the Vice President for Student Services,
the Area Dean, a member of the discipline, or the Academic Senate.
2. Convening: The Vice President for Instruction convenes the Discontinuance Committee.
This is not a standing committee, but rather is convened as needed with the following
membership:
• Vice President for Instruction
• 2 Deans (neither of which is dean of the program in question)
• 2 faculty appointed by the Academic Senate (neither from the program in question)
• 1 student appointed by the Student Senate
3. Initial Review: The Discontinuance Committee conducts an initial review to determine
whether full review is warranted. Full review is necessary if:
any two of the Primary Criteria are met, or
any three of the Secondary Criteria plus one of the Primary Criteria are met
•
Primary Criteria (any 2)
Declining market/industry demand
•
•
Advisory Committee recommendation
•
Insufficient frequency of course offerings to
assure reasonable opportunity for completion
of the program
•
Decreasing numbers of students
enrolled*
Low or decreasing WSCH/FTEF*
•
Lack of available resources
•
Poor retention within courses*
Poor rate for student achievement of
program goals (e. g. completion rate,
numbers of degrees and certificates,
job placement)
•
Unavailability of the transfer major
•
•
•
Secondary Criteria (any 3 plus 1 primary)
Declining university transfer trends*
Decline in importance of service to
• Poor term-to-term persistence for students in
related disciplines (applies only when
the major*
discipline does not offer degree or
certificate).
*as compared to statewide norms for the discipline and local data over the last three to five years.
Statewide Discontinuance Process
Page 2
The Discontinuance Committee will issue a brief narrative report recommending to the
Superintendent/President whether a full review is warranted or not. The report will include the
reasoning for the decision. The report will be submitted to the Superintendent/President, filed
with the Office of Instruction and sent to the party initiating the review, the Academic Senate,
the Dean responsible for the program, and the Hartnell College Faculty Association.
4. Full Review: If the Discontinuance Committee determines that a full review is warranted,
the review is conducted by the committee. Data used should be based on trends over time
(typically three to five years) and should relate to program goals as well as the mission of the
college. The criteria to be examined include uniform measures that must be applied to all
programs, specific measures required for different categories of program, and other measures
that may also be considered.
Measures applied to all programs
Qualitative
Quantitative (3-5 year trend)
•
•
Balance of college curriculum
Match of program with Hartnell Mission and Vision
•
•
•
Student satisfaction
•
•
Previous steps taken to strengthen program
•
•
•
Enrollment
Retention within course (successful course
completion)
Retention within major (semester-to-semester
persistence)
Number of degrees and certificates awarded
Scheduling/course offering trends
Resources available
Measures applied to Occupational Education programs
Qualitative
Quantitative (3-5 year trend)
•
•
•
•
•
•
Duplication/uniqueness of training programs
Employer satisfaction
Advisory committee recommendation
Information about “job-outs”
Labor demand
Employment placement rate
Measures applied to transfer programs
Qualitative
Quantitative (3-5 year trend)
•
•
•
Transfer program availability
Number of transfers (UC, CSU, private)
Number of transfer ready students
Measures applied to lab/studio/shop/clinical-based programs
Qualitative
Quantitative (3-5 year trend)
•
•
Constraints that may limit enrollment and
productivity measures
Enrollment as a percent of available seats
Measures that may also be considered
Qualitative
Quantitative
•
•
•
Regional needs for the program
Impact of program on underrepresented and female
students
Industry/ market demand (non-vocational programs)
Statewide Discontinuance Process
Page 3
5. Recommendation: The committee will issue a written recommendation to the
Superintendent/President based on the analysis of the data. The recommendation will consist
of:
a) recommendations for strengthening the program, including specific goals developed
jointly with discipline faculty and a schedule is set for periodic review of progress
toward the goals, or
b) recommendation for program or discipline discontinuance.
With few exceptions, a recommendation for discontinuance would not be made without
first recommending actions to strengthen the program. In most cases, a recommendation
to discontinue would only follow failed attempts at reviving/improving the program or
compelling evidence to indicate that this is not the best use of the college resources.
6. Actions:
If a recommendation is made for discontinuance, and the recommendation is accepted by the
Superintendent/ President and the Board, provisions will be made for adequate notification of
affected faculty, and retraining or transfer of faculty to another area.
7. Impact on students: If a recommendation is made for discontinuance, and the
recommendation is accepted by the Superintendent/President and the Board, opportunities
will be provided for students to finish the program or transfer to a related program.
The discontinuance process will be reviewed by the Academic Senate and the administration
during the spring semester of odd numbered years in order to keep the process current.
During the first five years after this process is adopted, no program can be recommended for an
initial review that has not had the opportunity for review and improvement through the current
Program and Services Review Process. The Vice President for Instruction has the authority to
schedule a discipline on the Program and Services Review calendar.
Adopted by Hartnell College Board of Trustees: April 2001
AGENDA ITEM FOR BOARD MEETING OF:
Title
June 7, 2011
Number
Adopt Goals Supporting Student Success
III. D.
Area
Status
Office of Superintendent/President
Action
Recommendation
It is recommended that the Board approve the following goals:
1. Increase the high school completion and college going rates of high school students in the
Hartnell College District to equal or exceed the State average.
2. Increase the completion rates of courses, certificates, degrees and transfer readiness of
students at Hartnell College while decreasing the time required for doing so.
Summary
Members of the Board, administrators, and leadership of faculty and staff spent a four hour
retreat examining student success data and with the assistance of a facilitator, engaged in
discussions that led to the recommendation of these goals. Board members identified their
values and reviewed the mission statement of the college as well as the mission statement of the
Community College League of California’s Commission of the Future. Both focused on
student success with the latter adding issues of equity and timely completions.
In reviewing participation data, it was determined that slightly less than 50% of the high school
graduates in June, go to college in fall and that of those, 50% enroll in Hartnell. However, the
overall college going rate of high school graduates in Monterey County in 2010, lagged about
13% behind the State average. The demographics of the district, the college and the graduates
were compared to determine if there were gaps with regard to equity. The distribution of all
groups was reasonably equal with regard to demographic factors. The demographic
characteristics of the majority of the students at Hartnell are those identified nationally as “high
risk”. They are first in family to attend college, low income and academically underprepared.
In fact, of the new students in fall 2010, the numbers of students entering with and without high
school diplomas were almost equal.
Faculty recognize that the range of skills and experience in any classroom is challenging and
requires multiple strategies for success. Faculty inquiry groups have been examining student
success data and developing interventions. Their findings underscore the need for better data
collection and retrieval systems (i.e., technology and research) and confirmed national data
indicating that shorter, more focused work and fewer sequences tended to increase success.
This finding is often referenced as “the leaky pipe… the longer the pipe, the more leaks”.
Some of the successful interventions identified by faculty included math academy, directed
learning activities, pod casts and other methods of expanding student engagement as well as
identification of gatekeeper courses and concepts. The availability of tools that make it easy to
examine data and encourage faculty involvement is critical to creating an atmosphere of data
driven decisions and continuous improvement.
The vice presidents reviewed the academic administrative structures and the need for
organizational infrastructure (policies, procedures, and technology), and a stabilized budget to
support the mission.
The desire for developing an organizational culture that inspires, engages and educates all of its
members was recognized.
Budget Implications
That resources are allocated to support data driven decisions, to explore, evaluate and retain
what works and discard that which does not.
AGENDA ITEM FOR BOARD MEETING OF:
Title
June 7, 2011
Number
Approve Tentative Budget for 2011-2012, Set
Date and Time for Public Hearing, and Set
Date to Adopt Final Budget for 2011-2012
III. E.
Area
Status
Office of Support Operations
Prepared by: Kent G. Stephens
Action
Recommendation
It is recommended that the Board of Trustees:
1. Approves the attached 2011-2012 tentative budget required on or before July 1 of each
year.
2. Sets September 13, 2011 at 5:00 p.m. as the date and time to conduct a public hearing
on the 2011-2012 budget.
3. Sets September 13, 2011 as the date to adopt the 2011-2012 budget.
Summary
California Code of Regulations, Title 5, Section 58305, requires the District to develop a
tentative budget and forward an information copy to the Monterey County Office of Education
on or before July 1 of each year.
Further budget actions required and included in the budget calendar are:
September 1, 2011
September 13, 2011
September 30, 2011
October 10, 2011
2011-12 budget available for public inspection
On or before the September 15, the Board of Trustees shall
hold a public hearing and adopt a Final Budget (Title 5,
Section 58305 (d)).
On or before September 30, two copies of the Adopted Budget
are submitted to the California Community Colleges
Chancellor’s Office (Title 5, Section 58305 (d)).
In accordance with the California Code of Regulations,
Section 58305(d), on or before October 10, the Annual
Financial and Budget Report is submitted to the Chancellor’s
Office
The attached 2011-2012 Tentative Budget is presented to the Board of Trustees for approval.
Budget Implications
Approval of the tentative budget is necessary to provide a mechanism for expenditure of funds
starting July 1 until the final budget is adopted.
Hartnell Community College Tentative Budget Fiscal Year 2011‐2012 June 7, 2011 Hartnell Community College
Tentative Budget
Fiscal Year 2011‐2012
Executive Summary
Table of Contents
Contents
Page
Introduction 1‐2 General Fund Unrestricted Restricted 3 4‐6 Other Funds Special Revenue Fund Capital Projects Fund Enterprise Fund Internal Service Fund Trust and Agency Fund 7‐8 9‐11 12 13‐14 15‐16 Fiscal Year 2011-12
Budget
Executive Summary
2011-12 Tentative Budget
Introduction
The Board of Trustees is required to hold a public hearing prior to September 16th to adopt a final
budget for the fiscal year. The public hearing and budget adoption is scheduled for September 13,
2011.
Below is a summary of all District funds. It includes unaudited beginning fund balances, as of July 1,
2011, revenues and expenditures, and estimated ending fund balances for each separate fund.
Funds
General
Unrestricted
Restricted
Total
Special Revenue
Bookstore
Child Development
Total
Capital Projects
Capital Outlay
State Capital Match
Property Acquisition
Bond Projects
Total
Enterprise
Cafeteria
Total
Internal Service
Self Insured
Retiree Health Benefits
Total
Trust and Agency
Associated Students
Scholarships, Loan & Trust
Intercollegiate Athletics
Total
All Funds Total
Budget
Unaudited
Beginning
Fund Balance
July 1, 2011
$
Budgets 2011-2012
Revenue
$
8,609,107 $
883,900
9,493,007 $
$
1,190,361
262,162
1,452,523
$
4,262,695
24,741
3,254,691
42,516,269
50,058,396
$
311,392
311,392
$
1,018,039
3,764,186
4,782,225
$
Expense
Ending
Fund Balance
June 30, 2012
32,835,138 $
19,269,335
52,104,473 $
33,979,899 $
19,269,335
53,249,234 $
7,464,940
883,900
8,348,840
175,000
643,750
818,750
115,000
643,750
758,750
$
1,250,361
262,162
1,512,523
$
3,879,695
24,741
3,494,691
34,710,069
42,109,196
$
314,592
314,592
$
886,239
3,854,486
4,740,725
$
29,000
412,000
$
300,000
220,000
549,000
$
60,000
8,026,200
8,498,200
$
322,600
322,600
$
319,400
319,400
$
8,200
465,300
473,500
$
140,000
375,000
515,000
$
580,507
106,598
122,606
809,711
$
90,000
800
35,000
125,800
$
120,050
5,000
42,000
167,050
$
550,457
102,398
115,606
768,461
$
66,907,254
$
54,394,123
$
63,507,634
$
57,794,337
Page 1
Fiscal Year 2011-12
Budget
Each District fund is projected to have a positive balance at the beginning and end of the fiscal year.
State revenue for the budget is based on the most recent forecasts from state education and legislative
officials. The Governor originally proposed to bridge a projected $26.6 billion state deficit by reducing
spending by approximately $12 billion and increasing revenues by extending temporary taxes. Since it
appears the proposed tax extension will not be considered by voters, the budget must be balanced only
through expenditure reductions. The community college system’s share of this reduction is estimated at
approximately $900 million. Consequently, the District projects a 14 percent decrease in state funding
levels from the 2010-11 fiscal year. Revenue figures will be adjusted as more information is released by
the state Chancellor’s Office.
Due to the continued economic downturn, state fiscal officers indicate that apportionment payment
deferrals will become even more significant in 2011-12. It’s now estimated that over 25% of state funds
will be received after the close of the fiscal year, June 30, 2012. Late payments create cash
management challenges that may once again require the District to borrow short-term funds to meet
obligations. State revenue forecasts do not currently include any cost of living adjustment or funds to
accommodate student growth. Consequently, the District must absorb all normal inflationary increases
and costs of additional students by making reductions to current service levels.
The budget is built to be flexible. The District will prioritize new initiatives, program restoration or
contractions as state revenue adjustments are made.
Hartnell College Apportionment History
$40,000,000
$35,000,000
$31,810,232
$33,526,858
$35,471,168 $34,692,917 $35,210,778
$31,074,179
$30,000,000
$25,000,000
$20,000,000
$15,000,000
$10,000,000
$5,000,000
$2006-07
2007-08
2008-09
2009-10
2010-11*
2011-12**
* P-2 Estimate
**Advanced Estimate
Budget
Page 2
Fiscal Year 2011-12
Budget
General Fund $53,249,249 Requirement
The General Fund is the primary operating fund of the District. It includes resources that are
unrestricted as well as funds with restricted spending requirements.
Unrestricted Funds
Nearly all day-to-day
operating expenses are
charged to the unrestricted
General Fund. Unrestricted
revenue is budgeted at
$32,835,138, with a beginning
balance of $8.6 million (based
on pre-audit estimates).
Beginning reserves are onetime resources and may be
used strategically to fund onetime investments and
requirements.
Other
1%
Student Fees
6%
State General
Fund
38%
Property Tax
53%
Other State
2%
General Fund Unrestricted Resources
State apportionment, funded by local property tax, student fees, and the state general fund, is the
largest source of revenue and represents 97% of all unrestricted income. The principal apportionment
or “entitlement” is calculated by the state Chancellor’s office and is based on in-state enrollments
referred to as full time equivalent students (FTES) at the District. Based on guidance received from the
state Chancellor’s Office, the District assumes that any reduction in apportionment funding will result in
an equivalent reduction in funded
Capital
FTES workload. The budget
Operating
1%
16%
includes funded workload of 6,020
FTES.
The largest expenditure portion of
the budget is allocated for
employee salaries, associated
payroll costs, and benefits (82%).
The remaining budget (18%) is
appropriated for operating costs,
facility maintenance, supplies,
contracted services, and
equipment.
Supplies
1%
Academic
Salaries
39%
Benefits
21%
Classified
Salaries
22%
General Fund Unrestricted Requirements
Budget
Page 3
Fiscal Year 2011-12
Budget
Restricted Funds
Funds used for the operation of educational programs that are specifically restricted by law, regulations,
or donors are recorded separately in the Restricted General Fund. The majority of these funds must be
expended in the fiscal year or be returned to the funding source. Budgets for state funded programs are
based on current state projections. Total restricted funds amount to approximately $19.3 million.
Restricted Funds
Federal
VTEA Title II Tech Prep
Tech Prep California Dept Ed
SEOG
Foster and Kinship Care Education
National Institute of Health
Child Develop. Training
NASA SEMAA
TRIO
Future Teacher Transfer Program
Workability III
NSF TULE
Student Support Services (TRIO)
Gear Up Soledad
Gear Up Salinas
HS Equivalance Program
Child Care Access
First 5 Contract
America Reads
Child Care Food Program
TANF
Pell Grants
Title V Gavilan/Hartnell
CCRAA-CSUMB
Title V STEM
CCRAA-Math and Science
Federal Work Study
SBDC UC Merced
NSF Student Success
Nat'l Serv Awards Scholars
Dept. of Social & Empl. Services
YESS - ILP
Probation Dept Contract
Probation
CSUMB Seamless Agri. Mgmt
NSF-STEM
NSF Women/Latino STEP
NSF MBRACE
NSF CCLI
Academic Competiveness Grant
B.T.O.P.
VTEA
Workforce Investment Grant
Renovation & Repair Grant
Agri. Tech Training (WIB)
Clean Energy
ARRA Allocation
Direct Loans
TOTAL FEDERAL
Budget
2008-09
Actual
$
2009-10
Actual
81,405 $
130,830
140,341
11,811
10,000
2010-11
Revised
67,750 $
118,335
147,632
13,476
10,029
134,918
137,716
10,970
224,535
130,997
912,248
400,909
34,087
11,130
8,126
45,010
5,516,418
794,565
18,259
737,649
116,571
30,427
5,025
82,272
325,260
2010-11
Forecast
69,708 $
100,000
161,884
147,173
12,000
11,221
2011-12
Tentative
69,708 $
100,000
161,884
141,102
12,000
10,000
69,708
138,831
141,102
12,000
10,000
125,000
201,190
271,526
723,382
328,109
13,665
9,895
201,347
259,771
1,863,995
665,053
60,279
10,000
130,000
194,047
203,521
1,079,556
358,762
32,000
10,000
1,183,583
203,204
36,972
89,834
8,479
69,339
7,772,909
726,530
70,904
346,828
926,624
166,898
21,194
55,532
9,779,084
978,803
130,837
803,172
143,175
138,929
11,000
55,532
10,234,837
675,000
90,042
525,000
143,175
138,929
44,125
408,029
50,000
404,220
22,500
35,000
404,220
15,728
25,000
402,108
140,000
171,843
4,668
47,519
74,965
659,246
294,932
75,000
121,843
25,000
20,000
104,000
466,136
262,217
140,000
50,000
20,000
10,000
631,126
24,841
243,543
18,402,560
631,125
24,841
297,523
16,665,207
45,561
10,000,000
713,000
575,000
140,035
25,775
31,300
30,699
224,136
37,650
23,750
177,735
35,690
2,481
101,227
272,927
48,345
262,217
5,655
132,889
368,736
218,747
$
10,665,236
$
13,831,856
$
$
50,000
193,110
219,932
$
250,000
15,017,501
Page 4
Fiscal Year 2011-12
Restricted Funds
State
Matriculation Program
EOPS
Financial Aid Administration
CARE
Cal Grants
DSP&S
Foster and Kinship Care Education
CA Articulation Number (CAN)
Lottery Prop 20
TTIP Telecommunications
MESA
Nursing Enrollment Growth
CTE Nursing Equipment
CTE Nursing Enrollment
CTE Nursing Remediation
CTE Linking After School
IDRC Sustainable Construction
IDRC Food Safety Tech
CTE Community Collaborative #1
CTE Community Collaborative #2
CTE Community Collaborative #3
CTE ROP Supplemental
IDRC Sustainable Design
IDRC Media & Entertainment
CALWORKS
Equal Employment Opportunity
Small Business Development
EWD Career Pathways
Coding Specialist Grant
YESS-ILP
Faculty/Staff Development
Faculty/Staff Diversity
Block Grant
Basic Skills
2008-09
Actual
$
$
TOTAL FEDERAL, STATE, and LOCAL
Budget
2009-10
Audited
2010-11
Revised
543,579 $
737,390
290,520
163,772
439,661
576,978
46,780
3,481
69,704
64,547
73,033
236,803 $
540,401
301,435
102,321
451,411
320,380
49,211
519
201,141
7,001
50,568
53,817
195,631
40,333
69,809
147,935
78,026
164,461
38,910
18,871
155,733
225,368
103,215
101,520
205,239
88,510
6,299
280,298
183,213
116,056
232
70,083
74,393
49,768
4,521,970
$
185,559
160,415
345,974
$
15,533,180
$
3,940,336
2010-11
Forecast
2011-12
Tentative
309,135 $
485,958
293,106
109,449
471,100
360,910
37,963
309,134 $
481,885
293,106
109,449
471,000
360,910
47,034
241,300
457,791
288,427
95,376
400,000
307,608
47,034
150,000
168,341
120,000
50,500
89,687
40,031
50,500
89,687
78,811
75,099
78,811
75,098
40,031
272,580
303,701
210,000
272,580
135,000
160,000
181,259
500
183,600
205,000
181,259
47,023
22,482
3,988
6,556
364,836
69,154
5,591
4,868
108,164
138,311
TOTAL STATE
Local
Health Occupations Donations
SVMHCS
California Endowment
Lumina
Planetarium Foundation
Song Brown
SBDC Greenfield RDA
Agri. Tech Foundation
Parking Lot Improvement
TOTAL LOCAL
Budget
400,000
166,400
205,000
183,213
5,000
22,500
8,145
158,361
$
3,911,418
71,361
$
3,605,686
176,067
$
3,115,716
390,119
409,881
409,881
24,667
4,117
40,129
40,128
400,000
107,550
33,622
62,479
32,000
50,000
$
315,000
291,822
1,088,831
$
269,946
275,000
1,136,118
$
21,359,724
$
19,269,335
$
278,355
53,057
750,315
$
653,585
375,000
1,541,074
$
18,522,507
$
23,855,052
Page 5
Fiscal Year 2011-12
Fund Type
2008-09
Actual
2009-10
Actual
2010-11
Revised
Budget
2010-11
Forecast
2011-12
Tentative
General Fund
Unrestricted (11)
Resources
Federal
13,629
17,483
17,000
17,000
17,000
State
15,217,145
15,925,614
15,159,366
16,668,213
12,799,853
Local
22,603,330
20,815,919
19,517,854
19,859,551
19,558,285
Transfers In
435,997
379,251
470,000
470,000
460,000
Total Resources
$ 38,270,101 $ 37,138,267 $ 35,164,220 $ 37,014,764 $ 32,835,138
Requirements
Academic Salaries
13,700,149
11,991,663
12,427,736
11,994,563
13,236,725
Classified Salaries
7,249,762
6,263,450
6,939,907
6,894,260
7,286,808
Payroll Costs/Benefits 7,328,482
6,282,525
7,080,834
6,265,333
6,925,891
Supplies and Materials 346,252
393,480
509,069
498,767
504,050
Operating Expenses
8,881,502
4,973,195
7,143,494
6,317,197
5,288,125
Capital Outlay
111,236
177,681
263,180
193,234
238,500
Transfers Out
49,904
6,047,501
800,000
800,000
499,800
Total Requirements
$ 37,667,287 $ 36,129,495
35,164,220
32,963,354
33,979,899
Restricted (12)
Resources
Federal
10,695,669
13,147,444
18,405,560
16,403,000
14,977,701
State
4,742,976
5,105,368
3,911,418
3,867,903
3,115,716
Local
160,991
169,218
1,541,074
1,088,831
1,136,118
Transfers In
39,800
Total Resources
$ 15,599,636 $ 18,422,030 $ 23,858,052 $ 21,359,734 $ 19,269,335
Requirements
Academic Salaries
1,765,301
1,980,129
2,371,672
1,635,919
1,469,965
Classified Salaries
2,066,610
2,096,590
2,503,129
2,020,772
1,815,778
Payroll Costs/Benefits 1,083,329
1,041,681
1,225,273
828,569
744,516
Supplies and Materials 309,608
444,352
605,726
280,255
251,823
Operating Expenses
2,067,820
2,522,762
3,481,111
1,880,215
1,738,365
Capital Outlay
1,090,986
1,103,114
1,715,895
990,851
890,335
Financial Aid Outgo
6,799,368
8,987,127
11,391,039
13,353,145
11,998,553
Transfers Out
365,476
346,751
561,207
370,000
360,000
Total Requirements
$ 15,548,498 $ 18,522,506 $ 23,855,052 $ 21,359,726 $ 19,269,335
Total General Fund
Resources
Requirements
Budget
$ 53,869,737 $ 55,560,297 $ 59,022,272 $ 58,374,498 $ 52,104,473
$ 53,215,785 $ 54,652,001 $ 59,019,272 $ 54,323,080 $ 53,249,234
Page 6
Fiscal Year 2011-12
Budget
Other Funds
Special Revenue Fund
$758,750 Requirement
Special Revenue Funds are used to account for the proceeds of specific revenue sources whose
expenditures are legally restricted. Activities in these funds may or may not be self-supporting and are
generally not related to direct educational services.
The Bookstore Fund is used to account for the lease of the college bookstore. The District contracts with
a third-party vendor, Follett Higher Education Group, to manage the day-to-day operations of the store.
The vendor pays all operational expenses but shares revenue with the College. The District is projecting
approximately $175,000 in shared revenue. A total of $115,000 will then be transferred to the General
Fund ($100,000) and Associated Student Body Fund ($15,000).
The College operates a full-service child development center on campus. The Child Development Fund
is designated to account for child care and development services, including revenue generated by
student fees and direct cost expenses. This program has traditionally been self-supporting.
$700,000
$643,750
$643,750
Revenue
Expense
$600,000
$500,000
$400,000
$300,000
$200,000
$175,000
$115,000
$100,000
$-
Revenue
Expense
Bookstore
Budget
Child Development
Page 7
Fiscal Year 2011-12
Fund Type
2008-09
Actual
2009-10
Actual
Budget
2010-11
Revised
2010-11
Forecast
2011-12
Tentative
Special Revenue Fund
Bookstore
Resources
Federal
State
Local
Transfers In
Total Resources
$
Requirements
Academic Salaries
Classified Salaries
Payroll Costs/Benefits
Supplies and Materials
Operating Expenses
Capital Outlay
Transfers Out
Total Requirements
$
Child Development
Resources
Federal
State
Local
Transfers In
Total Resources
$
Requirements
Academic Salaries
Classified Salaries
Payroll Costs/Benefits
Supplies and Materials
Operating Expenses
Capital Outlay
Transfers Out
Total Requirements
$
165,523
159,043
180,000
170,000
175,000
165,523 $
159,043 $
180,000 $
170,000 $
175,000
113,891
114,041 $
111,965
111,965
115,000
115,000
115,000
115,000
115,000
115,000
639,191
28,781
692,721
21,087
696,273
5,000
594,604
49,152
595,000
48,750
667,972 $
713,808 $
701,273 $
643,756 $
643,750
477,362
150,000
19,710
14,900
6,000
9,569
384,969
128,694
17,430
7,364
1,215
498,929
161,984
19,010
16,850
4,500
667,972 $
549,241 $
701,273 $
643,756 $
643,750
833,495 $
782,013 $
872,851 $
661,206 $
881,273 $
816,273 $
813,756 $
758,756 $
818,750
758,750
150
477,575
145,006
10,000
11,175
477,575
145,000
10,000
11,175
-
Total Special Revenue Fund
Resources
Requirements
Budget
$
$
Page 8
Fiscal Year 2011-12
Capital Projects Fund
Budget
$8,498,200 Requirement
This group of funds is used to account for financial resources to be used for the acquisition or
construction of major capital facilities and other capital outlay projects. This includes land acquisition,
scheduled maintenance, significant equipment, and furnishings for new buildings. The Bond Projects
Fund, financed with voter-approved Measure H bond proceeds, is the largest fund in the group.
Construction projects at the Alisal campus and the Classroom and Administrative Building (CAB) on the
main campus will continue during 2011-12. A new science building has also being planned,
programmed, and designed.
$450,000
$412,000
$400,000
$350,000
$300,000
$300,000
$250,000
$200,000
$150,000
$100,000
$60,000
$29,000
$50,000
$-
Revenue
Expense
Capital Outlay
Revenue
Expense
Property
$9,000,000
$8,026,200
$8,000,000
$7,000,000
$6,000,000
$5,000,000
$4,000,000
$3,000,000
$2,000,000
$1,000,000
$220,000
$-
Revenue
Expense
State Capital Match
Budget
Revenue
Expense
Bond Projects
Page 9
Fiscal Year 2011-12
Fund Type
2008-09
Actual
2009-10
Actual
Budget
2010-11
Revised
2010-11
Forecast
2011-12
Tentative
Capital Projects Fund
Capital Outlay
Resources
Federal
State
Local
Transfers In
Total Resources
$
Requirements
Academic Salaries
Classified Salaries
Payroll Costs/Benefits
Supplies and Materials
Operating Expenses
Capital Outlay
Transfers Out
Total Requirements
$
Property Acquisition
Resources
Federal
State
Local
Transfers In
Total Resources
$
Requirements
Academic Salaries
Classified Salaries
Payroll Costs/Benefits
Supplies and Materials
Operating Expenses
Capital Outlay
Transfers Out
Total Requirements
Budget
22,677
93,506
3,820,000
22,677 $ 3,913,506 $
26,000
550,000
576,000 $
28,500
550,000
578,500 $
29,000
29,000
12,129
220,078
10,543
10,964
42,305
38,137
11,290
62,900
175,810
11,290
55,750
175,810
12,000
100,000
300,000
242,750 $
91,406
250,000
242,850
412,000
182,406
368,365
270,000
295,000
300,000
182,406 $
368,365 $
270,000 $
295,000 $
300,000
29,113
29,113
43,080
38,940
82,020
58,425
51,575
58,000
20,000
50,000
10,000
110,000
78,000
60,000
Page 10
Fiscal Year 2011-12
Fund Type
2008-09
Actual
Budget
2009-10
Actual
2010-11
Revised
2,717,185
19,152
7,694,542
20,000
2010-11
Forecast
2011-12
Tentative
Capital Projects Fund, continued
State Capital Match
Resources
Federal
State
Local
Transfers In
Total Resources
Requirements
Academic Salaries
Classified Salaries
Payroll Costs/Benefits
Supplies and Materials
Operating Expenses
Capital Outlay
Transfers Out
Total Requirements
Bond Projects
Resources
Federal
State
Local
Transfers In
Total Resources
Requirements
Academic Salaries
Classified Salaries
Payroll Costs/Benefits
Supplies and Materials
Operating Expenses
Capital Outlay
Transfers Out
Total Requirements
10,171,263
1,500,000
8,600
$ 10,171,263 $ 2,736,337 $ 7,714,542 $ 1,508,600 $
-
83,820
10,087,443
2,717,185
7,709,542
1,500,000
3,011
6,000
$ 10,171,263 $ 2,720,196 $ 7,715,542 $ 1,500,000
-
11,761,955
49,270,681
$ 11,761,955 $ 49,270,681 $
23,686
32
9,719
13,891,330
480,000
220,000
220,000
480,000 $
220,000 $
220,000
56,390
17,413
20,466,681
18,500
6,699
18,500
6,699
18,500
7,700
19,980,700
19,980,700
8,000,000
$ 13,924,767 $ 20,540,484 $ 20,005,899 $ 20,005,899 $ 8,026,200
Total Capital Projects Fund
Resources
Requirements
Budget
$ 22,138,301 $ 56,288,889 $ 9,040,542 $ 2,602,100 $ 549,000
$ 24,367,893 $ 23,434,106 $ 28,081,441 $ 21,826,749 $ 8,498,200
Page 11
Fiscal Year 2011-12
Enterprise Fund
Budget
$319,400 Requirement
Enterprise Funds are intended to operate as a business and be self-supporting. Such costs are financed
or recovered primarily through user charges. The Cafeteria Fund is currently the only District enterprise
fund. It is used to account for the sale of food from café sales and vending machines. This fund has
historically been self-supporting; however revenues have not kept pace with expenditures in recent
years, causing a decline in the fund balance reserve.
$350,000
$322,600
$319,400
Revenue
Expense
$300,000
$250,000
$200,000
$150,000
$100,000
$50,000
$-
Cafeteria
Fund Type
2008-09
Actual
2009-10
Actual
2010-11
Revised
2010-11
Forecast
2011-12
Tentative
Enterprise Fund
Cafeteria
Resources
Federal
State
Local
Transfers In
Total Resources
$
Requirements
Academic Salaries
Classified Salaries
Payroll Costs/Benefits
Supplies and Materials
Operating Expenses
Capital Outlay
Transfers Out
Total Requirements
355,569
307,193
291,700
245,000
322,600
355,569 $
307,193 $
291,700 $
245,000 $
322,600
189,091
144,897
24,886
10,065
159,684
109,066
25,850
13,000
158,500
105,000
25,850
4,800
179,062
104,000
24,000
12,338
408,122
368,939
307,600
294,150
319,400
355,569 $
408,122 $
307,193 $
368,939 $
291,700 $
307,600 $
245,000 $
294,150 $
322,600
319,400
210,511
145,909
29,275
21,443
984
Total Enterprise Fund
Resources
Requirements
Budget
$
$
Page 12
Fiscal Year 2011-12
Internal Service Fund
Budget
$515,000 Requirement
Internal Service Funds are used to account for the financing of goods or services provided by one
department to other departments on a cost-reimbursement.
In 2003, the District joined a statewide workers’ compensation purchasing pool, the Protected Insurance
Program for Schools (PIPS). This program has reduced premium for the District. Prior to 2003, the
District participated in a Monterey County workers’ compensation consortium. The District established
a self-insured fund to account for outstanding claims which occurred prior to 2003 (which would not be
covered by PIPS). It also uses this fund to pay for property loss and liability deductibles.
A Retiree Health Benefits Fund has also been established to account for future benefit liabilities as
required by the Government Accounting Standards Board (GASB Statement No. 43 and 45). The
actuarial value for these future commitments is approximately $4.9 million. Although GASB allows up to
30 years to fully fund this liability, the District has already designated over $3.7 million.
$500,000
$465,300
$450,000
$375,000
$400,000
$350,000
$300,000
$250,000
$200,000
$140,000
$150,000
$100,000
$50,000
$8,200
$-
Revenue
Self Insured
Budget
Expense
Revenue
Expense
Retiree Health
Page 13
Fiscal Year 2011-12
Fund Type
2008-09
Actual
2009-10
Actual
Budget
2010-11
Revised
2010-11
Forecast
2011-12
Tentative
Internal Service Fund
Self Insured
Resources
Federal
State
Local
Transfers In
Total Resources
$
Requirements
Academic Salaries
Classified Salaries
Payroll Costs/Benefits
Supplies and Materials
Operating Expenses
Capital Outlay
Transfers Out
Total Requirements
$
Retiree Health Benefits
Resources
Federal
State
Local
Transfers In
Total Resources
$
Requirements
Academic Salaries
Classified Salaries
Payroll Costs/Benefits
Supplies and Materials
Operating Expenses
Capital Outlay
Transfers Out
Total Requirements
$
(57,172)
180,000
122,828 $
92,037
20,000
8,200
8,200
92,037 $
20,000 $
8,200 $
8,200
57,353
49,385
70,000
115,000
120,000
18,000
22,086
20,000
18,000
20,000
75,353 $
71,471
90,000
133,000
140,000
18,000
710,000
728,000 $
5,300
250,000
255,300 $
5,300
460,000
465,300
350,000
350,000
375,000
$
350,000 $
350,000 $
375,000
131,765 $ 2,250,911 $
75,353 $
71,471 $
748,000 $
440,000 $
263,500 $
483,000 $
473,500
515,000
8,937
18,874
2,140,000
8,937 $ 2,158,874 $
-
$
-
Total Internal Service Fund
Resources
Requirements
Budget
$
$
Page 14
Fiscal Year 2011-12
Trust and Agency Fund
Budget
$167,050 Requirement
This fund is used to account for assets held by the District in a trustee or agency capacity for individuals,
private organizations, or other governmental units. The District has a fiduciary responsibility for such
funds, with some degree of discretionary authority. Operations of these funds are measured and
reported in the District’s financial statements. Funds in this group include assets held for the Associated
Student Body, scholarships, and intercollegiate athletics.
$140,000
$120,050
$120,000
$100,000
$90,000
$80,000
$60,000
$42,000
$35,000
$40,000
$20,000
$800
$5,000
$-
Revenue
Expense
Associated Students
Fund Type
Revenue
Expense
Revenue
Scholarships Loan/Trust
2008-09
Actual
2009-10
Actual
2010-11
Revised
Expense
Athletics
2010-11
Forecast
2011-12
Tentative
Trust and Agency Fund
gecy
Budget
Associated Students
Resources
Federal
State
Local
Transfers In
Total Resources
$
Requirements
Academic Salaries
Classified Salaries
Payroll Costs/Benefits
Supplies and Materials
Operating Expenses
Capital Outlay
Transfers Out
Total Requirements
72,940
13,741
86,681 $
69,157
11,965
81,122 $
77,000
15,000
92,000 $
73,000
15,000
88,000 $
75,000
15,000
90,000
158
3
1,265
19,865
2,809
7,702
742
34,000
5,008
47,452
37,482
10,834
8,500
48,860
5,000
37,482
10,625
8,500
45,860
3,000
23,850
10,700
5,000
75,500
5,000
110,676
105,467
120,050
24,100
Page 15
Fiscal Year 2011-12
Fund Type
Budget
2008-09
Actual
2009-10
Actual
2010-11
Revised
2010-11
Forecast
2011-12
Tentative
(2,524)
4,738
4,000
2,100
800
(2,524) $
4,738 $
4,000 $
2,100 $
800
Trust and Agency Fund
Scholarships/Loan Trust
Resources
Federal
State
Local
Transfers In
Total Resources
$
Requirements
Academic Salaries
Classified Salaries
Payroll Costs/Benefits
Supplies and Materials
Operating Expenses
Capital Outlay
Transfers Out
Total Requirements
$
Athletics
Resources
Federal
State
Local
Transfers In
Total Resources
$
Requirements
Academic Salaries
Classified Salaries
Payroll Costs/Benefits
Supplies and Materials
Operating Expenses
Capital Outlay
Transfers Out
Total Requirements
$
61,220
1,840
4,000
17,500
5,000
61,220 $
1,840 $
4,000 $
17,500 $
5,000
13,410
21,533
100,000
121,533 $
13,410 $
3,291
51,162
54,453
$
22,000
35,000
35,000
22,000 $
35,000 $
35,000
5,007
42,766
7,000
38,000
5,096
34,137
7,000
35,000
47,773 $
45,000 $
39,233 $
42,000
207,393 $
97,065 $
118,000 $
159,676 $
125,100 $
162,200 $
125,800
167,050
Total Trust and Agency Fund
Resources
Requirements
Budget
$
$
97,567 $
139,773 $
Page 16
AGENDA ITEM FOR BOARD MEETING OF:
Title
June 7, 2011
Number
Amend Sidewalk Contract
III. F.
Area
Status
Superintendent/President
Prepared by: Dr. Phoebe Helm
Action
Recommendation
It is recommended that the contract for the City Sidewalk project (843006) be amended to
increase the not to exceed budget by $12,000.
Summary
The low bid of $236,000 was awarded to the contractor and a contingency of 10% was set aside
for the Director of Facilities to use if needed. The unforeseen damage caused by the tree roots
and the ADA issues have almost exhausted the set aside. Retaining walls in lots three and four
and the site work between the Call and the Student Center, as well as modifications to the area
adjacent to the bus turn out were not included in the initial specifications. The request to add
$12,000 to the set aside raises the contingency to 15% and the total project budget to $271,600.
It should be noted that the entire increase in cost is due to discovery and expansion of the scope
of work and is not a result of any oversight or variance in the bids. The request is made in
compliance with Board Policy as approved in April, 2011.
Budget implications
An increase in cost of up to $12,000 to be paid from Measure H funds.
AGENDA ITEM FOR BOARD MEETING OF:
June 7, 2011
Title
Approve Five-Year Capital Construction
Plan for 2013-2017
Number
Area
Status
Facilities Office
Action
III. G.
Recommendation
That the Board of Trustees approves the submittal of the Five-Year (2013-2017) Capital
Construction Plan to the California Community College Systems Office.
Background
By September 1st of each year, the District is required to submit a Five-Year Capital
Construction Plan and related project proposals to the California Community College
Chancellors Office. This plan serves as the basis for evaluation of future state funded capital
construction projects by the Chancellors Office staff. The 5-year period covered by this year’s
plan is from 2013-2017.
Summary
Major capital construction projects included in the Plan are:
1.
Center for Advanced Technology (CAT Building) (Remains in five year
planning cycle until 2012)
2.
Technical Training Building
3.
Science Center Building
4.
Health Science and Nursing Building
5.
CAB Renovation Project
The Five-Year Capital Construction Plan reflects a combination of state and locally funded
projects. This approach is consistent with the Chancellors Office expectations regarding how
projects will move up the priority list; that is projects with shared funding have a higher
likelihood of obtaining state funding.
Budget Implications:
Pending a November 2012 statewide bond approval, the Science Building is slated to receive
state matching funds. The remaining projects on the list are to be funded by Measure H bond
funds.
AGENDA ITEM FOR BOARD MEETING OF:
Title
June 7, 2011
Number
Ratify Change Orders
III. H.
Area
Status
Superintendent/President
Prepared by: Dr. Phoebe Helm
Action
Recommendation
It is recommended that the Board of Trustees ratifies the change orders.
Summary
Change Orders authorized by the administration are to be ratified by the Board in compliance
with Board Policy. Change Orders were issued on four different projects during the period of
April 18 to May 23, 2011. They are summarized below by project and listed individually with
explanation in the attached log.
City Sidewalk (843006) – six change orders were issued for a total of $21,322.92 (8.14%) for
unforeseen problems associated with tree roots, irrigation lines and elevation discrepancies
impacting curbs and ADA requirements. A separate action item requests an increase of
$12,000 for this project.
Pool Project (863005) – one change order was approved during this period for $6,549.48
(1.2%) to relocate the acid tanks and replace the electrical in the equipment room. The
unforeseen problems discovered in the pool changed the scope of the project significantly
(51%). However, these discoveries gave the college only two options: close the pool or spend
the money and fix the problems.
Alisal Landscape (813030) – four change orders were issued during this period, bringing the
total change to $7,769.29 (1.7%). Two of these changes were owner directed and two were
errors or omissions of the Architect or Engineer.
Center for Advanced Technology (CAT) (813018/814018) – eleven change orders were issued
during this period. Four were the result of Architect/Engineer errors or omissions totaling
$57,518. One was directed by the Division of State Architecture (DSA) for $24,076. One was
discovery, removal and disposal of asbestos in the demolition of the Voc tech building at a cost
of $41,633. Five were owner directed and totaled $12,661. The total change for the CAT
building is 29.84%. A full analysis of these changes is being conducted and a summary similar
to this one will be provided to the Board.
HARTNELL COLLEGE CHANGE ORDER LOG
PROJECT #/NAME
PCO #
DATE
843006 / City Sidewalk
001
Apr 18, 2011
843006 / City Sidewalk
002
Apr 23, 2011
843006 / City Sidewalk
003
May 23, 2011
843006 / City Sidewalk
004
May 23, 2011
843006 / City Sidewalk
005
May 23, 2011
843006 / City Sidewalk
006
May 23, 2011
863005 / Pool Project
016
Apr 22, 2011
813030 / Alisal Landscape 022
Apr 16, 2011
813030 / Alisal Landscape 023
Apr 16, 2011
813030 / Alisal Landscape 024
May 11, 2011
813030 / Alisal Landscape 025
May 11, 2011
813018 / 814018 CAT
231
Apr 15, 2011
813018 / 814018 CAT
232
Apr 15, 2011
813018 / 814018 CAT
233
Apr 15, 2011
813018 / 814018 CAT
234
Apr 15, 2011
813018 / 814018 CAT
237
Apr 22, 2011
813018 / 814018 CAT
238
Apr 22, 2011
813018 / 814018 CAT
239
May 11, 2011
813018 / 814018 CAT
240
May 11, 2011
813018 / 814018 CAT
241
Apr 15, 2011
813018 / 814018 CAT
243
May 11, 2011
813018 / 814018 CAT
244
May 12, 2011
O - Owner
A/E - Architect/Engineer Oversight
D - Discovery / Unforeseen Conditions
DSA - Division of the State Architect
DESCRIPTION
Replace additional curb and gutter on College Drive
* Due to unforseen tree roots, curb and gutter repair was required.
Rework approach to existing asphalt Alisal parking lot
* Elevation discrepancy at the asphalt approach required changes to meet ADA
compliance.
Repair damaged irrigation along College, Hartnell Drive and Alisal
* Unforeseen irrigation lines under sidewalk. Damaged during demolition.
Additional asphault at Homestead drive way and sidewalk due to elevation issues
* Elevation discrepancy at the asphalt approach required changes to meet ADA
compliance.
Additional Curb at Parking lot 4 to retain Landscape
* Installed to preserve parking at the bus pullout.
Additional sidewalk work for ADA accessibility at Homestead and Alisal
* Scope of work was to remove and replace sidewalk but during construction it was
discovered that the corner was not ADA compliant.
Equipment Room Electrical Upgrades
* The acid tanks which were in the equipment room had compromised some of the
electrical in the room and the tanks were relocated and the electrical was repaired.
Additional Fence repair along Alisal
* During a winter storm a tree fell on Alisal St. damaged and existing fence. This
work was to repair that fence.
Skateboard deterrents
* These deterrents were installed on all of the benches to eliminate skateboarders
from using them and damaging the benches.
Additional cost to modify light pole footing design
* There were two different types of lights on this project but only one of the two
foundation designs were included at bid time. This change order is the cost
associated with the additional rebar and concrete.
Install photo cell to separate light fixtures
* In order to be more energy efficient additional photo cells were installed.
Temp compressor and cover
* The architect did not include a compressor at bid time and a temporary unit
needed to be installed.
Install AC split system
* The data room in Wing C did not include an AC unit which is needed because of
the heat the equipment puts off. To make sure the equipment was not damaged
and was kept at the recommended 70 degrees, the unit needed to be installed.
Add door hold opener
* To insure compliance a magnetic door opener which ties into the fire alarm system
was installed.
Label of electrical devices
* All electrical and data ports must to be labeled to accommodate future work in the
building.
Power to 120V pumps at air compressors
* The architect failed to include a compressor at bid time and a permeant unit
needed to be installed. When the architect designed the new unit they did not
include the necessary 120V power.
Cost for 7 emergency lights
* The occupancy of some of the rooms were increased requiring additional exit lights
to meet code requirements.
Cost for Dust Collector Structural Supports
* DSA determined that additional structural supports were needed for the dust
collectors for the welding shop.
Cost for bubblers at sinks in shop areas
* The users of the new shops in the B wing requested that drinking fountains be
installed. This change order was the most economical way to achieve this.
Additional Abatement on VoTech Building Demo
* During demolition of the Votech building, asbestos was discovered, it was removed
and disposed of per the Monterey Bay Unified Air Board requirements.
Cost to remove and replace light fixtures @ fume hood welding shop
* The occupant of the welding shop had lights installed in a new fume hood but the
work did not meet code requirements. This cost was to reinstall in a safe manner
which met all code requirements.
Install computer dudes
* Cost was to anchor the dudes to the floor.
AMOUNT TO
/%
DATE
$2,538.55
0.97%
ORIGIN
AMOUNT
/%
D
$2,538.55
0.97%
D
$3,693.80
1.41%
$7,232.35
2.76%
D
$8,396.37
3.19%
$15,628.72
5.97%
D
$2,861.20
1.09%
$18,489.92
7.06%
D
$1,684.00
0.64%
$20,173.92
7.70%
D
$1,149.00
0.44%
$21,322.92
8.14%
D
$6,549.48
1.20%
$281,129.95
51.58%
O
$1,508.91
0.33%
$6,053.59
1.32%
A/E
$740.00
0.16%
$6,793.59
1.48%
A/E
$573.10
0.13%
$7,366.69
1.61%
O
$402.60
0.09%
$7,769.29
1.70%
A/E
$11,853.00
0.061%
$5,313,065.00
27.47%
A/E
$34,861.00
0.180%
$5,347,926.00
27.65%
O
$1,209.00
0.006%
$5,349,135.00
27.66%
A/E
$9,754.00
0.050%
$5,358,889.00
27.71%
A/E
$1,050.00
0.005%
$5,395,771.00
27.90%
O
$4,740.00
0.025%
$5,400,511.00
27.92%
DSA
$24,076.00
0.124%
$5,424,587.00
28.05%
O
$642.00
0.003%
$5,425,229.00
28.05%
D
$41,663.00
0.215%
$5,466,892.00
28.27%
O
$4,632.00
0.024%
$5,471,524.00
28.29%
O
$1,438.00
0.007%
$5,472,962.00
28.30%
AGENDA ITEM FOR BOARD MEETING OF:
Title
June 7, 2011
Number
Adopt Resolution 11:6, Approving
Reprimand of Trustees
III. I.
Area
Status
Office of Superintendent/President
Action (Roll-call)
Recommendation
It is recommended that the Board of Trustees adopts Resolution 11:6, Approving the Reprimand
of Trustee Ray Montemayor and Trustee Bill Freeman for violation of Board Policy 1055.
Summary
Concerns regarding this matter were discussed by the Board in open session at its May 3, 2011
meeting and it was requested that a Resolution be brought to the June meeting.
Multiple trainings regarding roles and responsibilities of the Board, the Brown Act, Board
Ethics and Hartnell College Board Policy 1055 have been provided for members of the Board.
The most recent training was provided on March 15, 2011 by Alison Neufeld, Liebert, Cassidy,
Whitmore.
HARTNELL COLLEGE COMMUNITY DISTRICT
Resolution No. 11:6
A RESOLUTION OF THE HARTNELL COLLEGE BOARD OF TRUSTEES APPROVING THE
REPRIMAND OF TRUSTEE RAY MONTEMAYOR AND
TRUSTEE BILL FREEMAN FOR VIOLATION OF BOARD POLICY 1055.
WHEREAS, the Board of Trustees of Hartnell College adopted Board Policy 1055 entitled
ETHICAL CONDUCT OF THE GOVERNING BOARD as an operational statement on June 4, 1992, as
Board Policy on March 5, 1996, and as revised on June 14, 2005, and on September 13, 2007, included
processes for progressive discipline up to and including censure for members who violate their policies;
and
WHEREAS, Board Policy 1055 provides in summary and pertinent part that that the Board of
Trustees “governs as a unit, with one voice,” and that individual Trustees must “make no personal
promise or take private action that may compromise performance of [their] responsibilities;” and
WHEREAS, under the general law members of the Board of Trustees are not permitted to act
individually or singly; they must act as a board, and individual Trustees who act without proper
authorization are acting in excess of their authority and in violation of the law; and
WHEREAS, Section 72000(b)(4) of the Education Code proscribes the unauthorized use of
Hartnell College’s name to “imply, indicate or otherwise suggest that any organization, or any product or
service of the organization is connected or affiliated with, or is endorsed, favored or supported by”
Hartnell College; and
WHEREAS, Section 7054(a) of the Education Code prohibits the use of Hartnell College funds,
services, supplies or equipment to urge the support or defeat of any political candidates or ballot
propositions; and
WHEREAS, as an ethical matter, individual Trustees owe a duty of loyalty to the District that
supersedes any personal interest; and
WHEREAS, Trustees Ray Montemayor and Bill Freeman presented a written memorandum to
the Monterey Peninsula College Board of Trustees dated April 26, 2011, in which they propose the
establishment of an “Informational Defend Education Web Page for our Tri-County Area;” and
WHEREAS, the April 26, 2011 memorandum from Trustees Ray Montemayor and Bill Freeman
to the Monterey Peninsula College Board of Trustees identifies Mr. Montemayor and Mr. Freeman as
Trustees of Hartnell College, but does not indicate that they are speaking in their capacity as private
citizens; and
WHEREAS, the April 26, 2011 memorandum from Trustees Bill Freeman and Ray Montemayor
to the Monterey Peninsula College Board of Trustees includes political statements promoting “the
collective bargaining rights of teachers,” an “oil extraction tax rather than a sales tax, an end to egregious
tax breaks for some corporations and the super wealthy [and] an end to endless wars for oil;” and
WHEREAS, the April 26, 2011 memorandum from Trustees Bill Freeman and Ray Montemayor
to the Monterey Peninsula College Board of Trustees strongly implies that Hartnell College and its Board
of Trustees have endorsed the content of the memorandum; and
Page 1 of 3
WHEREAS, although the April 26, 2011 memorandum from Trustees Bill Freeman and Ray
Montemayor was neither seen nor endorsed by five of the seven Trustees prior to its presentation to the
Monterey Peninsula College Board of Trustees, it is likely that most readers would believe it constitutes a
statement from the Board of Trustees and Hartnell College; and
WHEREAS, the April 26, 2011 memorandum from Trustees Bill Freeman and Ray Montemayor
to the Monterey Peninsula College Board of Trustees can be construed to advocate the use of District
funds, services, supplies or equipment to urge support of a ballot measure, in violation of Section 7054 of
the Education Code; and
WHEREAS, the establishment of the website urged by Trustees Freeman and Montemayor may
violate Section 72000(b)(4) of the Education Code, which prohibits the unauthorized use of Hartnell
College’s name to imply that any organization is endorsed, favored or supported by Hartnell College; and
WHEREAS, the Accrediting Commission for Community and Junior Colleges, Western
Association of Schools and Colleges has previously noted concerns regarding a Trustee’s decision to
author the Rebuttal to Argument in Favor of Measure H (the College’s 2002 bond campaign) and to sign
as “Hartnell College Governing Board Member;” and
WHEREAS, although individual Trustees have the right to free expression under the First
Amendment to the U.S. Constitution and Article 1, section 2, subdivision (a) of the California
Constitution, they must make it clear that they are speaking as private citizens and not speaking for the
Board of Trustees; and
WHEREAS, members of the Board of Trustees must refrain from using their official titles, or the
name of Hartnell College, to promote private causes without the authorization of the Board of Trustees, as
such conduct is unethical, illegal and may interfere with Hartnell College’s accreditation status and the
future of its intended mission to educate students; and
WHEREAS, the April 26, 2011 memorandum from Trustees Bill Freeman and Ray Montemayor
to the Monterey Peninsula College Board of Trustees was made available to all members of the Board of
Trustees and to the public on and before the Board meeting on May 3, 2011; and
WHEREAS, the April 26, 2011 memorandum from Trustee Bill Freeman and Trustee Ray
Montemayor to the Monterey Peninsula College Board of Trustees was examined by the full Board of
Trustees and discussed at the meeting on May 3, 2001; and
WHEREAS, Trustee Bill Freeman and Trustee Ray Montemayor were provided a full and fair
opportunity to respond to the concerns of the Board of Trustees during regularly scheduled meetings on
May 3, 2011, and June 7, 2011.
NOW, THEREFORE, BE IT RESOLVED BY THE BOARD OF TRUSTEES OF
HARTNELL COLLEGE AS FOLLOWS:
1. That Trustee Bill Freeman and Trustee Ray Montemayor have had a full and fair
opportunity to respond to the concerns of the Board of Trustees regarding the April 26,
2011 memorandum to the Monterey Peninsula College Board of Trustees, and in fact
have done so.
Page 2 of 3
2. That the Board of Trustees defines “reprimand” to mean a formally adopted Resolution
of official reprimand of one or more of its members that carries no fine or suspension of
any of the rights of a member of elected office.
3. That as evidenced by a vote on June 7, 2011, the Board of Trustees reprimand Trustee
Ray Montemayor and Trustee Bill Freeman for committing acts in violation of Board
Policy 1055, based on the unauthorized use of their official titles and the name of
Hartnell College to promote their private interests.
4. That Trustee Bill Freeman and Trustee Ray Montemayor are hereby directed that they
must not use their official titles, or the name of Hartnell College, to promote private
causes without the authorization of the Board of Trustees.
PASSED AND ADOPTED BY THE BOARD OF TRUSTEES OF HARTNELL COLLEGE
ON THE 7th DAY OF JUNE 2011, BY THE FOLLOWING VOTE:
AYES:
NAYS:
ABSENT:
ABSTAIN:
_________________________________
Erica Padilla-Chavez, Board President
Attest:
__________________________________
Phoebe Helm, Superintendent/President
167416.2 HA090-001
Page 3 of 3
AGENDA ITEM FOR BOARD MEETING OF:
Title
June 7, 2011
Number
Adopt Resolution 11:7, Adopting
Uniform Public Construction Cost
Accounting Procedures and Informal
Bidding Ordinance
III. J.
Area
Status
Office of Support Operations
Prepared by: Kent G. Stephens
Action (Roll-call)
Recommendation
It is recommended that the Board of Trustees adopts Resolution 11:7, Adopting Uniform Public
Construction Costs Accounting Procedures and Informal Bidding Ordinance.
Summary
Adoption of the Resolution will enable the college the economic benefits and greater freedom in
expediting public works projects and the advantage of streamlining the award process using an
informal bidding procedure for construction projects up to $175,000 as prescribed by section
22032 of the Public Contract Code, effective July 1, 2011.
As explained in the letter, dated April 25, 2011, from the State Controller, this requires the use
of construction cost accounting which will increase, at least initially, coordination work between
the facilities staff and the accounting staff because cost accounting is not currently used by the
business office. A full analysis of the extent of effort this accounting change would require has
not been completed. The staff will keep the Board informed of its progress in evaluating the
process. If the cost accounting processes are not overly burdensome, it is believed that the
increased flexibility, time saved and opportunity to prequalify available and accessible
contractors would provide significant advantages for the District.
HARTNELL COMMUNITY COLLEGE DISTRICT
Resolution No. 11:7
RESOLUTION OF THE HARTNELL COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES
ADOPTING UNIFORM PUBLIC CONSTRUCTION COST ACCOUNTING PROCEDURES AND
INFORMAL BIDDING ORDINANCE
A.
WHEREAS, the Hartnell Community College District (“College”) wishes to
utilize the alternative bid procedures set forth in Public Contract Code (“PCC”) section 22032 et
seq., and in order to do so the Board of Trustees must first elect to adopt uniform public
construction cost accounting procedures pursuant to PCC section 22000 et seq., the Uniform
Public Construction Cost Accounting Act (“Act”); and
B.
WHEREAS, PCC section 22034 requires the College to enact an Informal
Bidding Ordinance, as detailed herein, if it elects to utilize the alternative informal bid procedure
for public works projects as described in PCC section 22030 et seq.; and
C.
WHEREAS, the alternative procedures for bidding under PCC sections 22032
give the College additional mechanisms by which to award public works projects, which
procedures differ depending on the value of each such project; and
D.
WHEREAS, it appears to be in the best interest of the College to adopt the
uniform public construction cost accounting procedures and Informal Bidding Ordinance;
NOW, THEREFORE, the Board of Trustees of the Hartnell Community College District
(“Board”) finds and resolves as follows:
1.
Adopts the foregoing recitals as true and correct.
2.
Elects under PCC section 22030 to become subject to the uniform construction
cost accounting procedures set forth in the Act and to the California Uniform Public
Construction Cost Accounting Commission’s policies and procedures manual and cost
accounting review procedures, as they may each from time to time be amended.
3.
Directs the President or her designee to mail a certified copy of this Resolution to
the Office of State Controller, Division of Accounting and Reporting, Local Government
Policies Section, P.O. Box 942850, Sacramento, CA 94250.
4.
Enacts an Informal Bidding Ordinance as follows:
INFORMAL BIDDING ORDINANCE
Pursuant to PCC section 22034 et seq., the Board does hereby ordain and adopt an
Informal Bidding Ordinance (“Ordinance”) pursuant to the following provisions:
1.
The College shall maintain a list of qualified contractors, identified
according to categories of work. Minimum criteria for development and maintenance of
the contractors list shall be as determined by the California Uniform Public Construction
Cost Accounting Commission.
2.
Where a public project to be performed is subject to the provisions
of this Ordinance, a notice inviting informal bids shall be mailed to all contractors for the
category of work to be bid, as shown on the list developed in accordance with this
Ordinance, and to all construction trade journals as specified by the California Uniform
Public Construction Cost Accounting Commission in accordance with PCC section
22036. Additional contractors and/or construction trade journals may be notified at the
discretion of the Superintendent or authorized designee. If the product or service out for
bid is proprietary in nature such that it can be obtained only from a certain contractor or
contractors, the notice inviting informal bids may be sent exclusively to such contractor
or contractors.
3.
All mailing of notices to contractors and/or construction trade journals
pursuant to subdivision (2) above shall be completed not less than ten (10) calendar days
before bids are due.
4.
The notice inviting informal bids shall describe the project in general
terms, how to obtain more detailed information about the project, and state the time and
place for the submission of bids.
5.
The Board, to the extent it does not make the award itself, hereby
delegates authority to award informal contracts subject to the Ordinance to the
2
Superintendent/President or authorized designee, who may include, but is not limited to,
[public works director, general manager, purchasing agent, or other appropriate
person].
6.
The Ordinance is effective on the date approved by Resolution of the
Board. As of the effective date of the Ordinance, public works projects of $30,000 or
less may be performed by the employees of the District by force account, by negotiated
contract, or by purchase order; public works projects of $125,000 or less may be
informally bid, except under the circumstance described in PCC section 2034(f), and all
public works projects subject to formal bidding shall be subject to the notice procedures
contained in PCC section 22037. On and after July 1, 2011, the informal bid limit set
forth above is increased to $175,000.
7.
The Ordinance may be used in conjunction with, or in place of, to the
extent provided by law, other Public Contract Code requirements at the discretion of the
District.
8.
The Ordinance shall be amended from time to time by any subsequent
amendments or changes to the Act.
PASSED AND ADOPTED by the Board of Trustees of the Hartnell Community College
District on
, 2011.
AYES:
NOES:
ABSENT:
ABSTAINED:
Erica Padilla-Chavez, President
Board of Trustees
Hartnell Community College District
3
CERTIFIED AS A TRUE AND CORRECT COPY:
Clerk
Board of Trustees
Hartnell Community College District
J:\wdocs\00263\001\res\00224295.DOC
4
INFORMATION ITEMS
AGENDA ITEM FOR BOARD MEETING OF:
Title
June 7, 2011
Number
Receive Updated Report on Construction
Projects
IV. A.
Area
Status
Office of Facilities
Information
Recommendation
It is recommended that the Board of Trustees receives an updated report on construction
projects.
Summary
Each month, the Board of Trustees receives an oral and written report on current design,
planning, and construction projects. Completed projects are removed from the report and
current activities are updated monthly. The construction consultant and district manager
are available at the meeting to answer questions.
HARTNELL COLLEGE
Construction Update
Prepared by Joseph Reyes, Director, Maintenance
CURRENT PROJECTS
1.
City Sidewalk Replacement (843006) – 2005 – As part of the Environmental Impact Report (EIR) the
college agreed to replace the sidewalk around the campus as needed and to build a bus turnout for
Monterey Salinas Transit (MST) on Alisal Street.
2.
3.
May 2010
Board awarded the contract to C-3 Engineering of Monterey for design bid
specifications.
January 20, 2011
Project bid with construction scheduled to start in March and end in September.
March 1, 2011
Board approved to contract the project to Norcal of Salinas.
April 25, 2011
Section of sidewalks completed, College and Hartnell Streets.
May 23, 2011
Alisal and half of Homestead completed..
Campus Infrastructure #2 (830201) – 2011 – Add water and gas isolator valves to enable each building to
be turned on/off independent of the other buildings as needed to avoid closing the whole campus when
only one area is affected. Additionally, old data lines will be terminated and new lines connected to all of
the buildings.
May 2010
Board awarded the contract to C-3 Engineering of Monterey for design bid
specifications.
April 2011
Design and bid specification are being developed by C-3 Engineering.
Keyless Entry and CCTV System (843007) – 2010 – Keyless entry with video surveillance will improve
safety for students, staff, and property and will eliminate the problem resulting from lost and stolen keys.
Board awarded the contract to Aurum Consulting Engineers to design a keyless
April 2010
entry and CCTV system for the main campus and King City Center.
March 20, 2011
4.
Keyless portion of the design is complete, CCTV portion currently underway.
CAB Chiller and Boiler Replacement (811200) –2010 – As part of an energy efficient project on campus
the 30 year-old chiller and boiler on the roof of the CAB will be replaced. As part of that project and
energy efficient cool roof will be installed, also.
December 2010
Board awarded contract to Axiom Engineers to design an energy efficient chiller
and boiler.
Design, bid specifications, securing DSA approval.
May 10, 2011
Received DSA approval.
May 24, 2011
Project bid date, Chiller/Boiler.
May 26, 2011
Project bid date, Roof.
April 2010
Page 1 of 3
5.
Technical Training Building (813028) – 2010 – Hartnell issued a request for qualifications (RFQ) for
architectural services related to the design of the Technical Training Building on the Alisal Campus. A
total of eight firms submitted an RFQ. A group of faculty and staff (the users of the building) met and
shortlisted a total of 5 firms for interviews. The users then interviewed the firms and they selected NTD
based off of previous similar project experience and cost.
May 2010
6.
PE Field House (865003) – 2011 - Locker rooms, restrooms, a classroom, a training room, and
concessions area. Matching funds raised by the Hartnell College Foundation.
April 2011
7.
Board awarded contract to Belli Architectural Group Firm of Salinas
City Sidewalk Replacement Phase II (843010) - 2005 - Includes second half of Homestead and part of
Central
May 25, 2011
8.
Approved NTD architect firm of Salinas.
Project bid date.
Alisal Campus Sign (813032)
May 17, 2011
Project bid date
Occupied Projects in Final Stages of Completion
______________________________________________________________________________________
Alisal Campus Center for Applied Technology
Pool Renovation
Student Center
Alisal Campus Landscape Project
CALL Building
PE Renovation Project
COMPLETED PROJECTS
Date Closed Out
Project Name
October 2004
Campus Infrastructure Phase I
November 2005
Parking Structure
June 2006
Learning Resource Center (LRC)
Page 2 of 3
December 2008
CAB Refresh #1
February 2009
CAB Refresh #2
September 2010
CAB Refresh #3
January 2011
CAB Refresh #4
June 2010
NE Landscape Project
September 2010
Lighting phase II
Completed means that all of the clams and paperwork has been
submitted and no further action/clams on this project will be
forthcoming from the District.
FUTURE PROJECTS
----------------------------------------------------------------------------------------------------------------------------CAB Building First Floor
Additional Parking at Alisal
Science Building
Page 3 of 3
AGENDA ITEM FOR BOARD MEETING OF:
Title
June 7, 2011
Number
Receive and Accept Financial Statements
for Period Ending April 30, 2011
IV. B.
Area
Status
Office of Support Operations
Prepared by: Kent G. Stephens
Information
Recommendation
It is recommended that the Board of Trustees receives and accepts the Financial Statements for the
period ending April 30, 2011
Summary
Financial Statements of District funds for the period ending April 30, 2011 are attached for
information.
Budget Implications
None
AGENDA ITEM FOR BOARD MEETING OF:
Title
June 7, 2011
Number
Recognition of Student Athletes
III. C.
Area
Status
Superintendent/President
Prepared by: Dr. Phoebe Helm
Consent
Recommendation
It is recommended that the Board of Trustees receive information recognizing student athletes.
Summary
Attached is a list of Team and Individual State and/or Regional Championships earned by
Hartnell student athletes in Cross Country, Track, Men’s Basketball, Soccer, Softball and
Volleyball. The next three pages list the names of 38 athletes who earned a Grade Point
Average (GPA) of 3.5 to 4.0 and another 56 who earned a GPA of 3.0 to 3.49. The academic
and athletic prowess comes together in the last two pages where the names of 25 athletes who
will be transferring to four year colleges and universities with scholarships are listed.
Recruiting season is not over, so it is anticipated that as many as 15 to 20 more will be picked
before fall term.
The new facilities have attracted lots of attention from potential athletes as well as university
recruiters and most importantly, the academic achievement speaks volumes about the
expectations of Hartnell coaches and faculty, as well as the students. Please join me in
congratulating them all and wishing them well.
Attachments
1. State and Regional Recognitions
2. Presidents and Deans Honors Lists
3. Athlete Scholarship Recipients
STATE & REGIONAL RECOGNITION CROSS COUNTRY 2010 Men’s Coast Conference Team Champion Men’s Coast Conference Individual Champion 5 All – Coast Conference – Men Women’s Coast Conference Team Champs Women’s Coast Conference Individual Champion 8 All – Coast Conference – Women Men’s Norcal Team Runner‐up 3 All – Norcal Individuals Women’s Repeat Norcal Team Champions 4 All – All Norcal Individuals Track 2011 Men’s Team Champions – Coast Conference 7 Individual Champions Women’s Team Runner‐up Coast Conference 3 Individual Champions First Ever State Champion ‐ Hammer Clarissa Hernandez State Runner‐up/Repeat All‐American Matt Battaglia Men’s Basketball Northern California Play‐off State Play‐offs 20102011 Soccer Northern California Play‐off Ranked as high 7th in the nation Softball Ranked as high 20th in Northern California Volleyball Ranked as high 23rd in the state Hartnell College Athletes President and Deans Honor List 2011 BASEBALL: President’s List (3.5‐4.0) BASEBALL: Dean’s List (3.0‐3.49) Chistopher Countryman Cameron Delasantos Dylan Nobida Matthew Blackwell Marc Flores Tyler Flynn Dillon Given Cody Guenhart Christopher Liu‐Saguid Manny Martinez Dean Schopp BASKETBALL: President’s List (3.5‐4.0) BASKETBALL: Dean’s List (3.0‐3.49) Tyler Faalogo Jonathan Fairell Eric Neal Thomas Tebbs Joseph Vasher FOOTBALL: President’s List (3.5‐4.0) FOOTBALL: Dean’s List (3.0‐3.49) John Andrus Jesus Galindo Matthew Miranda Nicholas Nunez Ryan Parra John Perez‐Mendoza Daniel Rincon Frank Aguayo Vaughn Aldape‐Soratos Chad Baum Omar Betancourt Gary Carranza Daniel Chamberlain Josh Correia Kevin Dorsey Jr. Estevan Gomez Jeffrey Hodges Andres Jaurez Robert Lambert D’Layne Lattimore Gil Lopez Manny Martinez Michael Milovale Christian Ruelas Kiero Small Kyle Sterzer Preston Anderson Tanner Apeland Connor Brady Jesse Frankland Shae Neal Kyle Vasher MEN’S SOCCER: President’s List (3.5‐4.0) MEN’S SOCCER: Dean’s List (3.0‐3.49) Rodrigo Duarte Agustin Nolasco Diego Ortega Jorge Rubio WOMEN’S SOCCER President’s List (3.5‐4.0) WOMEN’S SOCCER Dean’s List (3.0‐3.49) Jessica Gonzales Maria Jimenez Ana Garcia Maria Gomez Yesenia Magana Laura Ochoa SOFTBALL: President’s List (3.5‐4.0) SOFTBALL: Dean’s List (3.0‐3.49) Mariah Fonseca Teresa Palomino Genevieve Ramirez Alana Tsue WOMEN’S BASKETBALL: President’s List (3.5‐4.0) WOMEN’S BASKETBALL: Dean’s List (3.0‐3.49) Laura Prevatt VOLLEYBALL: President’s List (3.5‐4.0) VOLLEYBALL: Dean’s List (3.0‐3.49) Rachel Heavin Samantha Salao Kameolynn Dela Cuadra Bianca Gonzalez Breanna Warnars Kirstie Zubiate MEN’S TRACK & FIELD: President’s List (3.5‐4.0) MEN’S TRACK & FIELD: Dean’s List (3.0‐3.49) Alejandro G. Alcaraz Salvador Coronado Kenny Olivas James Solarte MEN’S CROSS COUNTRY: President’s List (3.5‐4.0) MEN’S CROSS COUNTRY: Dean’s List (3.0‐3.49 Eric Yepz Cristian Soratos Isaias Abonce Jose Gonzalez Edwin Marquez Steven Mora Benjamin Nunez Hector Ramirez Faviola Bernal Ronika Lea Jesse Fernandez Edgar Hernandez WOMEN’S TRACK & FIELD: President’s List (3.5‐4.0) WOMEN’S TRACK & FIELD: Dean’s List (3.0‐3.49) Kristine‐May Olivas WOMEN’S CROSS COUNTRY: President’s List (3.5‐4.0) WOMEN’S CROSS COUNTRY: Dean’s List (3.0‐3.49 Elizabeth De La Cruz Dominique Dixon Carolina Suarez Sabrina Washington Sused Cabrera Stephanie Castro Mayra Garcia Amparo Olivo 2010‐2011 ATHLETES SCHOLARSHIP RECIPIENTS BASEBALL Cory Carma ‐ University of Southern California Michael Angelo Guzman ‐ Oral Roberts Michael Jensen ‐ University of Southern California Dylan VonWeigandt ‐ Whittier VOLLEYBALL Samantha Salao ‐ Dillard University, Louisiana Tanya Zarate ‐ Mountain State University, West Virginia Leticia Diaz ‐ Fresno State, CA Kristin Gebin ‐ Volleyball & Track & Field (Continuing onto a four year) MEN’S BASKETBALL Seth Richins ‐ Full Athletic Scholarship ‐ Western State College John Fairell ‐ Full Athletic Scholarship Oklahoma Panhandle State MEN’SOCCER Jorge Rubio ‐ CSUMB WOMEN’S SOCCER NONE MEN’S TRACK Eric Yepez ‐ Spalding University WOMEN’S TRACK Sused Cabrera ‐ Mesa State College Stephanie Castro ‐ Mesa State College Mayra Garcia ‐ Mesa State College FOOTBALL Fekita Feki ‐ Iowa Wesleyan Robert Lambert ‐ Iowa Wesleyan Matt Miranda ‐ Faulkner University Rickey Rodwell ‐ Virginia Union Kiero Small ‐ Arkansas Brad Smet ‐ Sterling Daniel Taueetia ‐ Virginia Union Matt Jimenez WOMEN’S BASKETBALL NONE SOFTBALL Jennifer Ferguson ‐ Kentucky/Hilo/Jessup University College Rocklin, CA Tuma Enos ‐ Jessup University Rocklin, CA Possibly 15‐20 more students that will be scholar recipient’s @ the end of the spring & summer semester. ADJOURNMENT