1
Cabrillo College Governing Board Agenda
OPEN SESSION
Monday, November 1, 2010
Cabrillo College Sesnon House
6500 Soquel Drive
Aptos, California 95003
TIME
1. Call to Order and Roll Call
5:00
2. Adoption of Agenda
3. Public Comments Regarding Closed Session Items (three minute
time limit per speaker)
Please notify clerk if you desire to speak to the Board.
4. Announcement of Closed Session
5. Adjourn to Closed Session
CLOSED SESSION
1. Conference with Real Property Negotiators (Government Code
§54956.8)
Property: 251 Kings Village Road, Scotts Valley, California 95066
Agency Negotiator: Victoria Lewis
Negotiating Parties: Various Negotiating Parties
Under Negotiation: Terms of Payment, Conditions
2. Conference with Labor Negotiator (Government Code §54957.6)
District’s Designated Representative: Victoria Lewis
Employee Organization: CCFT
3. Conference with Labor Negotiator (Government Code §54957.6)
District’s Designated Representative: Victoria Lewis
Employee Organization: CCEU
4. Conference with Labor Negotiator (Government Code §54957.6)
District’s Designated Representative: Brian King
Employee Organizations: Management and Confidential Employees
OPEN SESSION

Call to Order and Roll Call

Report Out of Closed Session
6:00
A. CONSENT ITEMS
TIME
Minutes and Consent Agenda (these items are approved when the agenda is
approved unless a Board member wishes to discuss)
6:01
1.
2.
a. Minutes of Special Meeting of September 18, 2010
5
b. Minutes of Regular Meeting of October 4, 2010
7
Warrant Registers
15
It is recommended that the Governing Board ratify warrant numbers
81974–84356 for the amount of $3,540,730.01
3.
Ratification: Construction Change Orders
It is recommended that the Governing Board ratify the construction
change orders as presented.
39
November 1, 2010
A. CONSENT ITEMS (Continued)
Acceptance of SBDC Contract with Rancho Santiago Community
4.
College District
2
43
It is recommended that the Governing Board accept the $20,000
augmentation grant from the Rancho Santiago Community College
District. It is further recommended that the Board authorize the Vice
President of Administrative Services to execute and make all
necessary arrangements in relation to this grant agreement and any
future amendments on behalf of the college.
5.
Contract with Santa Cruz County Human Services Department
45
It is recommended that the Governing Board approve a $273,829
contract with the County of Santa Cruz to serve WIA and
CalWORKs participants. It is further recommended that the Board
authorize the Vice President of Administrative Services to execute
and make all necessary arrangements in relation to this agreement
on behalf of the college.
6.
Curriculum Committee Actions
47
It is recommended that the proposed curriculum changes be
approved to become effective in Spring 2011.
7.
Human Resources Management Report
53
It is recommended that the Governing Board ratify and/or approve
the Human Resources Management Report.

Introduction of Newly Appointed Faculty and Staff
6:02

Oral Communications
6:03
Members of the audience may speak to non-agenda items (three
minute time limit per speaker). Public testimony will be invited in
conjunction with Board discussion on each item.
B. SPECIAL PRESENTATION

None
C. ORAL REPORTS
1.
Board Members’ Reports
6:12
2.
Student Trustee’s Report
6:17
3.
Superintendent/President’s Report
6:19
4.
CCEU
Comments on issues of interest to the Cabrillo Classified
Employees Union.
6:21
5.
CCFT
Comments on issues of interest to the Cabrillo College Federation
of Teachers
6:23
6.
Faculty Senate
Comments on issues of interest to the Faculty Senate
6:25
November 1, 2010
PUBLIC HEARING
 Public Hearing: District 2010-13 Negotiations Reopeners
with CCFT
55
D. ACTION ITEMS
1.
Adopt the 2010-13 CCFT Negotiations Reopeners
3
6:27
TIME
57
6:29
59
6:31
It is recommended that the Governing Board adopt the CCFT 201013 negotiations reopeners.
PUBLIC HEARING
 Public Hearing: District 2010-11 Negotiations Reopeners
with CCEU
D. ACTION ITEMS (continued)
2.
Adopt the 2010-11 CCEU Negotiations Reopeners
TIME
61
6:33
63
6:35
It is recommended that the Governing Board adopt the 2010-11
CCEU negotiations reopeners.
PUBLIC HEARING
 Public Hearing: District Initial Proposals to CCEU
D. ACTION ITEMS (continued)
3.
Adopt the District’s 2011-12 Initial Proposal to CCEU
TIME
65
6:37
It is recommended that the Governing Board adopt the District’s
initial proposal for negotiations with CCEU.
4.
Award of Contract: DSA Inspection Services for Green Technology
Center Project
67
It is recommended that the Governing Board authorize the Vice
President, Administrative Services to sign the contract with GBMI
Inspections in the amount of $156,000 for the Green Technology
Center project.
5.
Board Policy Revisions: Office of Instruction, Second Reading
69
It is recommended that the Governing Board adopt the Board Policies
as revised.
6.
Resolution #32-10: Child Care Grant Agreements with California
Department of Education for Fiscal Year 2010/2011
75
It is recommended that the Governing Board accept the four grants
totaling $588,822 from the California Department of Education and
authorize the Vice President of Administrative Services to enter into
Agreements CSPP-0596, CCTR-0339, CFCC-0030, CRPM-0130,
and CCAP-0119 with the California Department of Education by
approving Resolution #32-10.
E. INFORMATION ITEMS
1.
2010-11 & 2011-12 Budget Planning
TIME
77
A Budget Update is provided for Governing Board information.
2.
Financial Reports
The financial reports are presented for the information of the
Governing Board.
91
6:47
November 1, 2010
E. INFORMATION ITEMS (continued)
Facilities Master Plan Project Status
3.
113
4
TIME
The monthly status report regarding current Facilities Master Plan
projects is provided to the Governing Board for information.
4.
Cash Flow Update – First Quarter
117
A cash flow update for the first quarter of the fiscal year is presented
to the Governing Board for information.
5.
Cabrillo College 2010 Fall Census Report
121
The Fall 2010 Census Report is presented to the Governing Board for
information.
6.
Cabrillo College Climate Action Plan, 2010
125
The Climate Action Plan is presented to the Governing Board for
information.
7.
Distance Education 2009/2010 Annual Report
143
The Distance Education Annual Report is presented to the Governing
Board for information.
8.
Governing Board Goals and Priorities for 2010-2011
149
Governing Board goals for 2010-2011 are presented for information and
discussion.
9.
Information Technology Update
151
An update on college technology is provided for Governing Board
information.
10.
Cabrillo College Monthly Calendar
The Cabrillo College activities calendar for the month of November is
presented for Governing Board information.
11.
Agenda for Next or Future Board Meetings
The Cabrillo College Governing Board may discuss items to be
placed on the agenda for the future Board meetings.
153
F. CLOSED SESSION
ADJOURN
7:00
For ADA related meeting accommodations, contact Dominique Hansen, Executive Assistant to the
President, at (831) 479-6306 at least 24 hours in advance of the meeting.
Board materials updated after distribution of the Board packet will be posted on the Governing Board web
site at http://www.cabrillo.edu/associations/governingboard/ prior to the Governing Board meeting.
Minutes of Special Meeting
5
CABRILLO COLLEGE GOVERNING BOARD
September 18, 2010
SPECIAL MEETING
The special meeting of the Cabrillo College Governing Board was held at the
Scotts Valley Center, 04 Whispering Pines Dr., Scotts Valley, California on
Saturday, September 19, 2009. Chair Rebecca Garcia opened the meeting
in Open Session at 8:32 am. Roll was taken; present were Chair Gary
Reece and Trustees Rebecca Garcia, Al Smith, Rachael Spencer, Katy
Stonebloom, Susan True, and Claudine Wildman. Also present were
facilitator Cindra Smith and Cabrillo College President Brian King. The
agenda was adopted and Chair Reece asked for Public Comments on nonagenda items. There were no public comments.
INFORMATION ITEM
CALL TO ORDER
INFORMATION ITEM
In a discussion facilitated by Cindra Smith, the Board discussed enhancing
Board success, streamlining board agenda and meeting preparation, Board
policy revisions, progress on 2009-10 Board priorities, 2010-11 budget
planning, and student success initiatives. The Board discussed goals for
2010-11, and will bring forward the draft goals as an Information Item at a
regularly scheduled Board meeting.
ADJOURNMENT
The special meeting of the Cabrillo College Governing Board was adjourned
at 12:30 pm.
Respectfully submitted,
Secretary
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ADJOURNMENT
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7
Minutes of Meeting
CABRILLO COLLEGE GOVERNING BOARD
October 4, 2010
REGULAR MEETING
The regular monthly meeting of the Cabrillo College Governing Board was held at
the Sesnon House, 6500 Soquel Drive, Aptos, California on Monday, October 4,
2010. Chair Gary Reece opened the meeting in Open Session at 5:05 pm. Roll was
taken; present were Chair Reece, Trustees Al Smith, Rachael Spencer, Katy
Stonebloom, Susan True, and Claudine Wildman. Chair Reece asked for Public
Comments on Closed Session items. There were no public comments.
Closed Session items were announced and the meeting was adjourned to Closed
Session at 5:11 pm. Closed Session was adjourned at 6:00 pm.
ROLL CALL
Chair Gary Reece called the Open Session to order at 6:00 pm. Other Board Trustees
present were Trustees Rebecca Garcia, Al Smith, Rachael Spencer, Katy
Stonebloom, Susan True, and Claudine Wildman. Also present were members of
the community, college faculty, staff and students.
REPORT OUT OF CLOSED SESSION
Chair Reece stated that there was nothing to report out of Closed Session.
PROCEDURAL ITEMS
It was moved and seconded (Garcia/Spencer) to approve the Consent Agenda as
amended, including the minutes from the meeting of September 13, 2010. A typo
was noted on page 1 in the roll call portion of the September 13, 2010 minutes. The
sentence should read “Also present were members of the community, college faculty,
staff and students”. The motion maker and second agreed to the change.
CALL TO ORDER
ROLL CALL
REPORT OUT OF
CLOSED SESSION
APPROVAL OF
CONSENT AGENDA
AND MINUTES
The motion carried with the following roll call vote:
Student Trustee Advisory Vote: None
AYES: Garcia, Reece, Smith, Spencer, Stonebloom, True and Wildman
NOES: None
ABSENT: None
ABSTAIN: None
INTRODUCTION OF NEWLY APPOINTED FACULTY AND STAFF
None
ORAL COMMUNICATIONS
None
INTRODUCTION OF
NEWLY APPOINTED
FACULTY AND STAFF
ORAL
COMMUNICATIONS
SPECIAL PRESENTATION
The Governing Board honored the 2009-10 Meritorious Service, Billie Paul, John D.
Hurd, and Flloyd L. Younger Award recipients.
ORAL REPORTS
Board Trustees’ Reports
Trustee Wildman reported on a recent Cabrillo Foundation meeting which she
attended. Trustee Wildman noted there were three presentations by Academy for
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SPECIAL
PRESENTATION
ORAL REPORTS
BOARD TRUSTEE
REPORTS
8
Minutes of Meeting
October 4, 2010
College Excellence (ACE) students and said the presentations were very informative.
Trustee Wildman also informed the board that upon her retirement a new trustee will
have to be appointed to the Foundation.
Trustee Spencer reported on the Woman’s Educational Success (WES) luncheon, and
said it was wonderful to meet some of the women who are supported by WES.
Trustee Stonebloom reported on the opening of the Health and Wellness complex and
thanked everyone who worked on the event.
Student Trustee’s Report
Student Trustee Allenster reported Thursday, October 7, is a statewide community
college day of action. The student Senate is preparing for two upcoming conferences
and is contemplating having CALPIRG stay in the student Senate.
Superintendent’s Report
President King recognized Health, Athletics, Wellness & Kinesiology Dean Kathie
Welch, Facilities Planning and Plant Operations Director Joe Nugent, Marketing
Director Kristin Fabos, Foundation Director Melinda Silverstein, Facilities
Development Senior Project Manager Paul Anderson, Facilities, Planning and
Purchasing Director Doug Deaver, and Foundation Associate Director Eileen Hill for
all their hard work on the grand opening of the Health and Wellness complex.
STUDENT
TRUSTEE’S
REPORT
SUPERINTENDENT’S
REPORT
President King then asked VP Bailey-Fougnier to provide the board with update on
some upcoming campus activities. VP Bailey-Fougnier reported October 11 is
National Coming Out Day and from 11:00 a.m. to 12:00 p.m. there will be speakers
and music in the Cabrillo Gallery and the quad. Also, on October 19 there is a “Safe
Spaces” training. Attendees will learn how to create a safe space on campus for
students (and staff) who are questioning their sexual orientation.
Next President King announced the number Cabrillo’s Transfer Agreement
Guarantee (TAG) applications are almost triple from what they were in 2009.
President King closed his remarks by thanking the board for their participation during
the Board retreat.
CCFT
Paul Harvell, CCFT President, addressed the board. CCFT President Harvell said
CCFT’s contract is highly complicated and CCFT is reviewing the use of the word
“contingent” in the contract. CCFT President Harvell also reported there is a great
concern by the faculty, over the appropriateness of the campus running a surplus
during economic challenging times.
Faculty Senate
Steve Hodges, Faculty Senate President, addressed the board and said Cabrillo needs
more full time faculty. The Senate has been going through the faculty prioritization
process and will likely recommend the hiring of four new faculty.
CCEU
In the absence of CCEU President Stephanie Stainback, CCEU Acting President Alta
Northcutt addressed the board. CCEU Acting President Northcutt stated that CCEU
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CCFT
FACULTY SENATE
CCEU
9
Minutes of Meeting
October 4, 2010
has a vested income in the financial status of the college. CCEU encourages the
support of faculty and staff and asks that the needs of the students drive the budget
train. CCEU Acting President Northcutt said a unified work place creates a health
working environment. CCEU appreciates the board and the board’s commitment to
serve Cabrillo.
ACTION ITEMS
2010-11 Retirement Incentive: Confidential Employees
It was recommended that the Governing Board approve the retirement incentive for
Confidential employees effective 2010-11.
It was moved and seconded (Wildman/Stonebloom) to approve the 2010-11
Retirement Incentive: Confidential Employees.
The motion carried unanimously.
2010-11Retirement Incentive: Management Employees
It was recommended that the Governing Board approve the retirement incentive for
Management employees effective 2010-11.
It was moved and seconded (Wildman/Stonebloom) to approve the 2010-11
Retirement Incentive: Management Employees.
The motion carried unanimously.
Ratification of Student Trustee Nomination
It was recommended that the Governing Board approve Katherine “Kitt” Allenser
to fill the remaining term of office of the Cabrillo College Student Trustee.
ACTION ITEMS
2010-11 RETIREMENT
INCENTIVE:
CONFIDENTIAL
EMPLOYEES
2010-11RETIREMENT
INCENTIVE:
MANAGEMENT
EMPLOYEES
RATIFICATION OF
STUDENT TRUSTEE
NOMINATION
It was moved and seconded (Garcia/True) to approve the ratification of student
trustee nomination.
The motion carried unanimously.
Resolution 034-10: Authorization of Temporary Transfer of Available Funds from
the Santa Cruz County Treasurer
It was recommended that the Governing Board approve Resolution 034-10 and
authorize the temporary transfer of available funds from the Santa Cruz County
Treasurer.
It was moved and seconded (True/Stonebloom) to approve Resolution 034-10.
The motion carried with the following roll call vote:
AYES: Garcia, Reece, Smith, Spencer, Stonebloom, True, and Wildman
NOES: None
ABSENT: None
ABSTAIN: None
ACCJC Mid Term Report
3 of 7
RESOLUTION 034-10:
AUTHORIZATION OF
TEMPORARY
TRANSFER OF
AVAILABLE FUNDS
FROM THE SANTA
CRUZ COUNTY
TREASURER
10
Minutes of Meeting
October 4, 2010
It was recommended that the Governing Board approve the Accreditation Mid
Term Report to ACCJC.
ACCJC MID TERM
REPORT
It was moved and seconded (Wildman/Stonebloom) to approve the ACCJC Mid
Term Report.
Chair Reece recognized the amount of information that is in the report and noted
that it is very impressive and gratifying to see the campus self-identifying what it
wants to do.
Trustee Garcia had a number of questions about Student Learning Outcomes
(SLO’s) and the current focus on the Cabrillo Hispanic Affairs Council. Presdient
King and Vice President Kilmer and said they will provide information on those
topics in a board update.
Trustee True asked about the WebAdvisor tool for students. VP Bailey-Fougnier
responded that WebAdvisor is similar to an education plan that can be manipulated.
Students do not have complete access to the tool at this point because not all the
data has been entered into the system. Data will be added over the coming months
and then students will have complete access.
The motion carried unanimously.
Award of Bid: Watsonville Green Technology Center
It was recommended that the Governing Board approve the Green Technology
Center bid, which was presented under separate cover.
It was moved and seconded (Garcia/Spencer) to approve the Watsonville Green
Technology Center bid.
AWARD OF BID:
WATSONVILLE
GREEN TECHNOLOGY
CENTER
Trustee Garcia asked for reduction examples. Facilities Development Senior
Project Manager Paul Anderson said he met with the stakeholder group and the
architect came up with some items that would not adversely affect the project.
Trustee True asked if the changes affect the LEED Platinum certification and
Facilities Development Senior Project Manager Anderson said no changes were
made to the LEED Platinum aspects of the project.
The motion carried unanimously.
Academic Calendar 2011-2012
It was recommended that the Governing Board approve the 2011-2012 Academic
Calendar.
ACADEMIC
CALENDAR 2011-2012
It was moved and seconded (True/Wildman) to approve the Academic Calendar
2011-12, as presented.
The motion carried unanimously.
INFORMATION ITEMS
2010-11 BUDGET
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11
Minutes of Meeting
October 4, 2010
2010-11 & 2011-12 Budget Update
A Budget Update was provided for Governing Board information under separate
cover.
UPDATE
VP Lewis provided an update on the state budget, which was expected to pass later in
the week. Chair Garcia asked if the district is competent that the reserves will cover
mid-year cuts. VP Lewis said the district has planned well as it possibly could.
Financial Reports
The financial reports through July 31, 2010, of all funds maintained by the District
were presented for Governing Board information.
Sunshine CCEU 2010-11 Negotiated Agreement Reopeners
The District’s initial proposal to Sunshine CCEU 2010-11 Negotiated Agreement
Reopeners was presented to the Governing Board for information.
Sunshine CCFT 2010-13 Negotiated Agreement Reopeners
The District’s initial proposal to Sunshine CCFT 2010-11 Negotiated Agreement
Reopeners was presented to the Governing Board for information.
Sunshine District’s Initial Proposal: CCEU/District 2011-12 Negotiations
The District’s initial proposal for negotiations with the Cabrillo Classified
Employees Union (CCEU) was listed as Item E.5. A public hearing will be held, as
required by law, at the next Board meeting.
Facilities Master Plan Project Status
The monthly status report regarding current Facilities Master Plan projects was
provided to the Governing Board for information.
Governing Board Self-Evaluation Process
In accordance with Board Policy and Administrative Regulation 1310, the
Governing Board reviewed and discussed its performance.
Chair Reece said the board discussed the results of the survey at its recent board
retreat. For next year’s survey the board will review the survey timing; the survey
is currently conducted during the first week of the Fall semester, and will form a
survey subcommittee to determine if the survey questions are still relevant.
Chair Reece also said the board will make a concerted effort to respect people’s
time when it comes to the agenda and closed session. The board discussed the
meeting agendas and refining agenda items. The board asked the President and
Cabinet members to move some of the pro forma items off the board agenda and
into board updates, so the board has more time to discuss substantive issues during
board meetings.
Trustee True added that board would like a better understanding of when items are
presented to the board annually, so board members do not create extra work by
asking faculty/staff for information when a report may be coming in a few months.
5 of 7
FINANCIAL REPORTS
SUNSHINE CCEU
2010/11 NEGOTIATED
AGREEMENT
REOPENERS
SUNSHINE CCFT 201013 NEGOTIATED
AGREEMENT
REOPENERS
SUNSHINE DISTRICT’S
INITIAL PROPOSAL:
CCEU/DISTRICT 201112 NEGOTIATIONS
FACILITIES MASTER
PLAN PROJECT
STATUS
GOVERNING BOARD
SELF-EVALUATION
12
Minutes of Meeting
October 4, 2010
WD 2.0 Objectives and Indicators
The WD 2.0 Objectives and Indicators were provided for Governing Board
information.
WD 2.0 OBJECTIVES
AND INDICATORS
Trustee Spencer stated it is important to look at how the district trains workforce
and how it remains current with the needs of the county. Trustee Spencer asked if
Cabrillo surveys past students to see how well they believe they were trained.
VP Kilmer responded that Career Technical Education (CTE) faculty remain active
in their fields and continually modify the curriculum. Dean Pfotenhauer added
there is an advisory committee which bring employers together to discuss the
county’s needs. There is also a health careers partnership which has brought
together a number of groups and led to the district’s expansion into public safety
and industrial technology.
Chair Reece mentioned President Obama’s recent speech on economic
development which specifically mentioned community colleges and funding. Chair
Reece asked if there resources available to district and Dean Pfotenhauer said there
are funds available through the National Fund for Workforce Solutions.
Chair Reece asked how the district responds when so much of our local large
businesses have left the county. David Lundberg, Director of the Workforce
Investment Board, said the Workforce Investment Board has relationships with
local redevelopment agencies which provide intelligence on the comings and
goings of local businesses and the Workforce Investment Board can align resources
towards current county needs.
Trustee Stonebloom commented that she is happy to see the portions of the WD 2.0
plan that have to do with connecting with K-12 and finds the scope of this project
fascinating.
Trustee Wildman said she is part of WD 2.0 through her job and thinks that it is
great that Cabrillo has taken on a leadership role. It is an opportunity for Cabrillo
to be innovative in how it approaches work life development.
Children’s Center Re-Accreditation Application
The Children’s Center Re-Accreditation Application was provided for Governing
Board information.
Board Policy Revisions: Instruction, First Reading
Board Policies were presented as a first reading for Governing Board
review and will return for action at the next Governing Board meeting.
Fall 2010 Flex Week Activities
A report on Fall 2010 Flex Week Activities was provided for Governing Board
information.
6 of 7
CHILDREN’S CENTER
RE-ACCREDITATION
APPLICATION
BOARD POLICY
REVISIONS:
INSTRUCTION, FIRST
READING
FALL 2010 FLEX WEEK
ACTIVITIES
13
Minutes of Meeting
October 4, 2010
Trustee Garcia commented that at the board retreat there was a consensus that
student success is a priority for the board. An ongoing question for the board is
how Flex Week fits into student success.
Cabrillo College Monthly Calendar
The Cabrillo College activities calendar for the month of October was presented for
Governing Board information.
Agenda for Next or Future Board Meetings
The Cabrillo College Governing Board discussed items to be placed on the agenda
for the future Board meetings.
CABRILLO COLLEGE
MONTHLY CALENDAR
AGENDA FOR NEXT
BOARD MEETING
Trustee Garcia requested a report or matrix that illustrating the achievement gaps.
President King responded that the information will be included in an future Board
update
The board decided to hold a study session on student success and staff development
on November 15.
ADJOURNMENT
The open session of the Cabrillo College Governing Board was adjourned at 7:33 pm.
Respectfully submitted,
Secretary
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ADJOURNMENT
14
15
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
November 1, 2010
SUBJECT:
ENCLOSURE(S)
Register of Warrants
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
A.2
Page 1 of 23
BACKGROUND:
The following warrants are submitted for Governing Board ratification:
REGISTER NO.
*
*
*
*
27
28
29
30
31
32
33
34
35
36
DATE
WARRANT NO.
09-22-10
09-22-10
09-23-10
09-29-10
09-30-10
10-05-10
10-07-10
10-07-10
10-13-10
10-14-10
81974-82495
82496-82533
82534-82722
82723-83278
83279-83408
83409-83411
83412-83565
83566-83774
83775-84128
84129-84356
TOTAL AMOUNT
177,081.21
216,652.81
457,622.32
246,124.35
543,990.14
1,759.89
114,698.00
484,082.58
422,357.68
876,361.03
3,540,730.01
* NOTE: Student refund and financial-aid registers are available in the Business Office for review.
RECOMMENDATION:
It is recommended that the Governing Board ratify warrant numbers 81974–84356 for the amount of
$3,540,730.01.
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
November 1, 2010
Ratification: Construction Change Orders
REASON FOR BOARD CONSIDERATION
ACTION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 3
A.3
BACKGROUND:
In accordance with Board Policy 4155, the attached change orders over $25,000 and less than
10% of the original contract value are submitted for Governing Board ratification.
This report includes the Green Technology Center deductive change order for $346,663 that was
part of the recommendation at the October 2010 board meeting.
Continued on page 2
FISCAL IMPACT:
($346,663.00) Reduction
RECOMMENDATION:
It is recommended that the Governing Board ratify the construction change orders provided as an
attachment.
Administrator Initiating Item:
Joe Nugent
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
40
Ratification: Construction Change Orders: cont.
Project
Arts
Education
Classrooms
Contractor
C/O #
Building 300
$0.00 Total Change Order
Contractor
Tombleson
None this month
Change order
#
Allied Health
Allied Health
Page 2 of 3
Amount
Description
$0.00 Total Change Order
Building 300
Project
Description
None this month
Arts Education Classrooms
Project
Amount
Sub-Contractor
Change order
#
Amount
Description
None this month
$0.00 Total Change Order
Cabrillo Community College District, 6500 Soquel Drive, Aptos, CA 95003
http://www.cabrillo.edu
41
Ratification: Construction Change Orders: cont.
Watsonville
Reason
Value Engineering
Value Engineering
Project
Proposed Change
order #
PCO #001
PCO #002
Value Engineering
Value Engineering
Value Engineering
PCO #003
PCO #004
PCO #005
Value Engineering
PCO #006
Value Engineering
PCO #007
Value Engineering
PCO #008
Value Engineering
PCO #009
PCO #010
Value Engineering
Value Engineering
PCO #011
Value Engineering
Value Engineering
Value Engineering
Value Engineering
PCO #012
PCO #013
PCO #014
PCO #015
Contractor
Amount
(48,599)
(32,500)
PCO #017
PCO #018
PCO #019
(36,000)
Seismic Joint: Change to alternate seismic joint, per 2/A6.3 Mod
Drawing #01 dated 10/12/10.
Bamboo Plywood Wall Paneling: Delete bamboo plywood wall
paneling and add level IV finish at gypsum board walls
Bamboo Plywood Benches: Delete bamboo plywood benches and
add level IV finish at gypsum board walls
(18,000)
1x6 T&G Wood Planks: Delete 1x6 T&G wood planks and add
level IV finish at gypsum board walls
(5,000)
Cement Plaster Finish Coat: Change Bionice Technology finish
coat by Sto Corporation to a standard painted portland cement
(4,125)
finish coat.
Glazing: Change all glazing type 5 to glazing type 3.
(6,325)
(4,000)
(15,125)
(5,600)
(27,000)
(14,000)
(2,674)
(8,034)
(25,425)
PCO #020
Value Engineering
Metal Roofing: Change from metal roofing to a 40 year warranty
asphalt shingle roofing system including adherence to all Division
01 requirements and Solar Reflectance Index (SRI)
Cast-In-Place Concrete Seating: Remove seating and replacing with
typical straight decorative metal fence between buildings
(4,500)
Trellis: Delete trellis
(34,195)
(25,000) Free Standing Trellis Fence: Remove free standing trellis fence
Sectional Doors: Change sectional doors from specified motorized
full view doors to manually operated Wayne Dalton Model C24
non-insulated steel door
(22,648)
PCO #016
Value Engineering
Value Engineering
Value Engineering
Value Engineering
Dilbeck and Sons
Description
(7,913)
Dust Collector Ducting: Change dust collector ducting from 16
gauge welded duct to standard spiral type.
Unit Paving: Delete sidewalk unit paving
Palm Tree: Delete palm tree relocation scope or work,
Light Fixtures: Change light fixture types
Fiberglass-Sandwich-Panel Assemblies: Change window types Q
and S from hollow metal frame fiberglass sandwich panel assembly
to Kawneer Trifab VG 451 Frames and Glass Type 3 with outdoor
translucent lite
Bicycle Rack: Delete bike racks.
Trash Receptacles: Delete trash receptacles.
Casework: Delete and modify casework
Standing and Running Trim: Change standing and running trim
from Douglas Fir-Larch, vertical grain (clear finish) to Poplar,
opaque finish (painted).
Watsonville
(346,663) Total Change Order
Total Of All
(346,663)
Note: These change orders are reflected in the results of the Facilities Master Plan monthly update under
separate cover.
Page 3 of 3
Cabrillo Community College District, 6500 Soquel Drive, Aptos, CA 95003
http://www.cabrillo.edu
42
43
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
November 1, 2010
SUBJECT:
Acceptance of SBDC Contract with Rancho Santiago Community
College District
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
ENCLOSURE(S)
A.4
Page 1 of 1
Background:
Cabrillo’s Central Coast Small Business Development Center has been awarded a $20,000
augmentation grant from the Rancho Santiago Community College District to continue
implementation of the Entrepreneurship Career Pathways Project. This funding will support the
continuation of the Youth Entrepreneurship Program (YEP) through March 31, 2011. YEP provides
instruction in the basics of business start up including business planning, cash flow management,
marketing and sales to high school students.
Fiscal Impact:
An increase in the amount of $20,000 in revenue and expenditures.
Recommendation:
It is recommended that the Governing Board accept the $20,000 augmentation grant from the
Rancho Santiago Community College District. It is further recommended that the Board authorize
the Vice President of Administrative Services to execute and make all necessary arrangements in
relation to this grant agreement and any future amendments on behalf of the college.
Administrator Initiating Item:
Rock Pfotenhauer, Dean, CEED
Renée M. Kilmer, VP Instruction
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
44
45
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
November 1, 2010
SUBJECT:
Contract with Santa Cruz County Human Services Department
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 1
A.5
Background:
The college partners with the Santa Cruz County Human Services Department to serve participants
and clients in their various programs.
Fast Track to Work serves participants referred by the CalWORKs program and WIA clients
referred by the Workforce Investment Board. FTTW provides a variety of services including:
 orientation to the college
 assistance in accessing financial aid
 assistance in developing an educational plan consistent with their career objectives and the
WIA and CalWORKs parameters
 coordination of payment for fees, books, and supplies
 monitoring and reporting progress towards completion
 supporting student retention through information and referral to college and other agencies’
services
CEED’s Contract Education provides job-seeker workshops to WIA participants at the Career
Centers and at the college.
This fiscal year’s contract with the Human Services Department provides:
 $133,850 to support FTTW services to WIA clients.
 $105,379 to support FTTW services to CalWORKs clients
 $34,600 to Contract and Corporate Education to provide job-seeker workshops to WIA clients
Fiscal Impact:
An increase in the amount of $273,829 in revenue and expenditures.
Recommendation:
It is recommended that the Governing Board approve a $273,829 contract with the County of Santa
Cruz to serve WIA and CalWORKs participants. It is further recommended that the Board authorize
the Vice President of Administrative Services to execute and make all necessary arrangements in
relation to this agreement on behalf of the college.
Administrator Initiating Item:
Rock Pfotenhauer, Dean, CEED
Renée M. Kilmer, VP Instruction
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
46
47
AGENDA ITEM BACKGROUND
TO:
GOVERNING BOARD
FROM:
PRESIDENT
DATE
November 1, 2010
SUBJECT:
Curriculum Committee Actions
REASON FOR BOARD CONSIDERATION
ITEM NUMBER
ACTION
A.6
ENCLOSURE(S)
Page 1 of 6
BACKGROUND:
The current curriculum process allows changes to curriculum for implementation in the semester following
curriculum committee action. The changes proposed here represent the implementation of this process and
are effective Spring 2011.
During the program planning process, students in each instructional program are surveyed for their
perceptions including those of the program’s curriculum. This information is taken into consideration, along
with that from occupational advisory committees and transfer institutions, as faculty develop and modify
curriculum.
The curriculum proposals were initiated by faculty members and were reviewed by the departments and
divisions, by the Deans, Manager of Tech Services, Articulation Officer and Vice President for Instruction,
and finally approved by the Curriculum Committee, a subcommittee of the Faculty Senate. Subsequent to
Curriculum Committee approval, the Faculty Senate approved the work of the Curriculum Committee.
FISCAL IMPACT:
Changes will be accommodated within the current budget.
RECOMMENDATION:
It is recommended that the proposed curriculum changes be approved to become effective in Spring 2011.
Administrator Initiating Item:
Renée M. Kilmer, VP Instruction
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes
 Yes
No
No
Final Disposition
48
Curriculum: Modified Courses FALL 2010
Modified Course Proposal
ASTRO 28A–Z
Special Topics in Field Astronomy
1 Unit: 1 hour Lecture; 0.5 hour Laboratory
Presents a weekend field lecture/lab experience of descriptive astronomy in dark sky locations in park lands and camping areas. Emphasis on direct
observations to explore how the universe works. Car camping is required. Similar to ASTRO 27 but each section is designed around a unique astronomical event and/or location: e.g. meteor shower, lunar occultation, professional observatory tour, comet appearance.
BIO 21
Field Biology
4 Units: 3 hours Lecture; 3 hours Laboratory
Introduces natural history classification, distribution, ecology, and evolution of common plants and animals, emphasizing biological field methods in the
study of biotic populations.
CIS 165PH
Introduction to Programming Database-Driven Websites with PHP
4 Units: 3 hours Lecture; 5 hours Laboratory
Teaches programming of database-driven, web-based applications (such as an eCommerce website) that require online data storage and retrieval and a
high degree of user/website interactivity. The web programming environment used is PHP accessing a MySQL database. May be offered in a DistanceLearning Format.
CS 12AL
Intro to Programming for the Non-Major
4 Units: 3 hours Lecture; 5 hours Laboratory
Covers computer programming concepts and methodology using 3D animation software. Designed specifically for students who have no previous programming experience. Computer science majors are directed to take CS 11 or CS 12J as a beginning programming course. May be offered in a DistanceLearning Format.
DANCE 57
Repertory Dance Production
0.5–4 Units: 0.5 hour Lecture; 1 hour Laboratory
Presents the rehearsal process and performance style of the choreographic repertory of faculty, guest artists, and/or student choreographers while learning how to fully produce a dance concert.
DANCE 82
Applied Somatics: Body Mind Techniques
0.5–3 Units: 0.5 hour Lecture; 1 hour Laboratory
Provides students of any experience level an introductory survey of somatic modalites, increasing body awareness and wellness through an exploration
of movement and dance as a creative, performance, and healing art.
DH 7
Head and Neck Anatomy and Embryology
2 Units: 1.5 hours Lecture; 1.5 hours Laboratory
Covers the skeletal, muscular, vascular and neuroanatomy of the head and neck, emphasizing aspects useful for dental hygiene students. This course
covers embryonic development of the head, neck and oral cavity with emphasis on the microscopic anatomy of the mandible, maxilla and associated
structures. Portions of the course will be taught in a Distance-Learning Format.
DM 1
Introduction to Digital Media
4 Units, 3 Hours Lecture; 3 Hours Laboratory
Introduces digital media from historical and contemporary perspectives, emphasizing fundamentals of design, the production process, and creative technology. Topics include: concepts, trends, content, methods, forms, careers, and delivery of digital media for print, screen display, and interactivity. May
be offered in a Distance-Learning Format.
1
49
Curriculum: Modify Courses FALL 2010
DM 70
Web Design Basics Using Dreamweaver
3 Units: 3 hours Lecture; 2 hours Laboratory
Applies Dreamweaver software to combine text and graphics to create, edit, and manage web sites. Students must know HTML and be able to create and
edit vector-based and bitmapped graphics. Taught on Macintosh. Adaptable to Windows. May be offered in a Distance-Learning Format.
DM 72
Web Design and Animation Using Flash
3 Units: 3 hours Lecture; 2 hours Laboratory
Teaches Flash techniques used to create web sites and multimedia art with interactivity and motion. Emphasis on well designed, visually integrated web
sites using scalable vector graphics, animation, and sound in stand-alone web sites or multimedia presentations. Taught on Macintosh. Adaptable to
Windows. May be offered in a Distance-Learning Format.
DM 76
Design for Web Media
3 Units: 3 Hours Lecture; 2 Hours Laboratory
Explores the visual design process for web media focusing on design principles and elements, creative problem solving, and online portfolios. Topics
include: interactive design and the design process, defining your project, content organization, effective screen design, navigation, interactive controls,
visual identity, usability, functionality, and accessibility. May be offered in a Distance-Learning Format.
DM 113
Photoshop Techniques II
3 Units: 3 Hours Lecture; 2 Hours Laboratory
Covers advanced Photoshop techniques and topics including: levels and curves, alpha channels, filters, vector masks, lighting effects, and perspective.
Taught on Macintosh. Adaptable to Windows. May be offered in a Distance-Learning Format.
DM 160B
Web Publishing 2: Graphics and CSS Level 2
3 Units: 3 Hours Lecture; 2 Hours Laboratory
Presents planning, design, and production of graphics and page layouts for web sites using hand-coded (X)HTML and CSS Level 2, including image creation and editing, color, conversion, compression, web typography, rollovers, tables, validation, and design considerations specific to online graphics.
Taught on Macintosh. Adaptable to Windows. May be offered in a Distance-Learning Format.
DM 160C
Web Publishing 3: Servers, Scripts, and Advanced CSS
3 Units: 3 Hours Lecture; 2 Hours Laboratory
Teaches intermediate Web publishing techniques using hand-coded (X)HTML and CSS Level 2, focusing on web standards, accessibility, dynamic HTML
(DHTML), server side includes, using JavaScripts and CGI scripts, processing interactive forms, and search engines. Taught on Macintosh. Adaptable to
Windows. May be offered in a Distance-Learning Format.
DM 171
Intermediate Web Design Using Dreamweaver
3 Units: 3 hours Lecture; 2 hours Laboratory
Uses Dreamweaver software for intermediate web techniques including CSS layouts, advanced templates, and dynamic content. Students must know
HTML and be able to create and edit vector-based and bitmapped graphics. Taught on Macintosh. Adaptable to Windows. May be offered in a DistanceLearning Format.
HORT 70
Organic Agriculture
3 Units: 3 hours Lecture; 1 hour Laboratory
Introduces organic agriculture with an emphasis on organic food production and a practical understanding of the philosophy, principles and practices of
organic crops.
2
50
Curriculum: New Courses FALL 2010
HSERV 163
Prevention: Alcohol and Other Drugs
1 Unit: 1 hour Lecture;
Provides insight and practice in the development of the educational component of alcohol and other drug treatment programs. Persons working in treatment or educational fields may find this course beneficial to already established programs. Considers topics, materials, and presentation issues as they
relate to working with persons in recovery and their families.
New Course Proposal
BIO 31
Animal Behavior
3 Units: 3 hour Lecture
Explores animal behavior including the hardships of growing up, capturing food, escaping, migrating, navigating, communicating, making homes, competing for mates, courting, sex, and taking care of offspring, and complex social behaviors.
CIS 146
CCNA Security
4 Units: 4 hours Lecture; 2 hours Laboratory
Teaches network security principles including firewall technologies, AAA, intrusion prevention, securing LANs, implementing VPNs, and managing secure
networks. May be offered in a Distance-Learning Format.
COMM 1H
Honors Public Speaking
3 Units: 3 hour Lecture
Emphasizes managing speech anxiety, organizing and outlining ideas, informing an audience, presenting arguments, and learning persuasive strategies.
May be offered in a Distance-Learning Format.
DANCE 53
Dance Repertory
0.5–3 Units: 0.5 hours Lecture; 1 hour Laboratory
Studies the rehearsal, choreography, and performance processes with faculty and guest choreographers.
ECE 156M
Early Literacy Foundations for Young Children
1–3 Units: 1 hour Lecture
Introduces the SEEDS ("Sensitive, Educating, Demonstrating and Self-affirming") curriculum approach to help children, birth through age five, develop
emergent literacy skills. Emphasizes methods to enhance vocabulary development and conversation skills; print, book, and letter knowledge; and phonological awareness. Course includes classroom lectures, literacy materials workshops and field experience. May also be taught in Spanish as part of the
Bilingual Spanish/English ECE teacher skills certificate.
ESL 221A
ESL for Child Growth and Development
1–3 Units: 1 hour Lecture
Uses Child Growth and Development as a content area to focus on beginning reading, writing, listening and speaking in order to improve general English
and prepare students for future coursework. Designed for ECE part-time students.
HORT 71
Organic Food Production 1
4 Units: 3 hours Lecture; 3 hours Laboratory
Continues the theory and practices of good management begun in HORT 70 emphasizing springtime, commercial scale, local area, organic vegetable,
fruit and flower crops. Emphasizes the scientific, economic and social basis for good management practices. Designed primarily for students planning
a management career in organic horticulture.
3
51
Curriculum: New Courses FALL 2010
HORT 72
Organic Food Production 2
1 Unit: 0.5 hour Lecture; 1.5 hours Laboratory
Continues the theory and practices of good management agriculture begun in HORT 71 emphasizing summertime, commercial scale, local area, organic vegetable, fruit and flower crops. Emphasizes the scientific, economic and social basis for good management practices. Explores organic farming and
farm business, and is designed primarily for students planning a management career in organic horticulture.
KIN 10AL
Clinical Experience in Sports Medicine I
1–2 Units: 2 hours Laboratory
Provides the opportunity to apply the skills and knowledge acquired in KIN 10A, and provides practical exposure to the athletic training profession. Under
the supervision of a Certified Athletic Trainer, students will assist in the prevention, evaluation, treatment and rehabilitation of injuries to student-athletes.
KIN 10B
Athletic Training: Treatment and Rehabilitation of Athletic Injuries
3 Units: 3 hour Lecture
Focuses on the follow up treatment of athletic injuries including the phases of tissue healing and basic components and goals of a rehabilitation program. Topics include therapeutic exercise, therapeutic modalities and other forms rehabilitation such as physical therapy, chiropractic care, and acupuncture.
KIN 10BL
Clinical Experience in Sports Medicine II
1–2 Units: 2 hours Laboratory
Provides the opportunity to apply the skills and knowledge acquired in KIN 10B, and provides further practical exposure to the athletic training profession. Under the supervision of a certified athletic trainer, students will assist in the prevention, evaluation, and treatment of student- athletes.
KIN 10CL
Clinical Experience in Sports Medicine III
1–2 Units: 2 hours Laboratory
Provides continued practical exposure to athletic training and increases student proficiency in athletic training competencies. Under the supervision of
a Certified Athletic Trainer, students will assist in the prevention, evaluation, treatment and rehabilitation of injuries to student-athletes with an increasing degree of independence.
LIBR 100
Introduction to Information Skills
0.5 Units: 1.5 hours Laboratory
Provides individualized instruction on how to find, retrieve, and use information, both print and electronic, using technology and other skills related to
information literacy. May be offered in a Distance-Learning Format.
SOC 10
Sociology of Popular Culture
3 Units: 3 hour Lecture
Analyze the politics of popular culture forms and practices such as music, leisure, entertainment, sports, television, fashion, and film. Examines the ways
in which popular culture reflects and reproduces race, class, gender and sexual identities and structures. Employs contemporary theories and methods
from sociology, feminist studies, American studies, ethnic studies, and cultural studies.
New Special Topics Proposal
ALH 100A
Introduction to Health Careers
3 Units: 3 hour Lecture
Examines selected areas of study in the field of Allied Health, including but not limited to Nursing, Radiologic Technology, Dental Hygiene, Medical
Assistant, and careers in disability and rehabilitation. May include on-site experience and/or intensive study of a topic applicable to one or more of the
Allied Health career areas. May be offered in a Distance-Learning Format.
4
52
Curriculum: New Special Topics FALL 2010
CIS 160CA
CCNA Exam Preparation
1 Unit: 1 hour Lecture; 1 hour Laboratory
Prepares students for the current CCNA version certification exam, covering all CCNA examination topics including VLSM, classless routing, single area
OSFP, EIGRP, NAT, DHCP, IOS switching, ACLs, and Frame Relay. May be offered in a Distance-Learning format.
CJ 190A
Introduction to Public Safety Careers
1 Unit: 1 Hour Lecture
Provides an introduction to all sectors of the public safety field. Explores the characteristics of effective members of the public safety field and introduces
students to the skills necessary needed for employment in the field.
DMCP 160MR
Math Review Intensive
2 Units: 2 hour Lecture
Reviews math topics at a prealgebra and/or elementary algebra level to prepare students for success in a regular semester course.
ECE 162CWC
Curriculum Development in Programs for Young Children
1 Unit: 1 hour Lecture
Focuses on planning and preparation of culturally and developmentally appropriate activities and materials for young children and the opportunity to
implement these in a supervised field experience.
HSERV 59G
Health and Human Services Academy
1 Unit; 1 hour Lecture
Explores career pathways and basic skills needed to enter the field of Health and Human Services and provides basic instruction in peer-to-peer counseling skills at an individual and group level in preparation for field work in the second semester.
HSERV 59S
Introduction to Careers in the Human Services
1 Unit; 1 hour Lecture
Provides an introduction to the various helping fields in social work and psychology and the many roles and responsibilities of human services professionals. Explores the characteristics of effective human services workers and introduces students to the skills necessary for entry level and professional human services work. May be offered in a Distance-Learning Format.
MATH 190SJ
Statistics for Social Justice
1 Unit; 1 Hour Lecture
Presents basic statistical concepts in support of the social justice research projects in the ACE/DBA program.
5
53
AGENDA ITEM BACKGROUND
TO:
GOVERNING BOARD
FROM:
PRESIDENT
DATE
November 1, 2010
SUBJECT:
Human Resources Management Report
REASON FOR BOARD CONSIDERATION
ITEM NUMBER
ACTION
ENCLOSURE(S)
Page 1 of 2
A.7
BACKGROUND:
Requesting ratification and/or approval of the following employment transactions:
FISCAL IMPACT: Within budgeted FTE’s.
RECOMMENDATION: It is recommended that the Governing Board ratify and/or approve the
transactions as described on the attached page.
Administrator Initiating Item:
Loree McCawley/Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
54
Name
Department/Division
Position
Effective Date
Action
FETTERMAN, Nancy
Math/NAS
Mathematics Instructor
06/05/11
Retirement
(DOH: 08/14/89)
FETTERMAN, Terence
Psychology/HASS
Psychology Instructor
06/05/11
Retirement
(DOH: 08/17/92)
MEKIS, Donna
Honors
Transfer/Instruction
Honors Transfer Program Dir.
06/05/11
Retirement
(DOH: 04/15/91)
November 2010
Page 2 of 2
55
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
November 1, 2010
SUBJECT:
ENCLOSURE(S)
District 2010-13 Negotiations Reopeners with CCFT
REASON FOR BOARD CONSIDERATION
ITEM NUMBER
Page 1 of 1
PUBLIC HEARING
BACKGROUND:
As required by law, a public hearing is scheduled regarding the District’s 2010-13 CCFT negotiations
reopeners at this Board meeting, November 1, 2010, at 6:27 pm.
Administrator Initiating Item:
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
56
57
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
November 1, 2010
SUBJECT:
Adopt the 2010-13 CCFT Negotiations Reopeners
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 1
D.1
BACKGROUND:
The CCFT negotiated agreement for 2010-13 contains the following provisions:
26.1
During the 2010-11, 2011-12, 2012-13 fiscal years, the parties agree to reopen:
Article 13.1, Salary Schedules and Article 14.2, District-Paid Insurance Stipend.
26.2
During the 2010-11 fiscal year, the parties agree to negotiate whether or not to offer the
Employment Development Department, State of California new program for elective
coverage for Disability Insurance for adjunct faculty.
26.3
During fall 2010 the parties agree to negotiate workload for Article 11.2.2.15,
Interdisciplinary classes
26.4
No other openers are authorized except by mutual agreement.
RECOMMENDATION: It is recommended that the Governing Board adopt the CCFT 2010-13
negotiations reopeners.
Administrator Initiating Item:
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
58
59
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
November 1, 2010
SUBJECT:
ENCLOSURE(S)
District 2010-11 Negotiations Reopeners with CCEU
REASON FOR BOARD CONSIDERATION
ITEM NUMBER
Page 1 of 1
PUBLIC HEARING
BACKGROUND:
As required by law, a public hearing is scheduled regarding the District’s 2010-11 CCEU negotiations
reopeners at this Board meeting, November 1, 2010, at 6:31 pm.
Administrator Initiating Item:
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
60
61
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
November 1, 2010
SUBJECT:
Adopt the 2010-11 CCEU Negotiations Reopeners
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 2
D.2
BACKGROUND:
The CCEU negotiated agreement for 2010-11 contains the following provisions:
24.1
Length of Agreement:
24.1.1 The parties agree to a one year agreement effective on July 1, 2010 through
June 30, 2011.
24.2
2010-11 Retirement Incentive Program
In order to participate in the 2010-11 retirement incentive program, a CCEU unit
member must be age 55 or older on the member’s date of retirement, have 15 years or
more of service credit in the District as of the member’s date of retirement, must be
retiring into the PERS retirement system, and must submit a letter to the Human
Resources Department on or before August 6, 2010, specifying a retirement date of not
later than December 31, 2010. Any retiring CCEU member who meets all of the above
requirements will receive the following compensation:
24.2.1
15 years of service to less than 20 years of service in the District: $10,000
total to be paid in two payments, $5,000 to be paid in January 2011 and
$5,000 to be paid in February 2011, or
24.2.2 20 years or more of service in the District: $15,000 total to be paid in two
payments, $7,500 to be paid in January 2011, and $7,500 to be paid in
February 2011.
24.3
Notwithstanding any waiver of further bargaining included in the 2010-11 contract and
providing there is a 30 day notice, the contract shall be subject to reopening of
negotiations in the 2nd, 3rd, and 4th quarter of the contract year. The Articles subject to
reopening shall include: Article 8 (Compensation), except Articles 8.4, 8.5, 8.6, 8.9,
8.10, 8.11, and 8.12.; Article 10 (Classification and Reclassification of Positions); except
Articles 10.1, 10.2, and 10.3; and Article 11 (Health and Welfare Benefits), except
Articles 11.9, 11.10, and 11.11.
RECOMMENDATION: It is recommended that the Governing Board adopt the 2010-11 CCEU
negotiations reopeners.
Administrator Initiating Item:
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
62
24.4
All performance under Article 10.4 through 10.4.8 (classification studies/salary reviews
and the Classification Study/Salary Review Committee) is suspended for the 2010-2011
contract year.
The District will complete a review of LIA job descriptions during the 2010-11 contract
year.
24.5
Subcommittee including selected members of each party to be formed to incorporate all
existing unexpired side letters and memorandums of understanding into the 2010-11
agreement by December 15, 2010.
24.6
No other openers are authorized during the term of the Agreement except by mutual
agreement.
2
63
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
November 1, 2010
SUBJECT:
District 2011-12 Initial Proposals for Negotiations with CCEU
REASON FOR BOARD CONSIDERATION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 1
PUBLIC HEARING
BACKGROUND:
The current contract between the Cabrillo Classified Employees Union (CCEU) and the District expires
June 30, 2011.
As required by law, a public hearing is scheduled regarding the District’s initial proposals for
negotiations at this Board meeting, November 1, 2010, at 6:35 pm.
Administrator Initiating Item:
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
64
65
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
November 1, 2010
SUBJECT:
Adopt the District’s 2011-12 Initial Proposal to CCEU
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 1
D.3
BACKGROUND:
The District’s initial proposal for 2011-12 negotiations with the Cabrillo Classified Employees
Union (CCEU) has been posted and a public hearing has been held according to Board Policy
1290.
District Initial Proposal:
 Promote and maintain collegial employer-employee relationships
 Base decisions regarding negotiations proposals upon fair standards and objective data and
criteria
 Effectively manage the resources of the college during these times of fiscal uncertainty for
community colleges, including potential declining enrollment for Cabrillo
 Develop a total and sustainable compensation package given reduced funding
 Open negotiations on the following:
Article 7
Hours and Overtime
All articles
Article 8
Compensation
Salary schedule
Step increases
Longevity
Professional growth program (Appendix C)
Article 10
Classification of Positions
Classification study/salary review
Article 11
Health and Welfare Benefits
District/employee contribution to stipend
Medical plans
Retiree medical coverage
District paid employee PERS contribution
Staff development
Article 16
Negotiated Layoff and Reemployment
Article 24
Duration of Agreement
Length of Agreement
 Complete contract negotiations in a timely and efficient manner.
RECOMMENDATION: It is recommended that the Governing Board adopt the District’s initial
proposal for negotiations with CCEU.
Administrator Initiating Item:
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
66
67
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
November 1, 2010
SUBJECT:
Award of Contract: DSA Inspection Services for
Green Technology Center Project
REASON FOR BOARD CONSIDERATION
ACTION
ENCLOSURE(S)
Page 1 of 1
ITEM NUMBER
D.4
BACKGROUND:
The Division of the State Architect (DSA) requires that an approved inspector of record (IOR) be
assigned to the Green Technology Project.
The District has selected George Barrall, of GBMI Inspections of San Jose, CA, as the inspector.
He has been approved by the Architect of Record, the Structural Engineer of Record, and DSA as
the Inspector of Record for the Green Technology Center project. He has significant prior
experience with the District, most recently as the IOR for Health & Wellness and Building 300.
Inspection services are billed on a monthly basis. The District estimates that the total fees for
GBMI Inspections for this project will be $156,000 for 13 months, the estimated length of time to
construct the building.
FISCAL IMPACT:
$156,000 from Measure D Bond funds already allocated to the Green Technology Center.
RECOMMENDATION:
It is recommended that the Governing Board authorize the Vice President, Administrative Services to
sign the contract with GBMI Inspections in the amount of $156,000 for the Green Technology Center
project.
Administrator Initiating Item:
Joe Nugent
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
68
69
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
November 1, 2010
SUBJECT:
Board Policy Revisions: Office of Instruction, Second Reading
REASON FOR BOARD CONSIDERATION
ACTION
ITEM NUMBER
ENCLOSURE(S)
Page 1 of 6
D.5
BACKGROUND:
The District is in the process of revising Board Policies utilizing the California Community
College League’s model policies as applicable. These Board Policies have been reviewed by
the appropriate committees on campus including Instruction Council, Student Services
Council, Faculty Senate, and Administrative Council.
The revised Board Policies in the Instruction Office component are presented to the Board
for a second reading as listed below:
Board Policy
BP 3010 Graduation Requirements
BP 3030 Accreditation
BP 3090 Occupational Advisory
Committees
BP 3120 Program, Curriculum and
Course Development
Action
Added language related to state regulations
regarding passing grades.
Updated language to reflect the League
language.
Updated language to reflect the appropriate
term “CTE,” now the current terminology for
vocational programs. Also added the
important role of Advisory Committees in the
CTE programs.
Updated the language so that it more closely
reflects the League language.
CMP, Goal D3a: Revise and update college policies and procedures.
FISCAL IMPACT:
None
RECOMMENDATIONS:
It is recommended that the Governing Board adopt the Board Policies as revised.
Administrator Initiating Item:
Renée M. Kilmer, VP Instruction
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
70
GRADUATION REQUIREMENTS
BP 3010
The District grants the degrees of Associate in Arts and Associate in Science to those
students who have completed the subject requirements for graduation. and who have
maintained a 2.0 cumulative grade point average in subjects completed. Students must
also complete the general education residency and competency requirements set forth in
Title 5 regulations. All courses that count toward the associate degree major or area
of emphasis must be “satisfactorily completed” with grades of A, B, C or P (pass).
All degree requirements, including general education, must be completed with an
overall grade point average of 2.0 or better.
Students may be awarded a Certificate of Achievement upon successful completion of a
minimum of 18 or more semester units of degree-applicable coursework designed as a
pattern of learning experiences designed to develop certain capabilities that may be oriented
to career or general education. All Certificates of Achievement require completion of an
English Composition course. Skills certificates will be awarded to students who acquire a set
of occupationally relevant skills through the successful completion of one or more courses
as designated in the college catalog. All courses that count toward the Certificate of
Achievement and skills certificates must be “satisfactorily completed” with grades of
A, B, C or P (pass).
See AR 3010
References:
Education Code Section 70902(b)(3); Title 5 Sections 55060 et seq.
Adopted: April 4, 1988
Revised: June 1, 1992
Revised: February 14, 2000
Revised: January 11, 2010
Revised: November 1, 2010
1
71
ACCREDITATION
BP 3030
The Cabrillo College Governing Board recognizes that in certain programs, in addition to
the accreditation required for general college programs, accreditation by other appropriate
agencies may be required or desirable. Prior approval by the Superintendent/President of
the college must be obtained before applying or reapplying to the accrediting agency. The
Board is committed to fulfilling the requirements and standards established by these
agencies.
The Superintendent/President shall ensure the District complies with the
accreditation process and standards of the Accrediting Commission of Community
and Junior Colleges and of other District programs that seek special accreditation.
The Superintendent/President or designee shall keep the Board informed of
approved accrediting organizations and the status of accreditations and shall
provide the Board with a summary of any accreditation report and any actions
taken or to be taken in response to recommendations in an accreditation report.
The Superintendent/President shall ensure that the Board is involved in any
accreditation process in which Board participation is required.
See AR 3030
Reference:
Accreditation Eligibility Requirement 20, Standard IV.B.1.i
Education Code Sections 78050 and 78051
Adopted: March 6, 1989
Revised: November 1, 2010
72
OCCUPATIONAL CAREER TECHNICAL EDUCATION PROGRAM
ADVISORY COMMITTEES
BP 3090
The District shall have an occupational advisory committee for each occupational Career
Technical Education program. Membership appointments are made from professional and
occupational fields is drawn from organizations that may employ graduates of the
program, unions that represent those employed in the field, institutions to which
graduates transfer and schools that feed into the program as well as individuals who
have special expertise in the field served by the program. These committees provide
advisory guidance to the programs regarding the learning outcomes required for
student success in seeking employment, career advancement, and transferring for
further education. The committees also assist programs to stay abreast of changes in
the industry, project labor market demand for graduates from the program, in the
organization of special occupational courses, advise on curriculum, provide assistance with
staffing and equipment, aid in the placement of students, and provide a general liaison with
employers and employees in the various occupational fields careers for which the college
offers instruction training.
Each committee acts in an advisory capacity and plays a very important role in the
solution of problems. Advisory committee suggestions which involve policy matters are
referred to the appropriate staff for consideration.
See AR 3090
Legal Reference: Public Law 98-524
Approved: April 4, 1988
Revised: January 9, 1995
Revised: November 1, 2010
73
PROGRAM, CURRICULUM, AND COURSE DEVELOPMENT
BP 3120
CURRICULUM PLANNING AND DEVELOPMENT
Cabrillo College shall establish educational programs and courses of instruction to meet the
goals and objectives of the college and to meet state requirements for approval. The approval
of the Governing Board is required for new programs and courses, for deletion of programs and
courses, for inactivation and reactivation of courses and for modification of course units and
hours.
The programs and curricula of the District shall be of high quality, relevant to community and
student needs, and evaluated regularly to ensure quality and currency. The Governing Board
recognizes that the college curriculum will be dynamic in response to changes in teaching
methodology, legal requirements, student needs, technology, and occupational opportunities. For
this reason, the faculty and administration have the responsibility to engage in continuing review
of college offerings for the purpose of revising, deleting or adding courses and programs as
needed within the resources available. To that end, the President shall, through consultation with
the Faculty Senate, establish procedures for the development and review of all curricular
offerings, including their establishment, modification or discontinuance, which include
consultation with the Academic Faculty Senate.
Furthermore, these procedures shall include:

appropriate involvement of the faculty and Faculty Senate and Curriculum Committee
in all processes;

regular review and justification of programs and course descriptions;

opportunities for training for persons involved in aspects of curriculum development;

consideration of job market and other related information for vocational and occupational
career and technical programs.
All new programs, and program deletions changes shall be approved by the Board, and
All new programs shall be submitted to the Office of the Chancellor for the California
Community Colleges for approval, certified by the Vice President of Instruction, as required.
Individual degree-applicable credit courses offered as part of a permitted educational program
shall be approved by the Board. Non-degree-applicable credit and degree-applicable courses that
are not part of an existing approved program must satisfy the conditions authorized by Title 5
regulations and shall be approved by the Board.
See Administrative Procedures AR 3120.
Reference:
Education Code Section 70901(b), 70902(b); 78016; Title 5, Section 51000, 51022,
55100, 55130, 55150
74
The process for curriculum change is coordinated by the Curriculum Committee, a standing
committee of the Faculty Senate composed of faculty, students, and administrators. The
composition of the Curriculum Committee is determined by the mutual agreement of the Faculty
Senate and the college administration and must be approved by the Governing Board.
The Curriculum Committee shall receive proposals for curriculum changes subject to prior
review by the Division Committee on curriculum, instructional administrators, the Curriculum
Committee Chair, and the College Articulation Officer.
A list of curriculum changes approved by the Curriculum Committee together with the
minutes of any relevant meetings shall be forwarded to the Faculty Senate for procedural review.
Curriculum changes may be returned to the Curriculum Committee for reconsideration only if
irregularities in policy and procedures have been detected. The Curriculum Committee forwards
its recommendation to the Vice President, Instruction, who recommends to the Governing Board.
Adopted April 4, 1988
Revised April 1, 2002
Revised November 2005
Revised: November 1, 2010
75
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
November 1, 2010
SUBJECT:
Resolution #32-10: Child Care Grant Agreements with California
Department of Education for Fiscal Year 2010/2011
REASON FOR BOARD
ITEM NUMBER
CONSIDERATION
D.6
ACTION
ENCLOSURE(S)
Page 1 of 2
BACKGROUND:
Cabrillo College has received four grants totaling $588,822 from the California Department of
Education to subsidize childcare development services and facilities renovation repairs for low
income Cabrillo students at Cabrillo’s Children’s Center and at family day care homes.
The California Department of Education requires a resolution from the board authorizing
designated personnel to sign contract documents.
FISCAL IMPACT:
An increase in the amount of $588,822 in expenditures and revenues.
RECOMMENDATION:
It is recommended that the Governing Board accept the four grants totaling $588,822 from the
California Department of Education and authorize the Vice President of Administrative
Services to enter into Agreements CSPP-0596, CCTR-0339, CFCC-0030, CRPM-0130, and
CCAP-0119 with the California Department of Education by approving Resolution #32-10.
Administrator Initiating Item:
-
Nancy A. Brown, Dean, HASS
Renée M. Kilmer, VP Instruction
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 No
Final Disposition
76
CHILDREN’S CENTER GRANT
RESOLUTION
#32-10
This resolution must be adopted in order to certify the approval of the Governing Board to enter into this
transaction with the California Department of Education for the purpose of providing child care and
development services and to authorize the designated personnel to sign contract documents for
Fiscal Year 2010/11.
RESOLUTION
Cabrillo College
BE IT RESOLVED that the Governing Board of _______________________
authorizes entering into
local agreement number/s CSPP-0596, CCTR-0339, CFCC-0030, CRPM-0130, and CCAP-0119 and that
the person/s who is/are listed below, is/are authorized to sign the transaction for the Governing Board.
NAME
TITLE
SIGNATURE
Brian King
____________________
President
__________________________
__________________________
Victoria Lewis
____________________
Vice President, Admin. Serv.
__________________________
__________________________
Graciano Mendoza
____________________
Director, Business Services
__________________________
__________________________
1st
November
PASSED AND ADOPTED THIS __________ day of ____________________ 2010, by the
Cabrillo College
Santa Cruz
Governing Board of _____________________of
____________________
County, California.
Gary Reece
Cabrillo College
I, _____________________
Chair of the Governing Board of _____________________________
of
___________________ County, California, certify that the foregoing is a full, true and correct copy of a
resolution adopted by the said Board at a _________________
meeting thereof held at a regular public
regular
place of meeting and the resolution is on file in the office of said Board.
(Chair’s signature)
(Date)
77
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
November 1, 2010
SUBJECT:
2010-11 and 2011-12 Budget Update & Planning
REASON FOR BOARD CONSIDERATION
ENCLOSURE(S)
Page 1 of 13
ITEM NUMBER
E.1
INFORMATION
BACKGROUND:
2010-11 Budget Update:
The Governor signed the 2010-11 State Budget into law on October 8, 2010, one hundred days late.
Highlights include:








$7.8 billion in spending cuts (ongoing and one-time).
$1.2 billion in temporary revenues due to delayed tax breaks.
Optimistic revenue estimates- an increase of $1.4 billion.
Increased funding of $5.4 billion from the federal government; up from the $3.4 billion previously
projected.
$900 million from the sale of state properties that will be leased back to the state.
$2.7 billion from borrowing and funding shifts.
Pension reforms- raising the PERS retirement age for new state employees and end to “spiking”.
The creation of a “rainy day fund”.
Vetoes include the following:

$35 million to partially restore categorical programs. The funds were proposed as an across-theboard partial restoration of the cuts taken in 2009-10. These resources would have been provided to
districts in July 2011 as part of a new inter-year funding deferral.

$25 million for the Economic and Workforce Development program. Resources would have been
allocated to districts to maintain and expand workforce training and course offerings.
Highlights of the Community College budget include:



New Inter-Year Funding Deferrals of $129 million; additional Intra-Year Funding Deferrals
resulting in an increase of $1.3-$1.6 million for Cabrillo. The college’s current assumptions for
2010-11 include $1 million of this increase. The new deferral is provided to support current-year
enrollment growth funding. It should be noted that the state is pre-committing 2011-12 funds to
cover current year growth placing base apportionment allocations for 2011-12 at risk.
Enrollment growth funding of $126 million; potentially $1.2 million for Cabrillo.
No student fee increases
Administrator Initiating Item:
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition





78
No reductions to Cal Grants
Zero COLA- elimination of the .39% negative COLA; approximately $216,000 for Cabrillo.
High probability of mid-year budget reductions- new funding deferrals could become a mid-year
reduction.
Impact of property tax changes due to the uncertainty of the housing market remains unknown.
$68 million (an increase of $20 million over 2009-10 levels) for SB70 Career Technical Education
Programs.
The State Budget includes significant fiscal risk. Specifically: the possibility of mid-year cuts, increased
funding deferrals and uncertainty regarding local property taxes. The college will continue to evaluate the
state budget and adjust revenue estimates as appropriate. The complete budget update from Erik Skinner,
the Vice Chancellor of Fiscal Policy (October 20, 2010) is included as an attachment. (pages ____)
As a reminder, the Board approved the college’s 2010-11 Final Budget on September 13, 2010. The 201011 Final Budget is out of balance by $1.9 million. One-time reserves will be used to balance the budget.
The College did not budget 2.21% growth funds included in the governor’s budget. The college is assuming
other reductions of $641,000 for general apportionment and property tax shortfalls. In addition, one-time
reserves of $1,250,000 of reserves have been set aside for 2010-11 mid year budget reductions.
At this writing, the College is anticipating the release of some portion of state apportionment funds that have
accrued since July. Based on the last update from the state the college is scheduled to receive August and
September apportionment payments on October 25, and 26, 2010. The October apportionment payment is
expected on November 4, 2010.
2011-12 Budget Update:
The College is moving forward with budget planning for the 2011-12 fiscal year. The College is projecting
a $2.4 million deficit for 2011-12; net of one-time reserves of $1,250,000. The College Planning Council
reviewed the following documents:



Review Budget Reduction Process Commitments, Criteria and Strategies (pages
Budget Development Timeline (pages )
Budget Reduction Targets by Component (pages )
)
These documents are included as attachments. It should be noted that although budget reduction targets for
2011-12 are based on the 87% of the college’s budget (comprised of salaries and benefits), reductions in
other operating expenses are under review. Some of the areas under review include:


How to reduce the inter-fund transfer to the Transportation Fund- from the Base Budget, i.e. the Bus
Pass program and the daily parking fee
How to increase college-wide facility rental revenue to support the maintenance and efficient use of
the facility.
Although these items will not equate to $2.4 million in base budget reductions they may lessen the
college’s need for reductions to personnel.
The college will move forward with the development of a 2010-11 Base Budget Planning Assumption
document that includes a best, mid and worst case scenario. This document will be included in the
December budget materials for the Board.
The December Board meeting will include an in-depth study session on budget planning.
79
-------- Original Message -------Subject:Budget Update--October 20, 2010
Date:Wed, 20 Oct 2010 18:18:24 +0000
From:Skinner, Erik <eskinner@CCCCO.EDU>
Reply-To:System Office Memos to CBOs <SO2CBO@LISTSERV.CCCNEXT.NET>
To:SO2CBO@LISTSERV.CCCNEXT.NET
Dear Colleagues:
On October 8, 2010, Governor Schwarzenegger signed into law the 2010-11 State Budget. One
hundred days late, it was the most overdue state budget in California history (beating the earlier
record of 85 days set by the 2008-09 State Budget). The budget package, comprised of 26
separate pieces of legislation, was also one of the most complex California has ever seen. Having
exhausted all the easy and straightforward solutions in recent years, state leaders used a
combination of cuts, rosy assumptions, borrowing, and temporary revenues to bridge an
estimated $19.3 billion budget gap.
Last night, the Governor finalized action on the last of the budget trailer bills, including the
education trailer bill (Assembly Bill 1610). In doing so, he vetoed $60 million from the
community college budget package. It appears that his primary rationale for the vetoes was not
related to the specific programs, but rather a general concern with the way in which the funds
would have been provided. Specifically, the $60 million would have been disbursed to
community college districts in July 2011, in effect borrowing from next year’s budget in order to
support programs in the current year.
The Governor’s vetoes were as follows:
$35 million to partially restore categorical programs. These funds were proposed as an
across-the-board partial restoration of the cuts taken in 2009-10. These resources would
have been provided to districts in July 2011 as part of a new inter-year funding deferral.
An additional $25 million for the Economic and Workforce Development program. The
resources would have been allocated on a competitive basis to districts to maintain and
expand workforce training course offerings. These resources would have been provided
to districts in July 2011 as part of a new inter-year funding deferral.
Budget Overview
Major elements of the enacted budget package include:
$7.8 billion in budget cuts (ongoing and one-time)
$5.4 billion in federal funds (this represents an increase from Governor’s May Revision
estimates)
$2.7 billion in solutions from borrowing and funding shifts
$1.4 billion in increased revenues due to improved economic data
$1.2 billion in temporary revenues due to delayed tax breaks (Net Operating Loss suspended
for 2010-11; this revenue increase is offset by $132 million in new tax breaks negotiated
as part of the budget agreement)
$900 million in one-time revenues from the sale and lease back of state office buildings
80
The budget also included major reforms that had been championed by the Governor and
legislative Republicans. These include:
Pension reforms, including raising PERS retirement age for new state employees and end to
“spiking." These changes do not affect community college and school districts employees
covered by PERS.
State Budget reforms creating a stronger “rainy day fund.”
Education Funding
The 2010-11 State Budget provides a total of $49.7 billion for K-12 schools and community
colleges within Proposition 98. This funding level, which is essentially flat from 2009-10 levels,
is $4.1 billion less than called for by the Proposition 98 funding formula. Rather than fund at the
higher level, state leaders suspended Proposition 98 and, as a result, there is no minimum
funding level in place for 2010-11. However the amount of the funding shortfall compared to the
calculated minimum ($4.1 billion) will be counted as “maintenance factor” under the provisions
of Proposition 98 and will cause the funding guarantee to ratchet up further in coming years in
order to make up for this funding shortfall.
The 2010-11 State Budget relies heavily on expanded inter-year funding deferrals under
Proposition 98 in order to generate one-time budget savings. The budget includes almost $2
billion in additional funding deferrals to K-12 schools and community colleges, beyond the preexisting deferrals (see community college section for more details on deferrals). By deferring
2010-11 payments until the beginning of the next fiscal year, the state experiences one-time
savings. This funding deferral will then be repeated in future years, however no additional
savings will be generated.
California Community Colleges
For the California Community Colleges, the highlights are as follows:
Inter-Year Funding Deferrals. The 2010-11 incorporates $129 million in new inter-year
funding deferrals. While, unfortunately, funding deferrals have become a regular feature
in our budget, these new deferrals raise considerable concerns. Unlike past deferrals that
were used to avert cuts, the proposed new deferral is being provided to support a currentyear augmentation for enrollment funding. It is unclear whether cash-strapped
community colleges have the capacity to front the investment while waiting for the state
to make payments in the next fiscal year. In addition, we should be concerned that by precommitting funding in the 2011-12 fiscal year, the state may be left in a position of being
unable to fund base apportionments, enrollment growth, and COLA in the next fiscal
year. Please see attachment for a more complete description of the new deferrals, as well
as an overview of the deferrals previously built into the community college budget.
Intra-Year Funding Deferrals. The state budget package includes a six-day delay in the
October 2010 payment. Rather than being disbursed on or around October 28, the
payment will be made on November 4. This intra-year funding deferral is added to the
already significant intra-year deferrals already in place. The attachment, noted above,
describes these intra-year deferrals.
81
$126 million for community college enrollments. These resources will support
approximately 26,000 FTES (an increase of 2.21 percent). Funds will be allocated evenly
to all districts to partially restore the 3.3 percent workload reduction that was part of the
2009-10 State Budget. If a district fails to generate sufficient FTES to earn its share of
these funds, the remaining funds will be made available for other districts to earn. In
using these funds, the Chancellor’s Office strongly urges districts to continue to prioritize
transfer, basic skills, and career technical education course sections. As a system, we
must fully leverage available resources to provide access in these core areas if we are to
maintain the confidence of the public and state leaders.
Zero COLA. While the Administration had previously proposed a negative COLA (and a
related funding cut), the final budget package adopted a zero COLA and thus provided no
funds for this purpose.
$68 million for SB 70 Career Technical Education Programs. This represents an increase
of $20 million over 2009-10 levels.
Lowered estimates of local property taxes. The local property tax estimates included in the
2010-11 State Budget are $41 million lower than 2009-10 receipts. The budget includes a
commensurate increase in State General Fund payments in order to leave the colleges
whole.
Categorical Flexibility. In general, the categorical flexibility provisions established as part
of the 2009-10 State Budget remain in place. Notable exceptions include:
Language clarifying that SB 70 funding for both 2009-10 and 2010-11 are not subject
to flexibility.
Language clarifying that the Chancellor may restrict the use of funds provided for
statewide and regional projects under the Economic and Workforce Development
program, Academic Senate, and Transfer Education and Articulation.
Mandates
$9.5 million for current-year mandate claims.
$22.3 million for mandate claims from prior-years. These funds will be distributed to
community college districts on an equal per-FTES basis. Funding provided to
each district will be counted against outstanding mandate reimbursement claims,
with a district’s oldest claims retired first. To the extent funding provided to a
district exceeds a district’s outstanding mandate claims, the funds are available for
any purpose.
Suspension of five community college mandates for the 2010-11 fiscal year. When a
mandate is suspended, districts are relieved of the requirement to carry out the
specific activity and the state is not required to provide funding. Suspended
mandates include: Law Enforcement Jurisdiction Agreements; Health Benefits for
82
Survivors of Peace Officers and Firefighters; Integrated Waste Management; Law
Enforcement Sexual Harassment Training; and Grand Jury Proceedings. We are
still researching the implications of these suspensions on community college
districts and will provide additional guidance on this topic.
Mandate working group. The budget package establishes a working group comprised
of representatives from the Legislative Analyst’s Office, Department of Finance,
Chancellor’s Office, Department of Education, and legislative committees that is
charged with considering changes to education mandates, including preservation,
modification, and elimination of particular mandates.
Rejection of an earlier proposal to allow community colleges and K-12 schools to
receive full repayment for prior-year mandate claims through a financing
authority. We have been told by parties involved in the budget negotiations that
the plan was rejected due to concerns over its legality.
No increase in student fees. Student fee increases were never seriously in play during this
year’s budget negotiations.
No cuts to Cal Grants.
Underlying Risks
While, on the surface, the 2010-11 State Budget appears to provide the community colleges with
a somewhat improved budget compared to 2009-10, districts should employ caution in their local
budget planning. The adopted budget presents a number of risks to the colleges that should be
taken into account:
Possibility of mid-year cuts. As noted above, the adopted state budget relies heavily upon
optimistic assumptions in order to close the budget gap. While the economy is in
recovery and those optimistic assumptions may prove accurate, there is considerable
down-side risk. If the state’s economic recovery lags, state revenues may not increase at
the assumed rate. Federal funds may not materialize at the estimated levels. If such events
occur, the state budget could easily fall out of balance, thus requiring some form of midyear corrections, most likely cuts.
Funding deferrals. If mid-year cuts were to occur, there is no way to predict what form they
would take. However, it is possible that the $129 million that is newly deferred to the
next fiscal year may be considered as an “easier” cut because the funds have not yet been
disbursed.
Local property taxes. While we have no reason to think that the local property tax estimates
in the adopted state budget are unreasonable, considerable uncertainty remains in the
housing market in general and in tax receipts in particular. Most centrally, the timing and
speed of a recovery in California property values is yet to be seen. Further, it is unclear to
what extent the drop in property values has already been reflected in local property tax
receipts and to what extent there are further negative impacts that are yet to work their
83
way through the process. A shortfall in local property tax revenues relative to the state
budget estimates would result in a cut to community colleges unless state leaders step in
to provide a funding backfill.
Conclusion
As state leaders built the 2010-11 State Budget, they had no easy choices. The fact that they
provided the California Community Colleges with funding to support increased enrollment
demonstrates the high value they place on the community colleges and our ability to deliver
education and training to Californians. In their public statements, press conferences, private
conversations with us, and now budget actions, Legislators and the Governor have voiced their
appreciation for all that the community colleges do to help Californians access the education and
training they need to move forward and succeed.
While we had hoped for a better budget—and one not burdened with additional funding
deferrals—the adopted community college budget package is a good one, given the state’s fiscal
condition. Now that the state budget is in place, community college districts must use prudent
planning to harness these resources to deliver on our core mission of providing the basic skills,
career technical education, and transfer coursework Californians need. Our ability to do so will
determine not only how the colleges are treated in subsequent state budgets, but in a very real
way will shape the social and economic reality for Californians as we navigate these challenging
times.
Regards,
Erik Skinner
Executive Vice Chancellor for Programs
California Community Colleges,
Chancellor's Office
1102 Q Street
Sacramento, CA 95811-6549
eskinner@cccco.edu
direct line: 916-323-7007
84
CPC October 6, 2010
2011-12 through 2013-14
Budget Reduction Process Commitments, Criteria and Strategies
The economic crisis affecting the state budget is conservatively projected to last at least three
years. At the current time, our best efforts at projecting the fiscal impact on Cabrillo indicate
that our state funding may continue to decline.
The intent of the following process commitments, criteria and strategies is to enable Cabrillo to
move from being a college that is organized and staffed to operate on a $60 million budget to an
organization and staffing level that can deliver sustainable services to the community with a
smaller budget.
I.
Process Commitments
A.
Link Budget planning, including program and service reductions and redesign
efficiencies, to long range planning, including the evaluation of the impact on
student success.
B.
Utilize the appropriate forums to dialogue about the restructuring, consolidation,
reductions, and/or elimination of programs and services resulting from a reduction
in resources.
C.
In the event that program and workforce reductions are necessary, the college will
work to preserve faculty, staff and management positions when possible and, if
not possible, will assist with employment-related transitional issues.
D.
The process will be characterized by openness, respect, sensitivity, and
inclusiveness.
The College Master Plan provided the general framework for the following criteria:
II.
Criteria
A.
Compliance Requirements
Maintain accreditation standards of the college and academic programs
1.
2.
Maintain state and federal compliance requirements (CMP Goal B) e.g.:
 50% law
 Full-Time faculty obligation number (FON)
 Accessibility
B.
Preserve transfer, basic skills, and Career Technical Education so students are
able to complete their academic goals (CMP Goal B)
 Core courses toward an AA/AS
 General education breadth
 Labor market
C.
Minimize negative impact on student success (CMP Goals B & C) e.g.
S:\President_Cabinet\2010-11 Board items\Nov 2010\Information\Budget Update\2011-12 Criteria comms and strategies Oct2010.doc

III.
85
ARCC
D.
Optimize enrollment to achieve maximum state revenues.
E.
Minimize impact of non-base budget programs on General Fund (CMP Goal E)
 Ancillary/Auxiliary operations
 Categorical and grant-funded programs
F.
Maximize efficiency of programs and services (CMP Goal A and Technology
Plan)
 Are college programs and services efficient?
 WSCH/FTEF
 Non-redundant
G.
Minimize the negative impact on the operational needs of new and existing
facilities (CMP Goal D and Facilities Master Plan)
H.
Optimize effective utilization of college facilities (CMP Goal E)
I.
Maximize flexibility and opportunities for employees (Process Commitment C)
Strategies
A.
Design and implement Strategic Enrollment Management Plan and determine the
FTES targets for 2011-12 through 2013-14.
B.
Review all auxiliary and categorical program budgets with the appropriate budget
administrator to identify reductions.
C.
Evaluate college-wide services and systems; explore alternative models across
components; reduce costs, reduce duplication of function, and increase
efficiencies throughout the college.
D.
Management of personnel budget.
Process Overview
Utilize salary savings for vacant positions to reduce the overall budget reduction
target.
 Salary savings may be used to fund replacements for vacant positions based
on demonstrated need and the approval of the Vice President/President.
 Salary savings may not be used to cover other operating expenses or
equipment purchases.
 Cabinet may approve the recruitment of vacant positions based on
demonstrated need.
 Human Resources will provide a list of vacant positions and the status of
recruitments on a weekly basis.
 Administrative Services will provide a report of cumulative salary savings on
a monthly basis.
S:\President_Cabinet\2010-11 Board items\Nov 2010\Information\Budget Update\2011-12 Criteria comms and strategies Oct2010.doc
86
IV.
E.
Evaluate facility use for efficiency and effectiveness.
 Watsonville
 Scotts Valley
 Energy Use Reduction
F.
Discuss compensation and benefit programs with all employee groups.
Historical Data Available
A.
Internal Data
 Cost Center
Actual 06-07 Expenditures, number of full-time equivalent faculty, staff and
administrators (FTE) and FTES
Actual 07-08 Expenditures, FTE and FTES
Budget 08-09 Expenditures, FTE
 Staffing levels by department and bargaining unit from accreditation selfstudy
 FACT Books http://pro.cabrillo.edu/pro/factbook/index.html
 Space Planning project database
 Suggestion box for anonymous input
 Budget reduction website
 Accreditation Self-Study
http://www.cabrillo.edu/services/pro/accred/index.html
 Program Planning Pages
http://pro.cabrillo.edu/pro/factbook/programPlanningTables.html
B.
External Data
 Fiscal Data Abstract 06-07
 Current Cost of Education 06-07
 WASC Accreditation Standards
http://www.cabrillo.edu/services/pro/accred/pdf/ACCJC%20NEW%20STAN
DARDS.pdf
S:\President_Cabinet\2010-11 Board items\Nov 2010\Information\Budget Update\2011-12 Criteria comms and strategies Oct2010.doc
CABRILLO COLLEGE
Budget Development Timeline
FY 2011-12
CPC 10/6/10
87
September 7-8, 2010
ADMINISTRATIVE COUNCIL/MANAGER'S MEETING/
CPC MEETING
- 2010-11 Final Budget
- Budget Planning Update For 2011-2014
September 13, 2010
BOARD MEETING
Action Items:
- 2010-11 Final Budget
Information Items:
- Budget Presenation on FY 2010-11 Final Budget
- Budget Planning Update for 2011-2014
- Budget Planning Parameters
September 14-15, 2010 ADMINISTRATIVE COUNCIL/MANAGER'S MEETING/CPC MEETING
September 15-16, 2010 HEALTH BENEFIT FORUMS
October 4, 2010
BOARD MEETING
October 5-6, 2010
Late October/Early
November
November 1, 2010
November 2-3, 2010
November 17, 2010
Information Items:
- 2010-11 & 2011-12 Budget Update
ADMINISTRATIVE COUNCIL/MANAGER'S MEETING/CPC MEETINGS
Information Items:
- Budget Reduction Goals (Base, Categorical Budgets & Other funds)
- Budget Reduction Process Commitments, Criteria and Strategies
- Budget Development Timeline
- Budget Reduction Timeline (Base, Categorical Budgets & Other funds)
- FTES Projections for FY 2010-11
- Negotiations Begin
BOARD MEETING
Information Items:
- Budget Reduction Goals
- Budget Reduction Process Commitments,
Criteria and Strategies
- Budget Development Timeline
- Budget Reduction Timeline (Base, Categorical Budgets & Other funds)
ADMINISTRATIVE COUNCIL/MANAGER'S MEETING/
CPC MEETING
- Review Budget Reduction Recommendations (Base, Categorical Budgets & Other funds)
ADMINISTRATIVE COUNCIL/MANAGER'S MEETING/
CPC MEETING
- Review Budget Reduction Recommendations (Base, Categorical Budgets & Other funds)
- Budget Town Hall Meeting
S:\President_Cabinet\2010-11 Board items\Nov 2010\Information\Budget Update\2011-12BudgetCalendar10-6-10
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CABRILLO COLLEGE
Budget Development Timeline
FY 2011-12
CPC 10/6/10
88
December 6, 2010
BOARD MEETING
Action Items:
- Budget Reduction Goals
- Budget Reduction Process Commitments,
Criteria and Strategies
- Budget Development Timeline
- Budget Reduction Timeline (Base, Categorical Budgets & Other funds)
- Academic Staffing Priorities
Information Items:
- Review Budget Reduction Recommendations (Base, Categorical Budgets & Other funds)
December 7-8, 2010
ADMINISTRATIVE COUNCIL/MANAGER'S MEETING/
CPC MEETING
2011-12 GOVERNOR'S STATE BUDGET
BOARD MEETING
Action Items:
- Budget Reduction Recommendations (Base, Categorical Budgets & Other funds)
FY 2011-12
STATE BUDGET WORKSHOP
BOARD MEETING
Action Items:
- FY 2010-11 Mid Year Report
- FY 2010-11 and FY 2011-12 Budget Update
- Update Budget Parameters FY 2010-11 and FY 2011-12
First Principal Apportionment 2010-11
January, 2011
January 10, 2011
January, 2011
February, 2011
February, 2011
March, 2011
April, 2011
BOARD MEETING
Resolution Items:
- Reduction or Discontinuance of Services (Base, Categorical Budgets & Other funds)
(Faculty, Classified, Management and Confidential Personnel)
Continue to Evaluate/Revise Planning Parameters
May, 2011
May Revise
Final Notices to Faculty- Reduction or Discontinuance of Services, update on other personnel
reductions
June, 2011
BOARD MEETING
Action Items:
- Preliminary Budget
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CABRILLO COLLEGE
General Unrestricted Fund
2011-12 Budget Reduction Targets by Component
CPC 10/6/10
89
BASE BUDGET
COMPONENT
SALARY
CAFÉ STIPEND
BENEFITS
TOTAL
SALARY &
BENEFITS
Component
as a % of
Total
President
Certificated
Certificated Acad. Spec
Certificated Adjunct
Confidential
FT Classified
PT Classified
Classified Hourly
Temp Hourly
Management
Total President
238,005
57,305
28,318
305
125,667
604,875
323,628
118,479
1,982,816
285,996
3,403
982,594
3,696,916
76,848
1,361,901
196,474
20,456
245,643
35,384
21,175
375,272
54,138
3,098
752,921
2,629,247
104,006
462,794
7.20%
Certificated
Certificated Acad. Spec -Adjunct
Certificated Adjunct
Confidential
FT Classified
PT Classified
Classified Hourly
Temp Hourly
Management
Total VP Instruction
14,509,389
152,940
7,719,844
87,336
1,419,296
2,002,643
21,943
153,652
1,310,949
27,377,992
2,769,477
1,726,327
16,944
848,453
24,066
391,087
551,827
6,046
15,131
155,892
3,735,773
19,005,193
169,884
8,825,910
124,563
2,206,989
3,057,999
27,989
168,783
1,637,635
35,224,945
68.62%
Certificated Academic Specialist
Certificated Acad. Spec -Adjunct
Certificated Adjunct
Confidential
FT Classified
PT Classified
Classified Hourly
Temp Hourly
Management
Total VP Student Srvcs
1,343,618
56,255
257,680
159,864
6,233
49,252
1,472,775
122,942
17,522
388,636
27,641
13,571
405,823
33,876
1,761,162
62,488
80,345
2,267,234
184,459
29,497
540,591
3,614,930
104,031
795,510
2,905
86,005
708,277
32,402
730,627
5,118,717
9.97%
Certificated
Certificated Acad. Spec
Certificated Adjunct
Confidential
FT Classified
PT Classified
Classified Hourly
Temp Hourly
Management
Total VP Admin Srvcs
521,683
3,117,660
80,826
21,868
24,550
1,026,000
4,792,587
143,750
859,070
22,273
6,026
2,418
210,894
1,244,431
782,631
4,912,419
117,200
27,894
26,968
1,424,577
7,291,689
14.20%
VP Instruction
257,613
13,161
396,606
503,529
170,794
4,111,180
VP Student Services
VP Admin Services
117,198
935,689
14,101
187,683
1,254,671
Grand Total
COMPONENT
President
VP Instruction
VP Student Services
VP Admin Services
Total
51,332,267
Component as a % of Total
7.20%
68.62%
9.97%
14.20%
$2.4 M
Prorated
172,846
1,646,915
239,322
340,917
2,400,000
Avg
Salary
Contracted Sal.
Classification & Benefits/FTE
Certificated
Classified
Confidential
Management
Note:
The following management positions were added back to the calculation: 1) Library Director, 2) Allied Health Director and
3) Associate VP of Information Tech. Additionally, salary and benefit savings were not included.
108,375
79,227
92,319
151,264
100.00%
90
91
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
November 1, 2010
Financial Reports
ENCLOSURE(S)
REASON FOR BOARD CONSIDERATION
ITEM NUMBER
INFORMATION
Page 1 of 22
E.2
BACKGROUND:
The following financial reports are presented for the information of the Governing Board:
Report
Period Ending
Trial Balance
9/30/10
Page
2
Year-to-Date Budget Reports
9/30/10
General Fund
Child Development Fund
Building Fund
Revenue Bond 1998 Construction Fund
Revenue Bond 2004 (Series A) Construction Fund
Revenue Bond 2004 (Series B) Construction Fund
Debt Service Fund
Retiree Benefit Fund
3-4
5-6
7
8
9
10
11
12
Clearing and Revolving
9/30/10
13
Bookstore
9/30/10
14-15
Cafeteria
9/30/10
16-17
Associated Students
9/30/10
18
Scholarships/Loans
9/30/10
19
Student Center Fee
9/30/10
20
Student Representation Fee
9/30/10
21
Trust and Agency
9/30/10
22
Administrator Initiating Item:
Roy Pirchio
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
November 1, 2010
FROM: PRESIDENT
SUBJECT:
Facilities Master Plan Project Status
REASON FOR BOARD CONSIDERATION
ENCLOSURE(S)
ITEM NUMBER
INFORMATION
Page 1 of 3
E. 3
BACKGROUND:
Major Projects under Construction
Financial Overview for
Major Projects
Current Budget
Total Paid to Date
(thru 9/30/10)
Encumbered
(thru 9/30/10)
Changes Under Review-including change orders
not encumbered
Anticipated Future
Expenses
Subtotal Committed
Construction
(Over)/Under Budget
Financial Overview for
Major Equipment
Projects
Current Budget
Total Paid to Date
(thru 9/30/10)
Encumbered
(thru 9/30/10)
Changes Under Review-including change orders
not encumbered
Anticipated Future
Expenses
Subtotal Committed
Construction
(Over)/Under Budget
AEC
Allied Health
Classrooms
SAC
Building 300
Watsonville
Renovation Green Tech Center
$78,929,841
$29,120,670
$28,104,996
$3,217,033
$10,340,000
77,780,015
29,039,075
24,755,364
1,303,655
3,700,850
432,185
37,158
379,468
827,761
171,530
611,033
44,437
266,587
111,134
0
34,567
78,857,800
0
29,120,670
485,000
25,886,419
102,000
2,344,550
6,467,620
10,340,000
72,041
0
2,218,577
872,483
0
Note #1
AEC
Equipment
SAC
Equipment
Note#2
Allied Health
Equipment
Building 300
Equipment
1,862,000
$2,271,000
$268,000
$2,394,977
2,252,275
263,873
967,185
1,581
6,718
0
141,426
0
0
0
0
0
0
2,258,993
0
263,873
1,108,611
1,860,419
1,862,000
12,007
4,127
1,286,366
0
Note #1 Measure D interest has been allocated through October 31, 2009.
Note #2 Regarding Bldg 300 reconstruction, due to the favorable bid opening, $1,006,000 in State funds was reverted.
Administrator Initiating Item:
Joe Nugent
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
114
Major Projects under Construction
Arts Education Classrooms Project
Buildings 4 (Theater) and 5 (Music) continue to be in the closeout and punch list process. In addition to
these activities staff is working to resolve acoustic concerns in 2-D and 3-D Art and the Music Building
and water leaks in the Theater and Music buildings. Thirteen of the nineteen contractors have either been
closed out or will be closed shortly. Mediation with the remaining contractors, architect, and construction
manager is scheduled for December 6.
Health and Wellness Project
The Allied Health project consists of two buildings totaling 57,000 square feet, and is the new home for
programs such as Nursing, Radiology Technology, Medical Assisting, Dental Hygiene, Health and
Wellness, and the Stroke Center. RMW is the architect and Soltek Pacific is the contractor.
Construction began in May 2008 and the buildings are 100% complete. Staff is in the process of closing
out the project. All remaining issues have been resolved with the contractor. Anticipated future changes
are an estimate of potential additional work, not part of initial bid. A formal request for release of the
state equipment funds was submitted to the Chancellor’s Office the week of October 11, 2010. This
request could not be submitted until a final state budget was approved. The college received notification
on October 14, 2010 that the equipment funds will be forthcoming.
Building 300 Renovation
On February 1, 2010 the Governing Board approved awarding a bid in the amount of $1,560,136 to
Tombleson Construction of Salinas for the renovation of the 300 building. The project will
remodel/reconstruct 12,523 assignable square feet of space to provide needed instructional space for ten
general purpose classrooms, two large meeting/class rooms and eight BELA division offices. The
construction began in spring 2010 and is 68% complete. Scheduled substantial completion is still on
target for November 2010. Release request for state equipment funds was submitted to the Chancellor’s
Office the week of October 4, 2010. Approval of the list was received on October 14, 2010. Staff will
be placing orders for long lead time items to prepare the space for classes starting in the building in the
spring semester 2011.
Watsonville Green Technology Center
The District and the City of Watsonville closed escrow on the purchase of the Watsonville Library on
July 15, 2008. Since then, the college has demolished the building in order to construct a 14,000 square
foot Industrial Training Education Center (ITEC). The District received a grant for $2.5 million from
Economic Development Agency for the project, and the grant was augmented by $865,000 this past
summer to help fund an upgrade to a Platinum Level LEED certified “green” building. The project
name has been changed to the Green Technology Center to reflect the new focus. The Division of State
Architect (DSA) approved the plans in June of 2010 and EDA approved the plans and specifications in
July. The project went to bid in August 2010. In October, the Board approved Dilbeck and Sons as well
as an augmentation to the budget of $517,000, which will appear in December’s Facilities Master Plan
Project Status report. Dilbeck and Sons were issued a notice to proceed and will start construction in
November. A deductive change order for the value engineering items discussed at the October Board
meeting are included in this month’s Change Order board item.
2 of 3
115
Awards of Informal Bids under the Uniform Construction Cost Accounting System (UCC):
At the September 2005 Governing Board meeting, the Uniform Public Construction Cost Accounting
System was adopted to enable the District to increase the formal bid limits from $15,000 to $125,000.
By adopting the Uniform Public Construction Cost Accounting System, the Board authorized the
President or his/her designee to enter into agreements with low bidders using the informal bidding
process with the provision that the successful awards would be presented to the Board as an information
item. This system enables the District to 1) informally bid projects under $125,000 to pre-qualified
contractors, 2) more efficiently and effectively manage small to medium sized projects, and 3) contract
with local contractors who are deemed “qualified” bidders.
No bids were awarded in August or September.
3 of 3
116
117
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
November 1,
2010
Cash Flow Update – 2010-11 First Quarter
ENCLOSURE(S)
REASON FOR BOARD CONSIDERATION
INFORMATION
ITEM NUMBER
Page 1 of 3
E.4
BACKGROUND:
In fiscal year 2004-05, the state initiated the practice of deferring a portion of the expected June
allocation to the next fiscal year (July). Statewide, this amounts to $200 million dollars; for
Cabrillo College this roughly equates to a $2 million dollar reduction in cash received at the end
of the fiscal year. Subsequent years have seen a dramatic increase in cash deferrals:



2008-09 - $3.4 Million deferred from January-April monthly allocations, to 2009-10.
2009-10 - $7.5 Million deferral from January-June monthly allocations, to 2010-11.
2010-11 - $8.3 to 8.5 Million deferral from January-June monthly allocations, to 2011-12.
The college relies primarily on monthly state apportionment payments to meet monthly
expenditure commitments such as payroll and general operating. Cabrillo has developed the
attached cash flow projection tools to aid in planning day to day cash management. Cash flow
projections are updated based on the latest state budget information. These reports track
projected and actual cash activities, balances and identifies significant variances. The Quarterly
Cash flow Statement shows projected and actual cash in and cash out. Variances between
projected and actual cash flows are identified and explained on the report as well as assumptions
used to develop the projections.
The volatility of the state budget continues to make cash management a challenge for Cabrillo.
Cash flow updates will be provided to the Governing Board on a quarterly basis. The Projected
Cash Balance worksheet will include a rolling 12 month period.
Administrator Initiating Item:
Roy Pirchio
Victoria Lewis
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 No
Final Disposition
Cabrillo College 2010-11 Cashflow Statement
July
Projected
Actual
118
August
Actual minus
Projection
Projected
Actual
September
Actual minus
Projection
Projected
Actual
Actual minus
Projection
Cashflow In
7,148,639.00
2,076,147.00
7,148,639.00
2,258,427.00
182,280.00
1,177,825.00
1,524,229.00
346,404.00
3,535,943.00
3,914,154.76
378,211.76
9,224,786.00
9,407,066.00
182,280.00
1,177,825.00
1,524,229.00
346,404.00
3,535,943.00
3,914,154.76
378,211.76
Payroll
Accts Payable
Other/Xfers
(2,401,653.00)
(2,325,947.00)
(1,915,901.00)
(2,691,897.00)
43,146.00
485,752.00
(365,950.00)
43,146.00
(4,419,768.00)
(2,226,151.00)
(4,193,321.00)
(2,526,276.00)
25,755.00
226,447.00
(300,125.00)
25,755.00
(4,247,198.00)
(1,716,385.00)
(4,845,395.00)
(598,197.00)
(2,940,383.00) (1,223,998.00)
37,087.00
37,087.00
Total Cash Out
(4,727,600.00)
(4,564,652.00)
162,948.00
(6,645,919.00)
(6,693,842.00)
(47,923.00)
(5,963,583.00)
(7,748,691.00) (1,785,108.00)
4,497,186.00
4,842,414.00
345,228.00
(5,468,094.00)
(5,169,613.00)
298,481.00
(2,427,640.00)
(3,834,536.24) (1,406,896.24)
Apportionment
Other/Xfers
Total Cash In
Cashflow Out
Surplus/(Deficit)
Variance Reconciliation
Assumptions
July
Cash In:
Cash Out:
Payroll Tx Deposit recorded in
August
Quarterly Statement will be issued on a rolling quarter basis
*
Projected Apportionment includes continuing $7.5 million dollar
deferral and new $1 million dollar deferral.
*
Assumes no deferrals in categorical programs
*
Cash In and Cash Out Projections include Financial Aid Activity
330,000.00
August
Cash In:
*
Categorical Receivables
58,000.00
Cash In:
Financial Aid higher than
Anticipated
Foundation Faculty Grant
Human Care Alliance
VAPA Contribution
150,000.00
13,873.00
20,250.00
25,250.00
Cash Out:
Aug STRS Payment made in Sept
376,694.00
Student Refunds & Fin Aid
900,000.00
Cash Out:
September
Unanticipated Pymt for ACE
Consultants
98,883.00
Unanticipated Pymt to Clear
Due To/From for Auxiliary Acct
96,582.00
119
Cabrillo College 2010-11 Projected Cash Balance
July
Beg Bal:
Cashflow In:
Projected
Actual
County Borrowing
Internal Borrowing
Variance (Actual-Projection)
Cashflow Out
Projected
Actual
County Repayment
Variance (Actual-Projection)
August
September
October
November
December
January
15,717,367.48
4,981,003.09
11,327,462.18
2,810,978.46
(4,963,263.51)
(7,291,725.64)
15,301,298.48
10,820,551.30
February
March
April
May
June
3,856,538.16
2,582,802.73
6,378,009.50
9,224,786.00
9,407,067.20
1,177,825.00
1,524,229.47
3,535,943.00
3,914,154.76
182,281.20
346,404.47
378,211.76
(4,727,600.00)
(4,564,652.00)
(6,645,919.00) (5,963,583.00)
(6,693,842.00) (7,748,691.64)
162,948.00
(8,977,168.90) (5,763,563.35)
4,763,182.71
3,266,143.16
(7,540,614.75) (6,298,988.81)
12,402,663.10
(11,349,774.15) (6,167,986.79) (4,292,291.98)
(47,923.00) (1,785,108.64)
Projected Ending Cash Balance
10,875,195.50
5,407,101.50
2,979,461.50
Actual Ending Cash Balance
11,220,424.70
6,050,812.17
2,216,275.29
9,719,660.08
8,937,099.81
Assumptions:
*
Apportionment based on 2010-11 Final Budget, includes Cabrillo's portion of the system wide $703 million dollar deferral
and adds an additional $1 million in new deferrals, for a total of $8.5 million.
*
Assumes no deferrals in categorical programs
8,043,119.27
5,010,273.62
6,063,162.57
3,751,713.94
2,042,224.69
120
121
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
November 1, 2010
SUBJECT:
Cabrillo College 2010 Fall Census Report
REASON FOR BOARD CONSIDERATION
INFORMATION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 4
E.5
BACKGROUND:
Measures of the overall size of the college (i.e. FTES, WSCH, headcount) are showing a decrease
of roughly 6% as compared with one year ago. Student headcount, for example, has decreased by
5.6% to 14,260 compared to 15,110 a year ago.
The number of units enrolled by each student has inc reased, on average, by ab out one-third of a
unit. Accordingly, the number of full-time students (those taking 12 or more units) has increased by
about 3% over fall 2009. In th e fall 2010 semester, nearly one thir d (32.2%) of students are full
time.
The Watsonville center is the only physical location where no decline in headcount has occurred as
compared with last fall. The Watsonville Center headcount at census (students enrolled in one or
more classes in Watsonville) is 2371 students, which is 5 more than one year ago. Meanwhile, the
total number of units enrolled in Watsonville classes is up by 7% over fall 2009, in line with the
college-wide trend of indivi dual students enr olling in m ore units. In Scotts Valley, the number of
students served declined by about one-third due to redu ced section offerings. In keeping with the
district-wide trend, students at t he Scotts Valley cent er have hi gher unit loads as compared with
one year ago; the average number of units per student in Sc otts Valley sections has increased by
about a half unit (19%).
Enrollment in online course s continued its multi-year growth tr end in fall 2010. The number of
students enrolled in at least one onl ine section increased by 2.7% (89 students) compared with fal l
2009. The unit load of online students also increased by 6.0%.
The only ethnicity group whose numbers increased in real terms was Hispanic/Latino, increasing
by 4.8% (207 students) over
fall 2009. Hispanic/Latino student s represent 31.5% of total
headcount. All other groups dec lined both in proporti onal and real terms. It is worth noting that
ethnicity data collection procedures were c hanged in summer 2009, in co mpliance with the U.S.
Department of Education mandates. The new pr
ocedure asks all respondents to fir st identif y
themselves as either His panic or non-Hispanic. It also allows respondents to identify with multiple
ethnicities.
(continued on next page)
Administrator Initiating Item:
Dennis Bailey-Fougnier
Craig Hayward
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
Yes ; No
Yes … No
Final Disposition
122
The age profile of st udents shifted slightly in comparison to one year ago. The proportion of our
youngest s tudents and that of our older students dec lined, while the proportion of stud ents aged
18-25 increased. F emale students continue to out number male students at Cabrillo, though by a
slightly smaller ratio than one year ago (56/44).
Student enrollment status in fall 2010 is c haracterized by a sm all increas e in the pr oportion of
continuing students. Other categories in this measure, such as new and returning students, show
slight declines in proportion when compared with fall 2009. T he largest decrease is in the number
of concurrently enrolled high school students (decreasing from 5.5% to 3.8% of total headcount).
A census web page is available through the Planning & Research Office (PRO). In ad dition to the
college-wide census report com paring fall 2010 with fall 2009, lo
cation-specific reports are
compiled and posted f or each of the five locations – Aptos, Online, Santa Cruz, Scotts Valley, and
Watsonville. These reports, as well as reports fr om prior semesters are available from the PRO
web page at http://pro.cabrillo.edu.
-2-
123
CABRILLO COLLEGE
Fall 2010 Census Enrollment Compared to Fall 2009
Fall 2010 vs. 2009
All Students
Total Student Count
Non-credit (only) Students
Units Enrolled
Average Units
FTES (Resident)
WSCH (Residents)
Fall 2010
14,260
104
116,780
8.19
5,385
172,883
Fall 2009
15,110
74
118,388
7.84
5,761
182,845
# Change
% Change
-850
30
-1,608
0.35
-376
-9,963
-5.6%
40.5%
-1.4%
4.5%
-6.5%
-5.4%
FTES values contain a projection applied to Positive Hour attendance sections.
To provide an accurate comparison, FTES & WSCH values are from the 12th day of each semester.
Aptos
Student Count
Units Enrolled
Average Units
FTES (Resident)
Fall 2010
Online/TV
Student Count
Units Enrolled
Average Units
FTES (Resident)
Fall 2010
Santa Cruz
Student Count
Units Enrolled
Average Units
FTES (Resident)
Fall 2010
Scotts Valley
Student Count
Units Enrolled
Average Units
FTES (Resident)
Watsonville
Student Count
Units Enrolled
Average Units
FTES (Resident)
12,426
92,194
7.42
4,297
3,440
10,917
3.17
568
Fall 2009
13,297
95,168
7.16
4,718
Fall 2009
3,351
10,029
2.99
473
% Change
-871
-2974
0.26
-421
-6.6%
-3.1%
3.7%
-8.9%
# Change
% Change
89
888
0.18
95
2.7%
8.9%
6.0%
20.2%
# Change
% Change
133
190
1.43
16
173
246
1.42
19
-40
-56
0.01
-3
-23.1%
-22.8%
0.5%
-17.7%
Fall 2010
Fall 2009
# Change
% Change
250
1,049
4.20
36
378
1,333
3.53
48
-128
-284
0.67
-13
-33.9%
-21.3%
19.0%
-25.9%
# Change
% Change
5
818
0.33
-34
0.2%
7.0%
6.8%
-6.8%
Fall 2010
2,371
12,430
5.24
469
Fall 2009
# Change
Fall 2009
2,366
11,612
4.91
503
Aptos includes class offerings at the main campus.
Santa Cruz includes "Community Campus" offerings in the Santa Cruz area:
Main Beach, Boardwalk Bowl, Cypress Charter School, and Circle Church.
Scotts Valley includes classes offered in Scotts Valley.
Watsonville includes classes offered at the Watsonville Center, or at other Watsonville area locations.
Fall 2010
In-county (SC) Students
Out-of-state Students
Fast Track to Work
BA+ Degree Students
International (F1 Visa) Students
Veterans and Dependents
Applications for Admission
12,372
195
365
1,473
59
174
8,695
Fall 2009
13,322
192
552
1,686
62
90
7,786
# Change
% Change
-950
3
-187
-213
-3
84
909
-7.1%
1.6%
-33.9%
-12.6%
-4.8%
93.3%
11.7%
In-county by residence zip code. Out-of-state by MIS SB09 Residence code for fee purposes.
Fast Track to Work from FTTW Office. Applications & Veterans data courtesy Cabrillo A&R
Cabrillo College
Planning & Research
10/12/2010 5:09 PM
124
Fall 2010
Enrollment Status
Continuing
New
Returning
Concurrent High School
TOTAL
#
8,502
3,129
2,081
548
14,260
Fall 2009
%
59.6%
21.9%
14.6%
3.8%
100.0%
#
8,579
3,371
2,327
833
15,110
Fall 2010 vs. 2009
% # Change % Change
56.8%
-77
-0.9%
22.3%
-242
-7.2%
15.4%
-246
-10.6%
5.5%
-285
-34.2%
100.0%
-850
-5.6%
Status is determined empirically from enrollment records. Returning students have been away one major term.
Fall 2010
Full/Part-time
Full-time
Part-time
TOTAL
#
4,589
9,671
14,260
Fall 2009
%
32.2%
67.8%
100.0%
Fall 2010
Race/Ethnicity Categories
Native American
Asian
African American
Filipino
Hispanic/Latino*
Pacific Islander
White
Multiple ethnicities
Non-respondents
TOTAL
#
93
379
217
146
4,488
55
7,863
382
637
14,260
#
4,447
10,663
15,110
Fall 2010 vs. 2009
% # Change % Change
29.4%
142
3.2%
70.6%
-992
-9.3%
100.0%
-850
-5.6%
Fall 2009
%
0.7%
2.7%
1.5%
1.0%
31.5%
0.4%
55.1%
2.7%
4.5%
100.0%
#
131
440
225
200
4,281
84
8,610
-1,011
15,110
Fall 2010 vs. 2009
% # Change % Change
0.9%
-38
-29.0%
2.9%
-61
-13.9%
1.5%
-8
-3.6%
1.3%
-54
-27.0%
28.3%
207
4.8%
0.6%
-29
-34.5%
57.0%
-747
-8.7%
---6.7%
-374
-37.0%
99.2%
-850
-5.6%
In fall 2009, new ethnicity data collection procedures, including the option to select multiple ethnicities, were implemented in compliance with
the U.S. Department of Education.
* Among Hispanic/Latino students, 193 (or 4.3%) also identify with one or more non-Hispanic/Latino ethnicities.
`
Fall 2010
Gender
Female
Male
Unknown
TOTAL
#
7,839
6,326
95
14,260
Fall 2009
%
55.0%
44.4%
0.7%
100.0%
Fall 2010
Age
under 15/unknown
15-17
18-20
21-25
26-30
31-40
41-50
51-60
over 60
Overall
#
24
291
4,700
3,443
1,594
1,481
1,126
897
504
14,060
#
8,420
6,593
97
15,110
Fall 2009
%
0.2%
2.1%
33.4%
24.5%
11.3%
10.5%
8.0%
6.4%
3.6%
100.0%
#
45
733
4,766
3,484
1,601
1,576
1,258
1,103
544
15,110
Fall 2010 vs. 2009
% # Change % Change
55.7%
-581
-6.9%
43.6%
-267
-4.0%
0.6%
-2
-2.1%
100.0%
-850
-5.6%
Fall 2010 vs. 2009
% # Change % Change
0.3%
-21
-46.7%
4.9%
-442
-60.3%
31.5%
-66
-1.4%
23.1%
-41
-1.2%
10.6%
-7
-0.4%
10.4%
-95
-6.0%
8.3%
-132
-10.5%
7.3%
-206
-18.7%
3.6%
-40
-7.4%
100.0%
-1,050
-6.9%
Data Source: Cabrillo IT (unless otherwise noted)
Querying and Reporting: Planning & Research Office (PRO)
Cabrillo College
Planning & Research
10/12/2010 5:09 PM
125
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
November 1, 2010
Cabrillo College Climate Action Plan, 2010
REASON FOR BOARD CONSIDERATION
INFORMATION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 18
E.6
BACKGROUND:
Cabrillo’s first Climate Action Plan (CAP) has been submitted by the Climate Initiative Task Force
as part of the reporting requirements of institutions who have signed the Presidents Climate
Commitment. By signing the American College and University Presidents Climate Commitment
(ACUPCC) in 2007, Cabrillo joined higher education leaders nationwide in pledging to reduce
Cabrillo’s contribution to climate change. Cabrillo’s CAP report is available on the ACUPCC
website: http://acupcc.aashe.org The following CAP includes revised square footage data, and
the addition of Cabrillo’s new GreenSteps logo, designed by Evelyn Hirsch, Marketing &
Communications’ talented Graphic Designer.
The U.S. Environmental Protection Agency sponsored an in-depth review of 50 CAPs submitted
through the ACUPCC. Cabrillo’s CAP was one of two selected as models by the EPA, and
representatives were invited to participate in a September “ACUPCC Webinar: Best Practices in
Climate Action Plan Development: Highlights and Lessons from the ACUPCC CAP Review.”
(continued on next page)
Administrator Initiating Item:
Brian King
Craig Hayward
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
126
Climate Action Plan
Prepared by:
Cabrillo College Climate Initiative Task Force Members
6500 Soquel Drive, Aptos, CA 95003
(831) 479-6100 • http://www.cabrillo.edu
February, 2010, rev. October 2010
Table of Contents
Background
Demographics
Methodology
Major Sector Emissions
Key Findings
Climate Neutrality Goals
Acknowledgements
Appendices
Page 1
Page 2
Page 4
Page 4
Page 9
Page 10
Page 17
Page 17
Background
In July, 2007, Cabrillo College President Brian King signed the Presidents Climate
Commitment, with strong support from Cabrillo’s Governing Board, joining higher education
leaders nationwide in pledging to reduce their institutions’ contribution to global warming over
time.
The American College and University Presidents Climate Commitment (ACUPCC)¹ is a highvisibility effort to address global warming by garnering institutional commitments to neutralize
greenhouse gas (GHG) emissions, and to promote research and education efforts of higher
education to equip society to re-stabilize the earth’s climate.
¹www.presidentsclimatecommitment.org
1
127
Cabrillo’s Climate Commitment involves:
•
Establishing an institutional structure to oversee the development and implementation of the
school’s program to comply with the ACUPCC;
•
Completing an emissions inventory within a year…and update the inventory every other year
thereafter.
•
Within two years, establishing a climate neutrality action plan and setting a target date and interim
milestones for becoming climate neutral;
•
Taking immediate steps to reduce greenhouse gas emissions by choosing from a list of tangible
action options;
•
Integrating sustainability into the curriculum and making it part of the educational experience; and
•
Making climate action plan, inventory and progress reports publicly available.²
Under the guidance and direction of university presidents, the Commitment is supported and
implemented by the Association for the Advancement of Sustainability in Higher Education
(AASHE), Second Nature, and ecoAmerica. Cabrillo College became a new member of
AASHE in 2009.
To address the Climate Commitment, Dr. King formed Cabrillo’s Climate Initiative Task Force
(CITF) in February, 2008, to oversee this process. Cabrillo’s “Flex Week” workshops in
February 2008, provided several opportunities to introduce the ACUPCC and Cabrillo’s CITF
to Cabrillo staff, faculty, students and community members. Twenty-four attendees signed up
to be members of the newly created CITF, including 8 instructors, 5 administrators, 5
classified staff, 2 students, 2 counselors, and 2 community members (see Appendix A).
The CITF began by establishing a meeting schedule, creating a plan to integrate climate
initiative objectives into Cabrillo’s 2008-2011 Master Plan (see Appendix B), establishing
two tangible actions to begin work on immediately, as well as develop a plan to involve
students in the gathering of data for an emissions inventory. Due to severe staffing and
budget cuts, the Task Force committed to establishing action plans that provide maximum
efficiency cuts in emissions while requiring the least possible staff time and college funds.
Demographics
Cabrillo College is one of 112 public California community colleges. Situated on the
Monterey Bay in the county of Santa Cruz, California, Cabrillo is located 65 miles south of
San Francisco and 35 miles north of Monterey.
Headcount
2008-2009 student headcount is as follows:
Academic Year
2008-09
Summer
6,174
Fall
16,924
Winter
2,242
Spring
16,447
²CITF documents are located at www.CabrilloGreenSteps.org & www.wiserearth.org/group/cabrillosustainability
2
128
Headcount by Term
16,000
14,000
12,000
10,000
8,000
6,000
4,000
2,000
0
Summer
Fall
19
92
19 93
93
-9
19 4
94
-9
19 5
95
19 96
96
-9
19 7
97
19 98
98
-9
19 9
99
-0
20 0
00
20 01
01
-0
20 2
02
20 03
03
-0
20 4
04
20 05
05
-0
20 6
06
-0
20 7
07
20 08
08
-0
9
Winter
Spring
Staff Size
Staff and faculty totals for calendar year 2008 are as follows:
2008
#
%
Professional (Non-Faculty)
Skilled Crafts
Executive/Admin/Mngr
Service/Maintenance
Clerical/Secretarial
Technical/Paraprofessional
Faculty, Tenure/Tenure Track
Faculty, Adjunct
0
6
37
34
110
124
217
0.0%
0.6%
4.0%
3.7%
11.8%
13.3%
23.3%
403
43.3%
Total
930
100%
Job Categories
Job Categories Faculty, Adjunct
Faculty, Tenure/Tenure
Track
Technical/Paraprofessional
Clerical/Secretarial
Service/Maintenance
Executive/Admin/Mngr
Skilled Crafts
Professional (Non‐Faculty)
43%
23%
13%
12%
4%
4%
1%
0%
0% 10% 20% 30% 40% 50%
Square Footage
Estimated Aptos and Watsonville campus square footage, excluding parking garages:
Aptos Campus
Watsonville Center
2007
2008
2009
2010
548,700 sq’
40,600 sq’
671,000 sq’
40,600 sq’
728,000 sq’
40,600 sq’
785,688* sq’ projected
54,600** sq’ proj.
*Includes new Health & Wellness Center
**Includes new Green Technology Center
3
129
Methodology
In an effort to fulfill ACUPCC requirements, Cabrillo College has conducted a baseline
greenhouse gas emissions inventory aimed at establishing a baseline “carbon footprint” to
assist in preparation of a comprehensive emissions management and reduction plan. This
report identifies and quantifies the major sources of campus emissions, where data was
available, focusing on the 2007-2008 academic year.
For its emissions inventory, Cabrillo College used the campus greenhouse gas inventory
calculator tool developed by Clean Air Cool Planet (CACP). CACP is a non-profit sciencebased organization whose greenhouse gas inventory tools and methodology are the most
commonly used standard for higher education. The completed CACP spreadsheet is
available on the ACUPCC website: http://acupcc.aashe.org/ and quantifies all major sources
of Cabrillo’s greenhouse gas emissions. This includes energy use, transportation and solid
waste.
Major Sector Emissions
Transportation
Survey data confirms transportation’s role as the major Cabrillo carbon contributor. Staff,
faculty and student transportation data was determined through administration of surveys by
Ecology Action’s Go Green Cabrillo campaign3 and Cabrillo’s Transportation Management
Committee, with data analysis conducted by Cabrillo’s Planning and Research Office.
College fleet emissions were determined by total diesel and gasoline fuel usage. Collegesponsored travel data was not available at the time of this report and is excluded from
transportation estimates.
Student Transportation Emissions
A 2008 student transportation survey was conducted by Student Services in partnership with
Ecology Action’s “Go Green Cabrillo” program, confirming transportation’s role as the major
Cabrillo carbon offender. The previous student transportation survey was conducted in 2000,
and additional Campus Climate surveys administered biannually by the Planning and
Research Office. Student transportation survey data4 from 2008 was analyzed by Craig
Hayward, Director of Planning, Research & Knowledge Systems at Cabrillo College.
A summary of findings related to 2008 student transportation emissions follows:
•
•
•
•
•
•
Number of solo car trips per week: Approximately 25,000
Average number of miles driven (round trip): 16.50
Number of miles driven per week: 412,500
Average Miles Per Gallon: 22.5
Total gallons used per week: 18,333
Total lbs. of CO2 emitted per week from student solo car trips: 165 metric tons.
Note: The average number of student solo trips per week was divided by the full-time equivalent student number created by the CACP spreadsheet
(25,000/14,864) to arrive at the average number of trips per student per week (1.68). This number was then multiplied by the number of weeks per term
(16.5 weeks) to arrive at the number of trips per term for an average student (27.752). This number was then multiplied by two to arrive at an annual
number of trips (or the number of days for which trips occurred). This final number (55.5) was input into the CACP spreadsheet as the number of days
per year for student commutes. Estimate for weekly student solo car trips estimates 19.8 lbs. of CO2 per gallon.
_______________________________________________________________________________________________________________
3
http://www.gogreencollege.org
4
http://pro.cabrillo.edu/pro/pro_reports
4
130
Staff and Faculty Transportation Emissions
Dr. Hayward’s May, 2008 staff/faculty transportation data analysis revealed the following:
•
Cabrillo College employees make approximately 2,900 solo automobile trips to
Cabrillo in a typical week.
•
Given the average commute distance and number of trips for each employee group,
Cabrillo College employees are driving 64,550 miles per week to commute to work.
Survey results confirm that carpooling is the most desirable alternative to driving alone for
students as well as staff and faculty. Existing Cabrillo programs are being expanded and
better publicized, to encourage and increase the use of carpooling, bikes and public
transportation to meet Cabrillo’s climate commitment to greatly reduce greenhouse gas
emissions. In 2008, it is estimated that staff/faculty transportation emitted a total of 625
metric tons of CO2.
Fleet Emissions
In 2008, it is estimated that fuel use by the Cabrillo fleet emitted a total of 162 metric tons of
CO2. Cabrillo fleet emissions for 2008 are estimated to break down as follows:
Fuel Type
Gasoline - Fleet
Diesel - Fleet
14,684
1,500
90.7%
9.3%
CO2 (metric tons)
146
16
16,184
100.0%
162
Gallons
%
Total
Fuel Use by Cabrillo Fleet
Ga s ol i ne ‐ Fl e e t
91%
Diesel ‐ Fleet
9%
Energy Use
Next to transportation emissions, energy use is Cabrillo’s second biggest carbon offender.
There are great cost savings that will be realized with the implementation of a college-wide
energy conservation program, a major goal of the Climate Initiative Task Force, in support of
Cabrillo’s Sustainable Energy Plan, and 2008-2011 Master Plan Strategies.
To quantify energy use, college records and invoices were reviewed by CITF members, staff,
faculty and students, to gather electricity and natural gas data. Much of the data is not
currently available in digital form.
Cabrillo’s primary energy source is purchased electricity from Pacific Gas & Electric (PG&E)
and natural gas from Department of General Services (DGS). Pacific Gas & Electric (PG&E)
has an innovative online data source, InterAct,5 which allows Cabrillo to see how it is using
__________________________________________________________________________________
5
https://inter-act.pge.com/pge
5
131
energy, compare current usage to historic patterns, as well as export data for reporting
purposes. Total kilo-watt/hours of electricity were used to determine the total greenhouse
gas emissions resulting from Cabrillo’s use of electricity. Natural gas usage in therms was
determined based on Business Office invoices.
Cabrillo College STEEP (Science, Technology, Engineering: Expanding Potential, see
Appendix C) student interns conducted a comprehensive electrical plus and lighting audit of
the upper campus in early 2009 containing valuable energy savings recommendations
(Appendix D). The impressive report offers powerful, specific, simple and cost-effective
means of saving Cabrillo tens of thousands of dollars each year. The complete student
report is available upon request.
Electricity
Cabrillo consumed 2,024,000 kWh in 1990. Cabrillo’s electricity use more than doubled
between 2000 and2008 (3,261.990 kWh in 2000, to 6,816,352 kWh in 2008), far outpacing
FTES and physical growth. In 2008, it is estimated that Cabrillo’s use of electricity produced
2,052 metric tons of CO2.
Cabrillo College Electricity Use in Kilowatt Hours and Student Headcount, 1990‐2008 8,000,000
18000
7,000,000
16000
14000
6,000,000
12000
5,000,000
10000
4,000,000
8000
3,000,000
6000
2,000,000
4000
1,000,000
2000
Electricity Use in Kilowatt Hours
20
08
20
07
20
06
20
05
20
04
20
00
0
19
90
0
Student Headcount
6
132
Natural Gas
Cabrillo College purchases natural gas from the Department of General Services (DGS)
Natural Gas Services for heating. In calendar year 2008 alone, Cabrillo consumed 355,600
therms of natural gas, at a cost of $361,543, producing 1,883 metric tons of carbon dioxide.
The spike in winter months, particularly December, suggests several recommendations for
Cabrillo’s comprehensive energy conservation plan.
Cabrillo 2009 DGS Natural Gas (Therms) Usage
& Expenditures by Month
50,000
45,000
40,000
THERMS
35,000
$41,884
$38,114
$34,795
$33,819
30,000
$26,083
$26,725
25,000
Therms
$19,756
$18,963
20,000
Cost
$16,998
15,000
$14,672
10,000
$13,118
$11,459
5,000
D
ec
-
09
09
N
ov
-
9
-0
O
ct
9
9
Se
p0
ug
-0
A
9
Ju
l-0
9
Ju
n0
9
M
ay
-0
09
pr
A
M
ar
-0
9
9
Fe
b0
Ja
n-
09
0
Solid Waste
Solid waste data is included in this emissions inventory and represents a relatively small, but
important, source of greenhouse gas emissions. Cabrillo’s diversion of solid waste has been
greatly enhanced by new and innovative programs coordinated by Tom Rusconi in
partnership with staff, students and community non-profit organizations.
Cabrillo boasts an active Recycling Program, originally started by the student body, now a
division of Maintenance & Operations. This program provides detailed, itemized reports to
the California Integrated Waste Management Board (CIWMB) each year, which greatly aided
quantification of solid waste data for this inventory.
The CIWMB recently moved from a 12-month to an 18-month reporting period. Because
those 18 months have yet to conclude at the time of this report submission, 2008 figures are
estimates, not actual.
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Waste Generated, Diverted & Disposed
Waste Outcome
2003
2004
2005
2006
2007
Total Diverted
429.1 259.1 274.0 253.8 250.1
Total Disposed
238.0 233.1 239.0 195.7 198.5
Total Generated 668.0 492.2 513.0 449.6 448.6
Diversion Percentage
64.2%* 52.6% 53.5% 56.5% 55.7%
*Diversion of concrete/asphalt/rubble in 2003, not present in more recent years, skews 2003
diversion %.
While recycling has become mainstream at Cabrillo, we can work to dramatically curb the
amount of waste produced and disposed of by staff, faculty and students, while increasing
diversion rates. The majority of what is thrown away, and ending up at our landfill, can be
recycled.
Although solid waste does not represent a significant source of greenhouse gas emissions at
Cabrillo, the campus is determined to steadily improve the percentage of waste diverted from
the landfill. This will require the expansion of existing recycling programs on campus,
including the composting and eWaste programs, and implementing an aggressive campaign
to better publicize and educate about the existence and importance of these programs.
In 2008, it is estimated that Cabrillo College’s solid waste disposal emitted a total of 29 metric
tons of CO2.
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Key Findings
Cabrillo College emitted an estimated 9,361 metric tons of greenhouse gas emissions in
2008. The major sources of Cabrillo’s emissions are estimated as follows:
Cabrillo College Major Sector Emissions, 2008
Solid Waste
0.3%
Fleet Gas/Diesel
1.7%
Natural Gas
20%
Student
Commute
49%
Electricity
22%
Staff/Faculty
Commute
7%
Major Sector Emissions in Metric Tons eCO2, 2008*
%
Source
MTCDE
Student Commute
4,610
49.2%
Electricity*
2,052
21.9%
Natural Gas
1,883
20.1%
Staff/Faculty Commute
625
6.7%
Fleet Gasoline/Diesel
162
1.7%
Solid Waste, estimated
29
0.3%
Total
9,361
100.0%
*Based on CACP Carbon Calculator calculations, with custom energy mix:
http://www.pge.com/myhome/edusafety/systemworks/electric/energymix/
Green House Gases (GHG)
According to the ACUPCC Implementation Guide the Greenhouse Gas Emissions Inventory
is to be a comprehensive inventory of emissions of the six greenhouse gases defined by the
Kyoto Protocol: carbon dioxide (CO2), methane (CH4), nitrous oxide (N2O), hydro
fluorocarbons (HFCs), perfluorocarbons (PFCs), and sulphur hexafluoride (SF6). Our
assessment at Cabrillo will focus mostly on Carbon Dioxide as the other gasses are
generated in far smaller quantities by campus operations. Cabrillo’s assessment of baseline
emissions is using the Clean Air Cool Planet Campus Carbon Calculator which follows the
Greenhouse Gas Protocol (GHG Protocol) of the World Business Council for Sustainable
Development (WBCSD) and the World Resources Institute (WRI). The equivalent Carbon
Dioxide (e CO2) values below include CH4 and N2O generated by campus activities.
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135
The Greenhouse gas protocol defines three scopes for assessment:
Scope 1
Scope 2
Scope 3
Emissions from sources owned or directly controlled by the college. At
Cabrillo this includes campus use of natural gas, purchased diesel and
gasoline fuel.
Indirect emissions from the generation of energy purchased by the college.
Electricity Cabrillo purchased from Pacific Gas and Electric was used to
calculate these emissions.
Indirect emissions that are a consequence of our choices and activities on
campus but are generated from sources not owned or controlled by Cabrillo
College. We have assessed these indirect emissions at Cabrillo: staff, faculty
and student commute transportation, and waste. We have not assessed
college funded air travel.
De Minimis Emissions
Emissions composing less than 5% of total emissions that would take more effort to calculate
than they are worth may be considered as “de minimis” according to Jennifer Andrews of
Clean Air Cool Planet. Refrigerants and fertilizers used at Cabrillo will be considered “de
minimus”. Since solid waste comprises 0.1% of total greenhouse gas emissions it is
reasonable to assume that refrigerants and fertilizers make up less than 1% of Cabrillo
emissions.
Climate Neutrality Goals
The CITF has identified 2050 as a feasible date for Cabrillo to achieve an 80% reduction in
greenhouse gas emissions, using 2008 baseline data. These goals reflect targets mandated
by the California Global Warming Solutions Act of 2006, calling for a 15% reduction by 2020.
Cabrillo’s most immediate goal is to reach the targets set forth in the Sustainable Energy Plan
approved by the Governing Board September, 2009 (Appendix E). Cabrillo adopted the
following specific energy reduction goal, consistent with California Community Colleges
(CCC) Board of Governors Energy and Sustainability Policy (Appendix F):
•
Reduction of energy consumption from its 2001-2002 baseline consumption by 15%
by the end of fiscal year 2011-2012.
In response, the trajectory below reduces Scopes 1 and 2 energy use 15% by June 30, 2012.
Subsequent trajectory reductions encompass Scopes 1, 2, and 3 to reach a comprehensive
reduction of 15% by 2015. The trajectory reflects an 80% reduction achieved by mid-century,
2050.
The following trajectory represents Cabrillo’s goal of immediate, aggressive, and ongoing
energy conservation efforts, despite the estimated 38% increase in Cabrillo’s main campus
building square footage between 2007 and that projected by 2010.
Progress made in
meeting our climate neutrality goals will be monitored and the trajectory adjusted accordingly.
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Metric Tons eCO2
Cabrillo College Emissions Trajectory in Metric Tons eCO2
10,000
9,361
8413
8,000
7956.85 7488.8
6552.7
6,000
5616.6
4,000
4680.5
3744.4
2808.3
2,000
1872.2
20
50
20
45
20
40
20
35
20
30
20
25
20
20
20
15
20
12
20
08
0
Aggressive Conservation and Energy Efficiency Education A Top Priority
In the midst of dire budget cuts to the community college system, and staff layoffs, Cabrillo
has chosen not to pursue carbon offsets and instead is focused on working toward climate
neutrality through mitigation strategies. Cabrillo’s emissions reduction efforts will initially
focus on increasingly aggressive conservation and energy efficiency education programs
directed at staff, faculty and students, with the help of a Building Monitor program.
Going Green Saves Green
Even during this economic meltdown, colleges and universities like Cabrillo are wasting
enormous amounts of money and power by leaving power strips, computers, printers, lights
and heat on at night, as well as for long periods during the day when the user is not present.
The “Just Turn it Off” and “GreenSteps” campaigns at Cabrillo focus on awareness with the
goal of changing ingrained habits and practices which result in enormous energy waste.
An estimated 5% of electricity used at Cabrillo is wasted on equipment that is turned off, but
still drawing power. This 5% represents an enormous waste of dollars as well as grave
environmental damage, and yet it would be simple to recoup by raising awareness and
changing habits. To illustrate the “power” of simply turning off power strips, this easy and
quick 5% would have saved Cabrillo conservatively over $45,000 just last year. The
enormous cost of Cabrillo’s electric use in dollars for 2009 is illustrated below, and totaled
close to one million dollars ($1,000,000.00).
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137
Cabrillo 2009 Pacific Gas & Electric (PG&E) Usage in Killowatt Hours
& Expenditures by Month
800,000
700,000
600,000
kWh
500,000
400,000
Killowatt Hours
Cost
300,000
200,000
$92,759
$84,934
$85,498 $98,911
$102,575
$66,834
ec
-0
9
$65,730
D
ov
-0
9
N
O
ct
-0
9
Se
p09
ug
-0
9
A
Ju
l-0
9
$78,277
Ju
n09
M
ay
-0
9
pr
-
09
$60,668
A
9
M
ar
-0
9
$53,961
$51,337
Ja
n09
0
$66,267
Fe
b0
100,000
Source: PG&E online InterAct site: https://inter-act.pge.com/pge
The following are just a few of the habit-changing concepts that could be promoted,
encouraged, rewarded and enforced with the help of staff acting as building monitors:
•
•
•
Turn off your computer monitor when not needed for more than 20 minutes - and
computer off when it will not be used for more than 2 hours. Both off before leaving
work evenings and over the weekend.
Equipment draws power even when turned off. It is easier to save when all monitors,
printers and accessories are on a power strip/surge protector. Turn off the switch on
all power strips when equipment will not be in use overnight for an additional 5%
savings – in dollars and emissions.
If not on a power strip, unplug equipment from wall when not in use for extended
periods.
Dramatic budget and emissions reductions will be realized when equipment that is now
routinely left on, but not in use, is turned off particularly at the power strip. Reaching
Cabrillo’s goal of reducing energy use by 15% below 2001-02 levels mean a savings of more
than $125,000 in one year. This will require leadership, participation and support from all
levels of Cabrillo administration, staff, faculty and students.
Cabrillo College is well on its way to achieving important benchmarks related to the AUCPCC
goals, and contributing to a national effort to reduce greenhouse emissions through
operational changes to the physical campus, as well as behavioral and intellectual changes
through student and staff involvement and curricula. Cabrillo’s Climate Action Plan
development process has made it clear there are many exciting and innovative projects on
campus. Many more are planned, all aimed at sustainability and the reduction of greenhouse
gas emissions. Cabrillo is taking significant steps toward institutionalizing sustainability into
its business practices and curriculum, as evidenced by the following.
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Sustainability a Key Part of the Curriculum
Cabrillo faculty has spearheaded a broad curriculum effort to incorporate environmental
issues or issues of ecological literacy into more courses. A recent study shows that
instructors in close to 50 Cabrillo sections currently raise environmental issues in their
classes. These disciplines range from courses where such issues would be expected (e.g.,
biology, meteorology, oceanography), to the less obvious (e.g., English, foreign languages,
culinary arts). At least a dozen courses currently offered at Cabrillo College meet a
substantial number of the criteria proposed to qualify as courses for meeting an Ecological
Literacy requirement. Other curriculum-related efforts included in Cabrillo’s Climate Action
Plan:
o Core Competencies: Specific language concerning environmental issues was instituted into
the “Global Awareness” objective of our Core Four, college-wide student competencies.
o Ecological Literacy: Faculty leaders in this effort have been in the process of creating and
proposing an Ecological Literacy requirement for graduation, using our Multicultural Literacy
Requirement as a template. At least a dozen courses currently offered at Cabrillo College
meet a substantial number of the criteria and would likely qualify as courses for meeting the
Ecological Literacy requirement.
o Environmental Studies Program: Faculty leaders are considering steps toward developing
a more comprehensive Environmental Studies program, including specific certificates and
additional classes.
o New Courses Offered: At least two new courses related to sustainability were offered in
Spring 2008: the Solar Photovoltaic Design course in CEM, and the Sustainable Cultures
course in ANTHR.
o Hands-On Learning Opportunities: Cooperative Work Experience Education (CWEE) units
to students participated in Cabrillo’s first emissions inventory, and will continue to participate
in developing and implementing Cabrillo’s Climate Action Plan. Instructors are working on a
proposal for student participation in the installation of working, grid-tied PV panels on the
Cabrillo campus.
Cabrillo’s 2008-2011 Master Plan includes an objective to “Develop interdisciplinary curricula
for at least four courses with global sustainability, community service, and/or social justice
themes.” The goal is to create four new courses by 2011. To date, ES50: Local
Sustainability Research and Solutions” and HS24: Environmental Health curriculum were
approved February, 2009 as well as the expansion of Anthr19G: Surviving the Future: the
(Re)Emergence of Sustainable Cultures.
More “Flex Week” presentations are planned to help instructors incorporate interdisciplinary
themes of global sustainability, social justice and community service into existing classes.
The Horticulture Department, spearheaded by instructors including CITF member Lisa
McAndrews, is currently installing a paver patio outside the Horticulture Learning Center to
serve as an outdoor classroom and community resource. The plans also will include rain
gardens to reduce storm water runoff, living wall panels on the outside of the Horticulture
Learning Center and rainwater catchment of 9,000 gallons minimum adjacent to the
Horticulture Learning Center, with an additional minimum 1,000 gallons captured and reused
adjacent to & in the greenhouses.
In co-operation with Construction and Energy
Management, a green roof shade structure will be constructed over the new patio. The
Horticulture Department is beginning to explore the requirements for LEED-EB (Leadership in
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139
Energy and Environmental Design-Existing Building) Certification as we currently have
various types of permeable paving, responsible irrigation system and practices, integrated
pest management inside and outside of the building, appropriate plant material selection,
stormwater management in the form of a detention pond that holds runoff from the parking
lost and buildings, and soon the features already listed that contribute points to qualify for
LEED status. The Cabrillo Horticulture farm has recently begun to supply food it grows
organically to the Cabrillo Cafeteria, the Culinary Arts program and off-campus store.
The innovative STEEP Summer Energy Academy is a month-long Cabrillo laboratory course
for Cabrillo students and recent high school seniors interested in hands-on learning who want
to gain the skills needed for work in the booming solar, wind and other renewable and
efficient energy fields. Students learn about circuits and the physics and math behind
electricity and energy on a “just-in-time” basis, following the lead of Gerald Herder, of Cal
Poly, Pomona Engineering Department, whose students learn a lot of physics, electrical
theory, practical math and engineering in a solar boat competition. The capstone activity of
the Academy involves a community service project. At the Energy Fair, open to the public,
students display their projects and demonstrate what they have learned about energy
efficiency, conservation and renewable energy sources to create public awareness. This
exciting program offers interesting and useful curriculum, working closely with the Climate
Initiative Task Force to accomplish Cabrillo’s emissions reduction goals.
Grant application submitted January 2010, for Engaged Interdisciplinary Learning in
Sustainability (EILS): Enhancing STEM Education through Social and Technological Literacy
in cooperation with UCSC, to support assistance with integrating new sustainability learning
modules into existing courses; if funded, to begin August 2010.
Transportation Alternatives
A major focus will be on providing greater incentives and tools for Cabrillo staff, faculty and
students to use alternative forms of transportation to the single occupancy vehicle. Student
transportation emissions are of considerable concern, responsible for nearly half of Cabrillo’s
emissions. In response, the Cabrillo Bike Coop was formed by student initiative in the spring
of 2008. The Coop’s mission is “to provide students and the surrounding community with the
tools, space, and education to use bicycles as a means of sustainable, low-cost
transportation…to create a hub for sustainability and petroleum-free transportation at Cabrillo
College.” The Cabrillo Bike Coop was recognized in the 2009 World Wildlife Foundation
Generation E Report as a good example of a student driven campus sustainability effort.
Future plans include obtaining a larger space on campus, more volunteers and increasing
open hours and services.
Transportation alternatives to the single occupancy vehicle (SOV) are needed now more than
ever. Budget cuts have resulted in disincentives to the use of alternatives, including a recent
36% increase in the cost of a student bus. Funding for incentives will be aggressively
explored and existing alternatives promoted and expanded, including Cabrillo’s electric fleet
vehicles, sheriff’s Bike Patrol, exploration into secure funding for RideSpring pilot staff/faculty
alternative transportation incentive program, and aggressive promotion of annual Earth
Week & Bike to School/Work Week activities. Grants will be researched, as well as the
possibility of instituting a “Green Fee” (e.g., $1 per non-exempt student per semester) will be
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explored with the Student Senate and other stakeholders, as a way to fund alternative
transportation incentives and sophisticated ridesharing tools for students, staff and faculty.
Increased Use of Renewable Sources of Energy
Plans to increase use of renewable sources of energy on campus are being developed.
Funds were approved in 2007 by Cabrillo’s College Planning Council (CPC) and the
Governing Board for the development of a Cabrillo Community College District Sustainable
Energy Plan (Appendix E). This plan was reviewed and accepted by the following
components of the College: Climate Initiative Task Force, Facilities Planning and Advisory
Committee, Management Team and College Planning Council. The Energy Plan was
submitted to the Board for information at the August 2009 meeting and was presented at the
September meeting for adoption. The Plan was adopted unanimously by the Governing
Board at its September 14, 2009 meeting. The primary goal is to secure funding to hire an
Energy Manager, even short-term to implement recommendations highlighted in the Plan.
Cabrillo’s current Watsonville construction project sets an exciting tone: expected to open in
September, 2011, the Watsonville Industrial Technology Education Center, (ITEC, see
Appendix G) goes to bid in June, 2010 is designed to Platinum LEED certification. This
project will be the future home of Construction Trade Skills & Energy Management,
specializing in green building technology. These two new buildings totaling 14,000 square
feet will be built to include wind turbines, solar assist hot water systems, photovoltaic panels,
hydronic heating systems, day lighting, natural ventilation, energy efficient HVAC, LED
lighting, heat island effect, native landscaping with no irrigation, nano tech self-cleaning
materials, and passive solar heating. Maintenance & Operations is currently soliciting
proposals for more energy efficient parking lot lighting and lighting control systems.
Conservation and Sustainability Efforts to be Enhanced and Promoted
Cabrillo’s Sustainable Energy Plan includes the following Goals (Appendix E):
1. Energy Efficiency and Conservation will be the highest priority Goal of the Plan as it is
the most cost-effective means to reduce the effects of climate change.
2. Operate all campus buildings and facilities in the most energy efficient manner possible
without endangering public health and safety and without diminishing the quality of
education
3. Work to identify energy efficiency improvement measures to the fullest extent possible,
undertake all necessary steps to seek funding for their implementation and, upon
securing availability of funds, expeditiously implement the measures.
4. The District adopts the following specific energy reductions goals (see Climate Neutrality
Goals, page 12).
5. The District will strive to increase its efficiency goals over time as the campus grows to
encourage continuous improvement.
As funding can be identified and becomes available, one of the most important goals of
Cabrillo’s Sustainable Energy Plan is to designate an Energy Manager…”who will work with
staff, faculty, students and community organizations to identify, implement, and monitor the
effects of energy conservation efforts at the college. The Energy Manager shall establish
guidelines and operating procedures to ensure effective energy management practices and
shall be given the responsibility and authority to carry out energy conservation and utilities
management programs.
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The following existing programs are a sampling of those to be enhanced and aggressively
promoted to meet Cabrillo’s energy efficiency and conservation goals:
Scopes 1 & 2
•
•
•
•
•
•
•
At Cabrillo this includes campus use of natural gas, purchased diesel and gasoline fuel and indirect
emissions from the generation of energy purchased by the college.
New Green Technology Center being built in Watsonville.
Modernization of building energy management systems, including motion sensors and
energy efficient lighting in buildings and parking garages.
Virtual servers now constitute 65% of all Cabrillo’s servers, with the goal of reaching
100%, consuming far less energy than physical servers.
Cabrillo GreenSteps energy conservation campaign.6
Institute and promote Building Monitor program to facilitate and enforce daily power strip
and equipment turn-off.
New curricula and college-wide outcomes aimed at sustainability.
Document imaging, online registration, rosters and other paperless forms available
through WebAdvisor.
Scope 3
Indirect emissions that are a consequence of our choices and activities on campus, at Cabrillo: staff, faculty
and student commute transportation, and waste. We have not assessed college funded air travel.
•
•
•
•
•
•
•
•
•
Electric fleet vehicles.
Alternative transportation education/incentive programs.
Student Bike Co-op and Sustainability Club.
Student Health Services’ Subsidized/Custom-fit Bike Helmet Program.
Sheriff’s Bike Patrol.
Student clubs including the Permaculture Club and Sustainability Alliance
Xeriscape water conservation landscaping.
Aggressive eWaste recycling program.
Culinary Arts program & Taher Campus Dining Services innovations including food
composting program, 100% compostable utensils and to-go plates, local organic produce,
vegetarian and vegan options, and participation in a waste oil/grease recycling program.
Purchase of Horticulture-grown lettuce, tomatoes, basil and more.
• Horticulture Department’s organic hydroponic food program & partnership with Taher
Campus Dining Services.
• Student/food service director partnership to establish Food Service baseline assessment
and calculate current Real Food percentage (Appendix H).
• Clutch [Bicycle] Couriers replaced a portion of the carbon-based transportation services
for delivery of mail to within the County.
• Annual Earth Week & Bike to School Week activities.
• Investigate funding for RideSpring7 alternative transportation incentive program.
• Interactive community website for Cabrillo College Sustainability Alliance and Climate
Initiative Task Force: http://wiserearth.org/group/cabrillosustainability.
• December, 2009 student-initiated implementation of a Cabrillo workplace CSA
(community supported agriculture). Sponsored by Taher Campus Dining Services,
Cabrillo staff, as well as the Cafeteria, now have local, organic produce delivered to
campus dramatically reducing personal “food miles”.
_______________________________________________________________________
6
7
www.CabrilloGreenSteps.org
www.ridespring.com/cabrillo/index.php?func=home
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142
Cabrillo has taken on the climate change challenge to reduce greenhouse gas emissions
below 2001-2002 levels by 2012, and is committed to ultimately reaching climate neutrality.
This commitment remains strong, despite unprecedented growth, construction, and State
budget cuts. Cabrillo continues to increase its commitment to programs, curriculum, research
and Master Plan goals and action plans all designed to model sustainability and reduce our
considerable contribution to climate change. These efforts will be successful thanks to a
strong partnership among Cabrillo administration, faculty, students, staff and our community.
Acknowledgements
First and foremost, great thanks go to Dr. Brian King for signing the President’s Climate
Commitment, establishing the Climate Initiative Task Force, and offering leadership and
encouragement to reduce climate change. Enormous thanks also go to Cabrillo’s Governing
Board for its leadership in this critical area, and its unwavering wisdom, support and
dedication to Cabrillo College.
Partnerships among faculty, students, administration and staff greatly strengthened Cabrillo’s
ability to conduct an emissions inventory. Highly technical and creative faculty-led student
projects provided important greenhouse gas reduction strategies. Cabrillo has an abundance
of environmental visionaries among its students, staff, faculty, leadership and community.
Each was critical to the completion of Cabrillo’s first emissions inventory and Climate Action
Plan.
CITF Co-chairs Nicole Crane and Judy Cassada wish to acknowledge the generosity of time,
knowledge, skills and talent offered by busy College staff, including Dominique Hansen,
Assistant to the President; CITF member Joe Nugent, Director of Facilities Planning & Plant
Operations and his assistant Debbie Pozzi; Instructors Karen Groppi and Michelle Merrill;
Craig Hayward, in the Planning & Research Office; Recycling Center Coordinator Tom
Rusconi; Jamie Jaramillo & Sandy Johnson with Taher Campus Dining Services; Sandi
Moore and Sesario Escoto in Student Services, RideSpring founder Paul McGrath, Business
Office staff Becky Sulay, Nita Manglicmot, Judy McAlpin, Lori Amato. Finally, we thank Pat
Borden and Kathy Carter, now retired and greatly missed.
Special thanks to Kristin Fabos and Evelyn Hirsch for their generous gifts of time and talents,
producing and promoting the inspiring GreenSteps artwork and campaigns. Faculty, staff and
students involved in Career Work Experience Education (CWEE) and Energy Academy
projects, CITF members, and dozens of Cabrillo staff persons are to thank for the data
provided in this report.
Appendices available on request:
Appendix A.
Appendix B.
Appendix C.
Appendix D.
Appendix E.
Appendix F.
Appendix G.
Appendix H.
Appendix I.
Appendix J.
Climate Initiative Task Force Members
2008-2011 Climate Commitment-Related Master Plan Strategies
STEEP Energy Academy Project Overview
Cabrillo College Upper Campus Electrical Assessment
Cabrillo College Sustainable Energy Plan
CCC Board of Governors Energy and Sustainability Policy
Watsonville Industrial Technology Education Center (ITEC)
Cabrillo Food Services Sustainability
RideSpring Alternative Transportation Program
Cabrillo GreenSteps Energy Conservation Campaign Materials
page 20
page 21
page 25
page 34
page 56
page 93
page 99
page 119
page 121
page 123
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AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
November 1, 2010
FROM: PRESIDENT
SUBJECT:
Distance Education 2009/2010 Annual Report
REASON FOR BOARD CONSIDERATION
ENCLOSURE(S)
ITEM NUMBER
INFORMATION
Page 1 of 6
E.7
“Distance education is a field of education that focuses on the pedagogy, technology and instructional systems design that aim to
deliver education to students who are not physically present in the same location with the instructor. Distance education is the
process of creating an educational experience of equal qualitative value for the learner to best suit his or her needs outside the
classroom.”1
Regulations revised in 1994 in Title 5 of the California Code of Regulations require districts to make an annual report of their
distance education activity to their local governing boards, and then forward a copy to the State Chancellor’s Office. This report to the
Cabrillo College Governing Board will discuss Cabrillo’s Distance Education Program, data about students, enrollment, course
completion rates, faculty training, and program growth.
I.
D I S TA N C E E D U C AT I O N P R O G R AM H I G H L I G H T S
This past year the Distance Education Committee, in conjunction with the CCFT Distance Education Task Force,
developed an assessment document titled, Faculty Evaluation of Distance Courses.2 In this document, standards
address course content usability and accessibility, communication best practices, instructional methods,
accommodations for different learning styles, and design features of an online course. Appendix CC of the CCFT
Contract, Student Evaluation of an Online Instructor, was converted into a secure web-based survey. Last spring,
several faculty undergoing the evaluation process used the form and feedback from students was markedly
increased. Student evaluations combined with standards-based assessment provide faculty a better means to
determine their strengths and weaknesses in teaching online, both in distance and hybrid courses.
A hybrid course is one in which online instruction takes place in lieu of face-to-face contact, whereas a distance
course is defined as online instruction taking place more than 51% of the student contact hours. This is an
important distinction because hybrid courses are now also required to meet Title 5 standards outlined for distance
courses. The same standards outlined in Faculty Evaluation of Distance Courses apply to these courses as well.
The Academic Employee Final Written Evaluation Criteria, referenced in Appendix N of the CCFT Contract,
addresses Title 5 regulations for (a) regular faculty/student interaction, (b) instructor availability expectations, and
1
Scott, Jack. (2009). Periodic Report on Distance Education. Retrieved from
http://www.cccco.edu/OurAgency/AcademicAffairs/tabid/229/Default.aspx
2
Distance Education Committee. (2010). Faculty Evaluation of Distance Courses. Retrieved from
https://docs.google.com/a/cabrillo.edu/fileview?id=0B32ZTdGr_Y5hMzU5MjA3NzYtZWU5NS00ODAwLTgyYjgtNGU2MGM2YmJhNz
A5&hl=en
Administrator Initiating Item:
Renée M. Kilmer, VP Instruction
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
Yes ❑No
Yes ❑No
Final Disposition
144
(c) frequency and timeliness of instructor feedback, including common tools to facilitate this, like threaded
discussions, email, and announcements.
ENROLLMENT DATA
Enrollment and demographic data for this report was provided by the Planning and Research Office (PRO). An
enrollment plateau, which began in spring 2008, is evident in Figures 1–3. A total of 9,005 Cabrillo students
(duplicated headcount) enrolled in distance courses during the 2009/10 academic year compared to 10,453 in
2008/09.
Figure 1 2003–2010 Units Attempted & Duplicated Enrollment in Distance Education
Summary (2009-2010)
#
% of Total*
Santa Cruz County
Other California Counties
Other States
3,017
487
17
85.7
13.8
0.5
Total Unduplicated Headcount
3,521
100.0
Figure 2
2009–2010 Distance Education Participation In/Outof-county, Out-of-state (unduplicated headcount)
Units Attempted, Enrollments &
Duplicated Headcount In Distance Education
SEMESTER
Fall 2003
Spring 2004
Fall 2004
Spring 2005
Fall 2005
Spring 2006
Fall 2006
Spring 2007
Fall 2007
Spring 2008
Fall 2008
Spring 2009
Fall 2009
Spring 2010
Units Attempted
3,492
4,016
3,878
5,459
5,863
7,009
8,572
9,609
9,864
10,839
10,905
10,608
10,423
9,915
Enrollment*
1,373
1,522
1,533
2,028
2,111
2,486
3,923
4,175
4,324
4,675
4,638
4,638
4,601
4,404
Headcount
1,078
1,193
1,242
1,523
1,597
1,786
3,023
3,199
3,261
3,412
3,402
3,389
3,385
3,279
2
Figure 3
2003–2010 Units Enrolled, Enrollment and
Headcount in Distance Education
*Students may be enrolled in more
than one Distance course. Each
course a student takes, whether
online or TV, counts as one
enrollment. Students may be
counted more than once.
Units = total of Units Maximum in
Section (XB05).
Source: Data Warehouse
145
The Teaching and Learning Center (TLC) provides faculty instructional design services for developing webbased materials in support of both online and on-campus classes. Services include face-to-face and online training
in distance learning pedagogy, accessible web design, podcasting, course design and teaching with a learning
management system, which includes assessment techniques, and use of plagiarism detection software. Training
resources include best practices as outlined in the Distance Education Guidelines from the Chancellor’s Office 3
and the Distance Learning Manual published by the Accrediting Commission for Community and Junior
Colleges4.
Open access computing for students is available in two locations on the Aptos Campus, the Library and Computer
Technology Center, and at the Watsonville Center. Wireless access is available throughout the campus. Tech
support to students and faculty is provided through multiple modes: phone, in-person, and web-based.
There are currently over 8,000 active student Blackboard accounts and 192 instructor accounts. More
instructors are using this learning management system for more than one section. Additionally, several instructors
are using Elluminate web conferencing software for real-time instruction and office hours. The Chancellor’s
Office project, CCC Confer, provides free access to all California Community Colleges and includes free
captioning services.
I I.
CH A RA C T ER I ST I CS O F S T UD E NT S WH O CH O O S E D E S E CT IO NS
Fifty-seven percent of DE students are females, and the midrange enrollment trend indicates a slight shift in gender
percentages over the past seven years. (Figure 4)
2009-2010 Enrollment by Gender
Source: Data Warehouse
2003-04
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
Female
Ssn
63.66%
61.05%
59.74%
59.55%
59.05%
60.05%
57.50%
Male
Ssn
32.67%
36.29%
38.91%
40.20%
39.87%
40.19%
39.19%
Figure 4 2003–2010 Midrange Female Enrollment
Trend
Most students, 99.5 percent, live in-state, and 85.7 percent live in Santa Cruz County. Residents of the San Lorenzo
Valley and Scotts Valley make up 15.1 percent of the distance student population, and Watsonville 17.8 percent.
3
Distance Education Guidelines, California Community Colleges, 2008 Omnibus Version, Academic Planning & Development, Academic
Affairs Division
4
Distance Learning Manual, August 2004, Accrediting Commission for Community and Junior Colleges, Western Association of Schools
and Colleges
3
146
2009–2010 Enrollment by Zip Code
Headcount Detail in Santa Cruz County
Headcount from California
Headcount by State
Santa Cruz
Cities
Aptos
Aptos
Ben Lomond
Boulder Creek
Brookdale
Capitola
Davenport
Felton
Freedom
Mt Hermon
Santa Cruz
Santa Cruz
Zip
Codes
95001
95003
95005
95006
95007
95010
95017
95018
95019
95041
95060
95061
AY
09-10
Students
25
321
96
133
11
155
2
117
64
13
513
30
AY 09-10 by
% in zip
0.8%
10.6%
3.2%
4.4%
0.4%
5.1%
0.1%
3.9%
2.1%
0.4%
17.0%
1.0%
Santa Cruz
95062
498
16.5%
Merced
Santa Cruz
Santa Cruz
Santa Cruz
Scotts Valley
Scotts Valley
Soquel
Watsonville
95063
95064
95065
95066
95067
95073
95076
26
8
97
167
15
189
537
0.9%
0.3%
3.2%
5.5%
0.5%
6.3%
17.8%
Mono
Monterey
Napa
Nevada
Orange
Placer
Plumas
1
133
3
5
6
2
1
3,017
100%
Riverside
1
Total:
Summary (2009-2010)
Santa Cruz County
Other California Counties
Other States
Total Headcount
#
3,017
487
17
3,521
% of Total*
85.7
13.8
0.5
100.0
Notes:
* Enrollments in Co-Requisite sections were not
included for this analysis.
Total Headcount is the total unduplicated
count of students in all zip codes in that year.
Source: Data Warehouse
California
Counties
Alameda
Butte
Calaveras
Contra Costa
El Dorado
Fresno
Humboldt
Los Angeles
Madera
Marin
Mariposa
Mendocino
Sacramento
San Benito
San Bernardino
San Diego
San Francisco
San Joaquin
San Luis Obispo
San Mateo
Santa Barbara
Santa Clara
Santa Cruz
Shasta
Siskiyou
Solano
Sonoma
Stanislaus
Tehama
Tulare
Tuolumne
Ventura
Yolo
Yuba
Total:
4
AY 0910
Students
16
4
2
8
6
5
4
17
1
6
1
2
All
States
CA
CO
GA
ID
IL
IN
MN
NV
NY
OR
TX
WA
AY 09-10
Students
3,504
1
2
1
1
1
1
1
2
2
2
3
1
Total:
3,521
9
56
1
11
9
9
5
15
3
86
3,033
2
1
3
17
5
1
1
1
4
6
1
*3,504
147
Hispanics make up 21 percent of the distance education student population. (Figure 5) Twenty-eight percent of
students who received a degree or certificate last year took three or more distance courses. (Figure 6) Sixty percent
take at least one DE course.
2002-03
2003-04
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
African
American
1.43%
2.23%
2.73%
2.55%
1.90%
1.80%
2.03%
1.53%
Asian
2003–2010 Enrollment by Ethnicity
Hispanic/Latino
Multiple/Other
18.05%
17.74%
18.54%
19.18%
18.89%
18.89%
20.59%
21.77%
2.04%
2.13%
2.22%
2.26%
2.39%
2.29%
1.80%
1.56%
3.64%
5.42%
4.52%
5.49%
5.26%
5.24%
4.82%
4.89%
Native
American
1.16%
1.17%
1.27%
1.23%
1.08%
0.99%
1.11%
0.96%
NonRespondents
1.99%
1.67%
2.65%
3.81%
5.15%
6.52%
6.29%
7.38%
White
71.69%
69.64%
68.07%
65.48%
65.34%
64.26%
63.37%
61.92%
Figure 5 2003–2010 Enrollment by Ethnicity
2009-2010 Students Who Received Degrees and Certificates
No DE courses
345
40.1%
1 DE course
159
18.5%
2 DE courses
114
13.2%
3 or more DE
243
28.2%
Total
861
100.0%
Co-Requisite online courses were not considered.
Figure 6 2009–2010 DE Courses and Degrees
I II.
PE RFO RM ANC E O F S TU D E N T S IN D E S EC T IO N S
Retention in distance education courses averaged 80.4 percent in 09-10, down from 84.8 the previous year, but up
from 79.4 percent in 07-08, and Cabrillo continues to exceed the 2008 statewide rate of 77.25 percent. Retention rates
published for this period for system-wide non-DE courses is 86.8 percent.5 The data below reflects duplicate counts due
to students enrolling in multiple sections per term. (Figure 7)
Success rates in distance education averaged 60.9 percent in 09-10, up from 57.6 percent in 2008-09 — and higher
than the statewide average of 57 percent reported in 2008. (Figure 7) Success rates published for this period for systemwide non-DE courses is 71.67 percent.6
Term name
SM 09
FA 09
SP 10
Total
Succ Cnt
123
2,664
2,700
5,487
Succ Pct
87.9%
58.9%
62.2%
60.9%
Retn Cnt
139
3,637
3,466
7,242
Retn Pct
99.3%
80.4%
79.8%
80.4%
Total
140
4,521
4,342
9,003
*These are duplicated counts, due to students enrolling in multiple sections per term.
Figure 7 2009–2010 DE Success and Retention
5
California Community Colleges Chancellor’s Office Data Mart and Reports.
http://www.cccco.edu/ChancellorsOffice/Divisions/TechResearchInfo/MIS/DataMartandReports/tabid/282/Default.aspx
6
California Community Colleges Chancellor’s Office Data Mart and Reports.
http://www.cccco.edu/ChancellorsOffice/Divisions/TechResearchInfo/MIS/DataMartandReports/tabid/282/Default.aspx
5
148
There were 1,450 fewer DE students in 09-10, primarily because of the elimination of winter session, summer and cyber
session DE sections. The only DE courses offered during summer 2009 were hybrid/co-requisite language courses. There
was no technical support for summer 2009 online sections because the previous year’s hiring freeze left a vacant position
for the Teaching & Learning Center helpdesk. By the time it was subsequently filled fall 2009, the support position had
been reduced from 100% to 80% load due to budget cuts. Summer online courses resumed Summer 2010.
IV.
DI S TA NC E E DU CAT I O N C O U RS E S O F F ER ED 2 0 0 9 – 2 0 1 0
Two new sections were added in the 2009-2010 academic year, GEOL 25, Geology of National Parks, and MATH
254CM, Essential Mathematics-Computer Mediated. Due to factors related to the budget crisis, units allocated for
distance courses decreased because of faculty assignment preferences.
One hundred and seventy-four sections, not including the language lab sections, were offered fall 2009 through spring
2010, a 20% decrease over the previous year. The following list includes departments and the number of courses offered
in the distance education class schedule last year; accounting (5), art history (2), anthropology (3), art photography (1),
biology (1), business (4), computer applications and business technology (6), culinary arts and hospitality management
(1), counseling and guidance (3), computer information systems (4), criminal justice (4), communication studies (3),
digital media (4), English (6), finance (1), fire technology (5), foreign languages (1), geography (1), geology (1), history
(2), health science (1), library (2), medical assisting (1), math (5), meteorology (1), music (4), oceanography (1), physical
education (1), political science (1), psychology (1), reading (1), sociology (2), and theater appreciation (1).
V.
DE @ CAB R IL L O
The Distance Education Program at Cabrillo College is part of the overall college planning process. In the College Master
Plan, Objective B3, strategies were identified to increase use of current and emerging technologies for student support and
for teaching, both on campus and via distance learning. The program has been successful in teaching faculty to use the
Blackboard learning management system with a record 8247 student accounts for 321 sections in spring 2010.
Cabrillo also recognizes how vital it is to provide a full range of online services to remote students, whether they are
distance students, or students learning on campus using technology-mediated instruction. Providing online student
services is critical to student success, and includes online admissions, enrollment, library services, tech support, online
orientations, academic advising, financial aid, textbook ordering, and academic assistance.
The DE Program emphasizes working effectively in technology-mediated environments, promoting information literacy,
and student learning outcomes. Under the guidance of the Distance Education Committee and the Office of Instruction,
the distance education program strives to keep abreast of emerging trends and manage effective change to improve
student learning outcomes. The program is represented by the Director on the statewide @ONE Advisory Committee, a
technology outreach program for California Community Colleges, maintains a faculty listserv, presents regular workshops
during flex week, and coordinates demonstrations on new technologies of interest to faculty.
One of our goals this year is to develop a DE digest for the Faculty Handbook and transition faculty to the current version
of Blackboard, our learning management system. The Distance Education Committee is also discussing the pedagogical
applications of Web 2.0 technologies (emergent technologies) such as RSS feeds, social networking, blogs and wikis in
enhancing faculty/student interaction and promoting student engagement in course assignments. Combined with a
learning management system, these technologies provide a way of making, sharing, and consuming digital documents—a
way that differs from how we learned as students. Pedagogical applications stem from collaborative information
discovery—a valuable skill set for the 21st century learner.
6
149
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
November 1, 2010
Governing Board Goals and Priorities for 2010-2011
REASON FOR BOARD CONSIDERATION
INFORMATION
ITEM NUMBER
E.8
ENCLOSURE(S)
Page 1 of 1
Background:
On September 18th, the Governing Board held its Fourth Annual Retreat. The board discussed
district goals and reaffirmed its commitment to student success. Based on this commitment, the
board determined a number of priorities for 2010-2011 which focus on student success. In
addition, monitoring the district’s fiscal situation continues to be of utmost importance to the board.
The board proposes the following priorities or emphases for the board for 2010 – 2011 for review
and discussion before approving as an Action Item at the December 6, 2010 meeting:
Priorities related to District Goals:
 Focus on student success. Specific actions include, but are not limited to
o Assure that budget allocations are aligned with practices that support student success
o Monitor student success and programs through effective use of data
o Expect and support educational programs that foster student success
o Identify and address systemic and/or policy barriers to student success
o Monitor that services provided to students effectively and efficiently support student
success
o Expect and monitor strategic plan implementation, including monitoring KPIs.
 Monitor the fiscal situation of the College; expect that the structural deficit will be addressed
and reduced.
Priorities for Board Functioning:




Maintain effective board functioning and respectful communication.
Strengthen the board’s understanding of student success and the board’s role.
Strengthen the use of data and evidence in making decisions; expect that recommendations
and board reports focus on how college operations contribute to student success.
Provide comprehensive orientation for new board member(s).
Administrator Initiating Item:
Brian King
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
150
151
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
SUBJECT:
November 1, 2010
Information Technology Update
REASON FOR BOARD CONSIDERATION
INFORMATION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 2
E.9
Technology Planning
The creation of a Tech Plan Development Committee was approved by the Tech Committee at its
October 14th meeting. The charge of the Tech Plan Development Committee is to recommend an
overall organizational approach for the Technology Plan and to gather additional information where
necessary via task forces, surveys, and/or focus groups. The Tech Plan Development Committee has
three meetings scheduled for the fall 2010 semester with an additional three meetings anticipated in
the spring. A first draft of the 2011 – 2014 Technology Plan is expected by January 2011 to allow
time for further input and development before going to the Board of Trustees in June 2011.
The Tech Plan Development Committee had its kickoff meeting on October 20th to discuss the
organizational structure of the 2011-2014 Technology Plan. The committee reviewed the structure of
the current Technology Plan and found that it provided a good general outline. The committee did
recommend the deletion of some organizational areas, such as student printing, which are associated
with projects that have already been successfully completed. There were recommendations for some
additional organizational areas, as well, such as green computing, server virtualization, and mobile
computing. Finally, the overall organization of the plan will be modified to further highlight how
technology at Cabrillo facilitates the delivery of student services and instruction in ways that
contribute to student success.
Web Advisor
The electronic version of Late Add Codes was fully implemented for the Fall 2010 Late Add period.
Feedback from both students and faculty was very positive. Paper add slips are no longer accepted
and A&R no longer manually enters the Adds. This was an extremely complex project and Marcy
Wieland is to be commended for her research, excellent programming skills, and problem-free
implementation.
In order to comply with the Higher Education Opportunity Act Section 133, we added functionality for
students to be able to link to the bookstore’s extensive database to look up the price of their
textbooks at the time of registration.
Administrator Initiating Item:
Brian King
Craig Hayward
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
 Yes  No
 Yes  No
Final Disposition
152
We went live with the Verify My Student Information form where students are able to update items
required for MIS state reporting such as major, educational goal, special services needs,
disadvantaged status (CalWorks, AFDC, SSI, GA), single parent status, displaced homemaker status,
and migrant worker status.
We delivered functionality requested by faculty that allows them to email all students enrolled in a
section from their online roster.
For Spring 2010 we plan to deliver WebAdvisor functionality that will involve all employees of the
college. This will include pay advices (direct deposit notification), and W2 information for tax
purposes. WebAdvisor login id’s and initial passwords will be created and distributed to all employees
who do not already have access. There will be savings as printing and mailing costs are eliminated.
Also in Spring 2010, we will be delivering 1098T’s to students via WebAdvisor. This form is used to
claim tax credit for higher education. The 1098T is an informational statement that lets the student
know what information has been sent to the IRS. Cabrillo is required by the IRS to issue 1098T’s.
Document Imaging Update
We continue to work to bring phase I of the Document Imaging Project (Financial Aid) to successful
completion. The core of the system is functional, but he project team remains focused on finding
solutions for three areas that will bring additional functionality online: automated demographics fill for
students when they logon; managing automatic server updates in a way that does not interfere with
automated software processes; and resolving final issues around automated communication with
students. Additionally, the project team will be installing a self-serve scanner for students. We are
encouraged that Softdocs staff reports that Cabrillo has brought Softdocs functionality up faster than
any other college has before and that our project scope is wider and includes more functionality than
that of other colleges.
Phone System
Cabrillo staff worked with AMS engineers to upgrade the Cisco software that controls our VOIP phone
system. The Call Manager and UCCX upgrades (call center) were conducted on Saturday October
16th, with the majority of the work happening after 6 PM in order to minimize the impact on campus
staff and students. Cabrillo’s upgrade to Communications Manager 8.0 went very well, except for a
lack of Cisco documentation regarding the end of support for the Attendant Console plugin, used by
campus operators. The disruption in the software that campus operators had been using to route
incoming calls required some fast problem solving by Cabrillo staff and the AMS engineers.
Fortunately, a hardware solution was found which involved adding additional hardwired buttons (via
“sidecars”) to two operator workstations, replacing the functionality that had been lost by the end of
the day on Monday, October 18th.
-2-
153
AGENDA ITEM BACKGROUND
TO: GOVERNING BOARD
DATE
FROM: PRESIDENT
November 1, 2010
SUBJECT:
Cabrillo College Monthly Calendar
REASON FOR BOARD CONSIDERATION
INFORMATION
ENCLOSURE(S)
ITEM NUMBER
Page 1 of 2
E.10
BACKGROUND:
The following calendar presents information about selected events and significant dates for the month of
November. Dates given are accurate as of October 18, 2010.
Administrator Initiating Item:
Kristin Fabos, Director of Marketing
Academic and Professional Matter
If yes, Faculty Senate Agreement
Senate President Signature
Yes No
Yes No
Final Disposition
154
November 2010
Marketing and Communications Department • 831/479-5744
Sunday
Monday
1
Governing Board
Meeting, 5:00 PM,
Sesnon House
7
8
14
15
Theatre Arts presents
Sweet Charity
2:00 PM, Crocker
Theater
Theatre Arts presents
Sweet Charity
2:00 PM, Crocker
Theater
DACLS presents
pianist Andrew von
Oeyen, 3 :00 PM,
Music Recital Hall
21
Tuesday
Wednesday
Thursday
Friday
2
3
4
5
6
9
10
11
12
13
16
17
18
19
20
Women’s Soccer vs.
Evergreen, 6:30 PM
Volleyball vs. Gavilan, Fragile Strength,
Reception 4:30 6:30 PM
7:00 PM. Exhibit runs
through 12/10,
Cabrillo Gallery
Volleyball vs. DeAnza, Women’s Basketball
6:30 PM
vs. Las Positas, 5:30
PM
22
23
Women’s Basketball
vs. Chabot, 6:30 PM
24
25
Deadline to apply for Deadline to withdraw
AA/AS degree or
from full-term
certificate
courses
Theatre Arts presents Theatre Arts presents
Sweet Charity
Sweet Charity
8:00 PM, Crocker
3:00 PM, Crocker
Theater
Theater
26
29
Additional Listings
27
Thanksgiving Holiday Thanksgiving Holiday Cabrillo Insider, 5:006:00 PM, KSCO 1080
AM radio
Men’s Basketball vs.
Ohlone, 7:00 PM
Youth Sings, 2:00 PM,
Music Recital Hall
28
Morton Marcus
Memorial Reading w/
Robert Hass, 7:30 PM,
Music Recital Hall
Theatre Arts presents
Sweet Charity
8:00 PM, Crocker
Theater
Additional Listings
Veteran’s Day Holiday Theatre Arts presents
Theatre Arts presents Sweet Charity
Sweet Charity
8:00 PM, Crocker
8:00 PM, Crocker
Theater
Theater
Cabrillo Insider, 5:00Women’s Soccer vs.
6:00 PM, KSCO 1080
West Valley, 2:00 PM AM radio
Additional Listings
Additional Listings
Theatre Arts presents Ray Brown’s Great
Sweet Charity
Big Band, 7:30 PM,
2:00 PM, Crocker
Crocker Theater
Theater
Saturday
30
Additional Listings
Coming in Early December
Nov. 6
Football vs. West Valley, 7:00 PM
Nov. 6
Cabrillo Insider, 5:00-6:00 PM, KSCO 1080 AM radio
Dec. 2
Jazz Ensembles w/Trombonist Dave Eshelman, 7:30 PM, Black Box Theater
Nov. 12
Men’s Soccer vs. Ohlone, 7:00 PM
Dec. 3
Jazz Combos, 7:30 PM, Music Recital Hall
Men’s Basketball vs. Chabot, 7:00 PM
Nov. 19
The Joy of Singing, 7:00 PM, Music Recital Hall
Nov. 20 How Sweet The Sound, 7:00 PM, Music Recital Hall
Nov. 20
Women’s Basketball vs. Cuesta, 2:00 PM
Nov. 20
Cabrillo Insider, 5:00-6:00 PM, KSCO 1080 AM radio
Dec. 3-4 Winter Dance Concert, 7:30 PM, Crocker Theater
Dec. 4 -5 Men’s Basketball Tournament
Dec. 5
Winter Dance Concert, 3:00 PM, Crocker Theater