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