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HCCD –REGULAR MEETING – APRIL 2, 2013 Page 1 of 4
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Board of Trustees – Regular Meeting
To include Public Hearing (Collective Bargaining)
April 2, 2013
TIME/PLACE
411 Central Avenue, Salinas
5:00 p.m. – Open Session CALL 208
Board of Trustees
Candi DePauw, President
Patricia Donohue, Vice President
Bill Freeman, Elia Gonzalez-Castro, Ray Montemayor
Erica Padilla-Chavez, Demetrio Pruneda
Elaine Duran Luchini, Student Trustee
Dr. Willard C. Lewallen, Board Secretary
Superintendent/President
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: The Board of Trustees is committed to maintaining a
respectful and productive environment that fosters a culture of civility where members of the campus, the
community, and the Board feel safe to express themselves and are free from discrimination, bullying, harassment
and threats. We welcome your comments and expect them to be presented in a civil manner and for decorum to be
maintained.
Any member of the audience desiring to address the Board should complete and submit to the Clerk 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. Pursuant to Board Policy 1025, members of the public shall also be able to address the Governing
Board regarding items on the agenda as those items are taken up. 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: All meeting locations are wheelchair accessible. The following services are available
when requests are made by 4:00 p.m. of the Wednesday before the Board meeting: American Sign Language
interpreters or use of a reader during a meeting; large print agenda or minutes; assistive listening devices. Please
contact, the Office of the President at (831) 755-6900, if you need assistance in order to participate in a public
meeting or if you need the agenda and public documents modified as required by Section 202 of the Americans with
Disabilities Act.
HCCD –REGULAR MEETING – APRIL 2, 2013 Page 2 of 4
I. OPEN SESSION, CALL TO ORDER
A. CALL TO ORDER
B. PLEDGE OF ALLEGIANCE
C. ROLL CALL
II. PUBLIC COMMENTS
Fifteen minutes (three-minute maximum per person) set aside to receive public comments on closed
session, public session, or items not on the public session agenda, but within the jurisdiction of the
Board.
III. REPORTS FROM ORGANIZATIONS AND LOCATIONS
• Academic Senate – Tony Anderson, President
• Associated Students – Wayne Ross, President
• Classified Senate – Vacant
• Hartnell College Faculty Association – Dr. Ann Wright, President
• California Schools Employee Association – Stephen Otero, President
• L-39 – Dale Fuge, Steward
• Center for Advanced Technology – Dr. Zahi Atallah, Dean
• South County and King City Education Center – Renata Funke, Dean
• Superintendent/President – Dr. Willard Lewallen
IV. PRESENTATION
Receive a presentation on student organized community outreach events.
Students from the Physics Club
V. CONSENT AGENDA
A. MINUTES
Adopt the minutes of February 19, 2013 (Board Development) and minutes of March 5, 2013
(Regular Meeting) as submitted.
B. DISBURSEMENTS
Ratify the 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
Ratify Curriculum Committee actions from the February 21, March 7, and March 21, 2013
meetings.
D. APPOINT STUDENT REPRESENTATIVE TO CITIZEN'S BOND OVERSIGHT
Appoint Mr. Jorge Cruz, Vice President of the Student Body, as the student member to the Bond
Oversight Committee for a two-year term, effective April 17, 2013.
E. PERSONNEL ACTIONS
Approve and/or ratify personnel actions.
HCCD –REGULAR MEETING – APRIL 2, 2013 Page 3 of 4
VI. PUBLIC HEARING - COLLECTIVE BARGAINING
Receive comments and close public hearing for the initial collective bargaining proposals between
Hartnell Community College District and the Hartnell College Faculty Association.
VII. ACTION ITEMS
A. BUDGET REVISIONS
Ratify budget revisions numbered 10174 to 10214.
B. CAB NORTH, 1ST FLOOR REMODEL
Approve and authorize the administration to enter into a contract with Tombleson, Inc., for the
CAB North, 1st Floor Remodel Project. The projected cost for this project is $1,374,600 paid
from Measure H funds.
C. CALIFORNIA COMMUNITY COLLEGE TRUSTEE (CCCT) BOARD 2013 ELECTIONS
Elect seven candidates to serve on the CCCT Board of Directors for calendar year 2013.
D. BOARD POLICY 5030, FEES
Approve Board Policy 5030, Fees.
E. BOARD POLICY 4111, POSTHUMOUS DEGREES
Approve Board Policy 4111, Posthumous Degrees.
F. BOARD POLICY 7150, EVALUATION OF MANAGEMENT EMPLOYEES
Approve Board Policy 7150, Evaluation of Management Employees.
G. STUDENT TRUSTEE TRAVEL
Approve travel for the student trustee to attend the spring 2013 General Assembly, Student
Senate for California Community Colleges, April 26-28, 2013, Hyatt Regency, San Francisco.
The estimated cost for lodging, registration, and meals is $600 paid from the unrestricted general
fund.
H. DISASTER RECOVERY HARDWARE/SOFTWARE
Approve the purchase of network storage equipment from Tegile for $158,576 paid from Fund
41, Capital Outlay.
I. ADOPT RESOLUTION 13:1
Adopt Resolution 13:1, In Support of Recommendations from the Hartnell College Child
Development Center Feasibility Study dated February 22, 2013.
VIII. INFORMATION ITEMS
A. CONSTRUCTION PROJECTS
Receive the written report on current construction projects.
Joseph Reyes, Director, Facilities
B. FINANCIAL STATEMENTS
Receive the financial statements ending February 28, 2013.
C. BUDGET UPDATE
Receive a budget update on fiscal year 2012-13.
Alfred Muñoz, Vice President, Administrative Services
HCCD –REGULAR MEETING – APRIL 2, 2013 Page 4 of 4
D. ADMINISTRATIVE PROCEDURE 4111, POSTHUMOUS DEGREES
Receive the implementing procedure for Board Policy 4111, Posthumous Degrees.
E. ADMINISTRATIVE PROCEDURE 7150, EVALUATION OF MANAGEMENT EMPLOYEES
Receive the implementing procedure for Board Policy 7150, Evaluation of Management
Employees.
F. COLLEGE STATUS REPORT ON STUDENT LEARNING OUTCOMES IMPLEMENTATION
Receive the college status report on student learning outcomes implementation as submitted to
the Accrediting Commission for Community and Junior Colleges.
G. REPORTS FROM BOARD OF TRUSTEES
Receive Trustee reports on matters of interest to the college.
IX. BOARD OF TRUSTEES MOVE TO CLOSED SESSION
1. Conference with Legal Counsel Regarding Existing Litigation
(Government Code Section 54956.9(d)(1))
Name of Case: HCFA/Stave Grievance Arbitration
X . RECONVENE PUBLIC SESSION AND REPORT OUT FROM CLOSED SESSION, IF ANY
XI. ANNOUNCEMENT OF FUTURE MEETINGS
1. Board Development, April 19, 2013, 5 p.m., CALL-208
2. Regular Meeting, May7, 2013, 5 p.m., King City Education Center
3. Board Development, April 16, 2013, 5 p.m., CALL-208
XII. ADJOURNMENT
CONSENT
AGENDA ITEM FOR BOARD MEETING OF: April 2, 2013
Title
Minutes
Number
V. A.
Area
Office of Superintendent/President
Prepared by Willard Lewallen,
Superintendent/President
Status
Consent
BACKGROUND / SUMMARY
Submitted for review and consideration of adoption are the following minutes:
Board Development – February 19, 2013
Regular Meeting – March 5, 2013
RECOMMENDATION
The administration recommends that the Board of Trustees review, revise as appropriate, and
adopt the minutes presented.
HCCD BOARD DEVELOPMENT – FEBRUARY 19, 2013 Page 1 of 2
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Board of Trustees – Development
February 19, 2013
411 Central Avenue - CALL-208
Salinas, California
M I N U T E S
OPEN SESSION
PLEDGE OF
ALLEGIANCE
Trustee DePauw called the meeting to order at 5:00 p.m.
Trustee Padilla-Chavez led the pledge of allegiance.
ROLL CALL
Candi DePauw, President
Patricia Donohue, Vice President
Bill Freeman
Elia Gonzalez-Castro (arrived at 5:35 p.m.)
Ray Montemayor
Erica Padilla Chavez
Demetrio Pruneda (arrived shortly after roll-call)
Elaine D. Luchini Student Trustee – (advisory vote per Board Policy 1030)
Dr. Willard Lewallen, Superintendent/President
PUBLIC COMMENTS
There were no public comments.
STUDENT SUCCESS
TASK FORCE
RECOMMENDATIONS
The board received a presentation on the report: Advancing Student Success in
California Community Colleges – The Recommendations of the California
Community Colleges Student Success Task Force. The report identifies 22
recommendations aimed to improve the educational outcomes of students and the
workforce preparedness of the State. The report presents a vision for community
colleges in the next decade, focused on what is needed to grow the economy,
meeting the demands of California’s evolving workplace, and inspiring and
realizing the aspirations of students and families.
Dr. Lewallen, Stephanie Low, Interim VP, Academic Affairs, and Mary
Dominguez, Interim VP, Student Affairs, summarized the recommendations and
discussed plans to address the recommendations. (Appendix A) Throughout the
presentation, the board asked questions related to the recommendations and
discussions ensued. The board thanked the administration for presenting the
report and stated that they appreciated the summarize document prepared for this
evening.
LEASE-LEASEBACK
Devon Lincoln, legal counsel, Lozano Smith, presented on Lease-leaseback, a
construction delivery method that is authorized by California Education Code §§
17406 and 81330. She stated that this process has been around for many years.
Some advantages include the delivery of facilities on time and on budget (less
change orders) and the opportunity for greater involvement of local vendors. Ms.
Lincoln stated that lease-leaseback has been used by many other school districts
(Appendix B) and stated that lease-leaseback is an appropriate option for the
college.
HCCD BOARD DEVELOPMENT – FEBRUARY 19, 2013 Page 2 of 2
A lengthy discussion ensued. The board discussed the legality of the process, the
overall cost, and the potential use of local workers. Some members recalled
previous concerns related to former college construction projects and stated the
board takes their fiduciary responsibilities seriously and that they want to ensure
the public that they have done their due diligence and encouraged Dr. Lewallen,
with the assistance of Central Coast Builders Association, to schedule a
presentation to local contractors to allow feedback and discussion.
ADJOURNMENT
The meeting adjourned at 6:55 p.m.
Candi DePauw Willard Clark Lewallen
Board President Board Secretary
Expected
Implementa
tion
Da
te
Type
of
Action Required
Status and Next Steps
Recommendations approved by Board of Governors in January
2012
Action
Initia
ted
Page 1 of 9
Increase College and Career Readiness
1.1
Collaborate with K-12/ Common Core
Standards
Statewide
Policy
Development
Yes
Chancellor’s Office, with faculty engagement, is working with K-12,
CSU, UC and the Smarter Balanced Assessment Consortium on
implementation of new 11th grade college and career readiness
assessments. The Chancellor’s Office is convening a College and
Career Readiness and Common Core Advisory Committee to
increase CCC awareness and understanding of the new K-12
standards.
HARTNELL COLLEGE
• HC not waiting for the C.O. to convene the Advisory
Committee.
• Faculty and administrators have participated in workshops at
MCOE about the K-12 Common Core Standards.
• Arranging for K-12 specialists in Common Core Standards to
present at HC.
• Reset and re-launch of K-16 Bridge Program.
2014-
2015
Strengthen Support for Entering Students
2.1 Development & Implementation Common
centralized assessments
Budget and
statute
Yes
Additional funding required for full implementation. Interim solution to
create a statewide data warehouse of multiple measures, such as
high school transcript data, EAP and CST results, AP scores, and
local college assessment and placement results is under
development.
HARTNELL COLLEGE
• Chancellor’s Office will develop and implement a common
centralized assessment for English, reading and writing, math
and ESL.
• Chancellor’s Office formed an Assessment workgroup in Fall
2012; at this point, the CCCCO will be reviewing the
recommendations made by the workgroup in September 2013.
o The following college’s are part of the workgroup:
Cerritos, Santa Rosa, Southwestern, San Francisco,
West LA, Mendocino, Grossmont, and Long Beach
• Request for Applications for Assessment Psychometric
Technical Assistance is due March 1, 2013
APPENDIX A
Expected
Implementa
tion
Da
te
Type
of
Action Required
Status and Next Steps
Recommendations approved by Board of Governors in January
2012
Action
Initia
ted
Page 2 of 9
2.2 Diagnostic assessment, orientation &
educational
plan
Statute,
Regulation
Yes
BOG-approved regulations provide enrollment priority to students
who have participated in assessment, orientation and developed an
educational plan. A revision of title 5 regulations is in progress to
implement provisions of SB 1456 to require students to complete
core services.
HARTNELL COLLEGE
•
At this current time, we have instituted mandatory assessment
for all students who are enrolling in 6.0 units or more. This
began in Summer 2012.
• We are currently working on an online interactive Orientation
that we hope to make mandatory for all students who are
enrolling in 6.0 units or more beginning in Fall 2013.
• We still need to develop a plan on how we can create
educational plans for all students.
Fall
2014
2.3 Technology applications to better guide students Budget Yes
Funding request for centralized technology solutions pending;
Chancellor’s Office and Foundation beginning work on technology
tools funded through philanthropic grant.
HARTNELL COLLEGE
• HC not waiting for the C.O. to identify funds for technology.
• Ellucian (college information system) consultants on campus
March 13-14 to assess the effectiveness of our system and to
make recommendations for improvement.
Begin in
2013
Expected
Implementa
tion
Da
te
Type
of
Action Required
Status and Next Steps
Recommendations approved by Board of Governors in January
2012
Action
Initia
ted
Page 3 of 9
2.4 Support resources for students lacking college
readiness
Budget and
Regulation
Yes
Research and identify multiple measures that can be used to develop
a college readiness indicator, along effective practices to assist
students demonstrating a lack of college readiness. Work will be
done in collaboration with Dr. David Conley of the Educational Policy
Improvement Center.
HARTNELL COLLEGE
• Student Success committee (formerly Basic Skills)
o Faculty Inquiry Group (FIG) studying placement instrument
o identify counselors’ use of multiple measures to advise
students –past educational experience, college plans,
student motivation and student self-evaluation
• Academy for College Excellence (ACE)
• Math Academy
• Chemistry Academy
• Summer Bridge – STEM and Health Science
2.5 Declare a program of study
Statute and
Regulation
Yes
The Student Success Act of 2012 requires students to declare a
course of study. Revision of matriculation regulations is underway.
HARTNELL COLLEGE
• Our current online and paper application collects the students
declared program of study.
2013
-
14
Incentivize Successful Student Behaviors
3.1 System-wide enrollment priorities Regulation Yes
BOG adopted enrollment priorities in 2012. Districts required in Spring 2013
to notify students that accumulating 100 degree-applicable units or being on
academic or progress probation for two consecutive terms will result in the
loss of enrollment priority. In Fall 2014, students who complete orientation,
assessment, and have a student education plan receive a higher priority.
HARTNELL COLLEGE
• We currently are in compliance with Priority 1 & 2; we will be
enforcing priority 3 in the Fall 2013 semester; and will be
forming a task force to review Priority 4 the “district’s flexibility
to set priorities and categories for other students.”
Fall
2014
Expected
Implementa
tion
Da
te
Type
of
Action Required
Status and Next Steps
Recommendations approved by Board of Governors in January
2012
Action
Initia
ted
Page 4 of 9
3.2 Board of Governors Fee Waiver requirements
Statute and
Regulation
Yes
The Student Success Act of 2012 provides authority to BOG to
establish and implement academic standards for fee waivers. Draft
policy for board consideration expected in first half of 2013.
HARTNELL COLLEGE
• In 2011-2012 approximately 85% of our students were BOGW
recipients.
• Requires students receiving a BOGW fee waiver to identify a
degree, certificate, transfer or career goal. (Which we already
collect)
• Requires students to meet institutional satisfactory progress
standards to be eligible for a fee waiver renewal. We are
hoping to incorporate our current Satisfactory Academic
Progress regulations which are the minimum federal
requirements.
•
Requires limiting the number of units covered under the BOGW
Fee waiver to 110 units.
This is new and we will have to write a
new rule to monitor this regulation.
• May require all students to complete a FAFSA application.
3.3 Promote benefits of full-time attendance Best Practice Yes
Financial aid policies that promote full-time attendance identified and
discussed with financial aid community. Chancellor’s Office to
disseminate model policies and strategies throughout the system.
HARTNELL COLLEGE
• While this is a “best practice” recommendation, Hartnell has
already developed programs to assist students in maximizing
their financial aid. Such programs are our Money Monday
events which take place every Monday and Thursdays from 2-
6pm, our Annual Cash for College event, as well as high school
financial aid presentations
Expected
Implementa
tion
Da
te
Type
of
Action Required
Status and Next Steps
Recommendations approved by Board of Governors in January
2012
Action
Initia
ted
Page 5 of 9
3.4 Begin addressing Basic Skills deficiencies in first
year
Best Practice
and/or
Regulation
Yes
Workgroups have examined this recommendation but no specific
policies or regulations have been developed yet. Possible next steps
include publication of research and best practices.
HARTNELL COLLEGE
• Blueprint for Student Success at Hartnell College Action Plan Long-
Term Goals by 2017
A. Annual 5% improvement in completion of pre-transfer level
math classes
B. Ann
ual 1% improvement in completion of ENG 253; increase
reading comprehension skills in ENG 253 and ENG 101
C. Increase number of scheduled ESL 265 courses by at least
3 additional sections.
2013
Align Course Offerings to Meet Student Needs
4.1 Base course offerings & schedules on student
needs
Best practice
and/or
Regulation
Yes
Chancellor’s Office convened committee of administrators, faculty
and students to develop strategies to improve alignment of course
offerings. Action plan in early development.
HARTNELL COLLEGE
• Fall 2012 & Spring 2013: Activated shadow sections of English &
Math based on student placement scores on assessment
•
Impossible to meet the needs of all students due to lack of resources;
reduced FTES funding.
Improve the Education of Basic Skills Students
5.1 Alternative basic skills curriculum
Best
practices,
Budget and
possibly
Regulation
Yes
Chancellor’s Office led Basic Skills summit in July and will publish
document in early 2013 that will guide colleges on successful
practices.
HARTNELL COLLEGE
• Waiting for Chancellor's Office to provide guidance on
effective practices
•
Continue to develop and offer cross-discipline learning
2013
Expected
Implementa
tion
Da
te
Type
of
Action Required
Status and Next Steps
Recommendations approved by Board of Governors in January
2012
Action
Initia
ted
Page 6 of 9
5.2 Statewide strategy for Non-Credit & Adult
Education in California
Statute and
Budget
No
The Legislative Analyst’s Office in November published a report
calling for stabilization of funding and harmonization of policies
and practices in adult education programs at K-12 and community
colleges.
HARTNELL COLLEGE
•
Governor’s proposed budget includes $300 million to shift adult
education from Adult Schools to community colleges
• Hartnell faculty and administrators attended MCOE training on
Common Core Standards
• Collaboration with Salinas Adult HS; Monterey County Literacy
Services Providers Network.
Revitalize and Re-Envision Professional Development
6.1 Enhanced professional development
opportunities
Best Practice
and Budget
Yes
Chancellor’s Office established a work group in Fall 2012. The group
has met and will be publishing their recommendations in March
2013.
HARTNELL COLLEGE
• We look forward to the C.O. recommendations for professional
development.
•
Board of Trustees established "employee development" as one
its strategic priorities.
• A strategic planning group
is being formed to operationalize this
strategic priority (goals, performance indicators, etc.).
6.2 Improved use of professional development
resources
Statute,
Regulation,
Budget and
Best Practice
Yes
Chancellor’s Office established a work group in Fall 2012. The group
has met and will be publishing their recommendations in March 2013.
HARTNELL COLLEGE
• Strategies will be recommended for "employee development"
as part of the strategic planning process.
• Resources will be requested to implement strategies.
Expected
Implementa
tion
Da
te
Type
of
Action Required
Status and Next Steps
Recommendations approved by Board of Governors in January
2012
Action
Initia
ted
Page 7 of 9
Enable Efficient Statewide Leadership & Increase Coordination Among Colleges
7.1 Stronger community colleges system office
Statute and
Budget
Yes
BOG-sponsored legislation to allow Chancellor to appoint executive
staff was unsuccessful in 2012 session.
HARTNELL COLLEGE
• HC believes that strengthening regional systems will be more
effective than strengthening the system office.
7.2 State and local student success goals
Statute/BOG
policy
No
BOG may consider establishment of system-wide goals following
deployment of Student Success Scorecard.
HARTNELL COLLEGE
• HC strategic plan will have student success indicators that
will include indicators contained in the C.O. student success
scorecard.
Spring
2013
7.3 Accountability scorecard
Statute/BOG
policy
Yes
Chancellor’s Office in consultation with an advisory committee has
developed a college scorecard that measures persistence (3-terms);
30 units completed; remedial course progression rate; combined
graduation and transfer rates; and CTE rates. Scorecard will be
deployed in first quarter of 2013.
HARTNELL COLLEGE
• Student success scorecard is still in draft form (to replace the
ARCC report).
Spring
2013
Expected
Implementa
tion
Da
te
Type
of
Action Required
Status and Next Steps
Recommendations approved by Board of Governors in January
2012
Action
Initia
ted
Page 8 of 9
7.4 Longitudinal student record system
Intersegmental
Policy
Yes
California Community Colleges, UC, and CSU, along with EDD and
CDE, have completed a draft "federated" database design that allows
for segmental management of data, but promotes ease of data
sharing, and also creates a common data element dictionary among
the segments.
HARTNELL COLLEGE
• HC will implement whatever systems and processes are
necessary to participate in the segmental database.
Photo
type in
2013
Align Resources with Student Success Recommendations
8.1 Categorical program streamlining and
cooperation
Best practices
Yes
Annual review of program guidelines and forms. Cross-training
provided for categorical program directors.
HARTNELL COLLEGE
•
This item is also a “best practice” recommendation. The budget
allocations for categorical programs for both federal and state
programs have specific/restrictive criteria for which their
allocations can be used for as well as very specific reporting
requirements. We are waiting for any changes that might be
made that provide better flexibility to support multiply
categorical programs.
Expected
Implementa
tion
Da
te
Type
of
Action Required
Status and Next Steps
Recommendations approved by Board of Governors in January
2012
Action
Initia
ted
Page 9 of 9
8.2 Invest in Student Support Initiative
Statute and
Budget
Yes
SB 1456 refocuses funding for existing matriculation programs to the
new Student Success and Support Program for orientation,
assessment, and counseling and advising to develop student
education plans. The system budget request for 2013-14 prioritizes
restoration of categorical funding for student support. Stakeholder
workgroups currently drafting implementing regulations.
HARTNELL COLLEGE
• $200 million new dollars for CCCs are in the governor's
proposed budget.
•
Not clear how the $200 million will be allocated (growth, COLA,
restoration ???).
8.3 Alternative Basic Skills funding model
Budget and
Regulation
No
Coordinate recommendations from LAO Adult Education report with
the basic skills best practices document under development by
Academic Affairs.
HARTNELL COLLEGE
• There is no new information or an expected implementation
date for a new basic skills funding model.
APPENDIX B
HCCD REGULAR MEETING – MARCH 5, 2013 Page 1 of 8
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M I N U T E S
Regular Meeting of the Board of Trustees
March 5, 2013
CALL 208, 411 Central Avenue
Salinas, California
OPEN SESSION
Meeting called to order at 5:00 p.m. by Trustee DePauw.
PLEDGE OF ALLEGIANCE
Trustee Montemayor led the Pledge of Allegiance.
ROLL CALL
Candi DePauw, President
Patricia Donohue, Vice President
Bill Freeman (Arrived at 6:10 p.m.)
Elia Gonzalez-Castro
Ray Montemayor
Erica Padilla-Chavez
Demetrio Pruneda (left meeting at 7:00 p.m.)
Student Trustee Elaine D. Luchini
Dr. Willard Lewallen, Board Secretary/Superintendent/President
PUBLIC COMMENTS –
CLOSED SESSION
There were no public comments on the closed session agenda.
MOVED TO CLOSED
SESSION
The Board, Dr. Willard Lewallen, Superintendent/President, Terri Pyer,
Associate Vice President, Human Resources, and legal counsel, Thomas
Manniello, Lozano Smith, moved to closed session at 5:04 p.m. to consider:
1. Conference with Legal Counsel Regarding Existing Litigation
(Government Code Section 54956.9(d)(1))
Name of Case: HCFA/Stave Grievance Arbitration
2. Public Employee Performance Evaluation (Government Code Section
54957)
Title: Superintendent/President
3. Public Employee Performance Evaluation (Government Code Section
54957)
Title: Tenured and Probationary Faculty
After the discussion of the performance evaluation of the
Superintendent/President and existing litigation, Stephanie Low, Vice
President, Academic Affairs (Interim) joined the board to discuss
faculty performance evaluations.
HCCD REGULAR MEETING – MARCH 5, 2013 Page 2 of 8
RECONVENE PUBLIC
SESSION – REPORT OUT
FROM CLOSED SESSION
Trustee DePauw reconvened the public session at 6:05 p.m. and reported out
the following action taken in closed session:
Motioned (Freeman) seconded (Donohue) and by vote of
7-0, the board
moved to approve the recommendation to advance Dr. Sonia Arteaga, Steve
Ettinger, Albert Graham, and Deborah Stephens to a second year contract
effective academic year 2013
-14.
Motioned (Pruneda) seconded (Padilla
-Chavez), and by vote of 7-0, the board
moved to approve the recommendation to advance Dr. Silvia Millan
-Vossler,
MayaWatson, Amy Taketomo, Christina Esparza
-Luna, Dr. Rebecca Fields,
Jason Hough, and Virginia Williams from year two to a third and fourth year
contract effective aca
demic year 2013-14.
Motioned (Padilla
-Chavez) seconded (Gonzalez-Castro), and by vote of 7-0,
the board moved to approve the recommendation to award tenure to John
Anderson effective academic year 2013
-14.
In compliance with Education Code 87608.5, Dr.
Melissa Hornstein will
advance from a third year to a fourth year contract with no action required or
taken.
The board recognized and thanked the hard work of the faculty and staff
involved in the tenure review process and congratulated the faculty for
their
achievement.
PUBLIC COMMENTS
The following community members addressed the board during public
comments:
Ron Chesshire, Monterey/Santa Cruz Building Trades, spoke about project
labor agreements and offered to meet with the board.
Isabela Rami
rez, Virdiana Chombo, Lorena Carillo, and Rosa Faviola M.
Garcia spoke in support of the Alisal Child Development Center and urged the
board to not close or change the operation of center.
Ann Minte, WISE, spoke about Tererai Trent, a motivational speake
r and
offered to help bring Ms. Trent to the college to speak to the student body.
REPORTS FROM
ORGANIZATIONS AND
LOCATIONS
Academic Senate
Tony Anderson reported that the senate continues to prepare for the upcoming
accreditation site visit.
Associ
ated Students of Hartnell College (ASHC)
Elaine Duran thanked Trustees Pruneda and DePauw for their help in serving
lunch at the February 14th Black History Month event (Traciana Graves).
California Schools Employee Association (CSEA)
Delia Edeza, 2nd Vice President, invited the board to their Social Night on
HCCD REGULAR MEETING – MARCH 5, 2013 Page 3 of 8
March 14th at Pizza Factory. This event will provide an opportunity to meet
the new members and regional representatives. Twenty percent (20%) of all
pizza sales that evening will be donated to the
chapter for scholarships.
L
-39
Dale Fuge thanked the board and administration for all of their work and
support.
Alisal Campus
Dr. Atallah announced the Diesel Open House on April 27th, 10 a.m.
– 3 p.m. at
the Alisal Center and invited the board; tha
t faculty, Val Rodriguez, just finished
contract training for Monterey/Salinas Transit (MST) and MST has asked to do
additional training this June. On Thursday, the Curriculum Committee will
consider, as first reading, new diesel curriculum that will meet
national
accreditation standards for both auto and diesel programs.
In addition, Dr.
Atallah had a meeting with RETA (Refrigeration Engineers and Technicians
Association) about bringing their trailer to the college for potential training. On
April 19th,
there will be an executive training, co-sponsored by Growers
Shippers and Hartnell. This training is
for upper Ag management that will focus
on optimizing operation and reducing losses.
King City Center
– South County Education
Renata Funke reported
that she submitted the south county budget for academic
year 2013
-14 based on student and faculty input. The budget includes funds to
support a one unit typing class and a one
-half unit computer applications class
for ESL learners this summer. The laptops
purchased from BTOP grant funds
will support these classes. In addition,
she is exploring the use of VTEA funds
for additional faculty salaries to support two th
ree-unit online classes, ADJ 21A
and
BUS 18. Ms Funke reported that 60 sections were offered in fall 2012, 63
sections this spring. The average class size in fall was 34 and spring is 30.
Also, students were hired for supplemental instruction leaders and tutors and are
being trained to help math and English students within the next few weeks. I
n
addition, she met with the King City public librarian to discuss the various
services offered by the free library system that could benefit our students,
including offline homework help. Also, she met with college library and tutorial
staff to determine
if curriculum is available that could be offered in south county
for reading. She participated in the bi
-annual DOC (Directors of Off Campus
Centers) held
at Cabrillo College to exchange information on programs and
issues at other colleges, including way
s to offer services formerly provided by
adult schools.
President/Superintendent
Dr. Lewallen shared the recent article published in the Monterey County
Coast Weekly focusing on Hartnell's STEM programs. Also, he reported that
the college had a wonderful visit from Rear Admiral Jan Tighe, Naval
Postgraduate School. The Rear Admiral received a tour of the Main and
Alisal campuses and she kicked-off Women's History Month where she
shared her journey and spoke about leadership in uncertain times. In
addition, Dr. Lewallen reported that he met with the accreditation visiting
team chair and assistant. He provided the board with an update of the
planning agenda and he thanked Dr. Lofman for leading this effort. He
HCCD REGULAR MEETING – MARCH 5, 2013 Page 4 of 8
announced two events: 1) Congressman Luis Gutierrez plans to be in the
area and will speak on immigration reform on March 17th, 9:30 a.m., Main
Stage; and 2) Sergio Garcia will speak on his personal experience related to
immigration on March 8, 2013, 7:30 p.m., Steinbeck Hall.
CDC FEASIBILITY STUDY
Dr. Lewallen stated the college is facing an enormous challenge with funding
to support the child development centers because of reduced State funding not
only for community colleges, but also for many social service agencies. This
year, the program had a $200,000 deficit, but the college was able to mitigate
the deficit because of adequate reserves to carry the program through the year;
however, this is not sustainable for future years.
Dr. Lewallen thanked First Five Monterey County for providing the funds to
conduct a feasibility study and their guidance during this process.
Janice Kearns, consultant WestEd Center for Prevention and Early
Intervention, presented a summary of the report and recommendations
regarding the feasibility and sustainability of the college’s future Child
Development Center operations. The study is posted on the college's website:
http://www.hartnell.edu/board/packets/030513.pdf (starting on page 6)
At the conclusion of the presentation, the board engaged in a lengthy
discussion and asked several questions related to funding, communication to
the community, and the proposed timeline. The board stated that they want to
maintain the services of the program at both sites and asked that the
administration consider outside sources (public/private), look at other good
models around the State, to consider the use of general funds and to look at
the program from its academic contributions to the Early Childhood
Education program. Some members do not want to see the program
contracted outside of the college.
The administration will forward their recommendation to the board at the
April 2nd meeting.
The board thanked Ms. Kearns for her presentation.
CONSENT AGENDA
Motioned (Montemayor) seconded (Padilla-Chavez) by vote of 5-0 and by an
advisory vote of Aye (Student Trustee), the board moved to approve Consent
Agenda Items A through D. (Abstained: Freeman / Absent: Pruneda)
A. MINUTES
The board adopted the regular meeting minutes of February 5, 2013 as
submitted.
B. DISBURSEMENTS
The board ratified the 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
The board ratified the Curriculum Committee actions from the February 7,
2013 meeting.
HCCD REGULAR MEETING – MARCH 5, 2013 Page 5 of 8
D. PERSONNEL ACTIONS
The board approved and/or ratified personnel actions. (Appendix A)
Dr. Lewallen welcomed Dr. Romero Jalomo. Dr. Jalomo will join the college
as the new Vice President of Student Affairs mid April.
PUBLIC HEARING
Collective Bargaining
The board opened a public hearing for the initial collective bargaining
proposals between Hartnell Community College District and the Hartnell
College Faculty Association
(HCFA). Terri Pyer, district representative, read
aloud the initial
collective bargaining proposal on behalf of the District and
Melissa Stave read aloud the initial
collective bargaining proposal on behalf of
HCFA.
There were no public comments on this item.
ACTION ITEMS
BUDGET REVISIONS
Motioned (Padilla-Chavez) seconded (Gonzalez-Castro) by vote of 6-0 and
by an advisory vote of Aye (Student Trustee), the board moved to approve
the budget revisions numbered 10139 to 10171. (Absent: Pruneda)
ANNEX DEMOLITION BID
Motioned (Montemayor) seconded (Padilla-Chavez) by vote of 6-0 and by
an advisory vote of Aye (Student Trustee), the board moved to accept the
Annex Demolition bid from Randazzo Enterprises, Inc., lowest responsive
bidder, and authorized the administration to enter into a contract. (Absent:
Pruneda)
LEASE-LEASEBACK
CONSTRUCTION
Dr. Lewallen stated that on February 19, 2013 legal counsel, Devon Lincoln,
provided a presentation on the lease-leaseback construction delivery method
authorized by California education code. In her presentation, she provided a
number of reasons in support of the approach and she provided reasons not to
support. At the conclusion of the report, the board had a lengthy discussion
surrounding the legality, the overall cost of this approach, considerable
discussion on change orders and discussion on how this approach can create
greater opportunities for use of local vendors.
On February 28th, college staff and some members of the board met with the
Central Coast Builders Association to present the lease-leaseback construction
delivery approach and the meeting was well attended. At the conclusion of
the presentation, there was considerable discussion similar to what the board
had at their February 19th meeting. Dr. Lewallen characterized the general
response from the meeting as positive. Trustee Padilla-Chavez shared her
perspective of the meeting and asked Dr. Lewallen to clarify the process.
Dr. Lewallen explained the steps for the lease-leaseback approach as follows:
1. Issue Request for Qualifications (RFQ). Prior to issuance of RFQ, board
input on definition of "local," target/goal for local work, control over
contingency
2. Submissions due
3. Interviews
4. Staff submits more than one proposal for board consideration. Board
HCCD REGULAR MEETING – MARCH 5, 2013 Page 6 of 8
PUBLIC COMMENT ON
LEASE-LEASEBACK
reviews submissions and selects a pre-construction services
partner/directs the execution of a pre-construction services agreement.
Board can select more than one partner
5. Contractor(s) completes constructability review, value engineering, and
price proposal
6. Anticipated DSA approval
7. Board approves contract price and directs the execution of an LLB; or
directs staff to enter into a pre-construction services agreement with
another qualified contractor
8. Construction start
There was some discussion on entering into a project labor agreement and
stating use within the criteria of the RFQ. Dr. Lewallen responded that the
development of the RFQ will require board input and that the board will have
an opportunity to discuss this matter further. Some board members felt it
would be helpful to learn more about PLA prior to the development of an
RFQ.
Ron Chessire, Monterey/Santa Cruz Building Traders, stated that it is
important for the board to establish clear criteria and that he would be willing
to meet with the board.
Motioned (Padilla-Chavez) seconded (Montemayor) by vote of 6-0 and by an
advisory vote of Aye (Student Trustee), the board moved to authorize the
administration to utilize the Lease-Leaseback construction delivery method
for the construction of the Science Building. (Absent: Pruneda)
INFORMATION ITEMS
CONSTRUCTION PROJECTS
– UPDATE
The board received an updated, written report on the current construction
projects. The report is on Page 97 of the March 5, 2013 Meeting Agenda
Packet posted at:
http://www.hartnell.edu/board/packets/030513.pdf
.
FINANCIAL STATEMENTS
The board received the financial statements ending January 31, 2013.
COUNTY TREASURERS
QUARTERLY REPORT
Receive the County Treasurer's Report of Investments for the Quarter Ending
December 31, 2012.
BUDGET UPDATE
Alfred Muñoz presented an update on the budget as of January 31, 2013.
Trustee Padilla-Chavez asked about the pending RDA funds and asked that
the administration consider writing a letter to the Monterey County Board of
Supervisors reminding them that these funds are important to the college
especially as we plan for the budget for next fiscal year. (Appendix B)
BOARD POLICY 5030, FEES
The board reviewed the first reading of revised Board Policy 5030, Fees.
ADMINISTRATIVE
PROCEDURE 4231,
GRADE CHANGE
The board received Administrative Procedure 4231, Grade Change, the
implementing procedure for board policy 4231.
HCCD REGULAR MEETING – MARCH 5, 2013 Page 7 of 8
BID MATRIX
In an effort to standardize our bidding and purchasing activity, the District
has developed a "bid matrix." This document provides guidance for staff
related to thresholds for various purchases, what procedures are required, and
how these items are brought before the board. These standards are in
compliance with California regulatory codes and was reviewed by legal
counsel. Trustee Padilla-Chavez stated she appreciates this document and
thanked Dr. Lewallen for providing it to the board.
SUBSTANTIVE CHANGE
PROPOSALS
The board received an update on substantive change proposals submitted to
the Accrediting Commission in fall. At the November 15, 2012 meeting of
the Committee on Substantive Change of the Accrediting Commission, the
following were approved:
1. Fifteen (15) Degrees and five certificates are available for delivery
via distance learning (see attached listing).
2. Alcohol and Drug Abuse Counseling (Associate Degree and
Certificate)
3. Construction – Sustainable Construction (Associate Degree and three
Certificates
The Accrediting Commission requested additional revision of the Respiratory
Care Practitioner Associate Degree, which has been completed and re-
submitted to the commission for review at their March 18, 2013, meeting.
BOARD REPORTS
Trustee Padilla-Chavez thanked the student senate for inviting her to present
for Women's History Month – she is excited about this opportunity. She
thanked Dr. Lewallen for being available to her, for being responsive and
allowing her to feel confident about where the college is going as an
institution. She congratulated Dr. Lewallen on how he handled the meeting at
the builders association; that she received many positive comments. She
looks forward to Renata meeting with the south county educators collectively
because she believes
it is important. She welcomed Dr. Jalomo to the college.
Trustee Gonzalez-Castro thanked Dr. Lewallen for his help in organizing the
visit of Congressman Luis Gutierrez – that she appreciates Dr. Lewallen being
open to ideas. She reported on the conference she attended in Washington,
DC and stated the experience was incredible – that it was impressive and she
was able to meet with legislators. She provided each member with a packet
she received from the CCLC that listed the priorities for community colleges
and other important data. She thanked Mary Dominguez for gathering data
related to financial aid. Trustee Gonzalez-Castro invited the board to attend a
reception in honor of Damian Trujillo, a former Greenfield resident who is an
NBC journalist. The reception is Friday, March 8 at the National Steinbeck
Center, 5:30 p.m. Also, she requested that the meeting close in memory of
the student who recently lost her life.
Trustee Montemayor welcomed Dr. Jalomo to the college and stated that he is
pleased with Dr. Lewallen's performance.
HCCD REGULAR MEETING – MARCH 5, 2013 Page 8 of 8
Trustee Donohue reported that she attended the strategic planning meeting for
the Women's Educational Leadership Institute and was thrilled to learn of the
98% completion rate and 100% transfer rate. She and Trustee Pruneda
attended the first Western Stage Theatre Arts Council meeting for the year
and that the Gala is planned for November. In addition, she attended an
accreditation town hall meeting where she learned a lot. She thanked Dr.
Lewallen for bringing the Duo Symphonic to the college –it was a delightful
evening. She welcomed Dr. Jalomo and said she is sad to see Dolores Javier,
Controller, leave.
Student Trustee Duran Luchini reported that she attended the Duo Symphonic
and it was an enjoyable evening. Also, she was impressed and liked listening
to Rear Admiral Tighe's presentation.
Trustee Freeman welcomed Dr. Jalomo. He reported that he attended the
North Salinas High School Senior Night for basketball and that he spoke to
the team before the game, recalling the 1980 Winter Olympics hockey game.
Also, he attended the last basketball games for men and women and that he
recently attended two baseball games. He thanked Dr. Lewallen for bringing
in individuals to discuss immigration and he asked that the board close the
meeting in memory of the two City of Santa Cruz police officers who recently
lost their lives.
Trustee DePauw welcomed Dr. Jalomo. She said she is sorry that Dolores
Javier is leaving and that she appreciates the work Dolores performed while at
the college. She thanked Dr. Lewallen for his weekly reports; they are
fabulous. She believes the college is fortunate to have him. She reported that
the Accreditation Institute was an excellent conference and that she has plans
to keep accreditation (Standard IV) on the forefront of the board's
development.
ANNOUNCEMENTS
Next meetings:
1. Board Development, March 19, 2013, 5 p.m.
2. Regular Meeting, April 2, 2013, 5 p.m.
ADJOURNMENT
The meeting adjourned at 8:40 p.m. in memory of former student, Dominque
Gachett, and in memory of the two City of Santa Cruz police officers Butch
Baker and Elizabeth Butler.
Candi DePauw Willard Clark Lewallen
Board President Board Secretary
Page 1 of 5
APPENDIX A
The Hartnell College Board of Trustees approved and/or ratified the following Personnel Actions
at their regular meeting of March 5, 2013:
I. Approve short-term staffing request:
A. Multimedia Technician – Library - $21.62/hr (40 hrs/week), to help in areas of
virtualization and setting up virtual desktops. March 6, 2013 – June 30, 2014.
II. Retirements, Resignations, Releases and Leave Requests
A. Ratify release of full-time probationary L-39 employee:
1. Eduardo Ernesto Arambula, full-time, Maintenance Specialist – Maintenance,
(#CL-12), effective February 15, 2013.
III. Classification and Compensation
A. Ratify the reclassification of a management position in Business Services.
1. Reclassification of Grants Manager (#A-40) from Management Level XI to Grants
Accounting Manager, Management Level IX effective February 1, 2013.
Reclassification addresses expansion of responsibilities to include direct reporting to
granting agencies and internal controls.
IV. Appointments:
A. Ratify appointment to management position:
1. Dr. Romero Jalomo Jr., Vice President of Student Affairs (#A-43), Range I(a), Step
C, effective April 15, 2013.
B. Ratify appointments of classified employees:
1. Kourtney Erin Brewster, full-time, 40 hours per week, 12 months per year,
Multimedia Technician – Information & Technology Resources, (#CC-124), Range
33, Step A, effective February 11, 2013.
2. Ray A. Nonella, full-time, 40 hours per week, 12 months per year, Maintenance
Specialist, Maintenance, (#CL-12), Step A, Range 32, effective February 5, 2013.
This represents a change from a temporary to a regular position.
3. Gerald L. Johnson, temporary, full-time, classified position through June 30, 2013,
40 hours per week, Maintenance Specialist, Maintenance, (#CL-9), Step A, Range
32, effective on or after March 5, 2013.
C. Ratify appointments of part-time instructors for spring semester 2013:
1. Irene Amster, English
2. Laura Berger, Library
3. Olga Blomgren, English
4. Connie Brick, Nursing
5. Susanne Burns, Theater Arts
6. Juan Campos, Business
7. Kayla Canelo, History
8. Laura Cannon, English
9. Liz Cecchi-Ewing, Library
10. Gloria Curtis, Library
Page 2 of 5
11. Jordan Daniels, Construction
12. Philip Deutschle, Astronomy
13. Thu Duong, Library
14. Albar Ivan Guerrero, Physical Education
15. Michelle Guido, Biology
16. Elvia Guzman, Counseling
17. Dina Hooks, Counseling
18. Jeffrey Kettering, Administration of Justice
19. Taesung Kim, Mathematics
20. Joseph Martinez, Counseling
21. Jeffrey McGrath, Theater Arts
22. Rosalinda McNamara, Library
23. Alvaro Mercado, Spanish
24. Tammy Moreno, History
25. Teresa Moreno, Community Survey Results – ACE. Appointment based on
equivalency as follows: Education includes bachelor's degree in history and 44
graduate level units in history and research writing.
26. Peggy Munoz, Community Survey Results – ACE
27. Jonathan Owens, Construction. Appointment based on equivalency as follows:
Coursework equivalent to AA degree: Completed 139 units at UC Berkeley, 18 of
which show breadth of general education equivalent to AA degree and general
education requirements. Journeyman plumbing certificate from CA.
28. Martha Pantoja, Counseling
29. Michael Phillips, Physical Education
30. Linda Plummer, Library
31. Sylvia Rios, Art
32. Nancy Sevier, Art & Photography
33. Sunil Smith, Physical Education
34. Candice Stafford, Agriculture Business Technology
35. Katrina Weber, English
36. Rhiannon Woo, Agriculture Business Technology
D. Ratify appointments of Professional Experts:
The Athletic Program, including summer sports campus, provides competitive
opportunities for Hartnell students, and professional experts assist coaches in fulfilling
the program’s mission:
1. Monica Nicholson, $2500 total, assistant track coach, February 16 – April 27, 2013.
The categorically funded program, Disabled Students Programs and Services (DSP&S),
offers supportive services and instruction for students with disabilities:
2. Patricia Sosa, $35/hr (as needed), lead sign language interpreter, December 17, 2012
– December 17, 2014.
3. Shawnell Thompson, $28/hr (as needed), sign language interpreter, January 22, 2013
– January 22, 2015.
E. Ratify appointments of volunteers:
1. Alejandro Alcaraz, Physical Education
2. Steve Brenster, Western Stage
Page 3 of 5
3. Leo Cortez, Western Stage
4. Jody Dick, Western Stage
5. Adriana Figueroa, Physical Education
6. Dawn Flood-Fenton, Western Stage
7. Cesar E. Flores, Western Stage
8. Thomas E. Gorman, Ceramics
9. Chris Graham, Western Stage
10. Ralph Huston, Western Stage
11. Laura Joyce, Western Stage
12. Sarah J. Larson, Western Stage
13. Adrienne Laurent, Western Stage
14. Jerry McAllister, Western Stage
15. Alex Medina, Western Stage
16. Timothy L. Molfino, Western Stage
17. Paul Myrvold, Western Stage
18. Jonathan Nguyen, Western Stage
19. Mariah O’Grady, Western Stage
20. Andrew Perez, Western Stage
21. James Perry, Western Stage
22. Joyce Sherry, Western Stage
F. Ratify appointments of substitutes:
1. Chuong Dang, $15.73/hr (30 hrs/week), library technician, January 30 – March 31, 2013.
2. Yesenia De la Torre, $14.99/hr (40 hrs/week), financial aid technician, February 1 – 7,
2013.
3. Susana Perales, $16.52/hr (40 hrs/week), division administrative assistant, January 24
– February 8, 2013.
G. Ratify appointments of student workers for spring semester 2013:
1. Daniela Alcantar, Tutorial Center, Student Worker II
2. Daniela Alcantar, East Salinas GEARUp, Student Worker III
3. Colin Auxier, Information Systems, Student Worker IV
4. Kyle Baird, Tutorial Center, Student Worker IV
5. Rozhelle Buhay, Tutorial Center, Student Worker III
6. Liliana Bautista, DSPS, Student Worker
7. Antonio Berber, Library, Student Worker I
8. Stephanie Carll, Human Resources, Student Worker I
9. Ymelda Carrillo, Cafeteria, Student Worker I
10. Anita Casarez, Admissions & Records, Student Worker II
11. Arturo Castro, Cafeteria, Student Worker I
12. Juan Castro, Tutorial Center, Student Worker IV
13. Maria Rosario Chua, Tutorial Center, Student Worker III
14. Yanira Cortez, Cafeteria, Student Worker I
15. Jesus Edeza, Tutorial Center, Student Worker III
16. Selina Espinoza, Student Affairs, Student Worker III
17. Carlo Figueroa, Tutorial Center, Student Worker III
18. Mariah Flores-Fonseca, Tutorial Center, Student Worker III
19. Michelle Gagon-Smith, Advancement, Student Worker II
20. Alexsandria Galaviz, EOPS, Student Worker II
Page 4 of 5
21. Claudia Garcia, Tutorial Center, Student Worker IV
22. Rodolfo Garcia, Tutorial Center, Student Worker IV
23. Roxana Garcia, Cafeteria, Student Worker I
24. Cecilia Garcia Fletes, ACE, Student Worker III
25. Tenisha Garibaldo, Cafeteria, Student Worker I
26. Shannon Gattis, ASHC, Student Worker III
27. Melissa Gembe, TRIO, Student Worker I
28. Jocelyn Gonzalez de la Cruz, Tutorial Center, Student Worker III
29. Gabriel Hernandez, Information Systems, Student Worker III
30. Brandee Ho, Cafeteria, Student Worker I
31. Beau Hunter, Tutorial Center, Student Worker III
32. Zachary Johnson, Information Systems, Student Worker III
33. Leilani Lewellyn, Cafeteria, Student Worker I
34. Ivan Lopez Mendoza, Tutorial Center, Student Worker III
35. Salvadora Lopez, Child Development Center, Student Worker III
36. Manuel Malagon Villagomez, Information Systems, Student Worker III
37. Elia Martinez, Tutorial Center, Student Worker II
38. Mayra Martinez, Library, Student Worker I
39. Mayra Martinez, Tutorial Center, Student Worker IV
40. Lisett Mendoza, Computer Lab, Student Worker II
41. Maricela Mendoza, Academic Affairs, Student Worker I
42. Alfredo Merino, Computer Lab, Student Worker II
43. Karina Montejano, Tutorial Center, Student Worker III
44. Alexis Muñoz, Tutorial Center, Student Worker II
45. Khanh Nguyen, Chemistry, Student Worker I
46. Truc Nguyen, Cafeteria, Student Worker I
47. Rexavalmar Niduaza, Information Systems, Student Worker III
48. Rexavalmar Niduaza, Tutorial Center, Student Worker III
49. Andres Ortiz, ASHC, Student Worker I
50. Frank Osorio, Tutorial Center, Student Worker III
51. Joseph Pacheco, Tutorial Center, Student Worker II
52. Fabiola Padilla Bravo, Child Development Center, Student Worker I
53. Matilde Pamatz, TRIO, Student Worker II
54. Ana Perez Gutierrez, Cafeteria, Student Worker I
55. Anna-Alyssa Perez, Cafeteria, Student Worker I
56. Christopher Perez, Tutorial Center, Student Worker III
57. Luis Perez Silva, Tutorial Center, Student Worker III
58. Rolando Perez, Tutorial Center, Student Worker III
59. John Pineda, ACE, Student Worker III
60. Eduardo Puentes-Ornelas, Cafeteria, Student Worker I
61. Karina Ramos, Tutorial Center, Student Worker III
62. Jhanic Ramos, Cafeteria, Student Worker I
63. Joanna Rendon, King City Education Center, Student Worker III
64. Karina Reyes, ACE, Student Worker III
65. Maria Isabel Reyes Carranza, TRIO, Student Worker II
66. Daniela Rios, East Salinas GEARUp, Student Worker III
67. Alicia Rivera, Computer Lab, Student Worker II
68. Graciela Rodriguez, Tutorial Center, Student Worker II
69. Manuel Rosales, Cafeteria, Student Worker I
Page 5 of 5
70. Andrea Ruiz, Tutorial Center, Student Worker II
71. Exsavior Saenz, ACE, Student Worker III
72 James Stephens, Tutorial Center, Student Worker II
73. Liliana Tenorio Castillo, Child Development Center, Student Worker II
74. Rafael Toribio, Cafeteria, Student Worker I
75. Reina Tovar, Tutorial Center, Student Worker IV
76. Ana Vallejo, East Salinas GEARUp, Student Worker III
77. Jaime Vasquez, Tutorial Center, Student Worker IV
78. Jesus Verduzco, Tutorial Center, Student Worker III
79. Nicolasa Villalobos, Cafeteria, Student Worker I
80. Alejandro Zarate, Cafeteria, Student Worker I
BUDGET UPDATE
A
S OF
1/31/2013
1/31/2013
BUDGET UPDATE 1/31/2013
Actual Budget %
Revenue $16.8 million $32.4 million 52.0%
Expense $18 3m
$34 1 m 54 0%
Expense
$18
.
3m
$34
.
1
m
54
.
0%
Revenue Under Ex
p
ense
$
1
,
461
,
770
@
1/31/2013
p
$, ,
@
Revenue Over Expense $506,182 @ 1/31/2012
Budget Update 1/31/2013
Principal Apportionment
Principal
Apportionment
9/10/12 2/19/13
Property Taxes $19.9m $17.3m
Student Fees 1.9m 1.6m
State Apport. 10.5m 7.0m
June Est. EPA ------- 5.4m
Rev. Shortfall 1.1m 2.2m
Total $33.4m $33.5m
Rev. Shortfall % 3.21% 6.57%
BUDGET UPDATE 1/31/2013
2011-12 2012-13 Diff
Revenue $20.0 million $16.8 million $3.2 million
Expense $19 5 m
$18 3 m
$12m
Expense
$19
.
5
m
$18
.
3
m
$
1
.
2
m
Cash $80m $81m $01m
Cash
$8
.
0
m
$8
.
1
m
$
0
.
1
m
Reserve $8.9 m $ 7.4 m $ 1.5 m
Apport. $ 7.1 m $ 3.6 m $ 3.5 m
CASH FLOW
Cash Balance 12/31/12 $10,182,776
Receipts:
Receipts:
Property Taxes 122,580
Student Receipts 133,127
Student
Receipts
133,127
Apportionment 112,984
Other 313,074
Expenditures:
Payroll and Benefits 2,222,517
Vendor Disbursements 494,505
Cash Balance 1/31/13 $ 8,147,519
AGENDA ITEM FOR BOARD MEETING OF: April 2, 2013
Title
Disbursements
Number
V. B.
Area
Office of Administrative Services
Prepared by: Alfred Muñoz
Vice President
Status
Consent
Reference
Strategic Priority – 4
Accreditation Standard – III. D.
BACKGROUND / 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
DATE
WARRANT NUMBER
NO OF
WARRANTS
AMOUNT
02/04/13
12976043
12976082
40
$237,820.98
02/13/13
12977257
12977361
105
$670,395.29
02/27/13
12979313
12979502
190
$816,752.72
Subtotal
$1,724,968.99
Note: Legal fees in above summary total $8,406.95
CHECKING ACCOUNTS
General Fund Revolving
DATE
WARRANT NUMBER
NO OF
WARRANTS
AMOUNT
Feb 13
10487
10490
4
$7,014.10
Total
$1,731,983.09
RECOMMENDATION
The administration recommends that the Board of Trustees ratify the disbursements from district
accounts.
BUDGET IMPLICATION
None
AGENDA ITEM FOR BOARD MEETING OF: April 2, 2013
Title
Curriculum Committee Actions
Number
V. C.
Area
Academic Affairs & Accreditation
Prepared by: Stephanie Low
Vice President (Interim)
Status
Consent
Reference
Strategic Priority – 1, 2, 5
Accreditation Standard – II. A.
BACKGROUND / 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: 10 courses
ART-12A, Design (3 units)
Areas of Revision: description, objectives, content, methods of evaluation, materials
BUS-1B, Managerial Accounting (4 units)
Areas of Revision: description, objectives, content, methods of evaluation, methods of instruction,
materials, assignments
HED-55, Health Education – Advanced First Aid (3 units)
Areas of Revision: description, objectives, content, methods of evaluation, materials, assignments
MAT-2, Calculus for Managerial, Life, and Social Sciences (4 units)
Areas of Revision: advisory, description, objectives, content, methods of evaluation, methods of
instruction, materials, assignments
MAT-12, Number Systems (3 units)
Areas of Revision: prerequisite, objectives, materials, assignments
MUS-50A, Harmony I (3 units)
Areas of Revision: prerequisite, advisory, objectives, content, methods of evaluation, materials,
assignments
MUS-51A, Musicianship I (2 units)
Areas of Revision: prerequisite, course content, materials, assignments
PEAC-46, Circuit Endurance Training (1.5 units)
Areas of Revision: description, content, materials, assignments
PEAC-68, Swim Fitness (1.5 units)
Areas of Revision: description, content, materials, assignments
PETH-1, Introduction to Kinesiology (3 units)
Areas of Revision: description, objectives, content, assignments.
NEW COURSES: 15 courses
ADT-100, Diesel Engine Technology (4 units)
ADT-101, Diesel Engine Rebuild (4 units)
ADT-110, Electrical and Electronic Systems (4 units)
ADT-111, Electronic Systems and Controls (4 units)
ADT-120, Climate Control (4 units)
ADT-121, Preventive Maintenance (4 units)
ADT-130, Brake Systems (4 units)
ADT-131, Steering and Suspension Systems (4 units)
ADT-140, Power Drive Train (4 units)
ADT-141, Automatic Transmissions (4 units)
ART-84, Digital Art Portfolio & Business Practice (3 units)
NRN-60.1, Clinical Simulation for Nursing and Allied Health I (0.5 units)
NRN-60.2, Clinical Simulation for Nursing and Allied Health II (0.5 units)
NRN-60.3, Clinical Simulation for Nursing and Allied Health III (0.5 units)
NRN-60.4, Clinical Simulation for Nursing and Allied Health IV (0.5 units)
COURSE INACTIVATIONS – 37 courses
These are courses that have not been offered for several years.
COU-26, Student Skills for Success: Learning Strategies (3 units)
COU-45, Special Projects (1-3 units)
COU-129, Student Skills for Success: Job Hunting Techniques (0.5 units)
These courses have not been offered for several years and do not meet the current needs of the
discipline.
DAN-1, Ballet I (1.5 units
DAN-2, Ballet II (1.5 units)
DAN-6, Dance Production: Rehearsal and Performance (2)
DAN-7, Dance Appreciation (3 units)
DAN-20, Modern Dance I (1.5 units)
DAN-30, Jazz Dance I (1.5 units)
DAN-31, Jazz Dance II (1.5 units)
DAN-102, Advanced Ballet (1 unit)
DAN-110, Introduction to Choreography/Jazz Emphasis (1.5 units)
DAN-132, Advanced Jazz Dance (1 unit)
DAN-133, Lyrical Jazz Dance (1.5 units)
THA-12, Art of Makeup (1 unit)
THA-14, Characterization (3 units)
THA-17, Singing for Actors (2 units)
THA-18, Voice and Dictation (3units)
THA-45, Special Projects (0.5-3 units)
THA-99, Occupational Cooperative Work Experience (1-8 units)
THA-123, Musical Theatre: The Ensemble Musical in Rehearsal (0.5-4 units)
THA-124, Musical Theatre: The Ensemble Musical in Performance (0.5-3 units)
THA-125, Musical Theatre – World Theatre Musicals in Rehearsal (0.5-4 units)
THA-126, Musical Theatre – World Theatre Musicals in Performance (0.5-3 units)
THA-127, Musical Theatre: Revival Musicals in Rehearsals (0.5-4 units)
THA-128, Musical Theatre: Revival Musicals in Performance (0.5-3 units)
THA-131, World Theatre: Modern Plays in Rehearsal (0.5-4 units)
THA-132, World Theatre: Modern Plays in Performance (0.5-3 units)
THA-133, World Theatre: The Ensemble Play in Rehearsal (0.5-4 units)
THA-134, World Theatre: The Ensemble Play in Performance (0.5-3 units)
THA-143, The Ensemble Revival Play in Rehearsal (0.5-4 units)
THA-144, The Ensemble Revival Play in Performance (0.5-3 units)
THA-173, Advanced Scenic Construction Management for the Proscenium Thrust Stage (0.5-6
units)
THA-177, Advanced Scenic Paint, Props and Crafts Management for the Proscenium and Thrust
Stages (0.5-6 units)
THA-183, Advanced Costuming Techniques Management for the Proscenium and Thrust Stages
(0.5-6 units)
THA-187, Advanced Makeup, Hair, Wig and Wardrobe Techniques (0.5-6 units)
THA-193, Advanced Lighting, Sound and Rigging Management for Proscenium and Thrust Stages
(0.5-6 units)
NEW PROGRAMS – 5 degrees
Administration of Justice—Associate in Science in Administration of Justice for Transfer
Automotive Technology—Advanced Diesel Technology—Associate of Science Degree
Business Administration—Associate in Science in Business Administration for Transfer
Psychology—Associate of Arts in Psychology for Transfer
Sociology—Associate of Arts in Sociology for Transfer
RECOMMENDATION
The administration recommends that the Board of Trustees ratify the actions taken by the Curriculum
Committee from the February 21, 2013, March 7, 2013 and March 21, 2013 meetings.
AGENDA ITEM FOR BOARD MEETING OF: April 2, 2013
Title
Independent Citizen’s Bond Oversight
Committee - Appointment of Member
Number
V. D.
Area
Office of the Superintendent/President
Prepared by Willard Lewallen
Superintendent/President
Status
Consent
Reference
Strategic Priority – 4
Accreditation Standard – III.B.
BACKGROUND / SUMMARY
The structure of the Bond Oversight Committee includes seven (7) members:
1) student, 2) a member active in a business organization representing the business community
located in the District, 3) a member active in a senior citizens’ organization, 4) a member active
in a bona-fide taxpayers association, 5) a member active in a support organization for the
college, such as a foundation, and 6) member of the community at-large.
RECOMMENDATION
The administration recommends that the Board of Trustees appoint Mr. Jorge Cruz, Vice
President of the Student Body, as the student member to the Bond Oversight Committee for a
two-year term, effective April 17, 2013.
Page 1 of 3
AGENDA ITEM FOR BOARD MEETING OF: April 2, 2013
Title
Personnel Actions
Number
V. E.
Area
Human Resources & Equal Employment
Opportunity
Prepared by: Terri Pyer,
Associate Vice President
Status
Consent
Reference
Strategic Priority – 3, 4
Accreditation Standard – III.A.
RECOMMENDATION
The administration recommends that the Board of Trustees approves and ratifies the personnel
actions as listed:
Ratification of:
1 release of probationary classified employee
3 releases of regular grand-funded personnel
1 resignation of management position
1 resignation of classified personnel
1 appointment of academic personnel
4 part-time instructor hires for spring semester
1 appointment of substitute position
3 appointments of professional experts
41 student worker hires for spring semester
Detail
I. Retirements, Resignations, Releases and Leave Requests
A. Ratify release of part-time probationary classified employee:
1. Robert Ramirez, part-time, Food Service Worker/Barista – Food Services,
(#CL-33), effective March 4, 2013.
B. Ratify release of regular grant-funded personnel due to layoff:
The GEAR Up Program’s 5-year grant expired on July 20, 2012. The program was
given permission to spend out remaining funds this year. This permission, and the
funds, expire on July 21, 2013:
1. Augustine Nevarez, Grant Project Manager, (#A-36), effective July 21, 2013.
2. Laura Zavala, Tutorial Services Coordinator, (#CC-150), effective July 21, 2013.
3. Delia Edeza, Secretary, (#CC-35), effective July 21, 2013.
Page 2 of 3
C. Ratify resignation of management personnel:
1. Maria Dolores Javier, Controller – Administrative Services (#A-12), effective
April, 26 (?) 2013.
D. Ratify resignation of regular personnel:
1. Denyss Estrada – Administrative Assistant, Title V – Academic Affairs – (#CC-
125), effective March 8, 2013.
II. Appointments:
A. Ratify appointment of academic personnel:
1. Douglas Benton Eden, Clinical Coordinator of Respiratory Care Practitioner
Program/Instructor - Nursing and Allied Health (#F-119), Column D, Step 13,
effective August 15, 2013. This is a full-time temporary, grant-funded position.
B. Ratify appointments of part-time instructors for spring semester 2013:
1. Denyss Estrada, Counseling
2. Jeffrey Heyer, Theater Arts
3. James Goodwin, Chemistry
4. Susanne Mann, Theater Arts
C. Ratify appointment of substitute:
1. Maria Marin, $16.14/hr (30 hrs/week), Instructional Associate, March 8 –
May 31, 2013.
D. Ratify appointments of Professional Experts:
Hartnell’s theater arts program/The Western Stage (TWS) provides students the
opportunity to learn their craft within a professional context. The Young Company
(YC) exposes young people to theater arts:
1. Danielle Maupin, $12,350 total, production stage manager, March 1 – December
21, 2013.
The Nursing and Health Sciences Department comprises five programs: Registered
Nursing, Vocational Nursing, Emergency Medical Technician (EMT), Certified
Nursing Assistant, and Respiratory Care Practitioner. Lab instruction assistants are
required to meet Board of Registered Nursing (BRN) requirements for specific
student-to-certified-instructor ratios.
2. Amber Roach, $30/hr (16 hrs/week), EMT and CPR instructional aide,
January 28 – June 30, 2013.
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. It also provides 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
Page 3 of 3
Employment Services (DSES). Assignments include orientation leaders, trainers,
childcare and activity providers, and program coordination:
3. Javier Moreno, $40/hr (as needed), ROOTS trainer, February 15, 2013 – June 10, 2015.
E. Ratify appointments of student workers for spring semester 2013:
1. Rudy Alanis, GearUp, Student Worker III
2. Erik Bautista Vargas, GearUp, Student Worker III
3. Jorge Carranza Perez, Chemistry, Student Worker II
4. Rachael Castillo, ACE, Student Worker I
5. Juan Castro, Chemistry, Student Worker IV
6. Alejandro Cota, MESA, Student Worker IV
7. Jacqueline Gacayan, EOPS, Student Worker II
8. Danielle Galvan, EOPS, Student Worker II
9. Angelica Gomez, EOPS, Student Worker II
10. Yajaira Gomez, Tutorial Center, Student Worker III
11. Jaclyn Hatch, Tutorial Center, Student Worker III
12. Victor Hernandez, Tutorial Center, Student Worker II
13. Kitcia Juache Aguilar, MESA, Student Worker IV
14. Jessica Jimenez, Chemistry, Student Worker IV
15. Scott Kuramura, MESA, Student Worker IV
16. Gabriela Lazaro Jimenez, Tutorial Center, Student Worker III
17. Brian Lewis, MESA, Student Worker IV
18. Richard Lopez, Tutorial Center, Student Worker II
19. Anthea Maniulit, Chemistry, Student Worker IV
20. Anthea Maniulit, MESA, Student Worker IV
21. Sukhmani Mohar, MESA, Student Worker IV
22. Leonel Munoz, MESA, Student Worker IV
23. Mezairah Niduaza, Library, Student Worker I
24. Rommel Niduaza, Library, Student Worker I
25. Luis Oropeza, Library, Student Worker I
26. Luis Perez, Tutorial Center, Student Worker III
27. Rolando Perez, Biology, Student Worker IV
28. Rolando Perez, MESA, Student Worker IV
29. Daniel Pesqueda, MESA, Student Worker IV
30. Steven Rhyans, MESA, Student Worker IV
31. Oscar Rojas-Calderon, Maintenance, Student Worker I
32. Daniel Ruiz Castruita, Tutorial Center, Student Worker II
33. Arthur Saavedra, MESA, Student Worker IV
34. Justin Sahdeo, MESA, Student Worker IV
35. Juan Serrano, MESA, Student Worker IV
36. Mary Sloan, MESA, Student Worker IV
37. Shaun Smith, Art, Student Worker IV
38. Gerardo Soto, MESA, Student Worker IV
39. Jacqueline Tortolani, MESA, Student Worker IV
40. Carolyn Worden, Child Development Center, Student Worker I
PUBLIC HEARING
AGENDA ITEM FOR BOARD MEETING OF: April 2, 2013
Title
Public Hearing – Collective Bargaining
Number
VI.
Area
Human Resources & Equal Employment
Opportunity
Prepared by: Terri Pyer,
Associate Vice President
Status
Public Hearing
Reference
Strategic Priority – 4
Accreditation Standard – III.A.
BACKGROUND / SUMMARY
At their meeting of March 5, 2013, the board opened a public hearing for the initial collective
bargaining proposals between Hartnell Community College District and the Hartnell College
Faculty Association (HCFA). On behalf of the district, Terri Pyer, Associate Vice President,
presented the district's proposal and Melissa Stave, faculty representative presented HCFA's
proposal.
The collective bargaining process requires that the board conduct a public hearing at the
subsequent meeting to allow further public comment and close the public hearing.
RECOMMENDATION
No action required from the Board of Trustees.
ACTION ITEMS
AGENDA ITEM FOR BOARD MEETING OF: April 2, 2013
Title
Budget Revisions
Budget Increase (Restricted General Fund)
Number
VII. A.
Area
Office of Administrative Services
Prepared by Alfred Muñoz
Vice President
Status
Action
Reference
Strategic Priority - 4
Accreditation Standard – III D
BACKGROUND / SUMMARY
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.
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.
RECOMMENDATION
The administration recommends that the Board of Trustees ratify budget revisions for fiscal year
2012-2013 numbered 10174 to 10214 and recommends that the Board of Trustees ratify a
budget increase for fiscal year 2012-2013 as follows:
$74,500.00 Augment CA endowment budget for equipment purchases.
$49,532.00 Augment Basic Skills Budget to match P1 apportionment for FY 12-13
$200,000.00 Increase Capital Outlay Projects Fund to cover cost of emergency phone proj.
$30,000.00 Increase Property Acquisition Fund Budget to cover cost of Inspection Services
$354,032.00 related to the Alisal Campus Solar Energy Project.
BUDGET IMPLICATION
Budget Increase
Fund:
Amount
Fund 12- Restricted General Fund
$124,032.00
Fund 41- Capital Outlay Projects Fund
$200,000.00
Fund 44- Property Acquisition Fund
$30,000.00
Total
$354,032.00
AGENDA ITEM FOR BOARD MEETING OF: April 2, 2013
Title
Approve and Authorize the Administration
to Enter into a Contract with Tombleson,
Inc., for the CAB North 1
st
Floor Remodel
Project
Number
VII. B.
Area
Facilities, Maintenance, and Asset
Management
Prepared by Joseph Reyes, Director
Status
Action
Reference
Strategic Priority - 4
Accreditation Standard – III.B.
BACKGROUND / SUMMARY
During the winter break the CAB North 1st floor was demolished in anticipation of the remodel
of the first floor. This allowed for less disruption of the classes in the building as well as
allowing for a short construction window for this project. The work in this area will consist of
new spaces for Human Resources, TRiO, Crisis Counseling, Foster Care/ Kinship, Academic
Affairs, and a number of deans.
CONTRACTOR
LOCATION
BID AMOUNT
TOMBLESON
SALINAS, CA
$1,374,600
AVILA CONSTRUCTION
MONTEREY, CA
$1,402,537
AUSONIO
CASTROVILLE, CA
$1,405,451
DILBECK & SONS
SALINAS, CA
$1,434,415
PICKARD & BUTTERS
ATASCADERO, CA
$1,582,625
The project is scheduled to start in mid-April with the completion being in July 2013.
RECOMMENDATION
The administration recommends that the Board of Trustees approve and authorize the
administration to enter into a contract with Tombleson, Inc., for the CAB North 1st Floor
Remodel Project.
TERM: April 2, 2013 thru September 30, 2013
BUDGET IMPLICATION
Budgeted Item:
Fund
Amount
Measure H
$1,374,600
Total
$1,374,600
AGENDA ITEM FOR BOARD MEETING OF: April 2, 2013
Title
2013 Election for California Community
College Trustees Board of Directors
Number
VII. C.
Area
Office of Superintendent/President
Prepared by Willard Lewallen
Superintendent/President
Status
Action
Reference
Strategic Priority – 6
Accreditation Standard – IV.B.
BACKGROUND / SUMMARY
The annual election of members of the CCCT Board of the League takes place between March
10 and April 25 of each year. There are seven vacancies this year.
Each member community college district board of the League shall have one vote for each of
the seven vacancies on the CCCT Board. Only one vote may be cast for any nominee or write-
in candidate. The seven candidates who receive the most votes will serve three-year terms. In
the event of a tie vote for the last position to be filled, the CCCT Board will vote to break the
tie.
Those who have been nominated for election to the board are listed on the attached sheet.
RECOMMENDATION
The administration recommends that the Board of Trustees elect seven candidates to fill the
vacancies on the CCCT Board of Directors
AGENDA ITEM FOR BOARD MEETING OF: April 2, 2013
Title
Second Reading of Board Policy
5030, Fees
Number
VII. D.
Area
Student Affairs
Prepared by Mary Dominguez
Vice President (Interim)
Status
Action
Reference
Strategic Priorities – 1, 2, 6
Accreditation Standards – II.B.2.b.,
IV.B.1.b.
BACKGROUND / SUMMARY
After careful review, the administration would like to recommend that the college waive
enrollment fees for concurrent enrollment students (K-12) effective the fall 2013 semester.
Enrollment Fee is the only section that is revised.
The policy has received approval from Academic Senate and the Resource Allocation
Committee (RAC).
RECOMMENDATION
The administration recommends that the Board of Trustees approve the second and final reading
of Board Policy 5030, Fees.
HARTNELL COLLEGE
BP 5030 Fees
Reference: Education Code Sections 76300 et seq.
The Board authorizes the following fees. The CEO or designee shall establish procedures for the
collection, deposit, waiver, refund, and accounting for fees as required by law. The procedures
shall also assure those who are exempt from or for whom the fee is waived are properly
enrolled and accounted for. Fee amounts shall be published in the college catalogs.
Enrollment Fee (Education Code Section 76300)
Each student (except K-12 Concurrent Enrollment students) shall be charged a fee for enrolling
in credit courses as required and set by law.
K-12 Concurrent Enrollment students will have all enrollment fees waived commencing Fall
2013.
Auditing Fees (Education Code Section 76370)
Persons auditing a course shall be charged a fee of $15 per unit per semester. Students
enrolled in classes to receive credit for 10 or more semester credit units shall not be charged
this fee to audit three or fewer units per semester.
Parking Fee (Education Code Section 76360)
The CEO or designee shall present for board approval fees for parking for students. Students
shall be required to pay a fee for parking services.
Instructional Materials (Education Code Section 76365; Title 5 Sections 59400 et seq.)
Students may be required to provide required instructional and other materials for a credit or
non-credit course, provided such materials are of continuing value to the student outside the
classroom and provided that such materials are not solely or exclusively available from the
District.
Transcript Fees (Education Code Section 76223)
The District shall charge a reasonable amount for furnishing copies of any student record to a
student or former student. The CEO or designee is authorized to establish the fee, which shall
not to exceed the actual cost of furnishing copies of any student record. No charge shall be
made for furnishing up to two transcripts of students’ records, or for two verifications of
various records. There shall be no charge for searching for or retrieving any student record.
International Students Application Processing Fee (Education Code Section 76142)
The District shall charge students who are both citizens and residents of a foreign country a fee
to process his/her application for admission. This processing fee and regulations for
determining economic hardship may be established by the CEO or designee. The fee shall not
exceed the lesser of 1) the actual cost of processing an application and other documentation
required by the U.S. government; or 2) one hundred dollars ($100), which shall be deducted
from the tuition fee at the time of enrollment.
Courses and Training By Contract Fee (Education Code Section 76300)
The District authorizes the CEO or designee to establish fees for courses and other academic or
training programs and events offered by contract.
Child Care and Development Services (Education Code Sections 6606, 79121, 8263, 8239)
Children of students attending Hartnell College shall have first priority of attendance at a child
development center at the institution. Student families utilizing State-funded child care and
development services shall pay fees according to the fee schedule established by the
Superintendent of Public Instruction. Fees are charged to parents who voluntarily choose to use
this service.
Adopted: 02/07/12 Revised: 09/04/12 Revised: tentative 3/5/13
Formerly BP 3025
AGENDA ITEM FOR BOARD MEETING OF: April 2, 2013
Title
Final Reading Board Policy 4111,
Posthumous Degrees
Number
VII. E.
Area
Student Affairs
Prepared by Mary Dominguez
Vice President (Interim)
Status
Action
Reference
Strategic Priority – 1
Accreditation Standards – II.A.2i
IV.B.1b
BACKGROUND / SUMMARY
The administration recommends that the Board of Trustees waive the first reading of BP 4111
Posthumous Degrees to ensure that we can issue a Posthumous Degree at the May 31, 2013
Commencement Ceremony.
The policy has received approval from the Academic Senate, and the Resource Allocation
Committee (RAC).
RECOMMENDATION
Because of a tight timeline leading up to the commencement ceremony in May, the
administration recommends that the Board of Trustees waive the first reading and approve this
item as the second and final reading of Board Policy 4111, Posthumous Degrees.
HARTNELL COLLEGE
BP 4111 Posthumous Degrees
The purpose of this policy is to recognize the academic achievement of the deceased student,
and to extend to the college community, family, and friends of the student an opportunity to
share in his/her academic success at Hartnell College.
Posthumous degrees may be awarded at commencement or some other equally appropriate
time. The names of persons receiving posthumous degrees must be approved by the Board.
The CEO shall establish procedures and criteria for the award of posthumous degrees.
Adopted:
AGENDA ITEM FOR BOARD MEETING OF: April 2, 2013
Title
Board Policy 7150 - Evaluation of
Management Employees
Number
VII. F.
Area
Office of the Superintendent/President
Prepared by: Willard Lewallen
Superintendent/President
Status
Action
Reference
Strategic Priority – 3, 4
Accreditation Standards – III.A.1.b.
BACKGROUND / SUMMARY
The regular evaluation of employees is an important component of institutional effectiveness.
Regular feedback related to job performance is necessary for employee continued growth and
development. Additionally, one of the ACCJC accreditation standards specifically addresses
the regular evaluation of all personnel.
III.A.1.b.
The institution assures the effectiveness of its human resources by evaluating all
personnel systematically and at stated intervals. The institution establishes written
criteria for evaluating all personnel, including performance of assigned duties and
participation in institutional responsibilities and other activities appropriate to their
expertise. Evaluation processes seek to assess effectiveness of personnel and encourage
improvement. Actions taken following evaluations are formal, timely, and documented.
The preliminary findings from the recent accreditation site visit included a recommendation that
employee evaluation processes and procedures need significant improvement and this
recommendation was one in which the visiting team made it clear that this issue needed
immediate attention. The District will not be waiting for the official report from the site visit
because it will not arrive until the middle of June. BP 7150, along with its implementing
administrative procedure (AP 7150), provide for the regular evaluation of all management
personnel and is consistent with the requirements of accreditation standard III.A.1.b. All
District managers will complete the performance evaluation process utilizing AP 7150 by June
30, 2013.
RECOMMENDATION
Because of the urgency related to immediate improvement for employee evaluations, the
administration recommends that the Board of Trustees waive the first reading and approve this
item as the second and final reading of Board Policy 7150, Evaluation of Management
Employees.
HARTNELL COMMUNITY COLLEGE DISTRICT
BP 7150 Evaluation of Management Employees (Administrators,
Managers, and Supervisors)
References: Accreditation Standard III.A.1.b.
The superintendent/president shall establish administrative procedures for the
regular performance evaluation of all management employees.
Adopted: tbd
AGENDA ITEM FOR BOARD MEETING OF: April 2, 2013
Title
Student Trustee Travel
Number
VII. G.
Area
Superintendent/President
Prepared by Willard Lewallen
Superintendent/President
Status
Action
Reference
Strategic Priority – 3
Accreditation Standard – IV.B.1b
BACKGROUND / SUMMARY
Student Trustee Luchini has requested to attend the spring 2013 General Assembly Student
Senate for Community Colleges scheduled April 26-28, 2013, Hyatt Regency San Francisco
Airport.
Student Trustee Luchini-Duran plans to ride share with members of the Associated
Students, Hartnell College. The estimated cost (registration, lodging, and meals) to attend
the conference is $600.
RECOMMENDATION
The administration recommends that the Board of Trustees approve the travel for Student
Trustee Duran Luchini to attend the 2013 General Assembly Student Senate for Community
Colleges.
BUDGET IMPLICATION
Budget Expense
Fund:
Amount
Fund 11 Unrestricted General Fund
$600
AGENDA ITEM FOR BOARD MEETING OF: April 2, 2013
Title
Disaster Recovery Hardware/Software
Number
VII. H.
Area
Information Technology
Prepared by Matt Coombs, Vice President
Status
Action
Reference
Strategic Priority – 4, 5
Accreditation Standard – III.C.1.c
BACKGROUND / SUMMARY
The District engaged in a competitive bid process to acquire equipment to increase the current
network storage capability and infrastructure. This purchase would add approximately 40
terabytes of storage, increasing the capability to back up and provide disaster recovery for
Hartnell’s systems, preparing the college for the wave of cloud services that the college would
expect to provide over the next few years.
Vendor
Amount
NetApp
$207,054
Tegile
$158,576
XIO
$189,039
RECOMMENDATION
The administration recommends that Board of Trustees authorize the purchase of network
storage equipment from Tegile.
BUDGET IMPLICATION
Fund:
Amount
Fund 41, Capital Outlay
$158,576
Total
$158,576
AGENDA ITEM FOR BOARD MEETING OF: April 2, 2013
Title
Resolution13:1 in Support of
Recommendations from the CDC
Feasibility Study Report
Number
VII. I.
Area
Office of the Superintendent/President
Prepared by: Willard Lewallen
Superintendent/President
Status
Action
Reference
Strategic Priorities – 4, 5, 6
Accreditation Standards – II.B.3., II.B.4.
BACKGROUND / SUMMARY
On March 5, 2013 the Board of Trustees received a presentation of the feasibility study report
that was conducted for the District's child development centers (CDCs). This report contained
recommendations for the ongoing, sustainable operation of the child development centers in
light of significant reduction in state funding specifically for the CDC operations. Following
the March 5, 2013 meeting the Board of Trustees was provided with a supplemental report that
addressed a number of questions that arose during the discussion of the report.
The CDCs are operating for the 2012-13 year with a deficit of approximately $200,000. The
deficit for 2012-13 has been backfilled with CDC fund reserves. At the end of 2012-13 the
CDC fund reserves will be depleted. The governor's proposed budget for 2013-14 does not
contain any proposed increase in funding for CDCs so the District will be facing a $200,000
deficit for 2013-14 unless changes are implemented that will allow for the continued operation
of CDCs for the main campus and the Alisal campus.
RECOMMENDATION
The administration recommends that the Board of Trustees adopt the resolution in support of
the recommendations from the CDC Feasibility Study Report.
Hartnell Community College District
Resolution No. 13:1
In Support of Recommendations from the Hartnell College Child
Development Center Feasibility Study dated February 22, 2013
WHEREAS, all California community colleges have taken extensive cuts to
funding over recent years, while trying to maintain child care services to
families;
WHEREAS, preschool and child care funding in California has been cut by 30%
over a four year period, equating to a loss of 54 funded child care slots at
Hartnell College;
WHEREAS, community colleges do not receive special apportionment funding to
operate on-campus child development centers (CDCs);
WHEREAS, Hartnell College student survey data demonstrates the need for
continued free or low cost child care services at both CDC Main and Alisal
campuses;
WHEREAS, all accumulated CDC reserves within the current fiscal year has been
exhausted to sustain operations of the CDC programs while a feasibility study
could be conducted to develop alternatives for a sustainable future;
WHEREAS, the feasibility study findings indicate that specific on-campus
programs have a demonstrated need for child care for their students to
successfully complete their studies, but do not have adequate funding to fully
support on-campus child care services;
WHEREAS, the feasibility study findings indicate that community child care
agencies indicate an interest in, and flexibility and capacity, to provide state
funded child care services at the Hartnell College Alisal Campus;
WHEREAS, the feasibility study findings indicate that entering into a legal
agreement with a community child care agency will provide programs that meet
the scheduling and child care needs of Hartnell students;
WHEREAS, the feasibility study determined that the Hartnell CCD provides
general fund support for all the overhead costs of CDC operations (e.g., custodial,
facilities maintenance, business services, security, and utilities costs);
WHEREAS, the feasibility study determined that a portion of a CDC staff position
is funded through the Hartnell CCD general fund for academic teaching
responsibilities and that this annual cost is approximately $25,000;
WHEREAS, the administration does not recommend utilization of additional
general fund dollars to support CDC operations because shifting general fund
dollars to CDC operations would translate to a reduction in education services to
all students (classes, services, programs, etc.);
WHEREAS, grant funding is ideal for funding new and innovative practices, grant
funding is not recommended as a method for the sustainable operation of the
CDC because of the transient nature of grant funding;
THEREFORE BE IT RESOLVED, the Board of Trustees of the Hartnell Community
College District supports the recommendations (attached) of the Hartnell College
Child Development Center Feasibility Study Report dated February 22, 2013
(supplemental data provided March 19, 2013) and authorizes the administration
to implement the recommendations for the operation of the CDCs for the 2013-
14 academic year.
PASSED AND ADOPTED this 2
nd
day of April, 2013 by the following vote:
AYES:
NOES:
ABSTENTIONS: ________________________________________________
Candi DePauw
President, Board of Trustees
ATTEST:
Willard Lewallen Ph.D.
Secretary, Board of Trustees
9
Hartnell College Feasibility Report - Board |
Recommendations
After reviewing all options presented, it appears that the most viable solution for the Alisal Campus program is
to combine Options 1 and 2 by entering into a legal agreement with an outside agency to provide a program
that meets the childcare needs of students enrolled in internal programs. An agency that operates a variety of
programs has an increased capacity to use a variety of funding sources such as state preschool, childcare
subsidies, private pay, or other sources. In addition, a large program operator may have more flexibility to offer
programs when needed, based on student need and enrollment. For example, childcare could be offered on site
for evening classes for any Alisal Campus student that includes the HEP program. Children of students who
meet eligibility for subsidized programs through state or federal funds can be enrolled in state preschool or use
child care vouchers to pay for care. Preschool aged children who are in foster care meet income eligibility for
state preschool. A partnership agreement developed through an MOU would allow the college to work with
the agency to develop an agreement that addresses priorities for enrollment and mutually beneficial terms and
conditions.
Alisal Campus Program
• Develop a Letter of Interest to current state-contracted childcare providers in Monterey County to
enter into an MOU to operate for a minimum of 12 months, beginning July 2013. Include a
continuation option for a minimum of two years.
• Develop an MOU that includes the following:
o Establish enrollment priorities that include children of HEP students,
o Outline agency and college responsibilities for operation and building maintenance,
o Include an evaluation of the new program following the first semester of operation, and
o Establish a process for notice of non-continuation by either party to be provided no later than
March 1 for the following year.
• Consider including a quality program measurement for the program, such as NAEYC accreditation in
the MOU agreement.
• Establish a regularly scheduled system for communication between the CDC Program Administration
and Agency Partner to support collaboration and to resolve any issues that may arise.
10
Hartnell College Feasibility Report - Board |
• Eliminate Site Supervisor and Teacher Positions
CDC Main Campus Program
• The current staffing pattern meets adult-child ratios according to California Title XXII childcare
licensing regulations and Title V regulations for state funded programs. However, even with intern
and director assistance, the responsibilities for the education and state reporting requirements for 120
children as well as the planning for 8 classrooms each day is very challenging and difficult to
successfully maintain. It is recommended that the Alisal Campus teacher fill the currently unfilled
teaching position. Meet the salary and benefits costs for this position by decreasing paid internships
and increasing private pay enrollments.
• Decrease paid intern positions from four positions to two positions.
• Increase enrollment by two students per class session through private pay slots.
• Move four work-study positions currently at Alisal to the Main Campus program. Federal work-study
revenues make these positions cost-neutral.
• Explore ways to recapture parent fees to earn full enrollment for state preschool slots.
• Explore inter-department fees and student fees for lab school observations.
• Consider renting the CDC space during evening hours for the FKCE program. Ensure that foster
families have the information regarding state preschool program to enroll their children.
• Develop marketing and outreach materials for all departments on campus regarding the CDC to
increase student awareness of services and eligibility for state subsidies.
Additional Recommendations
Program expansion: Explore opportunities to partner with four-year ECE programs. San Jose State
University (SJSU) is starting up a BA level ECE program that will be housed at the Monterey County
Office of Education. Outreach to SJSU to provide preliminary course work program and the lab school
site for their students.
Explore student enrollment trends in the Hartnell ECE department to determine if growth is occurring
at the same rate as other local programs. Mary Johnson at MPC reported that since 2011, declared Child
Development majors have increased from 160 to 300 students. In addition the program is experiencing
an increase in course enrollment by elementary education teachers, transitional kindergarten teachers
and California State University Monterey Bay liberal studies majors. Areas of student enrollment trend
data include comparisons of course delivery, format, marketing and outreach, faculty effectiveness,
and student supports.
Outreach to the Department of Social Services CalWorks program regarding new funding for childcare
slots to market the CDC programs.
Pursue additional funding for Main CDC, including foundation funding, federal grants and application
for rate increase for SPP contract. Key priorities include funding intern positions at 2012-13 levels and
reimbursing lost income due to parent fees.
INFORMATION ITEMS
AGENDA ITEM FOR BOARD MEETING OF: April 2, 2013
Title
Construction Projects
Number
VIII. A.
Facilities, Maintenance, and Asset
Management
Prepared by Joseph Reyes, Director
Status
Information
Reference
Strategic Priority – 4
Accreditation Standards – III.B.
BACKGROUND / 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.
RECOMMENDATION
None, no action required by the Board of Trustees
Page 1 of 3
H
H
A
A
R
R
T
T
N
N
E
E
L
L
L
L
C
C
O
O
L
L
L
L
E
E
G
G
E
E
Construction Update
Prepared by Joseph Reyes, Director, Maintenance
Presented to the Board: April 2, 2013
CURRENT PROJECTS
1.
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 a 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
January 2012
Approved NTD architect firm of Salinas
Plans submitted to (DSA) Division of State Architects
August 23, 2012
Project out for rebid
October 2, 2012
Board awarded contract to Dilbeck and Sons of Salinas, CA
2.
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
December 2011
July 25, 2012
August 13,
2012
Board awarded contract to Belli Architectural Group Firm of Salinas
Plans submitted to (DSA) Division of State Architects.
Board awarded contract to Tombleson Inc of Salinas, CA
Construction started
3.
Solar Canopy Structures Alisal Campus (011863) 2012 - Chevron Energy Solutions to perform the
design and installation of solar canopy structures at the Alisal Campus.
December 11, 2012
Board awarded contract to Chevron Energy Solutions of San Jose, CA
4.
CAB Building First Floor/North Remodel (814001) – 2012 The renovation will accommodate human
resources, vice president of academic affairs, deans, TRiO program, and support staff.
5.
CAB Elevator (840104) – 2013 An elevator will be installed on CAB north side of the building. Currently,
the elevator in CAB south is not reliable and often breaks down. The new elevator will tie into the CAB
ADA compliance work and make it easier for students coming from the main entrance, 411 Central
Avenue, to get to the second and third floors of CAB.
6.
CAB ADA Compliance (840103) - 2013 The area on the west side of CAB will get a complete ADA
upgrade to all of the pathways. In addition, the mote, which is between the Student Center and CAB, will
be filled allowing better access between two buildings.
7.
Campus Maps and Directional Signage (843003) - 2013 The campus maps for all three campuses will be
updated. Once the maps are completed, signage will be installed for all buildings, both inside and out.
Page 2 of 3
8.
Annex Demolition (813012) – 2013 In accordance with Facilities Master Plan, it is proposed that the
existing Library/Annex be demolished to provide space for a future Science Building.
March 5, 2013 Board awarded contract to Randazzo Enterprises of Castroville, CA
9.
Science Building (813026) - 2013 56,690 sq. ft. Building, State of the Art Classrooms, Labs, and
Technology. State of the Art Planetarium.
10.
Campus Safety & Security Improvements (5006311) – 2013 Interior and exterior emergency notification
systems.
OCCUPIED PROJECTS IN FINAL STAGES OF COMPLETION
Alisal Campus Center for Applied Technology (in DSA close out process)
CALL Building (in DSA close out process)
COMPLETED PROJECTS*
Date Closed Out
Project Name
October 2004
Campus Infrastructure Phase I
November 2005
Parking Structure
June 2006
Learning Resource Center (LRC)
December 2008
CAB Refresh #1
February 2009
September 2010
CAB Refresh #2
Lighting Phase II
September 2010
CAB Refresh #3
December 2010
Pool Renovation
June 2010
NE Landscape Project
January 2011
April 2011
August 2011
September 2011
September 2011
December 2011
December 2011
January 2012
January 2013
January 2013
CAB Refresh #4
Alisal Landscape Project
City Sidewalk Replacement
City Sidewalk Phase II
Alisal Campus Sign
Alisal Campus Bus Turnaround
CAB Boiler/Chiller and Roof Replacement
Campus Infrastructure II
Alisal Campus Additional Parking
Student Center
*Completed means that all of the claims and paperwork have been submitted and no further action/claims on this
project will be forthcoming from the District.
Future Projects
CAB Building 1
ST
Floor /South
Merrill Hall Remodel
Keyless Entry
Page 3 of 3
Project
Budget
Funding Source
1) Technical Training
Building
$6,402,850
Measure H
2) PE Field House
$2,304,000
Measure H ($1.55M)
Foundation ($750K)
3) Solar Canopy Structures
$2,580,899
Property Acquisition
Fund
4) CAB 1stFloor/North
Remodel
$1,850,000
Measure H
5) CAB Elevator
$491,500
Measure H
6) CAB ADA
$541,500
Measure H
7) Campus Maps/Directional
Signage
$126,000
Measure H
8) Annex Demolition
$317,500
Measure H
9) Science Building
$28,065000
Measure H
10) Campus Safety &
Security Improvements
$445,462
Capital Outlay Fund
AGENDA ITEM FOR BOARD MEETING OF: April 2, 2013
Title
Financial Statements
Number
VIII. B.
Area
Office of Administrative Services
Prepared by: Alfred Muñoz,
Vice President
Status
Information
Reference
Strategic Priority – 4
Accreditation Standards – III.D.
BACKGROUND / SUMMARY
Financial statements of district funds for the period ending February 28, 2013 are attached for
information.
RECOMMENDATION
None, no action required by the Board of Trustees
AGENDA ITEM FOR BOARD MEETING OF: April 2, 2013
Title
Budget Update
Number
VIII. C.
Area
Office of Administrative Services
Prepared by Alfred Muñoz
Vice President
Status
Information
Reference
Strategic Priority – 4
Accreditation Standards – III.D.
BACKGROUND / SUMMARY
Provide Trustees updated budget information over the term of the fiscal year.
RECOMMENDATION
None, no action required by the Board of Trustees.
BUDGET UPDATE
A
S OF
2/28/2013
2/28/2013
BUDGET UPDATE 2/28/2013
Actual Budget %
Revenue $17.4 million $32.4 million 53.0%
Expense $20 8 m
$34 1 m 61 0%
Expense
$20
.
8
m
$34
.
1
m
61
.
0%
Revenue Under Ex
p
ense
(
deficit
)
$
3
,
388
,
975
@
2/28/2013
p
()$,,
@
Revenue Under Expense (deficit) $681,621 @ 2/29/2012
BUDGET UPDATE 2/28/2013
2011-12 2012-13 Diff
Revenue $21.6 million $17.4 million $4.2 million
Expense $22 5 m
$20 8 m
$17m
Expense
$22
.
5
m
$20
.
8
m
$
1
.
7
m
Cash $64m $59m $05m
Cash
$6
.
4
m
$5
.
9
m
$
0
.
5
m
Reserve $7.6 m $ 5.4 m $ 2.2 m
Apport. $8.1 m $ 3.7 m $ 4.4 m
CASH FLOW
Cash Balance 1/31/13 $ 8,147,519
Receipts:
Receipts:
Property Taxes 300,512
Student Receipts 3,490
Student
Receipts
3,490
Apportionment 156,809
Other 72,626
Expenditures:
Payroll and Benefits 2,264,841
Vendor Disbursements 432,714
Cash Balance 2/28/13 $ 5,983,401
Update on RDA Activity
Successor
Agency
Total Facilities General
Total $699,447 $71,436 $628,011
Greenfield 25,766 13,527 12,239
King City
135,403
-
0
-
135,403
King
City
135,403
0
135,403
Soledad 56,037 29,419 26,618
County of
Monterey
221,581 1,880 219,701
Monterey
Gonzales 7,838 4,115 3,723
Salinas 252,822 22,495 230,327
Marina - 0 - - 0 - - 0 -
City of Salinas has paid outstanding balance. Salinas taking action
against State Depart. Of Finance to reinstate RDA obligation to City
of Salinas. May reduce funding to Hartnell.
Revised 9/12
AGENDA ITEM FOR BOARD MEETING OF: April 2, 2013
Title
Administrative Procedure 4111,
Posthumous Degrees
Number
VIII. D.
Area
Student Affairs
Prepared by Mary Dominguez
Vice President (Interim)
Status
Information
Reference
Strategic Priority – 1
Accreditation Standards – II.A.2i
IV.B.1b
BACKGROUND / SUMMARY
AP 4111, Posthumous Degrees is the implementing procedure for Board Policy 4111,
Posthumous Degrees. The procedure was reviewed and approved by the Academic Senate, and
the Resource Allocation Committee (RAC).
RECOMMENDATION
None, no action required by the Board of Trustees.
Approved: March 12, 2013
HARTNELL COLLEGE
AP 4111 Posthumous Degrees
The posthumous degree is conferred on students who, at the time of death, have completed at
least the current residency requirement for an Associate Degree at Hartnell College and
minimum cumulative GPA of 2.0.
Procedure
The process for identifying and considering candidates for the award of posthumous Associate
degrees shall be:
1. A formal request may be initiated by any of the following: a family member, a faculty/staff
member, a dean, or a fellow student. If the request is not made by a family member, the
family should be contacted and found to be receptive to the possible award. The request
must be submitted in writing within two semesters following the student’s death and must
be accompanied by a copy of the student’s death notification (i.e., death certificate,
newspaper article, funeral service program). The request should be submitted to the Chief
Student Affairs Officer or designee.
2. The Chief Student Affairs Officer or designee will be responsible for reviewing the student’s
academic record, whether the specified criteria are met, and forwarding the request to the
Superintendent/President.
3. The Superintendent/President will then recommend to the Board of Trustees that the
student receive the posthumous Associate degree. This must be completed no later than
April of every year to ensure that the student will have their name appear in the upcoming
commencement program.
4. The Chief Student Affairs Officer or designee notifies the individual who made the request
of the Board of Trustees decision. If approved, an invitation will be made to the family to
attend the College’s commencement ceremony held at the end of the spring semester each
year.
5. Upon Board approval, the Chief Student Affairs Officer or designee on behalf of the student,
completes an Application for Graduation petition and sends the application, the student
death notification and request to the Admissions & Records for the student’s permanent
record.
6. Degrees awarded posthumously will be noted on the commencement program as a
“Associate Degree Awarded Posthumously”. The student’s diploma or certificate will be
released or mailed to the person legally authorized to manage the deceased student’s
affairs. The posthumous nature of the award will be indicated on the diploma and in the
student’s official transcript. Any fees associated with the administration of the posthumous
degree or certificate of attendance shall be waived.
AGENDA ITEM FOR BOARD MEETING OF: April 2, 2013
Title
Administrative Procedure 7150 -
Evaluation of Management Employees
Number
VIII. E.
Area
Office of the Superintendent/President
Prepared by: Willard Lewallen
Superintendent/President
Status
Information
Reference
Strategic Priority – 3
Accreditation Standards – III.A.1.b.
BACKGROUND / SUMMARY
The regular evaluation of employees is an important component of institutional effectiveness.
Regular feedback related to job performance is necessary for employee continued growth and
development. Additionally, one of the ACCJC accreditation standards specifically addresses
the regular evaluation of all personnel.
III.A.1.b.
The institution assures the effectiveness of its human resources by evaluating all
personnel systematically and at stated intervals. The institution establishes written
criteria for evaluating all personnel, including performance of assigned duties and
participation in institutional responsibilities and other activities appropriate to their
expertise. Evaluation processes seek to assess effectiveness of personnel and encourage
improvement. Actions taken following evaluations are formal, timely, and documented.
The preliminary findings from the recent accreditation site visit included a recommendation that
employee evaluation processes and procedures need significant improvement and this
recommendation was one in which the visiting team made it clear that this issue needed
immediate attention. The District will not be waiting for the official report from the site visit
because it will not arrive until the middle of June. AP 7150 provides for the regular evaluation
of all management personnel and is consistent with the requirements of accreditation standard
III.A.1.b. All District managers will complete the performance evaluation process utilizing AP
7150 by June 30, 2013.
RECOMMENDATION
None, no action required by Board of Trustees.
HARTNELL COMMUNITY COLLEGE DISTRICT
AP 7150 Evaluation of Management Employees (Administrators,
Managers, and Supervisors)
References: Accreditation Standard III.A.1.b.
Evaluation of management employees (administrators, managers, and
supervisors) has as its primary purposes assessment of job performance and
improvement of job performance as it relates to the duties and responsibilities
of the position and the mission and goals of the District. This process is
viewed as continuous and shall include where appropriate, input by faculty,
classified staff, and peers.
For new management employees an annual evaluation will be completed in each
of the first two years. After the second year of employment an evaluation will
be completed every three years. However, goals and assessment of goals will
occur every year of employment. The evaluation shall include the following
components.
1. Summary of management evaluation (Appendix A)
2. Self evaluation of performance (see Appendix B)
3. Development of 3 goals for subsequent year (see Appendix C)
4. Co-worker assessment (see Appendix D)
5. Supervisor’s evaluation of performance (see Appendix E)
In implementing the co-worker assessment, the employee will submit to the
supervisor a list of not less than 10, but not more than 15 co-workers who can
provide feedback on the employee’s performance. The list of co-workers will
include faculty, classified staff, and peers. The immediate supervisor will
approve the list and can make changes to the list.
The evaluation report shall present a total impression of the employee’s
performance and shall be the basis for strengthening and improving the
employee’s performance. The evaluation report will form the basis for
recommending continued employment and recommending advancement on the
salary schedule.
The supervisor shall provide a copy of, review, and discuss the evaluation
report with the employee. The evaluation is to be completed and submitted to
the superintendent/president by June 30 of each year in which an evaluation is
being conducted.
The employee’s evaluation shall be coordinated and written by the immediate
supervisor and requires the approval of the superintendent/president.
The superintendent/president may initiate an employee evaluation at any time.
The scope and process for this evaluation shall be determined by the
superintendent/president.
See Board Policy 7150
Superintendent/President Approval Date: March 22, 2013
APPENDIX A
HARTNELL COMMUNITY COLLEGE DISTRICT
SUMMARY OF MANAGEMENT EMPLOYEE EVALUATION
=============================================================
____________________________________________ _____________________
Name of Employee Date
_____________________________________________________________________
Position Title
=============================================================
Evaluation Components (attach):
EVALUATION COMPONENTS
EVALUATION PERIOD
-worker Assessment
Performance
___________________________
=============================================================
Salary Schedule Step Increase Recommended (provided employee is not
already at the last step of the salary schedule)
____________________________________________ _____________________
Signature of Immediate Supervisor Date
=============================================================
____________________________________________ _____________________
Signature of Superintendent/President Date
=============================================================
Employee: I certify that this report has been discussed with me and that I am
aware it will be placed in my official personnel file. I understand that my
signature does not necessarily indicate agreement. I also understand that this
report will be placed in my personnel file within 10 days of the date of my
signature and that I can respond in writing to any derogatory material in this
report and that my response will be attached to this report.
____________________________________________ _____________________
Employee’s Signature Date
APPENDIX B
HARTNELL COMMUNITY COLLEGE DISTRICT
MANAGEMENT PERFORMANCE SELF-EVALUATION FORM (EMPLOYEE COMPLETES)
Employee ________________________________ Position Title ____________________________
Rating Period: From ________ to _________ Length of Time in Position _________________
Evaluator _____________________________ Position Title ___________________________
MANAGEMENT COMPETENCIES
1. Overall Job Performance (including, but not limited to: knowledge, planning and
organization, thoroughness, decision-making, problem solving, creativity, initiative, utilization
of fiscal and personnel resources)
Strengths and Accomplishments/Specific Growth Desired:
2. Working Relationships / Human Relations (including, but not limited to: staff relationships,
professional response to clients, promoting interdepartmental cooperation, open and honest
communication, maintaining a positive climate and reputation, community/client relationships,
interest in people, sensitive to needs of others, accessible to others)
Strengths and Accomplishments/Specific Growth Desired:
3. Communications (including, but not limited to: clear verbal and written communicator, timely
with communications, good listener, consistent follow-up)
Strengths and Accomplishments/Specific Growth Desired:
4. Personal Characteristics (attitude, commitment, perseverance, integrity, dependability,
punctuality, professional and personal appearance)
Strengths and Accomplishments/Specific Growth Desired:
5. Leadership (including, but not limited to: clarity of direction, utilizes available data and
resources in decision making, implements and manages change, gives and earns respect,
delegates effectively, works effectively within the participatory governance process, community
and public service involvement)
Strengths and Accomplishments/Specific Growth Desired:
6. Goals - Assessment of Progress (complete section “Employee’s Assessment of Goal
Achievement” on forms completed last year)
7. Co-worker assessment (provide an analysis of the results from the co-worker assessment
instrument)
Commendations/Recommendations:
Evaluator’s Comments:
______________________________ ______________________________
Employee’s Signature Evaluator’s Signature
______________________________ ______________________________
Date Date
APPENDIX C
HARTNELL COMMUNITY COLLEGE DISTRICT
MANAGEMENT ANNUAL PLANNING AND REVIEW OF GOALS
Employee ________________________________ Position Title _____________________________
Goal Period: From ________ to ____________ Department ______________________________
Evaluator ______________________________ Position Title _____________________________
A minimum of 3 goals must be identified. Use one form for each goal.
Statement of Goal:
Tasks to Accomplish the Goal and Timeline for Completing:
Achievement Criteria (how will achievement of the goal be determined):
_________________________________ ________________________________
Employee’s Signature Evaluator’s Signature
_________________________________ ________________________________
Date Date
APPENDIX C
Evaluator’s Assessment of Goal Achievement:
Employee’s Assessment of Goal Achievement:
_____________________________________ _______________________________
Employee’s Signature Evaluator’s Signature
_____________________________________ _______________________________
Date Date
INSTRUCTIONS
You have been selected to offer feedback on , by completing the
following survey. Your responses will be compiled with feedback from several other employees and
therefore, will be anonymous. If you are unable to rate an item due to insufficient information or
experience, be sure to mark N/A (Not Applicable). Your responses will be completely secure and
anonymous through Verisign SSL encryption. This information will be used as part of the evaluation
process for this employee. After the rated survey items you will have an opportunity to provide open-
ended responses. Just click the done button at the end when you are ready to submit your responses.
Please complete this short survey by 5pm, June 12. The survey will be unavailable after this time. Thank
you for participating in this evaluation survey.
1. OVERALL JOB PERFORMANCE
2. WORKING RELATIONSHIPS / HUMAN RELATIONS
1. Management/supervisor Performance Assessment
Outstanding
Exceeds
Expectations
Meets
Expectations
Needs
Improvement
Below Minimal
Standards
N/A
Knowledge
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Planning and
organization
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Thoroughness
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Decision-making
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Problem solving
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Creativity
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Initiative
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Utilization of fiscal and
personnel resources
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Outstanding
Exeeds
Expectations
Meets
Expectations
Needs
Improvement
Below Minimal
Standards
N/A
Staff relationships
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Demonstrates open
and honest
communication
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Maintains a positive
climate and reputation
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Community/client
relationships
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Sensitive to needs of
others
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Accessible to others
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APPENDIX D
3. COMMUNICATIONS
4. PERSONAL CHARACTERISTICS
5. LEADERSHIP
6. Areas of greatest strengths:
7. Areas in which improvement is needed:
Outstanding
Exceeds
Expectations
Meets
Expectations
Needs
Improvement
Below Minimal
Standards
N/A
Clear verbal and written
communicator
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Timely with
communications
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Good listener
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Consistent follow-up
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Outstanding
Exceeds
Expectations
Meets
Expectations
Needs
Improvement
Below Minimal
Standards
N/A
Attitude
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Commitment
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Perseverance
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Integrity
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Dependability
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Professional and
personal appearance
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Outstanding
Exceeds
Expectations
Meets
Expectations
Needs
Improvement
Below Minimal
Standards
N/A
Clarity of direction
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Utilizes available data
and resources in
decision making
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Implements and
manages change
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Gives and earns
respect
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Delegates effectively
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
Works effectively within
the shared governance
process
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Community and public
service involvement
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
APPENDIX E
HARTNELL COMMUNITY COLLEGE DISTRICT
MANAGEMENT PERFORMANCE EVALUATION FORM (SUPERVISOR COMPLETES)
Employee _____________________________ Position Title ___________________________
Rating Period: From ________ to __________ Length of Time in Position _________________
Evaluator _____________________________ Position Title _____________________________
MANAGEMENT COMPETENCIES
1. Overall Job Performance (including, but not limited to: knowledge, planning and
organization, thoroughness, decision-making, problem solving, creativity, initiative, utilization
of fiscal and personnel resources)
Commendations/Recommendations:
2. Working Relationships / Human Relations (including, but not limited to: staff relationships,
professional response to clients, promoting interdepartmental cooperation, open and honest
communication, maintaining a positive climate and reputation, community/client relationships,
interest in people, sensitive to needs of others, accessible to others)
Commendations/Recommendations:
3. Communications (including, but not limited to: clear verbal and written communicator, timely
with communications, good listener, consistent follow-up)
Commendations/Recommendations:
4. Personal Characteristics (including, but not limited to: attitude, commitment, perseverance,
integrity, punctuality, professional and personal appearance)
Commendations/Recommendations:
5. Leadership (including, but not limited to: clarity of direction, utilizes available data and
resources in decision making, implements and manages change, gives and earns respect,
delegates effectively, works effectively within the shared governance process, community and
public service involvement)
Commendations/Recommendations:
6. Goals - Assessment of Progress (complete section “Evaluator's Assessment of Goal
Achievement” on forms completed last year)
7. Co-worker assessments
Commendations/Recommendations:
Employee’s Comments:
______________________________ ______________________________
Employee’s Signature Evaluator’s Signature
_________________________________ _________________________________
Date Date
AGENDA ITEM FOR BOARD MEETING OF: April 2, 2013
Title
College Status Report on Student Learning
Outcomes Implementation
Number
VIII. F.
Area
Academic Affairs & Accreditation
Prepared by: Stephanie Low
Vice President (Interim)
Status
Information
Reference
Strategic Priority – 1
Accreditation Standard – II. A., II.B.,
III.A.1.c.
BACKGROUND / SUMMARY
Each year, the Accrediting Commission for Community and Junior Colleges (ACCJC) requires
colleges to complete the College Status Report on Student Learning Outcomes Implementation.
The report includes a brief narrative analysis and quantitative and qualitative evidence
demonstrating status of the college’s Student Learning Outcome (SLO) implementation. The
report is divided into seven sections representing the bulleted characteristics of the Proficiency
implementation level on the Rubric for Evaluating Institutional Effectiveness, Part III. The
final report section (p. 8) includes Hartnell College’s Self-Assessment on Level of
Implementation.
RECOMMENDATION
None, no action required by the Board of Trustees.
April 2012
1
ACCREDITING COMMISSION FOR COMMUNITY AND JUNIOR COLLEGES
COLLEGE STATUS REPORT ON STUDENT LEARNING OUTCOMES IMPLEMENTATION
INSTRUCTIONS
Colleges are asked to use this report form in completing their College Status Report on Student
Learning Outcomes Implementation. Colleges should submit a brief narrative analysis and quantitative
and qualitative evidence demonstrating status of Student Learning Outcome (SLO) implementation.
The report is divided into sections representing the bulleted characteristics of the Proficiency
implementation level on the Rubric for Evaluating Institutional Effectiveness, Part III (Rubric).
Colleges are asked to interpret their implementation level through the lens of the Accreditation
Standards cited for each characteristic. The final report section before the evidence list requests a brief
narrative self-assessment of overall status in relationship to the proficiency level, indicating what plans
are in place to mitigate any noted deficiencies or areas for improvement. Narrative responses for each
section of the template should not exceed 250 words.
This report form offers examples of quantitative and qualitative evidence which might be included for
each of the characteristics. The examples are illustrative in nature and are not intended to provide a
complete listing of the kinds of evidence colleges may use to document SLO status. College evidence
used for one Proficiency level characteristic may also serve as evidence for another characteristic.
This report is provided to colleges in hard copy and also electronically, by e-mail, as a fill-in Word
document. The reports must be submitted to the Commission by either the October 15, 2012 date or the
March 15, 2013 date, as defined on the enclosed list of colleges by assigned reporting date. When the
report is completed, colleges should:
a. Submit the report form by email to the ACCJC (accjc@accjc.org); and
b. Submit the full report with attached evidence on CD/DVD to the ACCJC (ACCJC, 10 Commercial
Blvd., Suite 204, Novato, CA 94949).
Although evidence cited in the text of the report may include links to college web resources, the
Commission requires actual copies (electronic files) of the evidence for its records.
COLLEGE INFORMATION: DATE OF REPORT; COLLEGE; SUBMITTED BY; CERTIFICATION BY CEO
Date of Report: March 11, 2013
Institution’s Name: Hartnell Community College District
Name and Title of Individual Completing Report: Cheryl O’Donnell, SLO Coordinator and Stephanie
Low, Interim VP of Academic Affairs
Telephone Number and E-mail Address: 831 755-6740, codonnell@hartnell.edu
Certification by Chief Executive Officer: The information included in this report is certified as a
complete and accurate representation of the reporting institution.
Name of CEO: Dr. Willard Lewallen Signature:________________________________
(e-signature permitted)
Accrediting Commission for Community and Junior Colleges
College Status Report on Student Learning Outcomes Implementation
April 2012
2
PROFICIENCY RUBRIC STATEMENT 1: STUDENT LEARNING OUTCOMES AND AUTHENTIC
ASSESSMENTS ARE IN PLACE FOR COURSES, PROGRAMS, SUPPORT SERVICES, CERTIFICATES AND
DEGREES.
Eligibility Requirement 10: Student Learning and Achievement
Standards: I.A.1; II.A.1.a; II.A.1.c; II.A.2.a,b,e,f,g,h,i; II.A.3[See II.A.3.a,b,c.]; II.A.6; II.B.4; II.C.2].
EXAMPLES OF EVIDENCE: Evidence demonstrating numbers/percentages of course, program (academic
and student services), and institutional level outcomes are in place and assessed. Documentation on
institutional planning processes demonstrating integrated planning and the way SLO assessment results
impact program review. Descriptions could include discussions of high-impact courses, gateway
courses, college frameworks, and so forth.
PROFICIENCY RUBRIC STATEMENT 1: NUMERICAL RESPONSE
QUANTITATIVE EVIDENCE/DATA ON THE RATE/PERCENTAGE OF SLOS DEFINED AND ASSESSED
1. Courses
a. Total number of college courses (active courses in the college catalog, offered on the schedule in
some rotation): 802 *
b. Number of college courses with defined Student Learning Outcomes: 703
Percentage of total:88%
c. Number of college courses with ongoing assessment of learning outcomes: 362
Percentage of total: 57%
* Active courses for assessment reporting purposes are defined as those in the college catalog that have
been offered in the last 3 years. This definition was created by the Student Learning Outcome
committee and approved by the Academic Senate in November 2012. (1.a)
2. Programs
a. Total number of college programs (all certificates and degrees, and other programs defined by
college): 67
b. Number of college programs with defined Student Learning Outcomes: 67
Percentage of total: 100%
c. Number of college programs with ongoing assessment of learning outcomes: 12
Percentage of total: 18%
3. Student Learning and Support Activities
a. Total number of student learning and support activities (as college has identified or grouped
them for SLO implementation): 30
b. Number of student learning and support activities with defined Student Learning Outcomes: 21;
Percentage of total: 70%
c. Number of student learning and support activities with ongoing assessment of learning
outcomes: 15; Percentage of total: 50%
Accrediting Commission for Community and Junior Colleges
College Status Report on Student Learning Outcomes Implementation
April 2012
3
4. Institutional Learning Outcomes
a. Total number of institutional Student Learning Outcomes defined: 6
b. Number of institutional learning outcomes with ongoing assessment: 5
PROFICIENCY RUBRIC STATEMENT 1: NARRATIVE RESPONSE
At Hartnell College, student learning outcomes and assessment have been integrated into curriculum,
assessment and planning processes. For instructional areas, student learning outcomes are defined at
the course, program and institutional level and are being assessed at varying percentages for each level.
In 2008, the Academic Senate, based on the recommendation of the SLOA committee, approved of a
course embedded method of assessment. (1.b) This method incorporates the use of actual student work
required in class, thus minimizing additional work for faculty and students.
Courses moving through the curriculum process are required to have defined SLOs. Course outcomes
are aligned with corresponding program and institutional outcomes (core competencies). Once entered
into CurricUNET, the course SLOs appear on the course outline cover sheet. (1.c) Since its last
accreditation visit, the college adopted an annual planning process with a 5
th
year comprehensive review
in academic disciplines and a 2
nd
year review in career technical education. (1.d) Outcome assessment
and data are addressed in annual planning documents and the comprehensive document. (1.e, 1.f) The
use of data is addressed on the resource request form. (1.g)
In addition to instructional areas, outcomes are defined in support areas, such as Student Affairs, IT and
Library. In Student Affairs, nine of thirteen departments have defined outcomes with 75% on-going
assessment. All six Library areas have outcomes defined with on-going assessment of 100%.
Information Technology areas have outcomes defined and are determining assessment methods;
Administrative Services areas are currently defining outcomes and assessment methods.
PROFICIENCY RUBRIC STATEMENT 2: THERE IS A WIDESPREAD INSTITUTIONAL DIALOGUE ABOUT
ASSESSMENT RESULTS AND IDENTIFICATION OF GAPS.
Standards: I.B.1; I.B.2; I.B.3; I.B.5.
EXAMPLES OF EVIDENCE: Documentation on processes and outcomes of SLO assessment. Specific
examples with the outcome data analysis and description of how the results were used. Descriptions
could include examples of institutional changes made to respond to outcomes assessment results.
PROFICIENCY RUBRIC STATEMENT 2: NARRATIVE RESPONSE
Dialog about student learning outcomes and assessment has been prevalent at the College for many
years and occurs in a variety of ways. College flex days have been excellent opportunities for
discussions of SLO assessment and have been devoted to outcomes and assessment in a consistent
manner since 2008. (2.a – 2.j) In addition, discussion of outcome assessment occurs at the division level
and the departmental level for instructional disciplines. (2.k, 2.l, 2.x) Results are also discussed at
Accrediting Commission for Community and Junior Colleges
College Status Report on Student Learning Outcomes Implementation
April 2012
4
committee meetings including the SLO Committee, PPA Committee, Title V research group, and the
Academic Senate. (2.m) Discussion of assessment results also occur at non-instructional area meetings
and are addressed in instructional and non-instructional planning documents. (2.n, 2.o, 2.w, 2.y)
Assessment data from two iterations of a core competency assessment were analyzed in 2009 - 2010 by
the Title V research group, which includes faculty, staff and managers who meet every week to discuss
student success. (2.p) Questions prompted from the assessment data led to the development of online
research tools that are now used as part of the instructional annual planning process. (2.q) This group
received a P.O.W.E.R. (Promising Outcomes Work and Exemplary Research) award in 2011 for those
tools and have since presented at conferences. (2.r, 2.s)
In addition, gaps were identified from two cycles of assessment of two core competencies and closing
the loop measures were taken, which included a follow-up focus group meeting, a writing across the
curriculum workshop, and the purchase of Turnitin.com. (2.t, 2.u, 2.v)
PROFICIENCY RUBRIC STATEMENT 3: DECISION MAKING INCLUDES DIALOGUE ON THE RESULTS OF
ASSESSMENT AND IS PURPOSEFULLY DIRECTED TOWARD ALIGNING INSTITUTION-WIDE PRACTICES TO
SUPPORT AND IMPROVE STUDENT LEARNING.
Standards: I.B; I.B.3; II.A.1.c; II.A.2.f; III.A.1.c; IV.A.2.b.
EXAMPLES OF EVIDENCE: Documentation of institutional planning processes and the integration of
SLO assessment results with program review, college-wide planning and resource allocation, including
evidence of college-wide dialogue.
PROFICIENCY RUBRIC STATEMENT 3: NARRATIVE RESPONSE
The College followed the commitment it made to the ACCJC on its first follow-up visit in October 7,
2007 and implemented and completed a full-cycle of the Program Planning and Assessment (PPA)
model. (3.a, 3.b) As the new PPA documents were developed, the questions addressing Student
Learning Outcomes and assessment data were integrated into the templates. (3.c, 3.d) In the 2010 –
2012 academic years, all disciplines went through a comprehensive PPA review. (Step 3 of the model)
(3.e) Upon completion of the plans, division meetings were held and resource requests were discussed
and prioritized. (Step 4 of the model) A summary of these requests were forwarded to the PPA
committee. The committee reviewed and summarized the resource requests into appropriate categories
and forwarded those requests to the appropriate committees for review (Step 5 of the model). (3.f)
Requests were then forwarded to the FIS committee and subsequently taken to the Resource Allocation
Committee for final review. As a result, in the fall of 2012 resources totaling approximately $190,000
were allocated to various disciplines based on requests generated through the PPA process. (3.g)
At the September 2012 flex day attended by all employees of the College, a presentation was made
about outcomes, assessment of those outcomes, the link to planning and the requirements of
accreditation. After the presentation, all areas on campus broke into smaller groups to discuss
assessment that is taking place in their areas and the status of outcomes for their divisions. (3.h, 3.i)
Accrediting Commission for Community and Junior Colleges
College Status Report on Student Learning Outcomes Implementation
April 2012
5
PROFICIENCY RUBRIC STATEMENT 4: APPROPRIATE RESOURCES CONTINUE TO BE ALLOCATED AND
FINE-TUNED.
Standards: I.B; I.B.4; I.B.6; III.C.2; III.D.2.a; III.D.3.
EXAMPLES OF EVIDENCE: Documentation on the integration of SLO assessment results with
institutional planning and resource allocation.
PROFICIENCY RUBRIC STATEMENT 4: NARRATIVE RESPONSE
Resources are allocated by the College to support student learning and services based on assessment
results. Program Planning templates address outcomes, data and resource needs. (4.a, 4b) Some
examples of resource allocations that have occurred based on assessment results include:
Instructional:
Assessment of the information competency and written communication core competencies identified a
need for improvement in both areas. (4.c) Discussions occurred with the SLO committee and the Title
V Research Group. A possible intervention that could address both competencies was proposed, which
resulted in the purchase of TurnitIn.com. In the 2012-2013 year, the software is now being used in
several disciplines. The hope is that the College will see improvement in student writing skills and
information competency skills as a result of the use of this software.
Student Affairs:
As a result of the program review process and assessment data, the Student Affairs area brought forth
the request for a Veterans Center. (4.d) This request included facilities, and staffing requests as well as
some other resources. Through a series of meetings with the College President, the VP of Student
Affairs and the Resource Allocation Committee, the new center opened in the Fall of 2012. (4.e)
Service Areas:
In 2010-2011, an external review was conducted addressing the College’s IT department. (4.f) Based on
the assessment results from that review, new initiatives and activities were launched that required
resources. These are reflected in the new IT Technology plan. (4.g) Through assessment, planning and
resource allocation, the College subsequently created a new VP of Information Technology position that
was filled in September 2011. (4.h)
Accrediting Commission for Community and Junior Colleges
College Status Report on Student Learning Outcomes Implementation
April 2012
6
PROFICIENCY RUBRIC STATEMENT 5: COMPREHENSIVE ASSESSMENT REPORTS EXIST AND ARE
COMPLETED AND UPDATED ON A REGULAR BASIS.
Standards: I.A.1; I.B; I.B.3; I.B.5; I.B.6; II.A.2.a; II.B.
EXAMPLES OF EVIDENCE: Documentation on the process and cycle of SLO assessment, including
results of cycles of assessment. Copies of summative assessment reports, with actual learning
outcomes.
PROFICIENCY RUBRIC STATEMENT 5: NARRATIVE RESPONSE
Initially, course level SLOs were calendared by faculty on a semester-by-semester basis beginning with
two courses per semester. As the College moved to integrate outcome assessment data with program
planning, course level and program level outcomes scheduling was incorporated into the Instructional
Program Planning and Assessment Action Plan document. (5.a) It is through this document that faculty
indicate which course and program SLOs will be assessed in the upcoming academic year.
After course level outcomes are assessed, course level assessment summary reports are completed by
faculty. The forms include information such as the outcome assessed, the assessment tool used,
dialog/discussion information, analysis of data and action plans based on assessment results. (5.b) Once
completed, these forms are stored on a campus network drive. (5.c)
The implementation of the process for assessing program outcomes began in 2011. Information was
presented at division meetings and faculty received documentation that outlined the process. (5.d, 5.e)
Program outcome assessment forms indicate the various course level SLOs that map to the higher level
program outcome, the data used for assessment at the course level, results of discussion and analysis of
data, and improvements to learning that were made. (5.f) After data have been gathered at the course
level, discipline members collectively review the data to assess the higher level outcome. The program
outcome assessment forms are also stored on a campus network drive.
PROFICIENCY RUBRIC STATEMENT 6: COURSE STUDENT LEARNING OUTCOMES ARE ALIGNED WITH
DEGREE STUDENT LEARNING OUTCOMES.
Standards: II.A.2.e; II.A.2.f; II.A.2.i.
EXAMPLES OF EVIDENCE: Documentation on the alignment/integration of course level outcomes with
program outcomes. Description could include curriculum mapping or other alignment activities.
Samples across the curriculum of institutional outcomes mapped to program outcomes.
PROFICIENCY RUBRIC STATEMENT 6: NARRATIVE RESPONSE
When faculty first began working with learning outcomes, each discipline went through a mapping
exercise at a flex day in January 2008 when they mapped each of their courses to the appropriate
College Core Competencies. (6.a, 6.b) After program level outcomes were defined, faculty repeated
this process as well at two flex days in October 2010 and January 2011. (6.c, 6.d, 6.e, 6.f, 6.g )
Accrediting Commission for Community and Junior Colleges
College Status Report on Student Learning Outcomes Implementation
April 2012
7
The College continues to address the alignment of course to program to institutional outcomes within
the curriculum process. As faculty enter their course outlines into the curriculum management system,
course level outcomes are aligned with both program level outcomes and the College’s core
competencies (institutional outcomes). (6.h)
In addition to the curriculum process, course level outcomes are mapped to the appropriate program
level outcome(s) and are reported on the Program Outcome Assessment Summary Report. (6.i)
PROFICIENCY RUBRIC STATEMENT 7: STUDENTS DEMONSTRATE AWARENESS OF GOALS AND
PURPOSES OF COURSES AND PROGRAMS IN WHICH THEY ARE ENROLLED.
Standards: I.B.5; II.A.6; II.A.6.a; II.B.
EXAMPLES OF EVIDENCE: Documentation on means the college uses to inform students of course and
program purposes and outcomes. Samples across the curriculum of: course outlines of record and
syllabi with course SLOs; program and institutional SLOs in catalog.
PROFICIENCY RUBRIC STATEMENT 7: NARRATIVE RESPONSE
Student Learning Outcomes are presented and made available to students for all levels of outcomes in a
variety of formats. Core Competencies (Institutional outcomes) and Program Outcomes for degrees and
certificates have been published every year in the college catalog since 2009-2010. The Core
Competencies appear in a separate section of the catalog, and program outcomes appear on the pages of
the catalog that present degrees and certificates. (7.a., 7.b., 7.c) The catalog is available to students both
online and hard copy. (7.d, 7.e) In addition, the Core Competencies are listed on the College’s website
on the SLO page and program level outcomes will be listed on a new web page for the Office of
Institutional Planning and Effectiveness. (7.f)
Course level outcomes are presented to students on the course syllabi. (7.g, 7.h, 7.i, 7j, 7k, 7.l) At flex
day in January 2012, a workshop was presented on Best Practices for Your Course Syllabus. (7.m) The
inclusion of learning outcomes on the syllabus was presented as a requirement of accreditation, and a
rubric was distributed for syllabus design that includes criteria for the inclusion of student learning
outcomes. (7.n)
Accrediting Commission for Community and Junior Colleges
College Status Report on Student Learning Outcomes Implementation
April 2012
8
SELF-ASSESSMENT ON LEVEL
OF IMPLEMENTATION:
YOU PLANNED TO ADDRESS NEEDED IMPROVEMENTS? WHAT
LEVEL OF SLO IMPLEMENTATION WOULD YOU ASSIGN YOUR
COLLEGE? WHY? WHAT EFFORTS HAVE YOU PLANNED TO
ADDRESS NEEDED IMPROVEMENTS?
SELF-ASSESSMENT ON LEVEL OF IMPLEMENTATION: NARRATIVE RESPONSE
The implementation of student learning outcomes to assess instruction at Hartnell College has
continued since 2007 – 2008 and meets the proficiency level of the rubric. Course, program and
institutional outcomes (core competencies) are defined and are being assessed at various levels as
referenced in Response 1.
While all three levels of outcomes have been defined and have assessment occurring, there is still work
to be done. The following activities address some of this work:
By the end of the 2012 – 2013 academic year, 100% of courses will have defined outcomes.
Workshops addressing program level outcome assessment at the main campus and Alisal
campus will be conducted this semester.
Streamlining of our core competency assessments by the SLO committee is underway. The goal
is to have all six core competencies assessed by the end of the 2013 – 2014 year.
The implementation of outcomes to assess non-instructional programs at the college is at various stages
of the rubric for SLO implementation. Student Affairs and Library Services areas have outcomes
defined with ongoing assessment and are at the proficiency level. The Administrative areas and
Information Technology areas are in the process of defining their outcomes and determining methods of
assessment and are at the development level of the rubric. Both of these areas have indicated that by the
completion of the spring 2013 semester, outcomes will be defined as well as the assessment methods for
those outcomes.
The templates for program planning for both instructional and non-instructional areas address student
learning outcomes and data from assessments. The use of this assessment data to support resource
requests is also included in the planning process.
In order to better track assessment of outcomes and have data more accessible to administrators, faculty
and staff, the college is researching various technology solutions, such as Elumen and Tracdat.
Accrediting Commission for Community and Junior Colleges
College Status Report on Student Learning Outcomes Implementation
April 2012
9
TABLE OF EVIDENCE: LIST THE EVIDENCE USED TO SUPPORT YOUR NARRATIVE REPORT, SECTION BY
SECTION.
TABLE OF EVIDENCE (NO WORD COUNT LIMIT)
Evidence for Response 1:
Resolution to define active courses for assessment and associated documentation (1.a)
SLO Assessment Philosophy Statement and Plan (1.b)
Examples from CurricUNET . . . course outline cover sheet and screen shots (1.c)
March 2008 Progress Report, pg. 19 (1.d)
Copies of the prompts from annual and comprehensive PPA reports (1.e, 1.f)
Resource request section in annual planning document (1.g)
Evidence for Response 2:
Flex Day Agendas (2.a – 2.j)
Agendas from area meetings (2.k, 2.l)
Minutes from meetings (SLO committee) (2.m)
Instructional and non-instructional Annual Planning templates (2.n, 2.o)
PowerPoint from flex days for written communication scoring (2.p)
Screen shot of Title V research tools (2.q)
Power Award notification & web link (2.r, 2.s)
Examples of Closing the Loop activities(2.t, 2.u, 2.v)
Email and Minutes from Library Programs & Services Meeting (2.w)
Agenda from department meeting (2.x)
Non-instructional program planning template (Student Affairs) (2.y)
Evidence for Response 3:
PPA flow chart (3.a)
Copy of Progress Report 1 (3.b)
Annual Planning Template samples (3.c, 3.d)
List of Yr. 4 & Yr. 5 discipline breakdown as well as the timelines (3.e)
Summary of Resource Requests (3.f)
Program Review Funding Allocations document (3.g)
September 2012 Flex Day agenda (3.h)
PPT presentation for September 2012 Flex Day (3.i)
Evidence for Response 4:
Annual Planning templates (4a, 4b)
Instructional – Assessment results from 2009 and 2010 (4.c)
PEER review for Vets Center (4.d)
Vets Center Opening Flyer (4.e)
IT external review document from 2010 (4f)
IT 2011 – 2021 Technology Plan (4g)
Accrediting Commission for Community and Junior Colleges
College Status Report on Student Learning Outcomes Implementation
April 2012
10
Hiring announcement for VP of Information Technology (4h)
Evidence for Response 5:
Instructional PPA action plan (5.a)
Course Assessment Summary Form (5.b)
Screen shot of r: drive folder (5.c)
Handouts for faculty with timelines depicting the outcome assessment reporting process (5.d, 5.e)
Program Outcome Assessment Summary Form (5.f)
Evidence for Response 6:
January 2008 Flex day agenda (6.a)
Results of core competency mapping from exercise completed at January 2008 flex day(6.b)
Agendas for Flex days, October 2010 and January 2011 (6.c, 6.d)
Program mapping form used at flex days in October 2010 and January 2011(6.e)
Samples of completed program mapping forms (6.f, 6.g)
Screen shot of CurricuNet SLO entry process (6.h)
Program outcome assessment summary form (6.i)
Evidence for Response 7:
Core Competencies (Institutional Outcomes) page in catalog (7.a)
Sample pages of degree listings with program outcomes (7.b., 7.c)
college catalog page on website (7.d)
Downloaded catalog file (7.e)
SLO web page where core competencies are presented (7.f)
Samples of course syllabi from each division on campus (7.g, 7.h, 7.i, 7.j., 7.k, 7.l)
Flex Day Agenda, January 2012 (7.m)
Rubric for syllabus design (7.n)
Accrediting Commission for Community and Junior Colleges (ACCJC)
10 Commercial Blvd., Suite 204, Novato, CA 94949
Telephone: 415-506-0234 ◊FAX: 415-506-0238◊E-mail: accjc@accjc.org
3
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
Rubric for Evaluating Institutional Effectiveness – Part III: Student Learning Outcomes
(See cover letter for how to use this rubric.)
Levels of
Implementation
Characteristics of Institutional Effectiveness in
Student Learning Outcomes
(Sample institutional behaviors)
Awareness
• There is preliminary, investigative dialogue about student learning outcomes.
• There is recognition of existing practices such as course objectives and how they relate to
student learning outcomes.
• There is exploration of models, definitions, and issues taking place by a few people.
• Pilot projects and efforts may be in progress.
• The college has discussed whether to define student learning outcomes at the level of some
courses or programs or degrees; where to begin.
Development
• College has established an institutional framework for definition of student learning outcomes
(where to start), how to extend, and timeline.
• College has established authentic assessment strategies for assessing student learning
outcomes as appropriate to intended course, program, and degree learning outcomes.
• Existing organizational structures (e.g., Senate, Curriculum Committee) are supporting
strategies for student learning outcomes definition and assessment.
• Leadership groups (e.g., Academic Senate and administration), have accepted responsibility for
student learning outcomes implementation.
• Appropriate resources are being allocated to support student learning outcomes and
assessment.
• Faculty and staff are fully engaged in student learning outcomes development.
Proficiency
• Student learning outcomes and authentic assessments are in place for courses, programs,
support services, certificates and degrees.
• There is widespread institutional dialogue about the results of assessment and identification of
gaps.
• Decision-making includes dialogue on the results of assessment and is purposefully directed
toward aligning institution-wide practices to support and improve student learning.
• Appropriate resources continue to be allocated and fine-tuned.
• Comprehensive assessment reports exist and are completed and updated on a regular basis.
• Course student learning outcomes are aligned with degree student learning outcomes.
• Students demonstrate awareness of goals and purposes of courses and programs in which
they are enrolled.
Sustainable
Continuous
Quality
Improvement
• Student learning outcomes and assessment are ongoing, systematic and used for continuous
quality improvement.
• Dialogue about student learning is ongoing, pervasive and robust.
• Evaluation of student learning outcomes processes.
• Evaluation and fine-tuning of organizational structures to support student learning is ongoing.
• Student learning improvement is a visible priority in all practices and structures across the
college.
• Learning outcomes are specifically linked to program reviews.
Rev. 10/28/2011
ADJOURNMENT
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H U April 2, 2013 Board of Trustees (Hartnell College)

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Completed 4 September 2020

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