District | Maricopa Community Colleges

Maricopa Community Colleges

Regular Board Meeting

Dec 09, 2014 at 06:30 PM - 08:30 PM

Governing Board Room

District Support Services Center

Tempe, Arizona 85281-6942

_____________________ The Maricopa County Community College District endeavors to make all public meetings accessible to persons with disabilities or individuals with Limited English Proficiency. To ensure the provision of appropriate or reasonable accommodations, please submit your request within 24 hours of the posting of the agenda. A copy of all agenda materials will be available on the Wednesday preceding the scheduled meeting. Without advance notice we are unable to guarantee the accommodations of choice. For a literal translation of this agenda, the web tool Google Translate is located on the bottom of the menu bar to the left on the Governing Board web page located at http://www.maricopa.edu/gvbd/agenda.php. For more information, please contact Tina Emmons at (480) 731-8889.

Maricopa County Community College District *REVISED* Governing Board Agenda

December 9, 2014

vision A Community of Colleges—Colleges for the Community—working collectively and responsibly to meet the life-long learning needs of our diverse students and communities.

mission The Maricopa Community Colleges provide access to higher education for diverse students and communities. We focus on learning through: University Transfer Education, General Education, Developmental Education, Workforce Development, Student Development Services, Continuing Education, Community Education, Civic Responsibility, and Global Engagement.

EXECUTIVE SESSION 5:30 p.m. District Support Services Center | 2411 West 14th Street | Tempe, AZ 85281 Maricopa Room (M103)—First Floor

CALL TO ORDER

APPROVAL TO GO INTO EXECUTIVE SESSION

1. Discussion or consultation for legal advice with the attorney or attorneys of the public body—ARS §38-431.03.A.3

2. Discussion or consultation for legal advice with the attorney or attorneys of the public body—ARS §38-431.03.A.3—Services of outside counsel

EXECUTIVE SESSION

ADJOURNMENT AND CHANGE OF VENUE REGULAR MEETING 6:30 p.m. District Support Services Center | 2411 West 14th Street | Tempe, AZ 85281 Governing Board Room (M200)—Second Floor

GENERAL Governing Board Members, the Chancellor, and representatives of various groups may each present a brief summary of current events. The Governing Board will not propose, discuss, deliberate or take legal action on any matter presented in a summary.

1. Re-Call to Order

2. Pledge of Allegiance

3. Student Life Reports

3.1 Phoenix College, Student Life and Leadership

4. Emeritus, Awards, and Recognition

4.1 Faculty Emeritus Distinction, South Mountain Community College (2) 4.2 Glendale Community College Volleyball Team, National Championship, and

Coach of the Year

5. Citizens Interim

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Governing Board Agenda | December 9, 2014 Page 2

This is an opportunity for members of the public to address the Governing Board. In compliance with the Open Meeting Law, the Governing Board will neither discuss nor take action on issues raised during this portion of the agenda. When necessary, issues will be taken under advisement and placed on a subsequent agenda. Presenting concerns to the Board and the free expression of ideas should be communicated with decorum and respect. Uncivil or disorderly conduct is not permitted. The use of derisive or insulting language or the direction of remarks that defame, attack, or harass an individual may serve as cause for the Board’s President to direct that the speaker immediately conclude his or her remarks.

6. Chancellor’s Report

7. Faculty Executive Council Report

8. Employee Group Reports

8.1 Adjunct Faculty Association (AFA)

APPROVAL OF THE ORDER OF THE AGENDA The order of agenda items is subject to change.

CONSIDERATION OF CONSENT AGENDA ACTION ITEMS All items with an asterisk are consent matters unless they are removed from the Consent Agenda at this time. Any item may be removed from the agenda by the Chancellor as a matter of administrative prerogative, or by the Governing Board upon motion duly made, seconded, and approved. Consent Agenda items will be approved by one motion (Note: a second to the motion shall not be needed) and there will be no specific discussion of these items. Items removed from the Consent Agenda will be approved during the consideration of the Non-Consent Agenda.

ACTION

9. MINUTES

*9.1 Approval of the minutes of the November 25, 2014 Agenda Review and Regular Board Meeting and December 4, 2014 Board Orientation: Maricopa 101

10. CHANCELLOR

*10.1 Approval of Faculty Emeritus Distinction—South Mountain Community College *10.2 Approval of Faculty Emeritus Distinction—South Mountain Community College

11. HUMAN RESOURCES

*11.1 Consideration of Employments *11.2 Consideration of Specially Funded Employments *11.3 Consideration of Short Term Employments *11.4 Consideration of Separations *11.5 Correction to Previous Board Agenda Item

12. ACADEMIC AND STUDENT AFFAIRS

*12.1 Approval of Curriculum *12.2 Approval of Agreement for Dual Enrollment with Charter School

13. BUSINESS SERVICES

*13.1 Approval of Agricultural Lease for Vacant Land—South Mountain Community College

CONSIDERATION OF NON-CONSENT ACTION ITEMS

14. CHANCELLOR

14.1 Approval of Proposed Amendments to Employee Group Policies 14.2 Approval of Sustainability Resolution 14.3 Approval of Amendment to Hope College and Career Readiness, LLC (Institute) Charter 14.4 Approval of Intergovernmental Agreement with the Phoenix Union High School District

No. 210 for Pilot Project 14.5 Approval of Proposed Amendments to 4.5.4 Organization of the Board

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Governing Board Agenda | December 9, 2014 Page 3

14.6 Approval of Authorization of Expenditures of Legal Fees


15.1 Approval of Contract Award for Renewable Energy—Solar Panels at Multiple College Locations

INFORMATION / FIRST READING ITEMS

16. CHANCELLOR

16.1 Review of Proposed 2015 Board Calendar

MONITORING REPORTS


18.1 Budget Analysis Report, Fund 1—General Unrestricted Fund, for the Five Months Ending November 30, 2014

COMMUNITY LINKAGE

18. Governing Board Reports

19. Internal Community Reports

19.1 Vice Chancellor 19.2 College

19.2.1 Maricopa Corporate College

20. External Community Reports

20.1 Arizona Association of District Governing Boards (AADGB)

20.2 Arizona School Boards Association (ASBA) 20.3 Association of Community College Trustees (ACCT) 20.4 Government Relations

ESTABLISHMENT OF NEXT MEETING DATES, TIMES AND PLACES

21. January 6, 2015, 4:00 p.m., Swearing-In of New Members and Welcome, Governing Board Room 22. January 13, 2015, 3:00 p.m., Board Policy Committee Meeting, DO Room 433 23. January 13, 2015, 4:30 p.m., Agenda Review, Governing Board Room 24. January 13, 2015, 6:00 p.m., Election of New Officers and Board Retreat, Governing Board Room 25. January 20, 2015, 5:00 p.m., Board Retreat, Governing Board Room 26. January 27, 2015, 3:00 p.m., Board Budget and Finance Committee Meeting, DO Room 433 27. January 27, 2015, 6:30 p.m., Regular Board Meeting, Governing Board Room

ADJOURNMENT

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Maricopa County Community College District Governing Board Minutes

November 25, 2014

Agenda Review, an executive session, and a regular meeting of the Maricopa County Community College District Governing Board were scheduled to be held beginning at 4:30 p.m. at the District Support Services Center, 2411 West 14th Street, Tempe, Arizona, pursuant to A.R.S. Section 38-431.02, notice having been duly given. GOVERNING BOARD Dana Saar, President Randolph Lumm, Secretary Doyle Burke, Member Alfredo Gutierrez, Member Debra Pearson, Member (absent) INCOMING BOARD MEMBERS Johanna Haver John Heep Tracy Livingston Jean McGrath

ADMINISTRATION (AGENDA REVIEW) Rufus Glasper Maria Harper-Marinick Debra Thompson LaCoya Shelton-Johnson Edward Kelty Steve Helfgot Lee Combs ADMINISTRATION (REGULAR BOARD MEETING) Rufus Glasper Maria Harper-Marinick Debra Thompson LaCoya Shelton-Johnson Edward Kelty Steve Helfgot Lee Combs Bill Crawford for Linda Lujan Ernie Lara Steven Gonzales Irene Kovala Shouan Pan Paul Dale Anna Solley Chris Bustamante Jan Gehler Shari Olson Susie Pulido for Gene Giovannini

AGENDA REVIEW Agenda Review began at 4:32 p.m. Board President Dana Saar then took the assembly through

the proposed agenda for the December 9, 2014 Regular Board Meeting. Clarification was asked on a few items as they were presented; below are requests made by Board Members for additional information.

CONSENT AGENDA

• ITEM 13.1 APPROVAL OF AGRICULTURAL LEASE FOR VACANT LAND— SOUTH MOUNTAIN COMMUNITY COLLEGE

o Board members asked if there were any laws MCCCD needed to abide by regarding crop rotation. (The original owner is leasing the land so MCCCD does not need to deal with vacancy, weed, or pest control issues. (Administration will review and respond to the Board.)

o Board members wanted to know if the annual rent was competitive and how the final figure was arrived at. (Administration will review and respond to the Board.)

o Board members wanted to know, for the parcels of land purchased with 2004 Bond proceeds, how many included water rights or had water availability. (Administration will review and respond to the Board.)

NON-CONSENT AGENDA

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Minutes | November 25, 2014 Regular Board Meeting Page 2 of 12

• ITEM 14.1 APPROVAL OF PROPOSED AMENDMENTS TO EMPLOYEE GROUP POLICIES

o Board members requested legal counsel review the proposed action and provide an explanation on the Board’s authority to delegate mandatory powers, including the specific statute language that cites it. (The statute gives the Board authority to delegate power but Legal Counsel is still reviewing the extent to which it can be delegated. The final process established by MCCCD will reflect statutory responsibility.)

• ITEM 14.2 APPROVAL OF SUSTAINABILITY RESOLUTION

o Board members asked how the District was involved in the sustainability planning and asked if consideration was given across multiple levels (i.e., buildings, grounds, etc.) (District’s Facilities Office is leading efforts to incorporate sustainability into all areas of planning for MCCCD.)

• ITEM 14.3 APPROVAL OF AMENDMENT TO HOPE COLLEGE AND CAREER READINESS, LLC (INSTITUTE) CHARTER

o Board members requested a report from Assistant General Counsel Margaret McConnell at a future meeting to describe how the new partnership was vetted by MCCCD. (A report will be provided at a future meeting, as requested.)

• ITEM 14.4 APPROVAL OF INTERGOVERNMENTAL AGREEMENT WITH THE PHOENIX UNION HIGH SCHOOL DISTRICT NO. 210 FOR PILOT PROJECT

o Board members wanted clarification on the projected pilot on whether it included in-person assistance or if it was an online project. (The company, Education Online, provides students with 22 in-person sessions with counselors and teachers in addition to regular school work. The tool will be used to assess the students beginning and ending skill levels to ensure they are ready to enter into college-level courses upon completion and direct the type of additional support they will need to get there.)

o Board members asked what the benefit to students would be and if there were any incentives planned to encourage participation from students who may be reluctant to spend even more time after school and on Saturdays on schooling. (The benefit to students would be the ability to go to college and move directly into 100-level courses so students can transfer or get a job vs. having to spend time in developmental education courses. Additional incentives might be a good idea and administration will consider ideas. There is an implementation team at PUHSD they will speak with about it.)

• ITEM 15.1 APPROVAL OF CONTRACT AWARD FOR RENEWABLE ENERGY—SOLAR PANELS AT MULTIPLE COLLEGE LOCATIONS

o Board members asked if MCCCD had an obligation to work with the company and if MCCCD was responsible for installation of the solar panels. (MCCCD’s obligation is strictly to purchase solar panels. SolarCity sells the system and MCCCD will pay a monthly bill; there is no capital investment. It is expected that some locations may not see a return on the investment until several years down the road but it is expected that five of the 12 sites will save money right away.)

o Board members wanted to know what happens to the equipment on MCCCD property if the company goes under. (MCCCD will work with whatever company may take it over or the new receiver can take away the equipment and restore the site. After five years, MCCCD can purchase the equipment.)

ADJOURNMENT Agenda Review was adjourned at 5:42 p.m.

EXECUTIVE SESSION No Executive Session was called as there were no items that needed to be discussed.

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CALL TO ORDER The regular board meeting was re-called to order at 6:32 p.m.

SUBSTITUTIONS There were two substitutions for members of the CEC.

PLEDGE OF ALLEGIANCE The assembly pledged allegiance to the United States of America led by Mr. Burke.

CLASS ACKNOWLEDGEMENTS There were no classes present.

STUDENT LIFE REPORTS Geneva Patterson, Student Government President at Paradise Valley Community College, presented an overview of events planned for the year. Ms. Patterson invited her fellow student government representatives to report campus event highlights around diversity, engagement, and advocacy. For diversity, PVCC recently celebrated the Denali Festival of Lights and the PVCC Native Puma Club hosted their annual Native American History event. In the spring, PVCC will host the Desperado LGBT and Winter New Year Celebrations. For engagement, PVCC student government had lunch with the Higher Learning Commission team, discussing with them how PVCC works hard so students feel included on campus. The Campus Activity Team (CAT), a student-led group, hosts weekly activities to provide opportunities for students to connect with other students. Activities intended to help create relationships in a casual social environment. The new Student Government Game Room helps create an energetic and welcoming environment on campus. For advocacy, PVCC hosts Conversations with Administration to provide student input to help market the college to the community. Student leaders engaged with the HLC accreditation visitors two times. Pizza with Paws conversations are planned in the spring and results of those conversations will be shared with PVCC administration. Ms. Patterson then thanked the Board for its time.

Other members of Student Government present included: Leah Goldberg, Secretary; Ryan Dominick, Treasurer; Zaveios Horton, Public Relations; George Lopez, Senator; Crystal Rivera, Senator; and Oscar Hernandez, Senator.

EMERITUS, AWARDS, AND RECOGNITION

Dr. Irene Kovala, President of Glendale Community College, thanked the Board and asked Dr. Janet Langley, Vice President of Academic Affairs, to help present some of their emeritus awards. Dr. Langley then presented a Faculty Emeritus Distinction Award to Marla DeSoto, Faculty, English. Professor Marla DeSoto has a substantive record of scholarly achievement commensurate with national standards within the English discipline, has a recognized record of outstanding teaching and educational contributions, and demonstrates clear evidence of service to Glendale Community College main campus and GCC North beyond normal expectations. As a teacher of English and educational technology, she soon rose to the highest ranks as a well-respected scholar in these areas. Professor DeSoto is not limited to scholarly arenas. She has also contributed in essential ways to curricular development, instructional innovation, and departmental matters. She developed and delivered the first ENG101 online course for GCC and assisted others in creating their online courses. She also created the English, Reading, and Journalism Department website and maintained it throughout her service. She served as the lead teacher at GCC North and was responsible for instituting the Writing Center to assist students with their English needs. In her twenty years with the English Department, she helped bring the GCC program to its current exceptional status. Her active mentoring of students ensures that they, too, have an understanding of not only issues germane to English scholarship, but of the many issues they will face as they enter the professional world. She has been an exemplary mentor to colleagues throughout her career. Students and peers reaped the benefits of her professionalism and dedication to her field. As a result of her contributions, her students and colleagues credit her with raising the general level of discourse and inquiry in the field. Marla DeSoto throughout her career effectively expanded the civic education of thousands of students, showed great initiative and leadership in fulfilling her academic responsibilities, and enhanced the reputation of GCC by significantly expanding the community’s knowledge of the college and district. Colleagues in the English, Reading, and Journalism Department enthusiastically support Professor DeSoto’s recommendation of Emeritus Status.

Ms. DeSoto remarked that is was an honor to receive the award. She said GCC had given so much to her and created such a wonderful life for her that she hoped she had given as much back during her tenure.

Dr. Langley then presented a Faculty Emeritus Distinction Award to Rita McCarthy, Faculty, Reading. Professor Rita McCarthy’s contribution to students and faculty in the Maricopa Community College District warrants the designation of emeritus status upon her retirement from Glendale Community College. She served for over 25 years at GCC as a dedicated professional in the English Department, where she taught many courses of the ESL curriculum, Developmental

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Reading, and the Critical Reading CRE101 course, which carries the important L1 (literacy) designation. Besides being a highly effective teacher within those courses, Ms. McCarthy was a regular contributor to the design and essential methodology of these pivotal courses. This involvement ultimately led her to the creation of widely used textbooks in the developmental and critical thinking areas of those disciplines. Her Reading and All that Jazz, a developmental reading textbook (in collaboration with Dr. Peter Mather) became a widely used text for those courses. Their Art of Critical Reading text also became a mainstay for the CRE101 course. No prohibitive factors can be found to deny Ms. McCarthy emeritus status, since her contributions to GCC and the disciplines she taught have been very significant and also have added a great deal to the community of colleges beyond GCC.

Ms. McCarthy remarked that she was equally grateful for the honor and grateful, as well, to have been able to teach for 25 years! It had been a wonderful experience for her.

Dr. Kovala presented a Faculty Emeritus Distinction Award to Elizabeth (BJ) Jacobs, Faculty, Psychology. Professor Elizabeth (BJ) Jacobs’ contributions to students and faculty in the Maricopa Community College District warrant the designation of emeritus status upon her retirement from Glendale Community College. She has served for 31 years at GCC as a dedicated adjunct, OSO, and/or OYO (8 years) and full-time faculty (23 years). During her full-time years: BJ turned the old Psychology Lab into the “Life Science Multi-Purpose Lab” to serve the technology needs of both Psychology and Biology students at GCC. She, and Biology’s Cindy Oplinger, oversaw the day-to-day operation of the LSML for many years. In the early 1990s, BJ authored an Instructor’s Manual to accompany the textbook Psychology, written by GCC Psychology Department’s John Dworetsky. At various times during her career at GCC, BJ: served as advisor for Students Against Drunk Driving (SADD); chartered GCC’s chapter of Psi Beta (the National Honor Society for Psychology at Junior Colleges); and established the GCC North Psychology Club on the North campus. All three of these organizations were dedicated to community service and community education. Most recently, in March of 2014, GCCN’s Psychology Club was invited to participate in the Arizona Science Center’s “Brain Awareness Week.” The students put together a game entitled “What’s Best for My Brain” to help the children learn how to protect and grow healthy brains. In addition to the goals of community service and education, from its inception under BJ’s tutelage for six years, Psi Beta members conducted and presented student research at national conferences where they garnered many student research awards over the years. Elizabeth was awarded the Psi Beta Virginia Staudt Sexton National Faculty Advisor of the Year Award in 2002. Adding to these examples of BJ’s devotion to GCC’s students and faculty, during her years at GCC Main and GCC North (2009-2014), she also served on the GCC Faculty Senate and MCCCD Ocotillo Committee; conducted Psych Advisement seminars for Psychology students; chaired and served on the GCC College Technology Committee; participated in the original “Psychology 2+2” committee with ASU; was webmaster for the Psychology Department and the 2003 Multiple Intelligence Learning for Understanding Institute; tutored statistics; served on the Psychology Instructional Committee; performed in the “famous” Faculty Follies with Steve Cooper, Duane Reeder, and Betsy Cooper; worked with the Innovation Center to create some of the first computer administered tests at GCC; represented GCC while serving on Arizona’s Foster Care Review Board; along with Dick Rees, served on the Steve Cooper Scholarship Committee; and participated every year in the Science Olympiad. While at GCCN, BJ also served as the recycling coordinator for Building “A” and, through survey research, investigated student memories of 9/11, general recycle “IQ,” and cheating among college students. BJ also served as Google Guide to help GCCN faculty traverse the changes when GCC moved to Google products.

Ms. Jacobs remarked that it had been an honor to work for MCCCD and she wanted more! She said she would be available to teach if she was needed.

Dr. Kovala then presented a Faculty Emeritus Distinction Award to Ruth Callahan, Faculty, English. Professor Ruth Callahan’s contribution to students and faculty in the Maricopa Community College District warrants the designation of emeritus status upon her retirement from Glendale Community College. She served for over 20 years at GCC as a dedicated professional in the English Department, where she taught many courses in the Honors Program, Humanities, and developmental writing. Her passion for knowledge was enthusiastically shared with students. In addition, Dr. Callahan developed and taught Introduction to the Holocaust at the GCC Main Campus and in Prague, the Czech Republic. Her academic excellence was recognized in the outside community as well. Dr. Ruth Callahan received the 2013 Shofar Zakhor Award from the Phoenix Holocaust Survivors Association for implementing the experiences of survivors and their

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testimonies into her classroom and beyond. On a personal note, Dr. Kovala remarked that Ms. Callahan was instrument in encouraging her and several students to attend the opera!

Dr. Callahan remarked that it had been an honor teaching at GCC. Her experience at Maricopa has been most enjoyable because there is room to develop and growth, and it is encouraged. She noted that over 180 opera tickets had been sold under her watch and she hoped interest would continue after she leaves.

Finally, Dr. Kovala presented a Faculty Emeritus Distinction Posthumously to Rodney Brooker, Faculty, Accounting. Professor Rodney Brooker’s contribution to students and faculty in the Maricopa Community College District warrant the designation of posthumous emeritus status. He served for 26 years as a dedicated Accounting faculty member of the Business and Information Technology department at Glendale Community College. Rod was a Certified Public Accountant and earned undergraduate and MBA degrees at Arizona State University. Rod kept his CPA license active with career development courses and other courses that he felt important to his teaching at GCC. Rod was also active in a variety of organizations in the Valley. Both Rod and his brother Ron, a fellow faculty member at PVCC, were active in the Scottsdale Rite of Freemasonry and were active in a variety of community service projects. Rod joined the U.S. Army Reserve, was commissioned as a Second Lieutenant, trained as a medic, and later retired as a Lieutenant Colonel. Many students credit Rod for sending them in the right direction regarding Accounting and used him as a mentor even after completing his class. He knew the names of staff along with their families and interests. A true “GCC” citizen who took great pride in the college, its students, the staff, and the contribution it made to its community.

Mr. Brooker’s twin brother, Ron, accepted the award on behalf of his beloved brother. He said Rod’s passing had been a major surprise and he felt his loss keenly. He and his brother were identical twins who never married and who lived together. He said he understood how long-time married couples who lose a spouse feel. He really misses being able to sit and talk and drink coffee with his brother. He thanked the Board for its recognition of Rod’s dedication and hard work.

Ms. Debbie Thompson, Vice Chancellor of Business Services, thanked the Board and asked Mr. Arlen Solochek, Associate Vice Chancellor of Capital Planning and Special Projects, to give on overview of an award given to the MCCCD by Salt River Project (SRP). The District recently was named the winner in the Higher Education category of SRP's Champions of Energy Efficiency awards. The category also contained Apollo Education Group. This was the inaugural year of program. The citation for MCCCD’s selection as the winner included, “Maricopa Community Colleges: The college district realized an annual savings of 1.1 million kWh (enough to power more than 60 homes for one year) through retro-commissioning and upgraded lighting projects…” This recognition matches the 2009 award from APS as their Energy Efficiency Champion, and compliments earlier citations from the Governor's office and others for MCCCD’s continuing work and successes in energy conservation. Special congratulations to Facility Planning’s Mr. Brett Garwood, Mr. Ken Calteux, and Mr. Ken Farnsworth who spearhead the District’s energy conservation work. The short video of the District’s program that was shown at the awards ceremony is at http://www.youtube.com/watch?v=m-VgNrb_7e4x.

CITIZEN’S INTERIM There were three requests to address the Board.

1. Dianne Post, representing herself. 2. Maria Jimenez, representing herself. 3. Leah Dustin-Hall, representing MCCCD’s Professional Staff Association (PSA)

Ms. Post’s statement in its entirety is included in the Appendix.

Ms. Jimenez informed the Board she was student at Phoenix College who makes regular use of the Fitness Center. She said she was informed of the plans to close the Center down when a reporter from Channel 3 approached her and asked her opinion. She said she was shocked! She could not understand the reasoning as it was always well used and full of people every time she went in. She told the Board that, when she first made her college choice, she picked PC over ASU because of its smaller size and more intimate setting—including a Fitness Center. As she investigated further the recommendations made by the committee, she couldn’t understand why the athletics program, which serves 2% of the student population, was kept without question, but the Fitness and Child Care Centers, serving around 24% of the student population, were being

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http://www.youtube.com/watch?v=m-VgNrb_7e4x


closed. She said the priority should go to the services that affect the greater number of students.

Ms. Dustin-Hall informed the Board that she was the current Professional Staff Association (PSA) president and she wanted to bring the Board up-to-date on the activities of PSA since July. They are working hard on their operational practices including processes and bylaws, organizational plan, voting structure, the size of PSA, and PSA culture, among others. The climate of PSA continues to move forward in support of student success. She thanked the Board for its time.

CHANCELLOR Chancellor Rufus Glasper shared an Executive Summary of a recent Chancellor’s Nonprofit Roundtable session on November 6, 2014. Dr. Glasper partnered with the Alliance of Arizona Nonprofits to convene a community roundtable focused on leaders in the nonprofit sector. Participants were engaged in an interactive roundtable discussion focused on ONE Maricopa and the overall structure, focus, impact, and future direction of Maricopa Community Colleges. The presentation was divided into several segments, each followed by a community engagement discussion. Feedback included surprise: at the size of MCCCD and its enrollment numbers and that the colleges were connected. Several nonprofit partners did not understand the evolution of the District from the creation of its flagship college, Phoenix College, in 1920, to the incorporation of the District with the creation of Glendale and Mesa Community Colleges in 1962. They are impressed MCCCD is looking at solutions for supporting the District. They expressed surprise at the level of cuts in state-funding, from roughly 26% in the 80s to less than one percent today. They are encouraging ONE Maricopa, like the standardization of business processes, and applaud MCCCD for its levels of workforce and technical competencies. They want MCCCD to address ‘soft skills’ and keep the “A” in STEAM (Arts), rather than focusing solely on STEM (Science, Technology, Engineering, and Mathematics). Dr. Glasper presented the idea of stackable credentials that lead to understanding or alignment to any technical track focused on those soft skills. Nonprofit partners also asked MCCCD for ways they can partner more since they are facing the same financial issues. They are also asking for more time with presidents and leadership. Dr. Glasper encouraged Maricopa employees to consider working with its Maricopa Learns Through Service program to help foster and grow more community partnerships.

FACULTY Mr. Keith Heffner, President of the Faculty Association, welcomed the new Board members and thanked Mr. Lumm and Mrs. Pearson for their years of service to MCCCD. He said the Faculty Association looks forward to working with new Board members next year and communicating with them about a variety of ideas.

EMPLOYEE GROUP Mr. Leo Valverde, President of the Adjunct Faculty Association (AFA), reported on what the AFA is thankful for. AFA is: thankful to the District for the opportunity to touch and change the lives of students and communities; grateful for Dr. Glasper, Dr. Harper-Marinick, Ms. Shelton-Johnson in their support of AFA; thankful for the Maricopa Center for Learning and Instruction (MCLI) for sharing learning opportunities and supporting adjunct faculty professional development; thankful for the Faculty Association for treating adjuncts as equals; thankful to the college Department/ Division Chairs for including adjuncts and inviting adjunct participation; and thankful for the students who do not see adjunct faculty as temporary employees but instead see them as educators.

APPROVAL OF THE ORDER OF THE AGENDA

President Saar then requested a motion to approve the Order of the Agenda.

MOTION Motion 10243 Board Member Gutierrez made a motion to approve the Order of the Agenda. Board Member Burke seconded. Motion passed 4-0 (Pearson absent).

APPROVAL OF CONSENT AGENDA

President Saar asked if anyone wanted to remove any items from the consent agenda. No items were removed.

The following items were included in the Consent Agenda:

9.1 APPROVAL OF THE MINUTES OF THE OCTOBER 28, 2014 REGULAR BOARD MEETING, NOVEMBER 13, 2014 BOARD ORIENTATION, AND NOVEMBER 18, 2014 AGENDA REVIEW AND ANNUAL OUTCOMES MONITORING RETREAT

10.1 APPROVAL OF POSTHUMOUS FACULTY EMERITUS DISTINCTION GLENDALE COMMUNITY COLLEGE—award Posthumous Faculty Emeritus Distinction to Rodney Brooker, Faculty, Accounting.

10.2 APPROVAL OF FACULTY EMERITUS DISTINCTION GLENDALE COMMUNITY COLLEGE—award

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Faculty Emeritus Distinction to Ruth Callahan, Faculty, English.

10.3 APPROVAL OF FACULTY EMERITUS DISTINCTION GLENDALE COMMUNITY COLLEGE—award Faculty Emeritus Distinction to Marla DeSoto, Faculty, English.

10.4 APPROVAL OF FACULTY EMERITUS DISTINCTION GLENDALE COMMUNITY COLLEGE—award Faculty Emeritus Distinction to Rita McCarthy, Faculty, Reading.

10.5 APPROVAL OF PHOENIX COLLEGE VISION AND MISSION STATEMENTS—approve the new vision and mission statements for Phoenix College.

10.6 APPROVAL OF FACULTY EMERITUS DISTINCTION GLENDALE COMMUNITY COLLEGE—award Faculty Emeritus Distinction to Elizabeth (BJ) Jacobs, Faculty, Psychology.

11.1 CONSIDERATION OF EMPLOYMENTS—approve the personnel actions as proposed. Budget approvals have been granted and are on file for the recommended personnel actions in this item.

11.2 CONSIDERATION OF SPECIALLY FUNDED EMPLOYMENTS—approve the personnel actions as proposed. Budget approvals have been granted and are on file for the recommended personnel actions in this item.

11.3 CONSIDERATION OF SHORT TERM EMPLOYMENTS—approve the personnel actions as proposed. Budget approvals have been granted and are on file for the recommended personnel actions in this item.

11.4 CONSIDERATION OF SEPARATIONS—approve the personnel actions as proposed.

11.5 CORRECTION TO PREVIOUS BOARD ITEMS—approve the personnel actions as proposed.

12.1 APPROVAL OF CURRICULUM—approve as submitted; the curriculum proposals have been processed through all procedures established by the Maricopa County Community College District.

12.2 APPROVAL OF RIO SALADO COLLEGE ADULT EDUCATION COLLEGE AND CAREER READINESS AWARD FY JULY 1, 2014-JUNE 30, 2015—approve a supplemental grant award with the Arizona Department of Education, Adult Education Services, on behalf of Rio Salado College. This agreement is for a supplemental grant award of $549,868 for costs associated with the planning and implementation of college and career readiness components within our College Bridge Pathways/Adult Basic Education Program for the period of July 1, 2014-June 30, 2015. This grant will supplement the existing countywide Adult Basic Education grant currently administered by Rio Salado College that has already been approved by the governing board.

12.3 APPROVAL OF REPORT, PROPOSITION 301 WORKFORCE DEVELOPMENT AND JOB TRAINING FY 2012-13 & FY 2013-14—approve the District’s Proposition 301 Workforce Development and Job Training Annual Report for Fiscal Years’ 2012-13 and 2013-14. These reports were developed in accordance with Arizona Revised Statutes ARS 15-1472, which requires submission of reports once every two years of expenditures of Proposition 301 funds by December 1. These funds were established by Arizona voters in November 2000 to be used by community colleges for workforce development.

12.4 APPROVAL OF COCONINO COUNTY SMALL BUSINESS DEVELOPMENT CENTER (SBDC)-RFP #3286-4—upon completion of the RFP process and with the recommendation of the members of the evaluation committee, it is requested that the Governing Board approve the selection of Northern Arizona Technology & Business Incubator, Inc. dba Northern Arizona Center for Entrepreneurship and Technology (NACET) to provide small business technical assistance programs for Coconino County through the establishment and continuation of an SBDC Service Center in the assigned Coconino County Service Area. In accordance with the proposal submitted for RFP 3286-4, the amount of the award to NACET will be $101,700. The work will be performed January 1, 2015 through December 31, 2015.

13.1 APPROVAL OF NAMING RIGHTS AGREEMENT FOR ONE (1) GREEN ROOM WITHIN THE PERFORMING ARTS CENTER AT MESA COMMUNITY COLLEGE—approve a Naming Rights Agreement between Ruth Yandell, donor, the Maricopa County Community College District, a political subdivision of the State of Arizona, and the Maricopa Community Colleges Foundation, an Arizona non-profit corporation for one (1) green room (approximately 2,144 SF) within the Performing Arts Center at Mesa Community College in honor of Dr. David P. & Ruth B. Yandell.

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13.2 APPROVAL OF DESIGNATED APPLICANT AGENT FOR 9/8/2014 STORM RECOVERY—it is recommended that Arlen Solochek, Associate Vice Chancellor, Capital Planning & Special Projects, act as the Designated Applicant Agent on behalf of MCCCD for the potential reimbursement of costs to repair September 8, 2014 storm damage.

MOTION Motion 10244 Board Member Gutierrez moved for approval of the Consent Agenda. Board Member Lumm seconded. Motion passed 4-0.

14.1 APPROVAL OF SETTLEMENT OF PARADISE VALLEY COMMUNITY COLLEGE’S PROJECT AYUDA DISPUTES—authorize the Chancellor or his designee to execute documents necessary to resolve the case of U.S. v. MCCCD, et al, case number CV-11-2241 in the United States District Court for Arizona, and to disburse payments of up to $4,500,000.00 in the aggregate, in accordance with the terms the agreement.

MOTION Motion 10245 Board Member Lumm moved for approval of Item 14.1. Board Member Burke seconded. Motion passed 4-0.

14.2 APPROVAL OF AUTHORIZATION OF INCREASED EXPENDITURE AND EXTENSION OF CONTRACT FOR WEB REMEDIATION CONSULTING SERVICES—authorize an increased expenditure of up to $1,000,000 and extend the existing contract with Eagle Creek Software Services for web remediation consulting services through June 30, 2016.

MOTION Motion 10246 Board Member Burke moved for approval of Item 14.2. Board Member Gutierrez seconded. Motion passed 4-0.

14.3 APPROVAL OF AUTHORIZATION OF INCREASED EXPENDITURE AND EXTENSION OF CONTRACT FOR WEB SECURITY CONSULTING SERVICES—authorize an increased expenditure of up to $1,000,000 and extend the existing contract with Stach & Liu dba Bishop Fox for IT security consulting services through December 31, 2016.


15.1 APPROVAL OF FINAL CONTRACT AMENDMENT FOR THE CONSTRUCTION OF THE NEW INTEGRATED LEARNING BUILDING AT PARADISE VALLEY COMMUNITY COLLEGE BLACK MOUNTAIN CAMPUS—approve the final construction contract Amendment for the Guaranteed Maximum Price (GMP) in the amount of Five Million Eight Hundred Fifty-Eight Three Hundred Ninety-Six and no/100ths dollars ($5,858,396.00) to Austin Commercial LP for the balance of construction for the new Integrated Learning Building (Aquila Hall) at Paradise Valley Community College, Black Mountain Campus.


15.2 APPROVAL OF GUARANTEED MAXIMUM PRICE AMENDMENT TO REMODEL AGAVE HALL AT CHANDLER-GILBERT COMMUNITY COLLEGE—approve a Guaranteed Maximum Price (GMP) amendment for an amount not to exceed amount of $5,778,032.07 to an existing Construction Manager at Risk agreement with Okland Construction for the remodeling of Agave Hall at the Chandler-Gilbert Community College Pecos campus.


15.3 APPROVAL OF PARTIAL GUARANTEED MAXIMUM PRICE NUMBER ONE FOR CONSTRUCTION OF THE T3 AUTOMOTIVE BUILDING AT GLENDALE COMMUNITY COLLEGE—approve a partial Guaranteed Maximum Price (GMP) Number One for in the amount not to exceed Five Hundred Eighty-One Thousand, Six and no/100ths Dollars ($581,006.00) to Adolfson & Peterson Construction for the demolition of the existing T3 Building at Glendale Community College. This is the first of two anticipated GMP awards to the contractor for the construction of this project.

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16.1 APPROVAL OF AUTHORIZATION FOR REQUIRED CHANGES TO THE HUMAN RESOURCE SYSTEM AND HOSTING—authorize the expenditure to Oracle Corporation of up to $11,960,315 to stabilize and modernize Maricopa’s Human Resource Management System (HRMS), make required changes to support Maricopa’s payroll and human resource functions and up to $9,319,933 to Oracle Corporation to transition the HRMS software, database, operation and support to Oracle Managed Cloud Services. It is also recommended that the Governing Board authorize the expenditure of up to $500,000 for the implementation and hosting of an employee learning management system. The approval of this Agenda Item will authorize the purchase of these services during fiscal years 2014-2015 through 2018-2019.


FIRST READING ITEM 17.1 APPROVAL OF PROPOSED AMENDMENTS TO EMPLOYEE GROUP POLICIES—delegate authority to the Chancellor for the approval of the Employee Group Policies.

17.2 APPROVAL OF PROPOSED AMENDMENTS TO 4.5.4 ORGANIZATION OF THE BOARD—amend the language for establishing quorum in 4.5.4 Organization of the Board to reflect the change in total number of Board members.

MONITORING REPORTS 18.1 BUDGET ANALYSIS REPORT, FUND 1—GENERAL UNRESTRICTED FUND FOR THE FOUR MONTHS ENDING OCTOBER 31, 2014—Expenditure analysis indicates 25.8% of the budget has been expended this year as compared to 26.5% expended at this same point last year. 36.6% of the budget remained unexpended or unencumbered compared to 33.0% in the prior year. Revenue analysis indicated that 52.5% of the budget has been recognized as compared to 45.9% in the prior year. The projected fund balance will increase by ~$3.4M this fiscal year and the projected ending fund balance for June 2015 is $167.6M. The District should meet its financial stability requirements.

BOARD MEMBERS Mr. Burke and Mr. Gutierrez had no reports. Mrs. Pearson was absent.

Mr. Lumm congratulated Ms. Jean McGrath on winning the election in District 4 and congratulated the other incoming Board members. He thanked the District for his time on the Board. He feels Maricopa’s faculty and staff are extremely dedicated to improving all who come in.

Mr. Saar thanked all the individuals who worked hard to bring the Veterans programs and celebrations this month. He attended many of the events and was pleased that the special needs of service men and women were being met by MCCCD.

VICE CHANCELLOR Ms. LaCoya Shelton-Johnson, Vice Chancellor of Human Resources, provided the following. “President Saar, Members of the Board. I wanted to take this opportunity to share that I had the distinct honor and privilege of accepting a National Role Models award on behalf of Maricopa earlier this month from Minority Access, Inc. Minority Access, Inc. is a nonprofit organization committed to increasing diversity, decreasing disparities and reducing incidences of environmental injustices. The organization has received national acclaim for its successful track record in advancing educational, research and employment opportunities through the National Role Models Project, National Role Models Conference, student internship programs, college readiness and access programs, and other enriching programs. Minority Access, Inc. is based in Washington, D.C., and this year recognized many other national role models including faculty, administrators, and students from around the United States including the Innovator of the Year award, which went to Attorney General, Eric Holder. Maricopa was selected for this award due to our unwavering commitment to Diversity and recognizing and embracing differences as evidenced by our successful completion and campus environment efforts with regards to students and from our Diversity Strategic Plan; our community outreach efforts; and our employee-centered efforts including District-wide diversity coordinators and constituency groups. All of these efforts are in the spirit of ONE Maricopa and is a great representation of the work that goes on throughout the District.”

COLLEGE Dr. Chris Bustamante, President of Rio Salado College, informed the Board that Rio had welcomed Mr. Bill Gates to the college on November 4, 2014. Mr. Gates came to Rio for 5.5 hours to learn

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more about Rio’s $1M initiative, supported by a Gates Next Generation Learning Grant. Rio created high touch tools within its own Learning Management System, RioLearn, which support student persistence and completion. Tools include RioCompass, which helps students track progress toward a degree; Guided Intervention and Response (GIvR), which connects college staff to students who may be having difficulty with their classes; RioPACE, a predictive analytics program; Guided Evaluation and Assessment Response (GEAR), a faculty development tool; and a Student Help Desk, staffed by current students. Mr. Gates had lunch with the Rio ACHIEVE students and listened to their stories. He featured one of those students, Mr. Shawn Lee, on his blog, Gates Notes. In his blog, Mr. Gates said he came to Arizona to see what the college of the future looks like. The video featured in the blog is at http://www.gatesnotes.com/Education/Colleges-Without-Walls-Arizona.

AADGB Members will meet again on December 5, 2014.

ASBA Mr. Lumm encouraged Board members to remain active with the association as it provides Board members with opportunities to talk with elementary and high school Board members and superintendents to help MCCCD continuously improve.

ACCT Mr. Saar reported he was looking forward to the legislative conference in February so MCCCD can take advantage of the opportunity to talk with legislators and members of the Department of Education.

GOVERNMENT RELATIONS Ms. Dawn Wallace, Director of State and Local Government Relations, provided the following, “Good Evening Mr. President, members of the Governing Board, Chancellor, Members of CEC, and everyone in attendance tonight. I appreciate the opportunity to update you on our government relations activities. My presentation will mostly describe the impact of the November 4 elections. Beginning first with the statewide elections. Doug Ducey, the former state treasurer, was the victor for the Governor’s chair; former state senator Michelle Reagan is now Secretary of State; and Attorney Mark Brnovich, who among his various legal positions was also the former director of the Arizona Department of Gaming, is the Attorney General. Jeff DeWit is now treasurer. Interesting enough he had no general election opponent and he has no previously elected office experience. He comes to the office from the private sector and has a background in securities trading. Finally, Diane Douglas, a former Peoria school board member, is now State School Superintendent. The interesting fact in this race is that her opponent, David Garcia, won Maricopa and Pima County but lost in the most rural counties, with Mohave and Yavapai counties being the largest vote getters for Diane Douglas.

The makeup of the State Senate did not alter much. The body is still comprised of 17 Republicans and 13 Democrats. Majority Leadership did not significantly change as President Biggs maintained his position; Senator Yarborough, former finance chairman, is now Majority Leader, and Gail Griffin is Majority whip. The Senate has not announced a President Pro-Tem. Minority Leadership has changed as well. Senator Katie Hobbs is Minority leader, Senator Farley is Assistant Minority Leader, Senators-Elect Contreras and Quezada are whips, with Senator Bradley and Senator McGuire holding other caucus positions. There are eight new members, but all but one moved from the House. Senator-Elect Sylvia Allen was previously in the Senate and replaces the late Senator Chester Crandell. With new members such as Jeff Dial and Martin Quezada, the Senate now becomes more favorable for us. Unlike the Senate, the House of Representatives changed significantly. The number of Republicans increased by one for a 36-24 split. Leadership now consists of Speaker-Elect David Gowan, formerly Majority leader and rural representative; Representative Steve Montenegro, as Majority Leader, currently an aide to Congressman Trent Franks; and David Livingston as Whip. Representative Bob Robson was announced as Speaker Pro-tem. Representative Eric Meyer is now Minority Leader, Representative Bruce Wheeler is Assistant Minority Leader, and former state senator Rebecca Rios is whip. About 30% of the members of the House are freshmen.

Earlier this month, both the House and Senate released their chairmanships. In the Senate, there are 16 committees and every Republican has a chairmanship, except for Senator Yarborough. In the House, there are 19 committees, of which every incumbent Republican has a chairmanship except for Representative Mesnard and Representative Lovas. In the House, Representative Bob Thorpe from Northern Arizona is the chair of Government and Higher Education. This configuration is an anomaly as, historically, higher education has been linked to workforce development. It would appear that this committee is a reminder that public higher education is a form of government—or it can be a result of no one wanting higher education. In the Senate, Senator Kelli Ward, from Lake Havasu, is the new education chair. This committee will include higher education. Senator Kim Yee, the former education chair and a former GCC student, is leading commerce and workforce

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development, which is a great committee to showcase our programs. Representative Justin Olson, a supporter of ours via Mesa Community College, is the newly appointed Appropriations Chair. This is helpful to us as he is familiar with the work of Maricopa Community Colleges. The full committee makeup has not yet been released.

On the federal level, all of the incumbents won their seats, with the exception of CD-2, where the result is still uncertain, and CD-7, where former state representative Ruben Gallego won his seat comfortably. The biggest story of the mid-term elections is a shift in the balance of power in the U.S. Senate. In the new year, Congress will be Republican-controlled. This will either create more gridlock or inspire compromise between Congress and the President to address needed policy reforms. We also know that the 113th Congress needs to pass a continuing resolution to keep government funded. It is extremely unlikely that government will be shut down, but with essentially two weeks—or ten days—to go, it seems daunting. Members of the Arizona Delegation have attained positions of leadership, most notably Representative Sinema as a chief deputy whip, Congressman Grijalva as ranking member on Natural Resources Committee, and Senator McCain likely to be Chairman of Armed Services. From a legislative perspective, Senator Harkin introduced an 800-page Higher Education Reauthorization Act much to everyone’s surprise since he intends to retire at the end of the session. It is likely to generate discussion and possibly provide a template for future legislation. While we are still in discovery on how the President’s Executive Action will impact Maricopa, we know that his action compelled the Governor-Elect to weigh in. His position, similar to that of Governor Brewer, may pose similar challenges for us as we begin to build our relationship with the Executive.

The County Board of Supervisors retained its incumbents and added former state representative Steve Gallardo as District 5 supervisor. The $935 million MIHS bond passed comfortably by a 63% majority vote. Ballot Propositions 122 and 303 passed—surprisingly 303 passed by over 70% of the vote. Not surprisingly, legislative salary increases was rejected.

Due to the busy election cycle, we only have one event that featured our elected officials. The GCC 50th anniversary attended by Senator-Elect Martin Quezada and two of our new Board members, Mrs. Jean McGrath and Mrs. Johanna Haver.

Thank you for your time. I am happy to answer any questions you may have.”

NEXT BOARD MEETINGS President Saar announced the following future meetings.

• December 4, 2014, 9:00 a.m., Board Budget and Finance Committee Meeting, Emerald Point, Community Room

• December 4, 2014, 1:00 p.m., Board Orientation: Maricopa 101, Governing Board Room • December 9, 2014, 6:30 p.m., Regular Board Meeting, Governing Board Room

ADJOURNMENT President Saar adjourned the regular board meeting at 8:04 p.m.

___________________________________ Randolph Elias Lumm Governing Board Secretary

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Appendix Citizen’s Interim Report to the Board (Post) Chancellor’s Nonprofit Roundtable Executive Summary

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1826 E Willetta St Phoenix, AZ 85006-3-47 [email protected] 602 271 9019 November 25, 2014 To: Maricopa County Community College Board Re: Proposed closing of Phoenix College Fitness Center I have a long connection to Phoenix College as a student, faculty and adjunct faculty as well as Fitness Center user. When I received notice about the proposed closing, I sent the board and president a letter on 14 October. That notice is the first problem. Some people got letters at home, some got calls, some found letters at the Fitness Center on the counter until they were removed, and some received no notice whatsoever. There appears to be no rhyme or reason for the different methods that were used to notify people – or not. I understand some people in administration did not want to even tell the Fitness Center users until April 2015 making it too late for us to protest.

My letter of October 14 stressed the issues of obesity and diabetes, rising health care costs, aging population, the proven benefits of fitness/exercise and punishing the most vulnerable population. I urged that Phoenix College should be a leader and stress the priority of fitness. Since the reasons for proposing to close the Fitness Center made no sense, I did a public records request on 23 October. I asked for the material/information that the committee relied on to make the recommendation to close the center. I received 23 pages. If in fact this is what the committee relied on, then your analysis and strategic decision making is severely flawed. I did another public records request on 18 November after the Arizona Republic reported there was an “audit” and that Phoenix College staff refused to release the financial information they allegedly relied on. What I have learned so far regarding that records request is that no “audit” was done and no cost/benefit analysis was done. I ask, how can you make such momentous decisions with public money without doing a cost/benefit analysis? In the first public records request, I was sent information on only two programs – the athletic department and the non-credit Fitness Center students. Each department was examined allegedly for the last three years from 2011-2013. For the athletic department, the numbers were incredibly low – FTSE average was 251, the department claimed to benefit 110 students which number was expected to continue for the next 5 years, fundraising fell from an average of $15,000 to $7,000 in 2012, 48 scholarships were given per year, transfer rates were only 17 per year, GPA was 2.64, the number with GPA over 3 was falling, honors participation was falling, football retention rates were 78.3%, lower than MCCCD average; completer success rates were 83.2%, lower than MCCCD

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rates; next term persistence rates were 68.3%, lower than MCCCD as a whole; fall to fall persistence rate was 39.4, also lower than MCCCD as a whole.

The report itself is mainly a listing of things done with no analysis or conclusions. Costs, salaries and benefits are listed as $67,000 per year, but under the budget category, an average of $181,000 is listed per year with approximately $5,000 apparently over budget but the report does not list insurance which surely must be high.

On the contrary, income from athletics was on average $12,000 with a large drop in 2013 to only $7,300. Thus there was an annual loss of $174,000 at least. Approximately $68,000 in scholarships were given each year. The second part of the 32 pages was the report from the non-credit Fitness Center program in the same format. The first question is – why was only the non-credit portion of the Fitness Center analyzed? Apparently this review was divided into “institutional disciplines and program review” and “support services review” – Physical Education classes (that use the Fitness Center) were put into institutional disciplines and program review and the non-credit users of the Fitness Center were put into “support services”. Both use the Fitness Center, both contribute to its cost and its income. But by analyzing them separately, one can construct a loss where none exists. This is not strategic decision making – this is slight of hand.

What about the students who take it for credit? Far more students take credit classes than the non-credit population yet their needs were not considered – hardly a fair analysis. In addition, the Center offers services to faculty, staff and student athletes. This submission at least had a profit loss analysis although it is quite difficult to understand but appears to show that non-credit participants in 2011/2012 resulted in a loss of $8,340: 22 times less than the loss in the athletics department. Another column on the analysis shows losses of $77,000 – still half the loss of the athletic department.

But for years the Fitness Center has been called the “cash cow” of the college

because of the approximately $14,000 annually from the Silver Sneakers program for the seniors. Suddenly they are told they are in the hole. What happened to the money? The seniors are still coming. Where did that money go? Not only is this a public college it is public money primarily from Medicare Advantage plans. The public needs to know where the money is going.

Enrollment data for the three years show non-credit average at 867 with the credit

enrollment at 2,514. That is significantly more than the 110 students per year that the athletic program serves. One credit hour is $84. So let’s just assume that of the 2,514 credit students, each took only 1 credit. That would equal $211,176. That would more than wipe out the deficit of approximately $77,000 and leave the college with a profit of $134,000. So once again, where did the money go?

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Another question is the allocation of salaries. There are few full time Fitness Center employees. Most are adjuncts or professors in other departments who are actually using the Fitness Center for only a few hours a week. Rather than closing down the Center, could the adjuncts be eliminated? Are the salaries of faculty being prorated according to their useage of the Center or was the entire salary dumped into the Fitness Center, which was then told it was running in the red? Without answers, the process sounds like a shell game.

The organizational analysis discusses the earlier input from students and community when the Center cut its hours indicating the high level of concern both among students and community. But in spite of that, or perhaps because of it, the community was not consulted and the result has been much negative response from newspaper articles and television coverage to pickets to petitions to tee shirts etc. The Center report states they could gain significantly higher useage by marketing – that is no doubt true for a Fitness Center that is conveniently located with parking and open convenient hours with trained, friendly staff. Given the income from Silver Sneakers, given the income from the credit students that is not accounted for, given the need and desire for the Center, on what basis should this program be cancelled?

The third document I received was the “Local Task Force” comments on the two

programs. Surely the task forces are looking at more than just those two programs in isolation. The complete budget must be looked at in depth – not a couple of programs singled out. But for these two programs, the task force noted that it was difficult for them to do a quality recommendation because they could not understand the department assessments, insufficient information was presented and fiscal information was not presented in a way that could be understood or compared.

The local task force gave many suggestions on what was needed but recommended to maintain and restructure the athletic department. They also recommended eliminating men’s football after obtaining the information themselves showing that it benefits 2% of the population and costs more than $3,000 per student. The “Local Champion” recommended keeping football but submitting a plan by January. For the Fitness Center, the “Local Task Force” had several suggestions including marketing and collaboration with corporate members and recommended to restructure. However the “Local Steering Team” & ‘Local Champion” recommended that it be eliminated and partner with YMCA.

This recommendation seems to make no sense when you look at the additional materials provided on expenses of the athletic department (over $1 million) and FTSE for health and wellness. Further, Phoenix College Fitness Center, if you have ever been there, is extremely diverse. A large Muslim population attends as does the LGBT community. It is questionable whether the local Y would welcome let alone embrace these populations. I have also received some documents that recommend maintenance of the physical education classes that do not use a Fitness Center. Please explain to me how

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you can teach physical education and never practice it? It’s inconceivable that you would have physical education classes without any need for a Fitness Center. My first awareness of this controversy was when I heard on the news that the president had rejected the suggestion to end the football program. Yet the facts and figures in the department reports would point very strongly in favor of that recommendation. So what was the rejection based on? After all, this is not anyone’s personal money, but public money and public goods. A process was established and presumably the college was to follow that process, not allow one person to arbitrarily make a decision. The announcement rejecting the elimination of football was not based on public outcry; the decision was nearly simultaneous with the announcement of the recommendation. It was not based on budgets – look at the enrollment for Fitness Center versus athletic program. It was not based on student or community participation – only 2% participate in football but 25% of the entire student body participates in the Fitness Center. However, management and staff of the fitness and wellness program said they did not know why the Fitness Center was to be closed but that the Fitness Center was on the chopping block before any facts or figures were put before any committee. So was the decision made because of personal animosity, political posturing, private opinion? Ad hoc decision making or fiat by one person is not how a community college or any public institution should operate. Public outcry about this ill-considered recommendation has been evident in the paper, on television, in petitions, meetings, protests and I know you have received many emails and letters. A letter by Mr. Larry Martel points out that furloughing a couple middle managers would be a better choice, and MCCD is notoriously top heavy with administrators and their assistants. As Mr. Martel says, who here believes that investment in health is not the best investment we can make? The City of Phoenix started on 10 November a FitPHX program and sponsors a walk/run on the second Monday of every month – rain or shine. Has the college teamed up with them? Here again is an example of how the recommendation is completely at odds with what society needs and wants. The recommendation making process is extremely flawed. It was not thorough, it was not transparent, unilateral decisions were made based on unknown criteria or personal prejudices, sufficient and understandable information was not provided even for the committee members to base their recommendations on, cost/benefit analysis was not done, apples were compared to oranges, the needs of credit students at the Fitness Center were not included or were segregated into some other category to come up with the desired result, policy considerations – obesity, diabetes, aging of America, cost of health care – were not included, and the public i.e. the community you allegedly serve with our tax dollars was not consulted. I recommend the board re-consider the process, the people, the product, and that you craft a solution that serves the best interest of everyone. Maricopa Community Colleges once was a national leader – we can do that again, but not with such inadequate

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decision making procedures. I understand that you also have a recommendation to eliminate the childcare center. Again, this is a direct assault on the most vulnerable people a community college is designed to serve – the working poor. Most women cannot go to college if they don’t have childcare. To eliminate that will destroy the very opportunity the college was designed to enhance. To keep football and destroy childcare looks very like discrimination. In summary, the process was flawed, the priorities are wrong, the community was ignored, the money is unexplained and the result is discriminatory. We know you have to make hard decisions, but you have to make them wisely based on complete and honest information and communication with the community. That is not the case here. You need to start over on a complete, full and fair process taking into account community needs and facts. Sincerely,

Dianne Post Attorney at Law Marie K. Tymrak, RD, MPH Joy McLain B.S. M.S Rosemary Holusha

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Maricopa County Community College District Governing Board Minutes

December 4, 2014

A Board Orientation of the Maricopa County Community College District Governing Board was scheduled to be held beginning at 1:00 p.m. at the District Support Services Center, 2411 West 14th Street, Tempe, Arizona, pursuant to A.R.S. Section 38-431.02, notice having been duly given. GOVERNING BOARD

Dana Saar, President Randolph Lumm, Secretary (Absent) Doyle Burke, Member Alfredo Gutierrez, Member Debra Pearson, Member

INCOMING BOARD MEMBERS

Johanna Haver John Heep Tracy Livingston Jean McGrath

ADMINISTRATION (ORIENTATION) Sherri Lewis for Maria Harper-Marinick Debra Thompson LaCoya Shelton-Johnson Edward Kelty

CALL TO ORDER The Board Orientation was called to order at 1:05 p.m.

MARICOPA 101 President Dana Saar welcomed everyone to the session and gave an overview of the day. He also introduced co-presenter, Ms. Teresa Toney, Manager, Office of Public Stewardship. The focus of the day would be an overview of the Maricopa Governance model which governs MCCCD’s policy process; an introduction to the Maricopa BoardEffect web portal, the tool used to disseminate information to the Board; and on administrative support provided to Board members.

STATUTORY AUTHORITY Mr. Saar first reviewed Arizona Revised Statutes (ARS) §§15-1444 and 15-1445 which discuss the mandatory duties of the board as well as other duties the board may choose to do. He then informed Board members that there was a Board Policy Committee whose responsibility would be to ensure MCCCD’s policies reflect any statutory responsibilities. The committee would bring recommendations to the whole Board for any policy language changes to keep aligned with statutory changes. The committee would also delve more deeply into policy issues and make recommendations on new policy directions (i.e., changes to outcomes, additional metrics, priorities for the budget, etc.)

NATIONAL PARTNERSHIPS Mr. Saar then noted several organizations which Maricopa has memberships with who provide ongoing professional development opportunities for Board members and who also serve as excellent resources for best practices in higher education.

• Association of Community College Trustees (ACCT)—The Association of Community College Trustees (ACCT) is a non-profit educational organization of governing boards, representing more than 6,500 elected and appointed trustees who govern over 1,200 community, technical, and junior colleges in the United States and beyond. Located in Washington, D.C., ACCT is a major voice of community college trustees to the presidential administration, U.S. Congress, the Departments of Education and Labor and more. ACCT educates community and technical college trustees through annual conferences focused on leadership development and advocacy, as well as through publications and online and face-to-face institutes and seminars.

• American Association of Community Colleges (AACC)—Founded in 1920, the American Association of Community Colleges (AACC) has, over four decades, become the leading proponent and the national "voice for

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community colleges." The association was conceived when a group of presidents representing public and independent junior colleges met in St. Louis, Missouri, for a meeting called by the U.S. commissioner of education. Originally named the American Association of Junior Colleges (AAJC), the association was to function as a forum for the nation's two-year colleges. AACC supports and promotes its member colleges through policy initiatives, innovative programs, research and information and strategic outreach to business and industry and the national news media. The association's efforts are guided by the AACC 2013-2016 Strategic Plan. Governed by a 32-member board of directors elected by the membership, AACC is a nonprofit organization whose overriding mission is to "Build a Nation of Learners by Advancing America's Community Colleges."

• Arizona School Boards Association (ASBA)—The Arizona School Boards Association is a private, non-profit, non-partisan organization that promotes locally elected governance of public education and continuous improvement of student success by providing training, leadership and essential services to public school governing boards statewide.

• Arizona Association of District Governing Boards (AADGB)—Primary responsibility for Arizona's Community Colleges resides at the local level with Governing Board members duly elected by district voters and powers vested by the Arizona Revised Statutes (ARS). Coordination throughout Arizona is through the Arizona Community College Coordinating Council (ACCCC), the Arizona Community College President's Council (ACCPC), and the Arizona Association of District Governing Boards (AADGB).

MARICOPA GOVERNANCE Discussions then moved to the Maricopa Governance model for MCCCD policies and administrative regulations. Ms. Toney noted that the Board Policies and Administrative Regulations serve as the doctrines which MCCCD abides by. Many of the policies are a direct reflection of the statutory authority provided to community college boards in Arizona. Maricopa Governance is based on the Carver Policy Governance model, with modification. Policy Governance®, an integrated board leadership paradigm created by Dr. John Carver, is a groundbreaking model of governance designed to empower boards of directors to fulfill their obligation of accountability for the organizations they govern. As a generic system, it is applicable to the governing body of any enterprise. The model enables the board to focus on the larger issues, to delegate with clarity, to control management's job without meddling, to rigorously evaluate the accomplishment of the organization; to truly lead its organization. In contrast to the approaches typically used by boards, Policy Governance separates issues of organizational purpose (ENDS) from all other organizational issues (MEANS), placing primary importance on those Ends. Policy Governance boards demand accomplishment of purpose, and only limit the staff's available means to those which do not violate the board's pre-stated standards of prudence and ethics. [http://www.carvergovernance.com/model.htm]

The institution made the decision to use this model to define the role of policy makers and to define the responsibilities of the Chancellor which the Board then monitors and uses to annually evaluate performance.

President Saar briefly review each of the four sections of MCCCD’s policies: https://chancellor.maricopa.edu/public-stewardship/governance/board-policies

1 Outcomes • Global Ends / Broadest Outcome Statement • University Transfer Education and General Education • Workforce and Economic Development • Developmental Education • Community Development and Civic and Global Engagement

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http://www.azsba.org/

http://www.aadgb.org/

http://www.carvergovernance.com/model.htm

https://chancellor.maricopa.edu/public-stewardship/governance/board-policies


• Metrics

Outcomes are policies that determine benefits that will occur for the Boards constituents. These are prioritized and reflected in the budget. A Board member noted that MCCCD’s budget is clearly a policy decision which is not currently identified in the established metrics. Although the Carver model of Policy Governance was adopted by MCCCD, the language is not static and policy is ultimately determined by the Board. It was noted that the district budget is the single most important policy decision the Board will make and policy discussions should not be limited to those already established.

2 Chancellor Limitations • 2.0 General Chancellor Constraint • 2.1 Treatment of Students • 2.2 Treatment of Faculty and Staff • 2.3 Interactions With the Public / Other Constituents • 2.4 Financial Condition and Activities • 2.5 Asset Protection • 2.6 Financial Planning and Budgeting • 2.7 Staff Compensation and Benefits • 2.8 Communication and Counsel to the Board • 2.9 Operational Succession Planning • 2.10 Public Safety • Chancellor Interpretations

Chancellor Limitations are policies that provide the prudent and ethical boundaries of acceptable Chancellor acts, practices, and circumstances. It is the framework within which the Chancellor may operate. Board members have shared displeasure with the manner in which they are written (‘shall not’ vs. ‘shall’) and would like the policy committee to take that into consideration in future discussions.

These policies are used by the Board to monitor the Chancellor’s response to its priorities. The monitoring process allows the Chancellor to state what his interpretation of the policy is and defines what measures can be used to demonstrate compliance. The Board can accept or reject the Chancellor’s interpretation or evidence of compliance—but it must then articulate to the Chancellor what would serve as evidence. If there is a particular piece of evidence needed to satisfy the Board, the Board can always ask for it.

3 Board-Staff Relations • 3.0 Chancellor's Role • 3.1 Unity of Control • 3.2 Accountability to the Chancellor • 3.3 Delegation to the Chancellor • 3.4 Monitoring the Chancellor's Performance • 3.5 Access to the Internal Auditor • 3.6 Board / General Counsel Relationship

Board-Staff Relations are policies that describe the Board’s relationship and accountability linkage (generally through the Chancellor).

4 Governance Process • 4.0 Governance Commitment • 4.1 Governing Values • 4.2 Manner of Governing • 4.3 Board Job Description • 4.4 Board Planning and Agenda Preparation • 4.5 Board Meetings • 4.6 President's Role

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• 4.7 Board Linkage With the Community • 4.8 Board Committee Principles • 4.9 Board Committee Structure • 4.10 Board Members Code of Conduct • 4.11 Awarding of Emeritus Status • 4.12 Governance Investment

Governance Process policies clarify the Board’s own job and rules, including how it plans to connect with others.

BOARD ADMINISTRATIVE OPERATIONS

Ms. Tina Emmons, Assistant to the Governing Board, demonstrated the Maricopa BoardEffect web portal, the tool used to disseminate information to and communicate with the Board. Log-in information will be provided to Board members via email.

Additional information shared with the Board included: • Mileage and travel reimbursement • District email accounts • Technology resources provided to Board members

Board members will be provided with a tablet to use to conduct business for MCCCD. Additional technology support for home is also available to Board members, if needed, such as: high speed internet access, printer, scanner, etc.

ADJOURNMENT The Board Orientation was adjourned at 3:35 p.m.

_______________________________ Randolph Lumm Governing Board Secretary

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CONSENT AGENDA ACTION ITEM

Governing Board Agenda Meeting Date: December 9, 2014 Item Number Item Title Responsible Agents 10.1 Faculty Emeritus Distinction

South Mountain Community College Dr. Rufus Glasper

Dr. Shari Olson Recommendation In accordance with the Governing Board Policy it is recommended that the Governing Board award Faculty Emeritus Distinction to Helen Smith, Faculty, Mathematics. Justification For the past twenty-eight years, Helen has dedicated herself to her work for South Mountain Community College. Teaching mathematics courses from developmental through Brief Calculus, as well as IGS290 (the integrated studies capstone course in Leadership) and HUM 190 (the Honors Forum seminar course) has been her main focus. She also served as the college Honors, Coordinator (1990-2009, as the Chair for the MSE Division (2005-2009), and as Interim Vice President for Academic Affairs (2009-2012), as well as working with a variety of grants. Over the years, Helen has been selected as the SMCC Woman of the Year and the recipient of the Alfredo de los Santos Honors Award. As an advisor for the Alpha Eta Delta chapter of Phi Theta Kappa for twenty-four years, she mentored the college chapter to be recognized as a five star chapter and a distinguished chapter as well as a Beta Alpha Chapter for multiple years. Selected by the college presidents and chapter advisors as the Arizona Regional Coordinator for Phi Theta Kappa in 1995, Helen has facilitated more than fifty regional conferences and worked with student officers from chapters throughout the state. Two of these regional officers were elected as International Officers. Helen has been elected to the Arizona Region Hall of Honor and recognized regionally as a Distinguished Advisor. Nationally, she was selected as the Distinguished Regional Coordinator in 2004, received a Mosal Award for Leadership, and several scholarships to attend the international Honors Institute. The region has twice been recognized for a Milestone Award as well as being selected as the Distinguished Region in the mid 2000s. South Mountain Community College has been an important part of her family's life since 1986. Her two sons played soccer for South, graduated with honors as Phi Theta Kappa members, and were selected as All USA nominees by two different presidents. Her oldest son served as the valedictorian of the class of 1993. This college provided them with an excellent education, which prepared them for advanced work at NAU, Aurora University (Scott) and the ASU Sandra Day O'Connor School of Law (Matt). Her husband worked for SMCC before being recruited by the District.

Funding Approvals/Certifications Source: Account Identification:

Chancellor ____________________________ Academic & Student Affairs______________ Business Services_______________________ Human Resources________ ITS____________ Res Dev & Cmty Relations_______________ College President_______________________

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Governing Board Agenda Meeting Date: December 9, 2014 Item Number Item Title Responsible Agents 10.2 Faculty Emeritus Distinction

South Mountain Community College Dr. Rufus Glasper

Dr. Shari Olson Recommendation In accordance with the Governing Board Policy it is recommended that the Governing Board award Faculty Emeritus Distinction to Douglas Ferguson, Faculty, Counseling/Wellness. Justification Dr. Ferguson started in the Maricopa District in 1981 as an academic advisor at South Mountain Community College. In 1985, he became the first full time faculty member in Health and Physical Education. He created the first curriculum in Health and P.E., expanding the course offerings in both areas. Recognizing the tremendous need for health and wellness education in the south Phoenix area, Doug was instrumental in the development of the SMCC fitness center which served and continues to serve students and members of the community. Later, the hours of the center were expanded to provide greater access. Additionally, Dr. Ferguson saw the need to have a stronger link between the instructional side of Health and P.E. and the SMCC athletic department. To that end, Doug created a number of classes in weight training, health, strength and conditioning for student athletes. Many were sport specific enhancing the collegiate experience for student athletes. In 2010, Doug was elected Division Chair by his colleagues in the Counseling, Health and Wellness Division. In that role he contributed to the overall administration of the instructional side of the campus and hired and mentored new faculty in the division. Doug was instrumental in the development and implementation of the AAA115 courses at SMCC designed to promote student success among the college's newest students. Dr. Ferguson also served the college as Director of Intercollegiate Athletics from 1982-2004. During his tenure, he expanded the number of intercollegiate teams from 6 to 12. He developed a new system of academic tracking for student athletes which played a pivotal role in the college's high graduation rate for student athletes. Under his leadership, several of the college's valedictorians were student athletes. The overall GPA of student athletes exceeded that of the student body. Additionally, through Doug's efforts, facilities were expanded and improved, the creation of athletic specialists allowed coaches to make a full time commitment to the college and its students. The college also won its first two national championships. Doug encouraged his coaching staff and players to contribute to the community. The Athletic depru1ment has been recognized by the St. Mary’s Food Bank for outstanding commitment to the community.



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N E W E M P L O Y M E N T

* SALARY PLACEMENT FOR NEW SUPPORT/FACULTY/MANAGEMENT/ADMINISTRATIVE/TECHNOLOGY PENDING RECEIPT OF OFFICIAL TRANSCRIPTS AND/OR VERIFICATION OF EMPLOYMENT ** CONTINGENT ON RENEWAL OF THE FUNDING SOURCE Salaries under $30,000 are due to less than 1 FTE and/or less than a 12 month position Section I New Employment Maricopa Community Colleges 12/0814 12:35PM Page 1


(Revised)

Governing Board Agenda Meeting Date: December 9, 2014 Item Number

Item Title Responsible Agents

11.1 NEW EMPLOYMENT Mrs. LaCoya Shelton-Johnson Recommendation In accordance with Governing Board Policy, it is recommended that the following personnel actions be approved. Budget approvals have been granted and are on file for the recommended personnel actions in this item. Justification


Chancellor ____________________________ Academic & Student Affairs ______________ Human Resources _________ITS__________ Business Services ______________________ Res Dev & Cmty Relations _______________ College President ______________________

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CHANDLER-GILBERT COMMUNITY COLLEGE Sapp, Allen L. Residential Faculty Bachelor of Science Aviation Embry-Riddle Service Date: 1/9/15 $44,452* 1.00 9 months GLENDALE COMMUNITY COLLEGE Minnihan, Karen R. MAT Associate Degree Coord Human Resources Services Glendale Community College Service Date: 12/10/14 $55,107 1.00 12 months MESA COMMUNITY COLLEGE Carpenter, Melissa L. MAT Master of Arts Dir College Student Educ Svcs Arizona State University Service Date: 8/1/12 $86,304 1.00 12 months MESA COMMUNITY COLLEGE Simon, Donna M. MAT Doctoral Degree Dean (CTE) Pepperdine University Service Date: 1/7/15 $104,535 1.00 12 months CHANDLER-GILBERT COMMUNITY COLLEGE Bourgeois, Jenny MAT Bachelor of Arts Coord Marketing Southwest Univ. of Visual Arts Service Date: 12/10/14 $49,859 1.00 12 months DISTRICT Iussa, Ilya A. MAT Juris Doctor Chief Strategy Officer Univeristy of IL College of Law Service Date: 12/15/14 $154,858 1.00 12 months DISTRICT Landis, Michael MAT Assoc. of Applied Science Coord Employee Org Learning Columbia Southern Univ. Service Date: 12/10/14 $60,512 1.00 12 months DISTRICT Medrano, Amber MAT No Degree Admin Asst to VC Service Date: 10/24/12 $41,986 1.00 12 months

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DISTRICT Swain, Sheri MAT No Degree Dir Enterprise Risk Mgmt Service Date: 1/5/15 $93,125 1.00 12 months GLENDALE COMMUNITY COLLEGE Baesler, Raymond M. Professional Staff Master of Education Staff Sign Language Interpreter Kent State University Service Date: 1/5/15 $60,355 1.00 12 months GLENDALE COMMUNITY COLLEGE Deans, David G. Professional Staff Assoc. of Applied Science Science Lab Tech Glendale Community College Service Date: 12/10/14 $33,112* 1.00 12 months GLENDALE COMMUNITY COLLEGE Gordon, Galena Professional Staff Master of Science Science Lab Tech Northern Arizona University Service Date: 12/10/14 $36,791 1.00 12 months GLENDALE COMMUNITY COLLEGE Kargas, Teresa College Safety No Degree Public Safety Aide Service Date: 12/10/14 $31,304 1.00 12 months GLENDALE COMMUNITY COLLEGE Young, Dina Professional Staff Master of Arts Staff Sign Language Interpreter California State University Service Date: 1/5/15 $60,355 1.00 12 months SCOTTSDALE COMMUNITY COLLEGE Keeble, Joseph Professional Staff Assoc. of Applied Science Audiovisual Technician (3/4 time) Scottsdale Community College Service Date: 12/10/14 $28,698 .75 12 months SOUTH MOUNTAIN COMMUNITY COLLEGE Fife, Calvin Professional Staff Bachelors Degree Accounting Assistant Western New Mexico University Service Date: 12/10/14 $36,791 1.00 12 months

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ESTRELLA MOUNTAIN COMMUNITY COLLEGE Reichstein, Daniel Professional Staff Bachelor of Science Audiovisual Technician Arizona State University Service Date: 12/10/14 $38,264 1.00 12 months DISTRICT Hosay, Denise Professional Staff Juris Doctor Human Resources Analyst Arizona State University Service Date: 12/10/14 $40,278 1.00 12 months DISTRICT Ly, Catherine Professional Staff Bachelor of Arts Accounting Assistant California State University Service Date: 12/10/14 $36,791 1.00 12 months

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S P E C I A L L Y F U N D E D E M P L O Y M E N T

* SALARY PLACEMENT FOR NEW SUPPORT/FACULTY/MANAGEMENT/ADMINISTRATIVE/TECHNOLOGY PENDING RECEIPT OF OFFICIAL TRANSCRIPTS AND/OR VERIFICATION OF EMPLOYMENT ** CONTINGENT ON RENEWAL OF THE FUNDING SOURCE Salaries under $30,000 are due to less than 1 FTE and/or less than 12 month position Section II Specially Funded Maricopa Community Colleges 12/9/2014 12:15 PM Page 1


(Revised)



11.2 SPECIALLY FUNDED EMPLOYMENT Mrs. LaCoya Shelton-Johnson Recommendation In accordance with Governing Board Policy, it is recommended that the following personnel actions be approved. Budget approvals have been granted and are on file for the recommended personnel actions in this item. Justification



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S P E C I A L L Y F U N D E D E M P L O Y M E N T

* SALARY PLACEMENT FOR NEW SUPPORT/FACULTY/MANAGEMENT/ADMINISTRATIVE/TECHNOLOGY PENDING RECEIPT OF OFFICIAL TRANSCRIPTS AND/OR VERIFICATION OF EMPLOYMENT ** CONTINGENT ON RENEWAL OF THE FUNDING SOURCE Salaries under $30,000 are due to less than 1 FTE and/or less than 12 month position Section II Specially Funded Maricopa Community Colleges 12/9/2014 12:15 PM Page 2

DISTRICT Iussa, Ilya A. Juris Doctor Chief Strategy Officer Univeristy of IL College of Law Service Date: 12/15/14 $154,858 1.00 12 months DISTRICT Suchomski, Timothy Bachelor of Arts Programmer Analyst I Ave Maria University Service Date: 12/10/14 $51,873 1.00 12 months Networks/NACK 9/2/12 8/31/15 RIO SALADO COLLEGE Clark, Catalina E. Bachelor of Arts Program Advisor Arizona State University Service Date: 12/10/14 $38,264.00 1.00 12 months Rio Salado College 7/1/14 6/30/15 RIO SALADO COLLEGE Drummond, Bruce N. Bachelor of Science Reporter/Host (Producer) Georgetown University Service Date: 1/5/15 $ 38,264 1.00 12 months KJZZ 7/1/14 6/30/15 RIO SALADO COLLEGE Rusden, Stephanie A. No Degree Testing Technician Service Date: 12/10/14 $ 30,391 1.00 12 months Rio Salado College 7/1/14 6/30/15 RIO SALADO COLLEGE Vian, Tiara D. Bachelor of Science Reporter/Host (Producer) Northern Arizona University Service Date: 12/10/14 $38,264.00 1.00 12 months KJZZ 7/1/14 6/30/15

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S H O R T T E R M

* SALARY PLACEMENT FOR NEW SUPPORT/FACULTY/MANAGEMENT/ADMINISTRATIVE/TECHNOLOGY PENDING RECEIPT OF OFFICIAL TRANSCRIPTS AND/OR VERIFICATION OF EMPLOYMENT ** CONTINGENT ON RENEWAL OF THE FUNDING SOURCE Section III Short Term Employment Maricopa Community Colleges 12/5/2014 2:06 PM Page 1


(Revised)



11.3 SHORT TERM EMPLOYMENT Mrs. LaCoya Shelton-Johnson Recommendation In accordance with Governing Board Policy, it is recommended that the following personnel actions be approved. Budget approvals have been granted and are on file for the recommended personnel actions in this item. Justification



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S H O R T T E R M

* SALARY PLACEMENT FOR NEW SUPPORT/FACULTY/MANAGEMENT/ADMINISTRATIVE/TECHNOLOGY PENDING RECEIPT OF OFFICIAL TRANSCRIPTS AND/OR VERIFICATION OF EMPLOYMENT ** CONTINGENT ON RENEWAL OF THE FUNDING SOURCE Section III Short Term Employment Maricopa Community Colleges 12/5/2014 2:06 PM Page 2

PHOENIX COLLEGE Owens, Jenae Bachelor of Science Office Coordinator II Arizona State University Service Date: 12/10/14 - 6/30/15 Assignment: $19,157.37 1.00 12 months MESA COMMUNITY COLLEGE Haskell, Heather No Degree Administrative Secretary III Service Date: 12/10/14 - 6/30/15 Assignment: $18,395.56 1.00 12 months SCOTTSDALE COMMUNITY COLLEGE Bunker, Mark Bachelor of Science Athletic Specialist Arizona State University Service Date: 12/10/14 - 6/30/15 Assignment: $24,043.32 1.00 12 months SOUTH MOUNTAIN COMMUNITY COLLEGE Hernandez, Manuel Associate of Arts Student Services Specialist South Mountain Community College Service Date: 12/10/14 - 1/30/15 Assignment: $6,250 1.00 12 months DISTRICT Stenbakken, Barry B. Bachelor of Arts Fiscal Technician I - Short-Term University of Arizona Service Date: 12/10/14 - 6/30/15 Assignment: $16,883.89 1.00 12 months RIO SALADO COLLEGE Ziegler, Carissa L. No Degree Administrative Assistant II Service Date: 12/10/14 - 6/30/15 Assignment: $24,451.62 1.00 12 months

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S E P A R A T I O N S

Section IV Separations Maricopa Community Colleges 12/5/2014 2:09 PM Page 1


(Revised)



11.4 SEPARATIONS Mrs. LaCoya Shelton-Johnson Recommendation In accordance with Governing Board Policy, it is recommended that the following personnel actions be approved. Budget approvals have been granted and are on file for the recommended personnel actions in this item. Justification



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GLENDALE COMMUNITY COLLEGE Reed, Mark B. Dir Early Outreach Programs Effective: December 31, 2014 GLENDALE COMMUNITY COLLEGE Moses, Mary E. Student Services Technician Effective: January 3, 2015 GATEWAY COMMUNITY COLLEGE Wright, James K. Clinical Nursing Effective: December 31, 2014 GATEWAY COMMUNITY COLLEGE Moss, Patrick G. Custodian I Effective: December 1, 2014 MESA COMMUNITY COLLEGE Evans, Linda Oiler English Effective: December 31, 2014 MESA COMMUNITY COLLEGE Bishop, Lisa Exec Secretary I Effective: November 27, 2014 MESA COMMUNITY COLLEGE Gilbert, Lisa Administrative Secretary I Effective: January 3, 2015 MESA COMMUNITY COLLEGE Waybright, Paula Program Advisor Effective: January 6, 2015 SCOTTSDALE COMMUNITY COLLEGE Guhse, Donna B. Mathematics Effective: May 16, 2015 SCOTTSDALE COMMUNITY COLLEGE Haugen, Paul Physics Effective: May 20, 2015 SCOTTSDALE COMMUNITY COLLEGE Vicich, James A. Mathematics Effective: May 23, 2015 RIO SALADO COLLEGE Marabella, Gary D. Veterans Records Technician Effective: December 6, 2014 SOUTH MOUNTAIN COMMUNITY COLLEGE Revie, Jean E. Biology Effective: May 16, 2015

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PARADISE VALLEY COMMUNITY COLLEGE DeLaMater, John T. Certified Coll Safety Officer Effective: January 3, 2015 ESTRELLA MOUNTAIN COMMUNITY COLLEGE Berg, Shireen Clinical Nursing Effective: December 20, 2014 DISTRICT Boomer, Kristen Instructional Designer Effective: December 20, 2014 DISTRICT La Rue, William Jr. Small Business Analyst Effective: November 8, 2014 DISTRICT Salter, Tracy E. Institutional Research Analyst Effective: January 3, 2015 DISTRICT Yabeny, Pam Dir Early Outreach Programs Effective: January 3, 2015 DISTRICT Gutierrez, Nathan Financial Aid Tech I Effective: November 22, 2014 Lawrence, Donna G. Admiss, Reg and Rec Service Rep Effective: January 16, 2015

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Correction to Previous Board Agenda Item

Section V Correction to Previous Agenda Maricopa Community Colleges December 5, 2014 10:13am Page 1


(Revised)



11.5 Correction to Previous Board Agenda Items Mrs. LaCoya Shelton-Johnson Recommendation In accordance with Governing Board Policy, it is recommended that the following personnel actions be approved. Budget approvals have been granted and are on file for the recommended personnel actions in this item. Justification



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Correction to Previous Board Agenda Item

Section V Correction to Previous Agenda Maricopa Community Colleges December 5, 2014 10:13am Page 1

Board Date Name Prior Board Action Correction 11/25/2014 Webster, Tara NEW EMPLOYMENT Rescinded job offer * SALARY PLACEMENT FOR NEW SUPPORT/FACULTY/MANAGEMENT/ADMINISTRATIVE/TECHNOLOGY PENDING RECEIPT OF OFFICIAL TRANSCRIPTS AND/OR VERIFICATION OF EMPLOYMENT ** CONTINGENT ON RENEWAL OF THE FUNDING SOURCE.

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Governing Board Agenda Meeting Date: December 9, 2014

Item Number Item Title Responsible Agents 12.1 Curriculum Dr. Maria Harper-Marinick

Recommendation The curriculum proposals attached have been processed through all procedures established by the Maricopa County Community Colleges. It is recommended that the proposals be approved as submitted. AGENDA HIGHLIGHTS: Please refer to the curriculum Summary starting on page 2 for a complete listing of all program and course proposals. Justification


Chancellor _____________________________ Academic & Student Affairs_______________ Business Services________________________ Human Resources__________ ITS __________ Res Dev & Cmty Relations_________________ College President________________________

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2

GBA December 9, 2014 MCCCD Governing Board Action Items Curriculum Summary

COURSE PROPOSALS: Course Deletions………………………………………………..…………………………………………………………page 6 GC EMT272 GW DMI112AA, DMI112AB, DMI118AA, DMI118AB, HUC120 RS CSR220, CSR221, CSR270, CSR271, CSR272, CSR273 Course Modifications………………………………………………………………………………………………………page 7 GC ITS110 GW DMI212, DMS110, DMS120, DMS210, ELA111, ELA112, ELA123, ELA124, ELA235, ELA236, ELA247, ELA248 MC SWU130, SWU258 PC LAS110, LAS221AB SC TCM100, TCM212, TCM242, TCM244 New Courses…………………………………………………………………………………………………………………page 13 CG MKT111 GW DMS110LL, DMS120LL, DMS210LL, ELA113, ELA125, ELA238, ELA246, NCE266 PC LAS265, LAS280 PV COM177 RS LET112, LET113, LET114, LET115, LET116, LET117, LET118, LET120 SC CIS136, DAN170, TCM107, TCM121, TCM123, TCM124, TCM223, TCM224, TCM242AA PROGRAM PROPOSALS: New Occupationa Programs (NOP)……………….…………….………………….………….….…….……….………page 19 CG CCL/5830 Social Media Marketing 19 Shared by: CG, GC, GW, MC, PC, SC, SM

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3


PROGRAM PROPOSALS: Occupaional Program Modifications (OPM)…………………………………………..……………….……….………page 20 EM AAS/3151 Culinary Studies 20 GC AAS/3039 Information Security 20 CCL/5347 Information Security Technology 21 GW AAS/3428 Construction Trades: Electricity 21 CCL/5428 Construction Trades: Electricity 21 AAS/3656 Diagnostic Medical Sonography 22 CCL/5656 Diagnostic Medical Sonography 22 AAS/3136 Electroneurodiagnostic (END) Technology 23 AAS/3762 Occupational Safety and Health Technology 23 AAS/3135 Polysomnographic Technology 24 CCL/5695 Polysomnographic Technology 24 MC AAS/3120 Journalism 25 Shared by: MC, SC CCL/5739 Nursing Refresher 25 Shared by: GW, MC AAS/3030 Urban Horticulture 26 PC *AAS/3157 Environmental and Natural Resource Sustainability 26 CCL/5557 Firefighter Operations 26 Shared by: CG, EM, GC, MC, PC, PV AAS/3384 Paralegal Studies 27 CCL/5384 Paralegal Studies 28 CCL/5513 Paramedicine 29 Shared by: GC, MC, PC, PV RS AAS/3016 Corrections 29 *CCL/5829 Juvenile Corrections 30 AAS/3692 Public Administration 30 CCL/5691 Public Administration 30

Note: *Indicates addition of an Occupational Program through the Occupational Program Modification process

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4


PROGRAM PROPOSALS: Occupational Program Deletions (OPD)……..………………………….……………..……………….……….………page 31 GC AAS/3276 Advanced Emergency Medical Technology (Paramedic) 31 CCL/5276 Advanced Emergency Medical Technology (Paramedicine) 31 CCL/5571 Animation 31 AAS/3089 Fire Science Technology 31 Shared by: CG, GC CCL/5578 Fire Science Technology 32 Shared by CG, GC CCL/5567 Graphic Design 32 AAS/3320 Human Services 32 AAS/3571 Multimedia 32 AAS/3102 Real Estate 33 CCL/5540 Web Publishing Design: Design and Authoring 33 CCL/5935 Web Publishing Design: Foundation 33

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5

CURRICULUM ACTIVITY: COURSES FOR December 9, 2014

Total Course Proposals Submitted (62 with 0 X-refs added and, 0 X-ref deleted)

Proposal Type/Outcomes CGCC EMCC GWCC GCC MCC PVCC PC RSC SCC SMCC Dist Totals

Course Deletions (CD) 5 1 6 22

New Course (NC) 1 8 1 2 8 9 29

Course Modification (CM) 12 1 2 2 4 21 New Courses from CM (Cross-References, Modules or Suffixed Courses) Total Courses College Columns 1 0 25 2 2 1 4 14 13 0 0 62

*Exp = Experimental Courses # = AES or MIR (Aerospace Studies or Military Science)

CURRICULUM ACTIVITY: PROGRAMS FOR December 9, 2014

Total Program Proposals Submitted (35 with 2 Program Addition(s)) Proposal Type/Outcomes CGCC EMCC GWCC GCC MCC PVCC PC RSC SCC SMCC Dist Totals Occupational Program Deletions (OPD) 11 11 New Occupational Program (NOP) 1 1 Occupational Program Modification (OPM) 1 8 2 3 4 3 21 OPM-Program Additions New Programs Created 1 1 2 OPM-Change in Availability New Programs Created 1 1 Academic Program Deletions (APD) 0 New Academic Program (NAP) 0 Academic Program Modification (APM) 0 APM-Program Additions New Programs Created 0 APM-Change in Availability New Programs Created 0

Total New Program 2 0 0 0 0 0 1 1 0 0 0 4

Total Modified Programs 0 1 8 13 3 0 4 3 0 0 0 32 Total Programs College Columns 2 1 8 13 3 0 5 4 0 0 0 36

Shared Programs include programs offered by two or more colleges and District Wide Programs are offered by all 10 colleges.

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ATTACHMENT: CD COURSE DELETIONS: MARICOPA COMMUNITY COLLEGES

MCCCD GOVERNING BOARD DATE: 12/9/14

X-REF TYPE COLLEGE SUBJECT TITLE EFFECTIVE END OF

6

O RS CSR220 Travel Club Membership Services I 2014 Fall O RS CSR221 Travel Club Membership Services II 2014 Fall O RS CSR270 Emergency Road Service Call Receiving 2014 Fall O RS CSR271 Emergency Road Service Call Receiving Lab 2014 Fall O RS CSR272 Emergency Road Service Dispatch 2014 Fall O RS CSR273 Emergency Road Service Dispatch Lab 2014 Fall O GW DMI112AA Skeletal Procedures I 2015 Summer O GW DMI112AB Skeletal Procedures II 2015 Summer O GW DMI118AA Contrast Media Procedures I 2015 Summer O GW DMI118AB Contrast Media Procedures II 2015 Summer O GC EMT272 Advanced Emergency Medical Technology 2014 Fall O GW HUC120 The Electronic Patient Chart for the Health Unit Coordinator 2014 Fall

X-Ref=Displays current course cross-reference with proposed deletion. The cross-referencing of courses is eliminated per effective “end of” term noted above

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http://aztransmac2.asu.edu/cgi-bin/WebObjects/acres.woa/wa/freeForm2?id=50696












ATTACHMENT: CM COURSE MODIFICATIONS: MARICOPA COMMUNITY COLLEGES


ACT CREDITS PERIODS LOAD

7

DMI212 Advanced Radiographic Procedures LEC 1.0 1.0 1.0 Proposed Changes: Description, Requisite, Competencies, Outline Physical space imaging equipment and sterile environment required for advanced and interventional radiographic procedures. Types and applications for needles, guide wires, and catheters. Advanced and interventional radiographic procedures. Prerequisites: DMI112 and DMI118, or permission of Instructor. Type: O College: GW Effective: 2015 Fall ___________________________________________________________________________________________ DMS110 Introduction to Diagnostic Sonography LEC 2.0 2.0 2.0 Proposed Changes: Activity Type from: LEC LAB to: LEC, Credits from 2.0 1.0 to: 2.0, Periods from: 2.0 3.0 to: 2.0, Load from: 2.0 2.4 to: 2.0, Competencies History of ultrasound including medical applications. Job description including opportunities, training and curriculum. Licensure, use and maintenance of sonography equipment, roles, rules and responsibilities of Diagnostic Medical Sonographers in the workplace. Prerequisites: Admission to Diagnostic Medical Sonography program. Type: O College: GW Effective: 2015 Spring ___________________________________________________________________________________________ DMS120 Ultrasound Imaging: Abdominal Procedures I LEC 3.0 3.0 3.0 Proposed Changes: Activity Type from: LEC LAB to: LEC, Credits from: 3.0 1.0 to: 3.0, Periods from 3.0 3.0 to: 3.0, Load from: 3.0 2.4 to: 3.0, Competencies Ultrasound evaluation of upper abdominal organs. Normal and pathologic ultrasound appearances of the liver, gallbladder, pancreas, biliary tree, spleen, adrenal glands, kidneys, major vascular structures, and lymph nodes. Prerequisites: Admission to Diagnostic Medical Sonography program. Type: O College: GW Effective: 2015 Spring ___________________________________________________________________________________________ DMS210 Concepts of Vascular Imaging LEC 2.0 2.0 2.0 Change in: Activity Type from: LEC LAB to: LEC, Credits from: 2.0 1.0 to: 2.0, Periods from: 2.0 3.0 to: 2.0, Load from: 2.0 2.4 to: 2.0, Competencies Vascular physics and terminology. Application of imaging concepts to arterial, venous, and cerebrovascular ultrasound. Normal, abnormal and pathologic states of human vascular anatomy. Review and demonstration of selected scanning protocols to include extremity and cerebral vascular systems. Prerequisites: Admission to Diagnostic Medical Sonography program. Type: O College: GW Effective: 2015 Spring ___________________________________________________________________________________________

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ELA111 Construction Electricity I L+L 6.0 6.0 6.0 Proposed Changes: Credits from: 4.0 to: 6.0, Load from: 5.4 to: 6.0, Description, Competencies, Outline Introduction to the electrical construction trade incorporating safety awareness, introductory concepts in electrical theory, math review, solving simple equations , ratios, percentages and proportions. Study of the National Electrical code (NEC), practical use of materials and tools of the electrical construction trade. Basic splicing, anchoring, and fusing procedures; basic conduit bending calculations and installations, introduction to blueprint reading for electricians, rigging and lifting techniques. Prerequisites: Registered apprenticeship status or permission of the Apprenticeship Coordinator. Type: O College: GW Effective: 2015 Summer ___________________________________________________________________________________________ ELA112 Construction Electricity II L+L 6.0 6.0 6.0 Proposed Changes: Credits from: 4.0 to: 6.0, Load from: 5.4 to 6.0, Description, Requisite, Competencies, Outline Introduction to the fundamentals electricity, basic direct current (DC) theory through advanced DC theory, advanced conduit fabrication, bending applications and calculations. Practical applications for wiring devices and conduit bending. Prerequisites: Registered apprenticeship status or permission of the Apprenticeship Coordinator. Type: O College: GW Effective: 2015 Summer ___________________________________________________________________________________________ ELA123 Construction Electricity III L+L 6.0 6.0 6.0 Proposed Changes: Credits from: 4.0 to: 6.0, Load from: 5.4 to: 6.0, Description, Requisite, Competencies, Outline American labor history, parliamentary procedures. Electrical theory of alternating current systems pertaining to inductance, and capacitance; use of alternating current (AC) and direct current (DC) meters, rectifiers and capacitors. Prerequisites: Registered apprenticeship status or permission of the Apprenticeship Coordinator. Type: O College: GW Effective: 2015 Summer ___________________________________________________________________________________________ ELA124 Construction Electricity IV L+L 6.0 6.0 6.0 Proposed Changes: Credits from: 4.0 to: 6.0, Load from: 5.4 to: 6.0, Description, Requisite, Competencies, Outline Transformers principles and applications in regards to use, connection, installation and safety related to transformer principles and applications including requirements specified by the National Electrical Code (NEC). Filters and power quality for electrical systems, direct current generation, application of test instruments for power quality, instrumentation, insulation testing and voice-data-video. Blueprint reading for electricians, commercial drawings, specifications, and schedules. Prerequisites: Registered apprenticeship status or permission of the Apprenticeship Coordinator. Type: O College: GW Effective: 2015 Summer ___________________________________________________________________________________________

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ELA235 Advanced Construction Electricity I L+L 6.0 6.0 6.0 Proposed Changes: Credits from: 4.0 to: 6.0, Load from: 5.4 to: 6.0, Description, Requisite, Competencies, Outline Advanced industrial blueprint reading, lighting design, healthcare systems including the National Electrical Code (NEC) requirements. Motors and motor controls. Prerequisites: Registered apprenticeship status or permission of the Apprenticeship Coordinator. Type: O College: GW Effective: 2015 Summer ___________________________________________________________________________________________ ELA236 Advanced Construction Electricity II L+L 6.0 6.0 6.0 Proposed Changes: Credits from: 4.0 to: 6.0, Load from: 5.4 to: 6.0, Description, Requisite, Competencies Motor Controls, types of motor controls, components, motor control circuitry, and installations of motor control components and circuitry: Instrumentation and process controls, theory of process controls, installation, calibration, and troubleshooting of instruments and control circuitry. Prerequisites: Registered apprenticeship status or permission of the Apprenticeship Coordinator. Type: O College: GW Effective: 2015 Summer ___________________________________________________________________________________________ ELA247 Advanced Construction Electricity III L+L 6.0 6.0 6.0 Proposed Changes: Credits from: 4.0 to: 6.0, Load from: 5.4 to: 6.0, Description, Requisite, Competencies, Outline Leadership and motivation techniques for the electrical industry, digital electronics, Boolean algebra and logic gates. Power quality for electrical systems, distributed generation, information technologies sites, uninterruptable power supplies, and fuel cells. Torque theory and applications. National Electrical Code (NEC) related to over current protective devices (OCPDs), types, sizing, and ratings. Tape rules, fault current calculations and ratings, motor branch circuits and circuit/transformer protection. Prerequisites: Registered apprenticeship status or permission of the Apprenticeship Coordinator. Type: O College: GW Effective: 2015 Summer ___________________________________________________________________________________________

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ELA248 Advanced Construction Electricity IV L+L 6.0 6.0 6.0 Proposed Changes: Credits from: 4.0 to: 6.0, Load from: 5.4 to: 6.0, Description, Requisite, Competencies, Outline Introduction to fire alarm systems, requirements, devices, wiring methods and applicable codes; fire alarm blueprints and specifications. Cables, cabling systems, terminations, grounding and bonding. Telecommunications Industry Association/Electronic Industries Alliance (TIA/EIA) standards. Hazardous location introduction and history, area classification, protection techniques, equipment, wiring requirements, and special occupancies. National Electrical Code (NEC) updates, installation of emergency and standby systems over 600 volts, remote-control, signaling, and power-limited circuit, specific raceways and cable tray systems, in-floor, multi-outlet assembles, changes and update to the NEC. Prerequisites: Registered apprenticeship status or permission of the Apprenticeship Coordinator. Type: O College: GW Effective: 2015 Summer ___________________________________________________________________________________________ ITS110 Information Security Fundamentals L+L 3.0 4.0 3.7 Proposed Changes: Credits from: 4.0 to: 3.0, Periods from: 5.0 to: 4.0, Load from: 4.7 to: 3.7, Requisite Fundamental concepts of information technology security. Topics include authentication methods, access control, cryptography, Public Key Infrastructure (PKI), network attack and defense methods, hardening of operating systems and network devices, securing remote access and wireless technologies and securing infrastructures and topologies. Emphasis on hands-on labs in both the Windows and Linux environments. Builds on thorough understanding of Transmission Control Protocol/Internet Protocol (TCP/IP) and security concepts and Microsoft (MS) Windows and Linux Administration Prerequisites: CIS126DA, or CIS126DL, or permission of Program Director. Prerequisites or Corequisites: Any MST150++ course. Type: O College: GC Effective: 2015 Fall ___________________________________________________________________________________________ LAS110 Civil Procedures II LEC 3.0 3.0 3.0 Proposed Changes: Description, Requisite Application of the procedural aspects of discovery, trial preparation, and post-trial work as part of a litigation team. Emphasis on practical concerns, such as interviewing of witnesses; preparation of discovery documents, exhibits, and transmittal memoranda; summarizing and indexing depositions; organization of files; preparation of trial notebooks; and participation in a mock trial. Prerequisites: LAS109 and (BPC110 or CIS105 or permission of Program Director). Type: O College: PC Effective: 2015 Fall ___________________________________________________________________________________________

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LAS221AB Paralegal Internship LAB 2.0 10.0 0.0 Proposed Changes: Description, Requisite, Course Repeat, Course Notes work through placement at a law firm or other law-related organization where student will gain experience working in a legal setting. Supervision and evaluation by on-the-job supervisor as well as college program director. Prerequisites: Permission of Program Director. Corequisites: LAS220. Course Notes: LAS221AB requires a minimum of 160 hours of field experience in a legal setting. Type: O College: PC Effective: 2015 Fall ___________________________________________________________________________________________ SWU130 Addictions and Substance Use Disorders LEC 3.0 3.0 3.0 X BHS130 Proposed Changes: Title, Description, Competencies, Outline Sociological, psychological and physiological aspects of addictive behaviors and chemical abuse. Consideration of a variety of treatment programs offered in community agencies. Prerequisites: None. Type: O College: MC Effective: 2015 Summer ___________________________________________________________________________________________ SWU258 Victimology and Crisis Management LEC 3.0 3.0 3.0 X AJS/EMT/FSC258 Proposed Changes: Description, Competencies, Outline Victimology, the criminal justice system, techniques of crisis intervention, and the importance of a multicultural and global perspective. Includes sexual assault, family violence, post-traumatic stress disorder, the role of substance abuse, effective coping skills, appropriate community resources and the responsiveness of the justice system. Prerequisites: None. Type: A College: MC Effective: 2015 Spring ___________________________________________________________________________________________ TCM100 Digital Multimedia L+L 3.0 3.0 3.0 Proposed Changes: Title, Description, Competencies, Outline Introduction to the major components of a multimedia project. Prerequisites: None. Type: O College: SC Effective: 2015 Spring ___________________________________________________________________________________________

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TCM212 Television Screenwriting: Sitcom Pilot L+L 3.0 6.0 5.1 Proposed Changes: Title, Activity Type from LEC to: L+L, Periods from: 3.0 to: 6.0, Load from 3.0 to: 5.1, Description, Requisite, Competencies, Outline Advanced workshop focused on creating an original television (TV) situation comedy concept, writing an original pilot script for the series, developing an individual writing voice and understanding the professional TV writing landscape. Prerequisites: TCM124. Type: O College: SC Effective: 2015 Fall ___________________________________________________________________________________________ TCM242 Professional Portfolio in Film and Television L+L 2.0 4.0 3.4 Proposed Changes: Title, Description, Competencies, Outline Explores techniques and applications used in editing an individual project on an editing system. Prerequisites: (TCM241 and independent footage) or permission of Instructor. Course Notes: TCM242 may be repeated for a total of six (6) credits. Type: O College: SC Effective: 2015 Spring ___________________________________________________________________________________________ TCM244 Film Finishing L+L 4.0 6.0 5.4 Proposed Changes: Title, Description Introduction to editing system and applications. Prerequisites: TCM241 or permission of Instructor. Type: O College: SC Effective: 2015 Fall ___________________________________________________________________________________________

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ATTACHMENT: NC NEW COURSES: MARICOPA COMMUNITY COLLEGES



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CIS136 Content Management Systems: WordPress L+L 3.0 3.0 3.0 Overview of WordPress Content Management System. Includes hands-on design and creation of web pages and blogs for the World Wide Web. Designed to cover best practices for web site/blog creation. Prerequisites: None. Type: O College: SC Effective: 2015 Spring ___________________________________________________________________________________________ COM177 Experiential Group Activities Facilitation LEC 3.0 3.0 3.0 Communication skills, tools, and strategies used to lead experiential learning activities. Designed to enhance the student's ability to facilitate experiential group learning activities. Prerequisites: None. Type: O College: PV Effective: 2015 Spring ___________________________________________________________________________________________ DAN170 Dance Kinesiology LEC 3.0 3.0 3.0 In-depth study of how the human body functions during dance movement both theoretically and practically. Attention given to correct body alignment and use while dancing, exploring each part of the body individually and analyzing the body as a whole. Prerequisites: Appropriate reading and writing placement test scores, or a grade of C or better in ENG091 and RDG091. Corequisites: Any dance technique course. Type: A College: SC Effective: 2015 Spring ___________________________________________________________________________________________ DMS110LL Introduction to Diagnostic Sonography Laboratory LAB 1.0 3.0 2.4 Use and maintenance of sonography equipment, and responsibilities of Diagnostic Medical Sonographers in the workplace. Prerequisites or Corequisites: DMS110. Type: O College: GW Effective: 2015 Spring ___________________________________________________________________________________________ DMS120LL Ultrasound Imaging: Abdominal Procedures I Laboratory LAB 1.0 3.0 2.4 Ultrasound evaluation of upper abdominal organs. Normal ultrasound appearances of the liver, gallbladder, pancreas, biliary tree, spleen, adrenal glands, kidneys, major vascular structures, small parts, and lymph nodes. Prerequisites or Corequisites: DMS120. Type: O College: GW Effective: 2015 Spring ___________________________________________________________________________________________

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DMS210LL Concepts of Vascular Imaging Laboratory LAB 1.0 3.0 2.4 Application of diagnostic concepts to arterial, venous, and cerebrovascular vasculature. Normal human vascular anatomy. Demonstration of selected scanning protocols to include extremity and visceral vascular systems. Prerequisites or Corequisites: DMS210. Type: O College: GW Effective: 2015 Spring ___________________________________________________________________________________________ ELA113 Introduction to National Electrical Code L+L 3.0 3.0 3.0 Development, content, structure, and definitions in the National Electrical Code (NEC). Application of the NEC for proper and safe electrical installations and wiring methods. Prerequisites: Registered apprenticeship status or permission of Apprenticeship Coordinator. Type: O College: GW Effective: 2015 Summer ___________________________________________________________________________________________ ELA125 National Electric Code I L+L 3.0 3.0 3.0 National Electrical Code (NEC) related to branch circuits, feeders, services, devices, conductors, raceways and cable assembles. Electrical safety incorporating Occupational Safety and Health Association (OSHA) requirements and National Fire Protection Association (NFPA) 70E guidelines. Prerequisites: Registered apprenticeship status or permission of the Apprenticeship Coordinator. Type: O College: GW Effective: 2015 Summer ___________________________________________________________________________________________ ELA238 National Electric Code II LAB 3.0 3.0 3.0 National Electrical Code requirements for Grounding and bonding electrical installations. Continued study of electrical safety incorporating Occupational Safety and Health Association (OSHA) requirements and National Fire Protection Association (NFPA) 70E guidelines. Prerequisites: Registered apprenticeship status or permission of the Apprenticeship Coordinator. Type: O College: GW Effective: 2015 Summer ___________________________________________________________________________________________ ELA246 National Electric Code III LAB 3.0 3.0 3.0 National Electrical Code (NEC) requirements for special occupancies, conditions, and equipment. Calculations for conductor ampacites, conductor fill specific branch circuits. Installation and NEC requirements for Photovoltaic (PV) Systems. Prerequisites: Registered apprenticeship status or permission of the Apprenticeship Coordinator. Type: O College: GW Effective: 2015 Summer ___________________________________________________________________________________________

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LAS265 Regulatory Compliance LEC 3.0 3.0 3.0 Examination of, and requirements for, organizations maintaining compliance with regulatory schemes. Emphasis on federal regulations and the role of non-lawyer personnel, such as paralegals, in obtaining, organizing, analyzing, and presenting recommendations for acting on factual information and legal research related to regulatory requirements. Prerequisites: LAS109 and (BPC110 or CIS105 or permission of Program Director). Type: O College: PC Effective: 2015 Fall ___________________________________________________________________________________________ LAS280 Paralegal Studies Portfolio Capstone LEC 1.0 1.0 1.0 Demonstration of acquired skills and knowledge through review, revision, and supplementation of electronic portfolio containing evidence of program competencies; preparation, revision, and review of work product samples to facilitate the transition from student to entry-level paralegal. Prerequisites: LAS110, LAS203, LAS204, LAS214 and (BPC110 or CIS105 or permission of Program Director). Prerequisites or Corequisites: (LAS225, LAS229, and LAS237) or permission of Program Director . Type: O College: PC Effective: 2015 Fall ___________________________________________________________________________________________ LET112 Introduction to Juvenile Corrections LEC 2.0 2.0 2.0 Introduction to the Arizona Department of Juvenile Corrections. Includes the philosophy, mission, vision, and goals of the department in addition to juvenile corrections statistics and jurisdiction issues. Also covers programs available to youth in the department as well as agency information policy and access. Standards of conduct also covered. Prerequisites: None. Type: O College: RS Effective: 2015 Spring ___________________________________________________________________________________________ LET113 Juvenile Corrections Procedures LAB 2.0 6.0 4.8 Practical application of juvenile corrections procedures. Includes workplace safety, first aid, and cardiopulmonary resuscitation (CPR) procedures in addition to principles of staff safety in the facility. Also covers physical intervention techniques, preparation and transportation of youth, and radio and telephone communications. Report writing also covered. Prerequisites: None. Type: O College: RS Effective: 2015 Spring ___________________________________________________________________________________________

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LET114 Juvenile Corrections Officer Skills L+L 3.0 4.0 3.7 Officer skills for the juvenile corrections system. Includes cultural awareness, data security policy and procedures, and defensive driving skills. Also covers tools for and goals of behavior management and effective communication styles and skills. Contraband legalities and procedures also covered. Prerequisites: None. Type: O College: RS Effective: 2015 Spring ___________________________________________________________________________________________ LET115 Crisis Intervention in Juvenile Corrections LEC 2.0 2.0 2.0 Overview of juvenile corrections officer skills for crisis intervention. Includes phases of the stress model and situation assessment in addition to verbal and non-verbal crisis communication. Also covers behavioral support and conflict resolution goals and limitations. Life Space Interview (LSI) steps included. Prerequisites: None. Type: O College: RS Effective: 2015 Spring ___________________________________________________________________________________________ LET116 Adolescent Treatment Issues LEC 3.0 3.0 3.0 Adolescent treatment issues in the juvenile corrections system. Includes stages of adolescent development and development theories. Covers mental health issues and illness, disorders, and interventions in addition to types of treatments, medications, and behavioral issues. Prerequisites: None. Type: O College: RS Effective: 2015 Spring ___________________________________________________________________________________________ LET117 Juvenile Corrections Supervision LEC 3.0 3.0 3.0 Supervisory skills for the juvenile corrections system. Includes classification principles and systems, stages of change, and case management responsibilities. Also covers indicators of and reporting requirements for child abuse, Incident Command System (ICS) responsibilities, and education team roles and responsibilities. Positive Behavioral Interventions and Support (PBIS) also covered. Prerequisites: None. Type: O College: RS Effective: 2015 Spring ___________________________________________________________________________________________ LET118 Legal Issues in Juvenile Corrections LEC 3.0 3.0 3.0 Overview of legal issues in the Arizona Department of Juvenile Corrections (ADJC) system. Includes justice system treatment philosophies and theories as wells as adjudication, conviction, and victim?s rights. Also covers civil and criminal liability, causes of civil litigation, and civil rights concerns. Search and seizure, due process, and physical intervention principles also covered. Prerequisites: None. Type: O College: RS Effective: 2015 Spring ___________________________________________________________________________________________

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LET120 Juvenile Corrections Housing Unit Operations L+L 2.0 3.0 2.7 Housing unit operations for juvenile corrections officers. Includes policies for housing unit operations, supervisory procedures, and documentation in addition to behavior management goals and techniques. Also covers levels of support, group management skills, and activation procedures for the Incident Command System (ICS). Prerequisites: None. Type: O College: RS Effective: 2015 Spring ___________________________________________________________________________________________ MKT111 Applied Marketing and Social Networking L+L 3.0 4.0 3.7 Examination of the strategic use of digital and social media marketing platforms and tools for global communication and networking, including analysis of various digital and social media platforms and tools for developing brands, creating professional networks and creating engaging content. Hands-on use of social media platforms and tools to conduct research, develop strategies for creating, integrating, and evaluating social media marketing campaigns, and development of metrics to measure effectiveness. Prerequisites: MKT110. Type: O College: CG Effective: 2015 Spring ___________________________________________________________________________________________ NCE266 Recognition and Management of the Patient with Allergies LEC 0.5 0.5 0.5 Allergy process, types of allergies and their presentations, levels and types of reactions, as well as treatment, diagnostic testing and prevention strategies. Prerequisites: Health care professional or permission of Department or Division. Type: O College: GW Effective: 2015 Spring ___________________________________________________________________________________________ TCM107 Career Pathways in the Media LEC 3.0 3.0 3.0 Emphasis on theories of broadcasting, how the media functions in our society, the business structure of the U.S. media environment, the cultural import and potential impact of the programming and films, and the growth of new communications technologies. Prerequisites: None. Type: O College: SC Effective: 2015 Fall ___________________________________________________________________________________________ TCM121 Story Theory for Film, Television and Media LEC 3.0 3.0 3.0 Introduction to story theory and structure as it applies to screenwriting for feature films, television programs (one-hour dramas and sitcoms) and related media. Prerequisites: None. Type: O College: SC Effective: 2015 Fall ___________________________________________________________________________________________

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TCM123 Feature Screenwriting: First Draft L+L 3.0 6.0 5.1 Intermediate workshop focused in writing initial draft of a narrative feature film screenplay. Prerequisites: TCM121. Type: O College: SC Effective: 2015 Fall ___________________________________________________________________________________________ TCM124 Television Screenwriting: Existing Programs L+L 3.0 6.0 5.1 Intermediate workshop focused on understanding the collaborative nature of series/television (TV) story development (i.e., writers' room) and writing initial draft of a spec script for an existing TV one-hour drama or half-hour sitcom. Prerequisites: TCM121. Type: O College: SC Effective: 2015 Fall ___________________________________________________________________________________________ TCM223 Feature Screenwriting: The Rewrite L+L 3.0 6.0 5.1 Advanced workshop focused in rewriting narrative feature film screenplay, developing an individual writing voice and understanding the professional feature writing landscape. Prerequisites: TCM123. Type: O College: SC Effective: 2015 Fall ___________________________________________________________________________________________ TCM224 Television Screenwriting: One-Hour Drama Pilot L+L 3.0 6.0 5.1 Advanced workshop focused on creating an original one-hour drama series concept, writing an original pilot script for the series, developing an individual writing voice and understanding the professional television writing landscape. Prerequisites: TCM124. Type: O College: SC Effective: 2015 Fall ___________________________________________________________________________________________ TCM242AA Professional Portfolio in Screenwriting L+L 2.0 4.0 3.4 Explores techniques and applications used in screenwriting for an individual project. Prerequisites: TCM212, or TCM223, or TCM224. Course Notes: TCM242AA may be repeated for a total of six (6) credits. Type: O College: SC Effective: 2015 Spring ___________________________________________________________________________________________

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ATTACHMENT: NOP NEW OCCUPATIONAL PROGRAMS: MARICOPA COMMUNITY COLLEGES


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Award/Major Code: CCL/5830 Program Title: Social Media Marketing Initiating College: CG Effective Term: 2015 Spring Program Availability: Shared by: CG, GC, GW, MC, PC, SC, SM Total Credits: 17-20 CIPs Code: 52.1402 Overall G.P.A.: 2.00 Faculty Initiator: Nicki Maines Instructional Council: Business/Management (03) Description: The Certificate of Completion (CCL) in Social Media Marketing is designed to provide useful skills important in a variety of strategic marketing areas, e.g., social media, digital communications, integrated marketing, media relations, and brand management. _________________________________________________________________________________________

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http://aztransmac2.asu.edu/cgi-bin/WebObjects/acres.woa/wa/freeForm?id=79469

ATTACHMENT: OPM OCCUPATIONAL PROGRAM MODIFICATIONS: MARICOPA COMMUNITY COLLEGES


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Award/Major Code: AAS/3151 Program Title: Culinary Studies Initiating College: EM Effective Term: 2015 Spring Program Availability: College-Specific Total Credits: 64-68 CIPs Code: 12.0503 Overall G.P.A.: 2.00 Faculty Initiator: Steve Griffiths Instructional Council: Hospitality (58) Proposed Changes: Total Program Credits, Restricted Elective Credits, Restricted Electives Description: The Associate in Applied Science (AAS) in Culinary Studies degree is designed to train students who wish to become professional chefs and cooks. A formal dining room is operated by the program and provides practical work experience for students. Instruction includes principles of professional cooking and baking, volume food production, food sanitation and safety, purchasing, customer service, and menu planning. _________________________________________________________________________________________ Award/Major Code: AAS/3039 Program Title: Information Security Initiating College: GC Effective Term: 2015 Fall Program Availability: College-Specific Total Credits: 62-71 CIPs Code: 11.1003 Overal G.P.A.: 2.00 Faculty Initiator: Ray Esparza Instructional Council: Computer Information Systems (12) Proposed Changes: Total Program Credits, Required Course Credits, Restricted Elective Credits, Restricted Electives, Gen Ed Total Credits, Gen Ed Core Credits, Gen Ed Oral Communication Requirements, Gen Ed Critical Reading Credits, Gen Ed Critical Reading Requirements, Gen Ed Mathematics Requirements, Program Competencies Description: The Associate in Applied Science (AAS) degree in Information Security is designed to provide students with the knowledge and tools to understand how networks, operating systems and programs function. Emphasis is placed on developing the theoretical and practical skills needed to maintain security on mission-critical data and systems. The program is designed to meet the training needs of government and industry employees. The program covers a variety of information security disciplines which include both vendor-neutral and vendor-specific information technology (IT) security training. The Information Security program prepares students for internationally recognized IT certifications and high demands in business, industry and government. _________________________________________________________________________________________

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Award/Major Code: CCL/5347 Program Title: Information Security Technology Initiating College: GC Effective Term: 2015 Fall Program Availability: College-Specific Total Credits: 28 CIPs Code: 11.1003 Overal G.P.A.: 2.00 Faculty Initiator: Ray Esparza Instructional Council: Computer Information Systems (12) Proposed Changes: Total Program Credits, Program Notes, Program Prerequisite Credits, Program Prerequisites, Required Course Credits, Required Courses, Program Competencies Description: The Certificate of Completion (CCL) in Information Security Technology program is designed to provide students with the knowledge and tools to understand how networks, operating systems and programs function, as well as, how to protect them. Emphasis is placed on developing the knowledge and skills to maintain security on mission-critical data and computer systems. The program is designed to meet the training needs of employees in both public and private sectors. The program covers a variety of information security disciplines that include both vendor-neutral and vendor-specific security training. The Information Security Technology program is designed to help prepare students for internationally recognized industry certifications. _________________________________________________________________________________________ Award/Major Code: AAS/3428 Program Title: Construction Trades: Electricity Initiating College: GW Effective Term: 2015 Summer Program Availability: College-Specific Total Credits: 60-103 CIPs Code: 46.0302 Overal G.P.A.: 2.00 Faculty Initiator: Anna Lopez Instructional Council: Occupational Administrators (53) Proposed Changes: Total Program Credits, Required Course Credits, Restricted Elective Credits, Program Competencies Description: The Associate in Applied Science (AAS) in Construction Trades: Electricity degree is designed to provide apprentices and journeymen with a broadened educational background and leadership skills so that students completing the associate degree program may be better equipped to enter supervisory and managerial positions. _________________________________________________________________________________________ Award/Major Code: CCL/5428 Program Title: Construction Trades: Electricity Initiating College: GW Effective Term: 2015 Summer Program Availability: College-Specific Total Credits: 30-62 CIPs Code: 46.0302 Overal G.P.A.: 2.00 Faculty Initiator: Anna Lopez Instructional Council: Occupational Administrators (53) Proposed Changes: Total Program Credits, Required Course Credits, Required Courses, Program Competencies Description: The Certificate of Completion (CCL) in Construction Trades: Electricity program is designed to provide knowledge and skills in the electrical building trade. These include use of tools, installation of circuitry, equipment, and special service systems, reading blueprints, and a basic understanding of electronics and electronic devices. Students are admitted to the Certificate of Completion (CCL) in Construction Trades: Electricity program only through the Phoenix Electrical Joint Apprenticeship Training Committee, the Independent Electrical Contractors Association, or the Arizona Builders' Alliance selection process. _________________________________________________________________________________________

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Award/Major Code: AAS/3656 Program Title: Diagnostic Medical Sonography Initiating College: GW Effective Term: 2015 Spring Program Availability: College-Specific Total Credits: 89-100 CIPs Code: 51.0910 Overal G.P.A.: 2.00 Faculty Initiator: Bryan Dodd Instructional Council: Allied Health (51) Proposed Changes: Required Courses, Program Competencies Description: The Associate of Applied Sciences (AAS) in Diagnostic Medical Sonography program is designed for students who wish to explore the field of sonography, as well as those who have made a career decision to seek certification from the American Registry of Diagnostic Medical Sonographers (A.R.D.M.S.). Diagnostic medical sonographers are highly specialized members of the health care team who provide patient services using ultrasound under the direction of a physician. Sonographers provide care essential to diagnostic ultrasound imaging by operating equipment and performing examinations for medical diagnosis. Sonographers have an in-depth knowledge of physics, disease processes, physiology, cross-sectional anatomy, positioning and sonographic techniques necessary to create ultrasound images. Knowledge of darkroom techniques, equipment maintenance, record keeping and film processing are also part of the job. Careers in the field of diagnostic sonography can be found in hospitals, clinics, doctors' offices, and mobile imaging centers. Research, applications, teaching and marketing may be available to sonographers who wish to explore careers in business or industry. Educational Information: The Diagnostic Medical Sonography program is open to all students who successfully complete the program prerequisites. Full-time day students must apply to the program and be accepted prior to registering for course offerings. The full-time program is 21 months in length. Clinical affiliations include a cooperative effort with a number of area hospitals, clinics and doctors' offices. Clinical training is required by the American Registry of Diagnostic Medical Sonographers (A.R.D.M.S.) prior to sitting for the Registry examination. _________________________________________________________________________________________ Award/Major Code: CCL/5656 Program Title: Diagnostic Medical Sonography Initiating College: GW Effective Term: 2015 Spring Program Availability: College-Specific Total Credits: 81-88 CIPs Code: 51.0910 Overal G.P.A.: 2.00 Faculty Initiator: Bryan Dodd Instructional Council: Allied Health (51) Proposed Changes: Required Courses, Program Competencies Description: The Certificate of Completion (CCL) in Diagnostic Medical Sonography program is designed for students who wish to explore the field of sonography, as well as those who have made a career decision to seek certification from the American Registry of Diagnostic Medical Sonographers (A.R.D.M.S.). Diagnostic medical sonographers are highly specialized members of the health care team who provide patient services using ultrasound under the direction of a physician. Sonographers provide care essential to diagnostic ultrasound imaging by operating equipment and performing examinations for medical diagnosis. Sonographers have an in-depth knowledge of physics, disease processes, physiology, cross-sectional anatomy, positioning and sonographic techniques necessary to create ultrasound images. Knowledge of darkroom techniques, equipment maintenance, record keeping and film processing are also part of the job. Careers in the field of diagnostic sonography can be found in hospitals, clinics, doctors' offices, and mobile imaging centers. Research, applications, teaching and marketing may be available to sonographers who wish to explore careers in business or industry. Educational Information: The Diagnostic Medical Sonography program is open to all students who successfully complete the program prerequisites. Full-time day students must apply to the program and be accepted prior to registering for course offerings. The full-time program is 21 months in length. Clinical affiliations include a cooperative effort with a number of area hospitals, clinics and doctors' offices. Clinical training is required by the American Registry of Diagnostic Medical Sonographers (A.R.D.M.S.) prior to sitting for the Registry examination. _________________________________________________________________________________________

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Award/Major Code: AAS/3136 Program Title: Electroneurodiagnostic (END) Technology Initiating College: GW Effective Term: 2015 Spring Program Availability: College-Specific Total Credits: 63-69.5 CIPs Code: 51.0903 Overal G.P.A.: 2.00 Faculty Initiator: Wendi Nugent Instructional Council: Allied Health (51) Proposed Changes: Required Courses, Program Competencies Description: The Associate in Applied Science (AAS) in Electroneurodiagnostic (END) Technology program is designed to prepare students to use electrical techniques to evaluate activity of the brain and spinal cord and to perform electroencephalograms (EEG's), evoked potentials (EP's), and nerve conduction velocity studies (NCV's) in hospitals and other healthcare facilities. The program focuses on the general area of biomedical electronics with specific instruction in the theory and use of END instruments and factors influencing testing outcomes and reporting. Successful completion of the AAS degree in Electroneurodiagnostic Technology program enables the student to take the American Board of Registered Electroneurodiagnostic Technologists (ABRET) examination to become a Registered Electroneurodiagnostic Technologist (R. EEG T.). _________________________________________________________________________________________ Award/Major Code: AAS/3762 Program Title: Occupational Safety and Health Technology Initiating College: GW Effective Term: 2015 Summer Program Availability: College-Specific Total Credits: 60-70 CIPs Code: 15.0701 Overal G.P.A.: 2.00 Faculty Initiator: Craig Urbanski Instructional Council: Applied Technology (57) Proposed Changes: Total Program Credits, Restricted Electives, Gen Ed Total Credits, Gen Ed Core Credits, Gen Ed Mathematics Credits, Description: The Associate in Applied Science (AAS) in Occupational Safety and Health Technology program is a two-year degree program which is designed to prepare a safety professional to manage health and safety programs that comply with Occupational Safety and Health Act (OSHA) standards in a variety of settings. Occupational Safety and Health professionals have specialized knowledge of state and federal rules and regulations and code books that serve as safety guidelines. They identify safety problems and develop programs to apply those rules in specific industrial setting. _________________________________________________________________________________________

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Award/Major Code: AAS/3135 Program Title: Polysomnographic Technology Initiating College: GW Effective Term: 2015 Spring Program Availability: College-Specific Total Credits: 72.5-77.5 CIPs Code: 51.0917 Overal G.P.A.: 2.00 Faculty Initiator: Wendi Nugent Instructional Council: Allied Health (51) Proposed Changes: Required Courses, Program Competencies Description: The Associate in Applied Science (AAS) in Polysomnographic Technology program includes parallel clinical training in various Valley hospitals and free-standing sleep centers. Polysomnographic Technology program prepares polysomnographic technologists (sleep technologists) to assist physicians specializing in sleep medicine in the clinical assessment; physiological monitoring and testing, diagnosis, management, and treatment of sleep related disorders with the use of various diagnostic and therapeutic tools providing care to patients of all ages. Successful completion of the AAS degree in Polysomnographic Technology program enables the student to take the Board of Registered Polysomnographic Technologists (BRPT) examination to become a Registered Polysomnographic Technologist (RPSGT). _________________________________________________________________________________________ Award/Major Code: CCL/5695 Program Title: Polysomnographic Technology Initiating College: GW Effective Term: 2015 Spring Program Availability: College-Specific Total Credits: 36-44 CIPs Code: 51.0917 Overal G.P.A.: 2.00 Faculty Initiator: Wendi Nugent Instructional Council: Allied Health (51) Proposed Changes: Required Courses, Program Competencies Description: The Certificate of Completion (CCL) in Polysomnographic Technology program includes parallel clinical training in various Valley hospitals and free-standing sleep centers. Polysomnographic Technology program prepares polysomnographic technologists (sleep technologists) to assist physicians specializing in sleep medicine in the clinical assessment, physiological monitoring and testing, diagnosis, management, and treatment of sleep related disorders with the use of various diagnostic and therapeutic tools providing care to patients of all ages. Successful completion of the CCL in Polysomnographic Technology program enables the student to take the Board of Registered Polysomnographic Technologists (BRPT) examination to become a Registered Polysomnographic Technologist (RPSGT). _________________________________________________________________________________________

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Award/Major Code: AAS/3120 Program Title: Journalism and New Media Studies Initiating College: MC Effective Term: 2015 Fall Program Availability: Shared by: MC, SC Total Credits: 62 CIPs Code: 09.0401 Overal G.P.A.: 2.00 Faculty Initiator: Jack Mullins Instructional Council: Telecommunication/Journalism (44) Proposed Changes: Program Title, Program Description, Gen Ed Mathematics Requirements, Description: The Associate in Applied Science (AAS) in Journalism and New Media Studies provides students with general, practical and marketable skills that will enable them to seek entry-level employment in news and feature writing for newspapers, magazines, community journals, online websites and radio and television. The program includes development of a portfolio that will exhibit students' abilities to write both news and feature stories. The development of news judgment is also a critical component of the program. An awareness of global and cultural differences also forms a key element of this degree for the successful graduate. The curriculum combines coursework in journalism with a General Education component. _________________________________________________________________________________________ Award/Major Code: CCL/5739 Program Title: Nursing Refresher Initiating College: MC Effective Term: 2015 Spring Program Availability: Shared by: GW, MC Total Credits: 10 CIPs Code: 51.3801 Overal G.P.A.: 2.00 Faculty Initiator: Diane Dietz Instructional Council: Nursing Program (42) Proposed Changes: Program Description, Program Notes, Admission Criteria, Program Prerequisites, Required Courses, Program Competencies Description: The Certificate of Completion (CCL) in Nursing Refresher program provides registered nurses with a review and update of nursing theory and practice. The goal of the program is to update and refine theoretical and practical nursing knowledge and facilitate the nurse's transition back into professional practice. The Nursing Refresher program is approved by the Arizona State Board of Nursing. Successful program completion satisfies the Arizona State Board of Nursing RN license renewal requirement for applicants who do not meet the practice mandate as stated in The Nurse Practice Act, R4-19312 (B). Health Declaration: It is essential that Nursing Refresher students be able to perform a number of physical activities in the clinical portion of the program. At a minimum, students will be required to lift patients, stand for several hours at a time and perform bending activities. The clinical nursing experience also places students under considerable mental and emotional stress as they undertake responsibilities and duties impacting patients' lives. Students must be able to demonstrate rational and appropriate behavior under stressful conditions. Individuals should give careful consideration to the mental and physical demands of the program prior to making application. _________________________________________________________________________________________

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Award/Major Code: AAS/3030 Program Title: Urban Horticulture Initiating College: MC Effective Term: 2015 Fall Program Availability: College-Specific Total Credits: 65 CIPs Code: 01.0699 Overal G.P.A.: 2.00 Faculty Initiator: Peter Conden Instructional Council: Agriculture/Equine Science (02) Proposed Changes: Gen Ed Total Credits, Gen Ed Core Credits, Gen Ed Mathematics Credits, Gen Ed Mathematics Requirements, Description: The Associate in Applied Science (AAS) in Urban Horticulture program helps prepare students for careers as gardeners, technicians, supervisors, managers, or business owners in wholesale or retail nurseries, florists, landscape design and construction operations, or landscape management companies. In addition, the program helps prepare students for careers with local, state, and federal government agencies involved with the technical phases of the Urban Horticulture industry. The curriculum combines coursework in horticulture with General Education components. _________________________________________________________________________________________ Program Addition to: CCL/5824 Environmental and Natural Resource Conservation (No Changes to 5824)

Award/Major Code: AAS/3157 Program Title: Environmental and Natural Resource Sustainability Initiating College: PC Effective Term: 2015 Fall Program Availability: College-Specific Total Credits: 63-66 CIPs Code: 03.0101 Overal G.P.A.: 2.00 Faculty Initiator: Steve Thorpe Instructional Council: Sustainability (91) Description: The Associate of Applied Science (AAS) in Environmental and Natural Resource Sustainability program is designed for students seeking educational and professional development in occupations related to the sustainable use of resources. Students will gain an understanding of the multidimensional nature of modern sustainability issues, problems, and policies, ethical theories and moral principles of global environmental issues, methods of inquiry, human impact on ecosystems, and public policy related to environmental and natural resources. In addition, students participate in field and internship activities. A Certificate of Completion (CCL) is also available.

_________________________________________________________________________________________ Award/Major Code: CCL/5557 Program Title: Firefighter Operations Initiating College: PC Effective Term: 2015 Spring Program Availability: Shared by: CG, EM, GC, MC, PC, PV Total Credits: 17-28 CIPs Code: 43.0203 Overal G.P.A.: 2.00 Faculty Initiator: Dennis Dodt Instructional Council: Emergency Medical Technology/Fire Science Technology (54) Proposed Changes: Total Program Credits, Program Notes, Program Prerequisite Credits, Program Prerequisites, Description: The Certificate of Completion (CCL) in Firefighter Operations provides the opportunity for individuals seeking employment in various firefighting settings to acquire the minimum standard firefighting skills needed in the field. _________________________________________________________________________________________

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Award/Major Code: AAS/3384 Program Title: Paralegal Studies Initiating College: PC Effective Term: 2015 Fall Program Availability: College-Specific Total Credits: 62-67 CIPs Code: 22.0302 Overal G.P.A.: 2.00 Faculty Initiator: Scott Hauert Instructional Council: Administration of Justice Studies (01) Proposed Changes: Total Program Credits, Program Description, Program Notes, Admission Criteria, Program Prerequisites, Required Course Credits, Required Courses, Restricted Elective Credits, Restricted Electives, Free Elective Credits, Free Electives, Gen Ed Total Credits, Gen Ed Core Credits, Gen Ed Oral Communication Requirements, Gen Ed Mathematics Credits, Gen Ed Mathematics Requirements, Gen Ed Distribution Credits, Gen Ed Humanities and Fine Arts Requirements, Gen Ed Social and Behavioral Sciences Requirements, Gen Ed Natural Sciences Requirements, Program Competencies Description: The Associate in Applied Science (AAS) Paralegal Studies Program is designed to prepare students for entry-level employment in law offices. The curriculum is designed to provide students with practical legal skills enabling them to draft legal documents with minimum supervision, and to familiarize them with fundamental concepts of substantive areas such as torts and business law. In addition, emphasis is placed on the development of effective written and oral communication skills, team work, critical thinking skills, computer proficiency, and legal research techniques. Legal theory and related practical applications are integrated throughout the program, as are how to manage practical ethical dilemmas commonly encountered as working paralegals, and how to avoid the unauthorized practice of law by non-lawyers. A paralegal is qualified by education, training, or work experience to work for a law office, corporation, governmental agency, or other entity, performing specifically delegated substantive legal work for which a lawyer is responsible. Paralegals are also referred to as Legal Assistants in some legal settings. Except as specifically authorized by the Supreme Court of Arizona, persons not admitted to the State Bar of Arizona are prohibited from practicing law. A Certificate of Completion (CCL) is also available. The Paralegal Studies Program is approved by the American Bar Association (ABA), Standing Committee on Paralegals, (321 N. Clark Street, 19th Floor, Chicago, IL 60654-7598). _________________________________________________________________________________________

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Award/Major Code: CCL/5384 Program Title: Paralegal Studies Initiating College: PC Effective Term: 2015 Fall Program Availability: College-Specific Total Credits: 40 CIPs Code: 22.0302 Overal G.P.A.: 2.00 Faculty Initiator: Scott Hauert Instructional Council: Administration of Justice Studies (01) Proposed Changes: Total Program Credits, Program Description, Program Notes, Admission Criteria, Program Prerequisite Credits, Program Prerequisites, Required Course Credits, Required Courses, Restricted Elective Credits, Restricted Electives, Program Competencies Description: The Certificate of Completion (CCL) in Paralegal Studies Program is designed to prepare students for entry-level employment in law offices. The curriculum is designed to provide students with practical legal skills enabling them to draft legal documents with minimum supervision, and to familiarize them with fundamental concepts of substantive areas such as torts and business law. In addition, emphasis is placed on the development of effective written and oral communication skills, team work, critical thinking skills, computer proficiency, and legal research techniques. Legal theory and related practical applications are integrated throughout the program, as are how to manage practical ethical dilemmas commonly encountered as working paralegals, and how to avoid the unauthorized practice of law by non-lawyers. A paralegal is qualified by education, training, or work experience to work for a law office, corporation, governmental agency, or other entity, performing specifically delegated substantive legal work for which a lawyer is responsible. Paralegals are also referred to as Legal Assistants in some legal settings. Except as specifically authorized by the Supreme Court of Arizona, persons not admitted to the State Bar of Arizona are prohibited from practicing law. An Associate in Applied Science (AAS) is also available. The Paralegal Studies Program is approved by the American Bar Association (ABA), Standing Committee on Paralegals, (321 N. Clark Street, 19th Floor, Chicago, IL 60654-7598). _________________________________________________________________________________________

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Award/Major Code: CCL/5513 Program Title: Paramedicine Initiating College: PC Effective Term: 2015 Spring Program Availability: Shared by: CG, GC, MC, PC, PV Total Credits: 47.5-62.5 CIPs Code: 51.0904 Overal G.P.A.: 2.00 Faculty Initiator: Scott Crowley Instructional Council: Emergency Medical Technology/Fire Science Technology (54) Proposed Changes: Program Availability to Shared by: CG, GC, MC, PC, PV (adding CG), Program Notes, Required Courses, Program Competencies Description: The Certificate of Completion (CCL) in Paramedicine program is designed to provide advanced techniques of emergency care, stabilization, and immobilization of victims of illness and injury. The techniques of emergency care include but are not limited to assessment, detailed physical examination, recognition and documentation of signs and symptoms of illness and injury, critical thinking and diagnosis intervention, and the evaluation of the interventions. The techniques of assessment include but are not limited to electrocardiograph rhythm identification, administration of oxygen, defibrillation, synchronized cardioversion, transcutaneous pacing, and advanced airway techniques. The techniques for immobilization of the victim include but are not limited to the use of specific immobilization devices, peripheral intraosseous and central intravenous techniques, and preparation and care during transportation. _________________________________________________________________________________________ Award/Major Code: AAS/3016 Program Title: Corrections Initiating College: RS Effective Term: 2015 Spring Program Availability: College-Specific Total Credits: 60-64 CIPs Code: 43.0102 Overal G.P.A.: 2.00 Faculty Initiator: Angela Kwan Instructional Council: Administration of Justice Studies (01) Proposed Changes: Program Description, Required Courses, Program Competencies Description: The Associate in Applied Science (AAS) in Corrections program is designed to prepare students who are interested in a career in the field of corrections or juvenile corrections, or to upgrade the skills of those officers currently working in these fields. Students will be presented with opportunities to develop skills to meet the challenges of working with different types of inmates or juveniles and the problems encountered with these individuals. Courses in both of the Certificates of Completion in Basic Corrections and Juvenile Corrections will cover ethics, management skills, conflict and crisis management techniques, and security procedures. As well, courses in the Certificate of Completion in Juvenile Corrections will touch on adolescent development and development theories. The Certificate of Completion in Advanced Corrections will cover the areas of supervision, political science, communication, psychology, and sociology. _________________________________________________________________________________________

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Program Addtion to: AAS/3016 Corrections (No changes to 3016)

Award/Major Code: CCL/5829 Program Title: Juvenile Corrections Initiating College: RS Effective Term: 2015 Spring Program Availability: College-Specific Total Credits: 20 CIPs Code: 43.0110 Overal G.P.A.: 2.00 Faculty Initiator: Angela Kwan Instructional Council: Administration of Justice Studies (01) Description: The Certificate of Completion (CCL) in Juvenile Corrections program is designed to provide students with the training needed for employment in the juvenile corrections system. Topics covered in the courses include an introduction to the field of juvenile corrections, including statistics and jurisdiction issues as well as implementation of effective behavior management and conflict resolution strategies. An emphasis is placed on adolescent development, programs, treatment strategies, and case management responsibilities in addition to procedures for managing juvenile corrections housing units.

_________________________________________________________________________________________ Award/Major Code: AAS/3692 Program Title: Public Administration Initiating College: RS Effective Term: 2015 Spring Program Availability: College-Specific Total Credits: 61-64 CIPs Code: 52.0204 Overal G.P.A.: 2.00 Faculty Initiator: Otis White Instructional Council: Business (03) Proposed Changes: Restricted Electives, Gen Ed First-Year Composition Requirements, Program Competencies Description: The Associate in Applied Science (AAS) in Public Administration program is designed to meet the needs of employees of government agencies and those desiring employment or advancement in government agencies. The program covers the history, present, and future of public administration. Courses include topics on finance, communication, organizational behavior, teamwork, and management styles. _________________________________________________________________________________________ Award/Major Code: CCL/5691 Program Title: Public Administration Initiating College: RS Effective Term: 2015 Spring Program Availability: College-Specific Total Credits: 18 CIPs Code: 52.0204 Overal G.P.A.: 2.00 Faculty Initiator: Otis White Instructional Council: Business (03) Proposed Changes: Required Courses, Program Competencies Description: The Certificate of Completion (CCL) in Public Administration program is designed to train employees of government agencies and those seeking employment or advancement in government agencies. Students will be presented with information to gain knowledge and skills in the areas of communication, organizational behavior, teamwork and finance as well as computer usage. The history, present, and future of public administration will also be addressed. _________________________________________________________________________________________

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ATTACHMENT: OPD OCCUPATIONAL PROGRAM DELETIONS: MARICOPA COMMUNITY COLLEGES


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Award/Major Code: AAS/3276 Program Title: Advanced Emergency Medical Technology (Paramedic) Initiating College: GC Effective Last Term: 2015 Spring Program Availability: College-Specific CIPs Code: 51.0904 Faculty Initiator: Chris Coughlin Instructional Council: Emergency Medical Technology/Fire Science Technology (54) Proposed Program Availability: This program will no longer be available. Rationale: Replacing college-specific program with 3112 AAS Emergency Response and Operations - Track II Paramedicine (shared program); facilitates inter-institutional transfer without loss of credits. _________________________________________________________________________________________ Award/Major Code: CCL/5276 Program Title: Advanced Emergency Medical Technology (Paramedicine) Initiating College: GC Effective Last Term: 2015 Spring Program Availability: College-Specific CIPs Code: 51.0904 Faculty Initiator: Chris Coughlin Instructional Council: Emergency Medical Technology/Fire Science Technology (54) Proposed Program Availability: This program will no longer be available. Rationale: Program was replaced with new CCL5513 Paramedicine. Has been on moratorium since Fall 2012. _________________________________________________________________________________________ Award/Major Code: CCL/5571 Program Title: Animation Initiating College: GC Effective Last Term: 2015 Spring Program Availability: College-Specific CIPs Code: 11.0803 Faculty Initiator: Michelle Blomberg Instructional Council: ART (17) Proposed Program Availability: This program will no longer be available. Rationale: This program has been on moratorium since Fall 2012. Many of the courses in the program (that taught the various computer applications used in this field in isolation) are no longer offered on our campus. Furthermore, per advisory board, CCLs alone are generally no longer sufficient preparation for most jobs in this SOC code. _________________________________________________________________________________________ Award/Major Code: AAS/3089 Program Title: Fire Science Technology Initiating College: GC Effective Last Term: 2015 Spring Program Availability: Shared by: CG, GC CIPs Code: 43.0203 Faculty Initiator: Name Instructional Council: Emergency Medical Technology/Fire Science Technology (54) Proposed Program Availability: This program will be College-Specific at CG. Rationale: Delete program for GCC only. Replacing college-specific program with 3112 AAS Emergency Response and Operations - Track I Fire Science Technology (shared program); facilitates inter-institutional transfer without loss of credits. _________________________________________________________________________________________

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https://asa.maricopa.edu/departments/center-for-curriculum-transfer-articulation/curriculum/programs/program?loc=327620126



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Award/Major Code: CCL/5578 Program Title: Fire Science Technology Initiating College: GC Effective Last Term: 2015 Spring Program Availability: Shared by CG, GC CIPs Code: 43.0203 Faculty Initiator: Raul Muniz Instructional Council: Emergency Medical Technology/Fire Science Technology (54) Proposed Program Availability: This program will be College-Specific at CG. Rationale: Delete program for GCC only. Replacing college-specific program with 5486 CCL Fire Science (shared program); facilitates inter-institutional transfer without loss of credits. _________________________________________________________________________________________ Award/Major Code: CCL/5567 Program Title: Graphic Design Initiating College: GC Effective Last Term: 2015 Spring Program Availability: College-Specific CIPs Code: 50.0409 Faculty Initiator: Raul Muniz Instructional Council: ART (17) Proposed Program Availability: This program will no longer be available. Rationale: This program has been on moratorium since Fall 2012. Many of the courses in the program (that taught the various computer applications used in this field in isolation) are no longer offered on our campus. Furthermore, per advisory board, CCLs alone are generally no longer sufficient preparation for most jobs in this SOC code. _________________________________________________________________________________________ Award/Major Code: AAS/3320 Program Title: Human Services Initiating College: GC Effective Last Term: 2015 Spring Program Availability: College-Specific CIPs Code: 20.0201 Faculty Initiator: Karen Conzelman Instructional Council: Occupational Administrators (53) Proposed Program Availability: This program will no longer be available. Rationale: Program has been on moratorium since 2007. Insufficient workforce demand for AAS graduates in this field to responsibly offer the program. _________________________________________________________________________________________ Award/Major Code: AAS/3571 Program Title: Multimedia Initiating College: GC Effective Last Term: 2015 Spring Program Availability: College-Specific CIPs Code: 11.0801 Faculty Initiator: Michelle Blomberg Instructional Council: ART (17) Proposed Program Availability: This program will no longer be available. Rationale: This program has been on moratorium since Fall 2012. Many of the courses in the program (that taught the various computer applications used in this field in isolation) are no longer offered on our campus. Preparation in for this SOC code area now being delivered by tracks in a different AAS program (3567-Digital Media Arts) that better addresses workforce needs. _________________________________________________________________________________________

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Award/Major Code: AAS/3102 Program Title: Real Estate Initiating College: GC Effective Last Term: 2015 Spring Program Availability: College-Specific CIPs Code: 52.1501 Faculty Initiator: Gary Marrer Instructional Council: Business/Management (03) Proposed Program Availability: This program will no longer be available. Rationale: Program has been on moratorium since 2009. Degree has insufficient workforce demand to continue to offer the program. _________________________________________________________________________________________ Award/Major Code: CCL/5540 Program Title: Web Publishing Design: Design and Authoring Initiating College: GC Effective Last Term: 2015 Spring Program Availability: College-Specific CIPs Code: 11.0801 Faculty Initiator: Michelle Blomberg Instructional Council: ART (17) Proposed Program Availability: This program will no longer be available. Rationale: This program has been on moratorium since Fall 2012. Many of the courses in the program (that taught the various computer applications used in this field in isolation) are no longer offered on our campus. Furthermore, per advisory board, CCLs alone are generally no longer sufficient preparation for most jobs in this SOC code. _________________________________________________________________________________________ Award/Major Code: CCL/5935 Program Title: Web Publishing Design: Foundation Initiating College: GC Effective Last Term: 2015 Spring Program Availability: College-Specific CIPs Code: 11.0801 Faculty Initiator: Michelle Blomberg Instructional Council: ART (17) Proposed Program Availability: This program will no longer be available. Rationale: This program has been on moratorium since Fall 2012. Many of the courses in the program (that taught the various computer applications used in this field in isolation) are no longer offered on our campus. Furthermore, per advisory board, CCLs alone are generally no longer sufficient preparation for most jobs in this SOC code _________________________________________________________________________________________

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Governing Board Agenda Meeting Date: December 9, 2014 Item Number Item Title Responsible Agents 12.2 Agreement for Dual Enrollment

With Charter School Dr. Maria Harper-Marinick

Recommendation

It is recommended that the Maricopa County Community College District Governing Board authorize entry into an Agreement on behalf of its colleges with the charter school listed below for their dual enrollment programs. Precision Academy System, Inc., Precision High School

Justification

The agreement form establishes curriculum and enrollment standards for MCCCD’s dual enrollment program to comply with applicable law. It also implements MCCCD’s single financial model for dual enrollment. All students either pay tuition or qualify for a school district scholarship, and the college’s reimbursement to the school districts for instruction, facilities and supplies is calculated according to a set formula.


Chancellor ____________________________ Academic & Student Affairs______________ Business Services_______________________ Human Resources________ITS_ __________ Res Dev & Cmty Relations_______________ College President_______________________

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Governing Board Agenda Meeting Date: December 9, 2014 Item Number Item Title Responsible Agents 13.1 Revised-Agricultural Lease for Vacant Land-

South Mountain Community College

Ms. Debra Thompson Dr. Shari Olson

Recommendation

We recommend that the Governing Board approve an extension of the agricultural lease on the 43 acre parcel located in the area of Laveen in the City of Phoenix, AZ, purchased for a future community college location. The lease is to John A. Vanderwey, January 1 through the harvesting of the current crop for $1,075. Justification Agricultural leases allow the raw land we own to be maintained and farmed, which saves the college from paying to provide weed and dust control on land that we are not using. The value of agricultural lease varies depending upon the location, proximity to other farming, crop suitability and size of parcel.


Chancellor ____________________________ Academic & Student Affairs______________ Business Services_______________________ Human Resources________ITS__________ Res Dev & Cmty Relations_______________ College President_______________________

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ACTION ITEM Maricopa Governance Policy

Employee Group Policies

Governing Board Agenda Meeting Date: December 9, 2014 Item Number Item Title Responsible Agents 14.1 Proposed Amendments to

Employee Group Policies Dr. Rufus Glasper

Mr. Dana Saar

Recommendation It is recommended that the Governing Board delegate authority to the Chancellor for the approval of the Employee Group Policies.

Justification Under the Maricopa Governance structure, the Governing Board has distinctly defined the role of the Chancellor and has respectively delegated authority to the Chancellor for the day to day operations of the Maricopa Community College District (Board Policy Title: 3.0 Chancellor’s Role). Board Policy establishes that the Board will not prescribe organizational means that have been delegated to the Chancellor. Employee Group Policies are considered organizational means which govern all aspects of the employment life cycle. Approval of this item will serve to align Board Policy with established operational practices that are presently in place. Board oversight for the Employee Group Policies will be preserved via Board Policy Title 2.0 Chancellor Limitations and Chancellor Interpretations, wherein the Governing Board subsequently monitors the prudent and ethical boundaries of acceptable Chancellor acts, practices, and circumstances. Under the Policy Title: 2.2 Treatment of Faculty and Staff - Chancellor Limitation, the Chancellor is charged by the Governing Board to ensure that the treatment of faculty and staff is carried out in compliance with all federal, and state laws and that the Chancellor may not cause or allow working conditions or procedures that are unfair, unsafe or undignified. The Meet & Confer and All-CPD processes will also be preserved for applicable Employee Policies, but adoption of this item shall recognize the Chancellor as the approval authority. The Employee Policy Manuals that will be delegated to the Chancellor are: 1. Staff Policy Manual, including the following Employee Group manuals as Appendices: Crafts

Association, Maintenance & Operations (M&O), Management, Administration, and Technology (MAT); Professional Staff Association (PSA); Public Safety; Maricopa and EMCC Southwest Skill Centers.

2. Specially Funded 3. Residential Faculty 4. Adjunct Faculty


Chancellor ____________________________ Academic & Student Affairs______________ Business Services_______________________ Human Resources________ITS_ __________ Res Dev & Cmty Relations_________________ College President_______________________

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NON-CONSENT ACTION ITEM

Governing Board Agenda Meeting Date: December 9, 2014 Item Number Item Title Responsible Agents 14.2 Sustainability Resolution Dr. Rufus Glasper

Dr. Irene Kovala Dr. Jan Gehler

Dr. Linda Lujan Recommendation It is recommended that the Governing Board reaffirm the updated Sustainability Resolution. Justification In December 2008, the Maricopa Community College District Governing Board approved a Sustainability Resolution in support of the goal of becoming a leader in sustainable economic, social, and environmental practices that contribute to the wellbeing of our students, communities, and world. Since that time the district has seen good progress in the development of new curriculum as well as infusion of sustainability practices in existing curriculum, co-curricular events focused on the dimensions of sustainability, student clubs and organizations for sustainability, energy conservation practices, sustainable construction practices, paper reduction efforts, recycling and composting efforts, environmental learning spaces, social and civic engagement, and other efforts. Several MCCD college presidents signed the American College and University Presidents’ Climate Commitment (ACUPCC), dedicated to reducing the carbon footprint of each institution, and in 2010, Dr. Rufus Glasper signed on behalf of the entire district. Since 2008, MCCD has evolved from a district that treats sustainability as a separate activity, practiced only by advocates, to a philosophy that informs all our economic, social, and environmental action so we can make decisions and take actions that prepare us and our students with the knowledge, awareness, and technical competencies to adapt to an ever-changing world and to steward the resources entrusted to us for generations to come.

Funding Approvals/Certifications

Source: Account Identification:


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Maricopa County Community College District Reaffirmation of the Sustainability Resolution

The Maricopa County Community College District and its colleges are actively committed to sustainable stewardship of environmental resources and socially responsible practices. Through this resolution MCCCD pursues the implementation of the three elements of sustainability: economic responsibility, social equity, and environmental stewardship. We make decisions and take actions to satisfy our present needs without compromising the ability of future generations to meet their needs.

MCCCD will strengthen efforts to protect the environment, to support equitable access to resources, and to foster and celebrate diversity. We prepare students with the knowledge, awareness, and technical competencies needed to steward the planet for generations to come. We collaborate with our community partners through civic engagement and service to improve quality of life.

Environmental stewardship, as well as concern for economic and social impacts and issues, is integral to MCCCD’s mission of providing the Phoenix metropolitan area, the State of Arizona, our nation, and the world with a well-educated and globally aware citizenry.

In carrying out this resolution, the MCCCD leadership will recognize and encourage our internal and external communities to identify opportunities, to develop strategies, and to initiate and replicate practices that reflect our sensitivity toward the impacts of our economic, social, and environmental actions.

Thereby we will continue to meet our goal of becoming a leader in sustainability in our community and among educational institutions for the benefit of our students, county, state, and country.

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Governing Board Agenda Meeting Date: December 9, 2014 Item Number Item Title Responsible Agents 14.3 Amendment to Hope College and Career

Readiness, LLC (Institute) Charter Dr. Rufus Glasper

Dr. Maria Harper-Marinick Recommendation It is recommended that the Governing Board authorize the Chancellor to accept a change in the Charter Holder for Hope College and Career Readiness, LLC (Institute) from the James Megellas Foundation to Kids at Hope Corporation, an Arizona non-profit corporation, and contingent upon a name change with the Arizona Corporation Commission. The Governing Board authorized MCCCD’s sponsorship of Hope College and Career Readiness, LLC (Institute) at the May 13, 2014 meeting.

Justification Kids at Hope is a federally recognized 501 c 3 charitable organization governed by a volunteer board of directors and incorporated in the State of Arizona as a not-for-profit corporation. Kids at Hope was founded in 2000 after a seven year cross and inter-disciplinary literature review discovered a series of universal principles and practices required by all children to support their success, well-being and sense of hopefulness. Kids at Hope (KAH) shares its findings with schools, youth organizations and entire communities by offering a series of professional development workshops, classes, seminars, symposiums and institutes across the United States and Canada. Additionally, Kids at Hope provides research, consultations, evaluations and program support needed to implement its powerful strategies. Leadership of Hope College and Career Readiness, LLC (Institute) has determined that Kids at Hope Corporation is a better fit for the Institute and will be a significant contribution regarding the vision and mission of mutual purpose between Kids at Hope and Disconnected Youth, for which Hope College and Career Readiness Institute is designed to serve. It was deemed that the history and extraordinary accomplishments made by Kids at Hope will ensure a purpose driven partnership between Hope College and Career Readiness Institute and Kids at Hope, Inc.



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110314

FROM: (Please denote exact wording from Charter Contract)

Charter Contract: Pages 7through 9, Section 23 “Notices” Charter Holder:

JMF Hope College and Career Readiness Institute, L.L.C

3409 West Whitton Avenue

Phoenix, Arizona 85017

Attention: Advisory Council President

Email: [email protected]

And to: James Megellas Foundation

501 East Arizona Ave

Buckeye, Arizona 85326

Attn: Mr. Michael Melton, President


And to: Dickinson Wright LLP

2901 N. Central Avenue, Suite 200


Attn: David I Thompson, Esq.


And to: EFDS Management Services, LLC

11811 North Tatum Boulevard, Suite 3031



And to: JMF Hope College and Career Readiness Institute, L.L.C.

Attn: Donna McHenry, Advisory Council President

3409 West Whitton

Phoenix, Arizona

Email: [email protected] CHANGE TO:

Charter Holder:

Hope College and Career Readiness Academy, a subsidiary of Kids at Hope

Corporation

Kids at Hope, Charter Holder

2400 West Dunlap, Suite 135

Phoenix, Arizona85017

Attn: Mr. Steven Fox, Chairman of the Board of Directors

And to: Rick Miller, Founder and President

Kids at Hope Corporation

2400 West Dunlap Ave. Suite 135



And to: Mr. Harry Garewal, President of the Board

Hope College and Career Readiness Academy

3409 West Whitton Avenue



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110314

CERTIFICATION RESOLUTION

The undersigned entity representative of Hope College and Career Readiness Institute, a Subsidiary of Kids at Hope Corporation, (Charter School) hereby certifies that the foregoing changes or amendments were adopted at the regular scheduled general meeting held on December 9, 2014, the original of which resolution is a part of the governing body’s minutes. In witness whereof, CONTRACTOR has signed this Contract Amendment as of this 9

th day of December, 2014

And the CHARTER BOARD has signed this contract amendment as of this this day of , 20 , to take effect at such time as it

is signed by both parties.

_

Charter Representative Signature Maricopa County Community College District (MCCCD) Representative Signature

Mr. Harry Garewal, President Hope College and Career Readiness Academy

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1MCC-Charter Contract-Final (11/21/14) Amended Revisions: (11/21/14)

Charter Contract Between

Maricopa County Community College District And

Hope College and Career Readiness Academy This contract (“Contract”) is between the Maricopa County Community College District, (Hereafter referred as MCCCD) a political subdivision of the State of Arizona and the Hope College and Career Readiness Academy, a Subsidiary of Kids At Hope Corporation, (Hereafter, referred as Charter Holder), for the establishment of a charter high school to serve disconnected youth in Maricopa County, Arizona.

BACKGROUND

A. The Phoenix metropolitan area has one of the largest populations in the country of disconnected youth. “Disconnected Youth” means that an individual from 16 years old to 24 years old who has dropped out of school and is not looking for work. The Arizona Republic reported on August 22, 2013 that, while the national rate of disconnected youth is 14.7%, the rate for the Phoenix area is 18.8%. For African‐American youth in Phoenix, the rate is 28.2%; for Hispanic youth, 24%; and for White youth, the rate is 13%.

B. In order to stem this growing problem, the Kids at Hope Corporation, an Arizona Non‐Profit

corporation, has collaborated with Maricopa County Education Service Agency to create the Charter Holder. Hope College and Career Readiness Academy will operate a high school, school schedule and curricula aimed at providing comprehensive and rigorous educational programs primarily for “Disconnected Youth” in a non‐traditional secondary and post‐secondary manner.

C. Some of the tools that will be used through the Charter Holder involve dual enrollment, workforce

development training and other educational programs that MCCCD offers. MCCCD believes that it will be able to play a significant role in the goals and objectives of the Charter Holder.

Therefore, the parties agree as follows: 1. Sponsorship Authority.

AGREEMENT

1.1 MCCCD is authorized under Arizona Revised Statutes A.R.S. §15‐183‐C to grant a charter to a charter school that will provide a learning environment to improve pupil achievement and to provide additional academic choices for parents and pupils.

1.2 In signing this Contract, MCCCD grants a charter to the Charter Holder for the period of

time specified in Section 8, subject to: the Charter Holder maintaining a good standing status with

the Arizona Corporation Commission and with any other applicable regulatory body of the State of Arizona; submission of fingerprint clearance cards for Charter Holder’s board members and, if

applicable, it employees as specified in the Application Package; its compliance with applicable provisions of the A.R.S. relating to charter schools; and with MCCCD’s performance requirements. Attachment A, which is a true,

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and, correct copy of the Application Package of the Charter Holder, is incorporated into this Contract by this reference and is a part of it. Collectively, the Application Package and the Contract are referred to as the Charter. MCCCD relied on the Application Package in granting this Charter.

2. Authorized Signers and Representatives.

2.1 MCCCD. The person authorized to sign and act on behalf of MCCCD is the Chancellor or his designee. MCCCD’s representative for management and oversight of the Charter Holder is Dr. Sue Kater (“Sponsor Representative”), whose contact information is in Section 23 of this Contract.

2.2 The person authorized to sign on behalf of the Charter Holder is the Chairperson of the Charter Holder Board, or the Board’s designated representative (“Charter Representative”). The Charter Holder affirms as a condition of this Charter, that the Charter Representative has authority to enter into this Charter on behalf of the Charter Holder. During the Term of this Charter, the Charter Holder must maintain a Charter Representative and maintain up‐to‐date contact information to MCCCD. MCCCD will direct all communication with regard to this Charter to the Charter Representative. The Charter Representative shall respond to written communication from MCCCD within the timeframe specified in the communication.

3. Purpose. The Charter Holder shall operate a charter school consistent with the terms of the Charter and all applicable laws; shall achieve pupil outcomes according to the educational standards established by law and this Charter; and shall be governed and managed in a financially prudent manner.

4. Governance

4.1. The Charter Holder and its member have a duty of care for complying with the provisions of this Charter, all applicable laws, regulations, and reporting requirements.

4.2. The Charter Holder has established the Board of Directors as the governing body for the charter school that is responsible for the policy decisions of the charter school.

4.3. All members of the Board of Directors shall be appointed by the Maricopa County Superintendent of Schools, with at least two (2) member representatives recommended by the Chancellor of MCCCD.

5. Operation.

5.1. The Charter Holder or designee shall be nonsectarian in its charter school programs, admission policies and employment practices and all other operations.

5.2. The Charter Holder or designee shall comply with all federal and state laws relating to the education of children with disabilities in the same manner as a school district.

5.3. The Charter Holder or designee shall comply with applicable federal, state and local rules, regulations and statutes relating to health, safety, civil rights and insurance.

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5.4. The Charter Holder or designee shall begin providing a comprehensive program of instruction within twelve months of the Effective Date in Section 8 or within twenty four months of December 9, 2014, the date on which the Governing Board of MCCCD approved the charter, whichever date occurs later.

5.5. The Charter Holder or designee shall maintain records to document daily pupil attendance and shall make such records available for inspection upon request of MCCCD and the Arizona Department of Education.

5.6. The Charter Holder or designee shall maintain student records in accordance with applicable provisions of the General Records Retention Schedule for Charter Schools, published from time to time by the Arizona State Library, Archives and Public Records division of the Arizona Secretary of State.

5.7. If the Charter Holder or designee receives federal grant funds, the Charter Holder or designee shall timely submit financial and other reports required by the Arizona Department of Education for the Charter Holder’s receipt of such funds.

6. Applicable Law. The material and services provided by this Charter Holder under this Charter shall

comply with all applicable federal, state, and local laws and shall conform, in all respects, to the educational standards contained in its application and Charter. This Charter shall be governed and interpreted in accordance with the laws of the State of Arizona.

7. Sites. The Charter Holder or designee shall provide educational services, including the delivery of instruction, at the following location: 6550 W. Orangewood, Glendale, Arizona. The Charter Holder shall maintain ownership, a lease, or other suitable agreement covering the use of all facilities, and shall ensure that the facilities comply with all applicable federal, state and local health and safety standards and other applicable laws, regulations and rules.

8. Term of Charter. This Charter is effective upon the signing of both parties (“Effective Date”) for a term of fifteen (15) years commencing on July 1, 2014 and ending on June 30, 2029, except as otherwise provided in this Charter and by law. The Charter may be renewed for successive periods of f i f t een (15) years pursuant to law. Renewal of the Charter shall be undertaken in compliance with the provisions of A.R.S. § 15‐183‐I; application for early renewal shall be permitted as provided by A.R.S. § 15‐183‐I(2).

9. Non‐Availability of Funds: Any payment obligation of MCCCD under this Charter is conditioned upon the availability of funds continuing to be appropriated or allocated for the payment of such obligations. If funds are not allocated and available for the continuance of this Charter, MCCCD may terminate this Charter at the end of the period for which funds are available. No liability shall accrue to MCCCD, or any of its subdivisions, departments or divisions, in the event this provision is exercised, and MCCCD shall be obligated or liable for any future payments or for any damages as a result of termination under this paragraph.

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10. Charter Interpretation. Parties.

10.1. Merger. This Charter, including the attachment, constitutes the entire agreement of the

10.2. Waiver. Either party's failure to insist on strict performance of any term or condition of the Charter shall not constitute a waiver of that term or condition, even if the party accepting or acquiescing in the nonconforming performance knows of the nature of the performance and fails to object to it.

10.3. Severability. The provisions of this Charter are severable. Any term or condition deemed illegal or invalid shall not affect any other term or condition of the Charter.

10.4. Assignment: Neither party may assign or transfer any right or interest in this Charter unless authorized by law. No assignment, transfer or delegation of any duty of the Charter Holder shall be made without prior written permission of MCCCD.

11. Amendments to the Charter and Changes to the Charter Holder.

11.1. This Charter may be amended or modified by mutual agreement, in writing, of the parties. All amendment and notification requests shall be submitted pursuant to the procedures formulated by MCCCD.

11.2. Any change in the ownership of the Charter Holder, change in the name of the Charter Holder, or change in officers, directors, members or partners of the Charter Holder must be submitted to MCCCD pursuant to the procedures or rules formulated by MCCCD.

12. Insurance.

12.1 The Charter Holder or designee will maintain during the Term insurance policies described

below issued by companies licensed in Arizona with a current A.M. Best rating of A: VIII or better:

12.1.1 Commercial General Liability insurance with a limit of not less than $1,000,000 per

occurrence for bodily injury, property damage, personal injury, and products and completed operations, including but not limited to, the liability assumed under the indemnification provisions of this Contract; and

12.1.2 If applicable, Workers’ Compensation insurance with limits statutorily required by any Federal or state law and Employer’s Liability insurance of not less than $100,000 for each accident, $100,000 disease for each employee, and $500,000 disease policy limit.

12.2 The Charter Holder or designee and its insurers providing the required coverage shall waive

all rights of recovery against the State of Arizona, MCCCD and the Arizona Department of Education, their agents, officials, assignees and employees.

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13. Indemnification and Acknowledgements.

13.1 The Charter Holder shall indemnify, defend, save and hold harmless MCCCD, the State of Arizona, its departments, agencies, boards, commissions, universities and its officers, officials, agents and employees (“Indemnitee”) from and against any and all claims, actions, liabilities, damages, losses or expenses (including court costs, attorneys’ fees, and costs of claim processing, investigation and litigation) (“Claims”) for bodily injury or personal injury (including death), or loss or damage to tangible or intangible property caused, or alleged to be caused, in whole or in part, by the negligent or willful acts or omissions of the Charter Holder or any of its owners, officers, directors, agents, employees or subcontractors. This indemnity includes any claim or amount arising out of or recovered under the Workers’ Compensation Law or arising out of the failure of such Charter Holder to conform to any federal, state or local law, statute, ordinance, rule, regulation or court decree that is applicable to the Charter Holder. It is the specific intention of the parties that the Indemnitee shall, in all instances, except for Claims arising solely from the negligent or willful acts or omissions of the Indemnitee, be indemnified by the Charter Holder from and against any and all claims. It is agreed that the Charter Holder will be responsible for primary loss investigation, defense and judgment costs where this indemnification is applicable. In consideration of the award of this Charter, the Charter Holder agrees to waive all rights of subrogation against the State of Arizona, its officers, officials, agents and employees for losses arising from the work performed by the Charter Holder for the State of Arizona.

13.2. The parties acknowledge that neither MCCCD, Kids at Hope Corporation, the State of Arizona, or its agencies, boards, commissions or divisions are liable for the debts or financial obligations of a charter school or persons or entities that operate charter schools.

13.3. The parties acknowledge that, pursuant to law, MCCCD, its members, officers and employees are immune from personal liability for all acts done and actions taken in good faith within the scope of its authority.

14. Academic Performance Indicators and Evaluation. The Charter Holder shall:

14.1. Provide a comprehensive program of instruction that aligns with the state academic standards prescribed by the Arizona State Board of Education for the grades approved to operate.

14.2. Design a method to measure pupil progress toward pupil outcomes adopted by the Arizona State Board of Education pursuant to A.R.S. § 15‐741.01, including participation in the Arizona Instrument to Measure Standards test and the nationally standardized norm‐referenced achievement test as designated by the Arizona State Board of Education.

14.3. Meet or demonstrate sufficient progress toward the academic performance expectations set forth in the performance framework as adopted and modified periodically by MCCCD. The applicable performance framework shall include all of the following: (i) the academic expectations for the charter school and the measures of sufficient progress toward academic performance expectations; (ii) the operational expectations of the charter school, including adherence to applicable laws and obligations of this Charter Contract; and (iii) intervention and improvement policies.

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15. Financial Requirements.

15.1. The Charter Holder or designee shall comply with the same financial and electronic data submission requirements as a school district, including the Uniform System of Financial Records for Charter Schools (USFRCS) as prescribed in A.R.S. Title 15, chapter 2, article 4, procurement rules as prescribed in A.R.S. § 15‐213 and audit requirements as prescribed in A.R.S. § 15‐914 unless specifically excepted by MCCCD. If the Charter Holder has received an exception to the USFRCS and/or Charter Holder shall contract for at least an annual financial statement audit that meets procurement rules, the Charter Holder shall, at a minimum, follow accounting policies and procedures that comply with Generally Accepted Accounting Principles (GAAP). This includes using an accounting system that provides for the proper recording and reporting of financial data and following standard internal control procedures. As specifically contemplated under Section VI‐

G‐1 of the USFRCS (interpreting Chapter 23 of Title 41 of A.R.S., as well as A.R.S. § 15‐189.02),

MCCCD hereby exempts the Charter Holder from compliance with the School District Procurement Rules adopted by the State Board of Education.

15.2. The Charter Holder shall also contract for at least an annual financial audit that meets the following conditions:

15.2.1 Is conducted by an independent certified public accountant; and 15.2.2 Complies with the requirements of the Arizona State Board for Charter Schools.

15.3. The Charter Holder shall pay debts as they fall due or in the usual course of business.

15.4. The Charter Holder shall not commit or engage in gross incompetence or systematic and egregious mismanagement of the school’s finances or financial records.

16. Review, Evaluation and Investigative Teams, Audits and Records.

16.1 The Charter Holder shall allow representatives from MCCCD, Arizona Department of Education, and/or the Arizona Auditor General to visit each school site at any reasonable time.

16.2 The Charter Holder shall allow the representatives to conduct financial, program or

compliance audits and shall hold open for inspection all records, documents and files relating to any activity or program provided by the Charter Holder relating to the charter school or by the charter school. All books, accounts, reports, files and other records relating to this Charter shall be subject, at all reasonable times, to inspection and audit by the State for five years after termination of the Charter.

17. Length of School Year. The Charter Holder shall provide instruction for no less than the number of days required by statute or as stated in the Application, whichever is greater, and meet the minimum number of hours of instruction required by statute. The Charter Holder must provide instruction as stated in this paragraph within MCCCD’s fiscal year that begins July 1st and ends June 30th.

18. Termination or Non‐Renewal of the Charter.

18.1 MCCCD may revoke or not renew the Charter for any material breach of the Charter and/or violation of state, federal or local laws, ordinances or rules or regulations; for conditions which threaten the health, safety, or welfare of the students or staff of the school or of the general public; or as provided by law. All administrative hearings on any determination the grounds exist to revoke the Charter shall be conducted pursuant to procedures adopted by

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MCCCD, which procedures shall comply with the requirements of A.R.S. § 15‐183‐Q. In the event of a material breach of any provision in this Agreement, the Charter Holder shall have a six month period to cure such breach prior to termination.

19. Employees and Contractors.

This Charter is not an employment contract. No officer, employee, agent, or subcontractor of the Charter Holder or the School is an officer, employee, or agent of MCCCD or the State of Arizona.

20. Non‐Discrimination.

20.1 The Charter Holder will not discriminate in violation of law against any employee or

applicant for employment because of race, color, religion, sex, sexual orientation, religion, disability, or national origin. This provision does not apply to those exempt under 42 United States Code §200e(b)(1) and Title 41, Chapter 9, Article 4 of the Arizona Revised Statutes. If applicable, the Charter Holder will take affirmative action to ensure that applicants are employed, and that employees are treated during employment, without regard to their race, color, religion, sex, sexual orientation or national origin. Such action shall include, but not be limited to the following: employment, upgrading, demotion, or transfer; recruitment or recruitment advertising; layoff or termination; rates of pay or other forms of compensation; and selection for training, including apprenticeship. The Charter Holder agrees to post in conspicuous places, available to employees and applicants for employment, notices setting forth the provisions of this non‐discrimination clause. MCCCD is an EEO/AA institution and an equal opportunity employer of protected veterans and individuals with disabilities.

20.2 The Charter Holder shall comply with State Executive Order No. 2009‐09, which mandates

that all persons, regardless of race, color, religion, sex, age, national origin or political affiliation, shall have equal access to employment opportunities, and all other applicable federal and state employment laws, rules and regulations, including the Americans with Disabilities Act.

21. Conflict of Interest. Pursuant to A.R.S. § 38‐511, the State of Arizona (“State”), its political

subdivisions or any department or agency of either may, within three years after its execution, cancel any contract, without penalty or further obligation, made by the State, its political subdivisions, or any of the departments or agencies of either if any person significantly involved in initiating, negotiating, securing, drafting or creating the contract on behalf of the State, its political subdivisions or any of the departments or agencies of either is, at any time while the contract or any extension of the contract is in effect, an employee or agent of any other party to the contract in any capacity or a consultant to any other party of the contract with respect to the subject matter of the contract. A cancellation made pursuant to this provision shall be effective when the Charter Holder receives written notice of the cancellation unless the notice specifies a later time.

22. Fingerprints. The Charter Holder shall comply with the requirements of A.R.S. § 15‐183 (C) ‐ 4 and 5.

22.1. The Charter Holder shall fingerprint check its charter school governing body members pursuant to A.R.S. § 15‐512 and submit all changes in members through the process stated in Paragraph 11. A fingerprint check must be conducted for each new governing body member. At MCCCD’s request, Charter Holder shall supply copies of fingerprint clearance cards for personnel providing services under this Contract as a designee of the Charter

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Holder. 22.2. The Charter Holder must maintain valid fingerprint clearance cards on all officers, directors,

members, and partners of the Charter Holder and submit all changes in officers, directors, members, and partners through the process stated in Paragraph 11.

23. Notices. Any notices under this Contract must be in writing and must be sent by (i) personal delivery, (ii) by United States registered or certified mail (postage prepaid), (iii) by electronic mail or facsimile (with a copy sent the same day by one of the other prescribed methods of delivery) or (iv) by an independent overnight courier service, addressed to the addresses specified below or at such other place as a party may designate to the other parties by written notice given in accordance with this Section 23. Notices given by registered or certified mail are deemed effective three (3) days after the party sending the notice deposits the notice with the United States Post Office. Notices given by electronic mail or facsimile are deemed effective on the business day transmitted (or, if transmitted on a day that is not a business day, then on the next occurring business day). Notices delivered by overnight courier are deemed effective on the next business day after the day the party delivering the notice timely deposits the notice with the courier for overnight (next day) delivery.

Charter Holder: Hope College and Career Readiness Academy, A Subsidiary of Kids at Hope, an Arizona Non‐Profit Corporation Kids at Hope, Corporation, Charter Holder 2400 West Dunlap, Suite 135 Phoenix, Arizona 85017 Attn: Mr. Steven Fox, Chairman of Board of Directors, Kids at Hope

With a copy to: Maricopa County Regional School District, Manager

3409 W. Whitton Avenue Phoenix, Arizona 85017 Attention: Superintendent Email: [email protected]

And to: Rick Miller, Founder and President Kids at Hope Corporation 2400 West Dunlap Avenue, Suite 135 Phoenix, Arizona 85021 Email: [email protected]

And to: Mr. Harry Garewal, President of the Board

Hope College and Career Readiness Academy 3409 West Whitton Avenue Phoenix, Arizona 85021 Email: [email protected]

Maricopa County Maricopa County Community College District Community College 2411 West 14th Street District: Tempe, Arizona 85821‐6941

Attention: Dr. Sue Kater, Charter Representative Email: [email protected]

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And to: Maricopa County Community College District

Office of the General Counsel 2411 W. 14th Street Tempe, Arizona 85281 Attention: Margaret E. McConnell Email: [email protected]

24. Special Education Training. Prior to the Charter Holder’s provision of educational instruction under this Charter, the Charter Representative shall attend the full‐day Special Education Training for Newly Chartered Schools sponsored by the Arizona Department of Education, Exceptional Student Services.

25. Release of Funding. A Charter Holder may not receive state equalization funding until a current certificate of occupancy, fire inspection report, and county health permit for educational use are provided for each site listed in Paragraph 6 (and each site subsequently approved by MCCCD). A Charter Holder may not receive state equalization funding until documentation has been provided to MCCCD that the Charter Representative has attended the Special Education training stated in Paragraph 24.

26. Sharing of Student Information. To permit the parties to carry out the goals and objectives of their

cooperative educational activities and to provide academic counseling, financial aid, and other services, each party has a legitimate educational interest in the educational records of other’s students. Each party agrees to provide appropriate representatives of the other party, in accordance with the Family Rights and

Privacy Act (“FERPA”), access to the educational records of its students. In furtherance of the objectives and collaborative efforts of this Contract, the party receiving the student educational records of the other party shall be deemed, for the purpose of FERPA, to be a consultant with a legitimate academic interest in, and a need to know, the educational records of other party’s students. In the event of the misuse by the receiving party of the educational records of the other party, the receiving party agrees to take appropriate action against these representatives that is similar to action it would take against its own employees who misuse the educational records of its own students.

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HOPE COLLEGE AND CAREER READINESS ACADEMY a subsidiary of Kids at Hope Corporation

By:

Steven M. Fox Chairman of the Board of Directors Kids at Hope, Corporation

Date:

MARICOPA COUNTY COMMUNITY COLLEGE DISTRICT By:

Rufus Glasper, PhD Chancellor

Date:

By:

Harry Garewal, President of the Board


Date:

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Hope Col lege and

Career Readiness

Academy

APPLICATION FOR MARICOPA COUNTY COMMUNITY COLLEGE DISTRICT SPONSORED

CHARTER SCHOOL

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December 9, 2014

To Maricopa County Community College District:

Enclosed are the documents developed to support Hope College and Career Readiness Academy

application for sponsorship.

Hope College and Career Readiness Academy, (referred herein as Hope College and Career Readiness

Academy) will offer students an education with rigorous expectations for academic performance. Further,

the school will be a reflection of the local community— in particular the parents, students, staff and

community members who choose to participate in the school.

The purpose of Hope College and Career Readiness Academy, is to increase academic opportunities for

students.

In a highly competitive, global, technology‐driven world, families need a school that provides the highest

level of academic instruction within a safe, supportive community and a family‐oriented environment. In

order to be prepared for success in life, students need an opportunity to experience learning that

prepares them for college and career pathways.

Hope College and Career Readiness Academy’s Charter is envisioned to be sponsored by the Maricopa

County Community College District (referred to herein as the MCCCD). The Institute will be operated

and managed by the Maricopa County Regional School District #509 (referred to herein as MCRSD) from

their well‐established instruction, business, and technology, special education and facilities

departments.

Regards,

Harry Garewal

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Targeted Population

Student Population Hope College and Career Readiness Academy plans to decrease the number

of disconnected youth within the Phoenix Metropolitan area by providing access to Hope

College and Career Readiness Academy Located at 6550 West Orangewood, Glendale, Arizona

Hope College and Career Readiness Academy will provide youth between the ages of 14 – 24

with an opportunity to complete a high school diploma from an accredited school and receive

targeted job development, social services, and supports for each student and their families with

a focus on Career and Technical Education programs.

Number of Students to be Served The number of students to be served in the initial year of the

Charter School is expected to be 400. In subsequent years the enrollment capacity is expected

to be determined by facility capacity and may grow to a student of enrollment of 800.

Grades to be served Hope College and Career Readiness Academy will serve the ninth, tenth,

eleventh and twelfth grades.

Enrollment Standards Students are considered for admission without regard to ethnicity,

national origin, gender, disability or achievement level.

Enrollment opportunity in Hope College, and Career Readiness Academy will be provided first

to students who live within an identified "service area" and enrollment zones surrounding the

school. Students who reside outside of the identified service area and enrollment zones will be

given the next level of enrollment opportunity. Applications will be categorized by the school's

front office in accordance with the above paragraph and marked with the date of receipt. If the

demand for enrollment exceeds capacity, it shall be conducted by category preference in

accordance with District Policy JFAA (resident students) and Policy JFB (open enrollment).

Students already enrolled at the school and any eligible siblings will be automatically

enrolled for the next school year. Siblings must fill out an application to complete the

enrollment process. Application packets are available online and at each school.

All students' applications will be handled on a first come first served basis, and openings

will be filled based on grade level openings.

Transportation arrangements Students are transported to Hope College and Career Readiness

Academy in accordance with District Governing Board policy and procedures.

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Educational Plan

A.1 Educational Philosophy Traditional education routes are not working for all youth in the Phoenix Metropolitan area.

Traditional education routes have led to failure, isolation, and hopelessness for 33% of our

South Phoenix Community teens and young adults. In contrast, MCRSD has built its reputation

on providing comprehensive and rigorous educational programs in a non‐traditional manner to

meet the needs of a population of students who have gone underserved and overlooked.

Disconnected Youth need opportunities to return to school and receive specialized training

while obtaining their high school diploma, Hope College and Career Readiness Academy will

make a significant impact on the lives of youth currently not invested in education or the

workforce.

Hope College and Career Readiness Academy will deliver an educational program built on the

founding principles of Big Picture Learning. The most important element of the education at a

Big Picture Learning school is that students learn in the real world. The main component of

every student’s education is the LTI (Learning through Internship/Interest). In this internship

with an expert mentor in the field of the student’s interest, the student completes an authentic

project that benefits the student and the mentor at the internship site. The projects are

connected to the student’s interests and meet the needs of the mentors, and are the main root

to deepening student learning and academic growth. There are three primary reasons for

connecting real world, adult mentors to the schooling process: 1. Students learn how to be

adults by being with adults. Teenagers are on the brink of adulthood, and we believe the best

way for them to learn how to be an adult is by being immersed in the adult world. With

mentoring, a young person steps into that adult world on a regular basis, and interacts with a

variety of adults. Mentoring moves a young person beyond the familiarity of the adults in his or

her personal life and provides a broader range of role models. 2. The expertise is out in the real

world. Advisors know a great deal about human development and their own specialties. The

expertise of a mentor in her/his field is valuable to both the student and to the advisor.

Mentors become living examples of the careers that students are thinking of pursuing. 3. The

guidance is invaluable. The mentor‐intern relationship is special for people of all ages. The

guidance and direction that mentors give is personal, and based on the intern’s own particular

needs, talents, and interests. There is a level of comfort in this kind of guidance that makes it

possible to learn through both accomplishments and mistakes. For teenagers, it can be an

especially important haven during the tumultuousness of adolescence.

Learning at Hope College and Career Readiness Academy is not constrained by the school day

or to the school year – it is constrained only by the guiding principle that learning must be

personalized, educating one student at a time. The philosophy of educating one student at a

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time expands beyond “academic” work and involves looking at and working with each student

holistically. Each student’s work is documented on an individual learning plan created and

updated each quarter (or trimester) with the learning team (the student, parent(s), advisor, and

whenever possible, internship mentor) in a learning plan meeting. All the components that

make up the student’s learning experience – the curriculum; the learning environment; the use

of time during the school day; the choice of workshops or college classes; the focus and depth

of investigation through learning goals – is developed based on the student’s individual

interests, talents, and needs. Personalizing education is about doing what’s best for kids –

pushing and pulling at the right time, not dictating or punishing, but problem‐solving and

mediating. Overall, the school’s job is to know each student well and to provide the right

measures of challenge and support for each student in order to promote growth. Students must

also take responsibility for and ownership of their learning by pursuing their interests and

passions deeply in the real world and at school.

Mission Statement Preparing our students for their successful transition into the global

community within an alternative educational setting.

Vision Statement Empowering students to take control of their future by providing an

education that inspires and enables them to develop an unshakable belief in their own

potential.

Core Values Students First, Excellence, Integrity, Equity, Respect, Health and Safety

Strategic Anchors Student focused progressive, and value people.

Hope College and Career Readiness Academy Education Goals

1. All students of all abilities will be challenged academically in all program areas.

2. Upon graduation, all students will have acquired career and college readiness skills to

prepare them for life in a globally competitive economy.

3. The school will meet or exceed federal and state accountability standards.

4. All students will be positively affiliated in Home and Family, Career and Education,

Hobbies and Recreation, and Community and Service.

These Mission and Vision statements and Goals were developed as a collaborative process, and

are consistent with the mission, vision and goals

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A.2 Targeted Population

Student Population Hope College and Career Readiness Academy plans to decrease the number

of disconnected youth within the Phoenix Metropolitan area by providing access to Hope

College and Career Readiness Academy Located at 6550 West Orangewood Avenue, Glendale,

Arizona. Hope College and Career Readiness Academy will provide youth between the ages of

14 – 24 with an opportunity to complete a high school diploma from an accredited school and

receive targeted job development, social services, and supports for each student and their

families with a focus on Career and Technical Education programs.

Number of Students to be Served The number of students to be served in the initial year of the

Charter School is expected to be 400. In subsequent years the enrollment capacity is expected

to be determined by facility capacity and may grow to a student of enrollment of 800.

Grades to be served Hope College and Career Readiness Academy will serve the ninth, tenth,

eleventh and twelfth grades.

Enrollment Standards Students are considered for admission without regard to ethnicity,

national origin, gender, disability or achievement level.

Enrollment opportunity in Hope College and Career Readiness Academy will be provided first to

students who live within an identified "service area" and enrollment zones surrounding the

school. Students who reside outside of the identified service area and enrollment zones will be

given the next level of enrollment opportunity. Applications will be categorized by the school's

front office in accordance with the above paragraph and marked with the date of receipt. If the

demand for enrollment exceeds capacity, it shall be conducted by category preference in

accordance with District Policy JFAA (resident students) and Policy JFB (open enrollment).

Students already enrolled at the school and any eligible siblings will be automatically

enrolled for the next school year. Siblings must fill out an application to complete the

enrollment process. Application packets are available online and at each school.

All students' applications will be handled on a first come first served basis, and openings

will be filled based on grade level openings.

Transportation arrangements Students are transported to Hope College and Career Readiness

Academy in accordance with District Governing Board policy and procedures.

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Educational Plan

A.3 Program of Instruction See Course Catalog (Exhibit A) and Assessment Plan (Exhibit B).

Program and Performance Standards Hope College and Career Readiness Academy will provide

a program that is challenging and productive for students. Features of the program include, but

not limited to:

A challenging academic curriculum aligned to the Arizona State College and Career

Ready Standards

All programs are designed to meet industry standards, and students will earn

industry specific certification (Career Technical Education CTE) that will allow

them to either enter the workforce immediately after high school. If preferred,

students may also enter college upon completion to pursue advanced studies

through dual enrollment, articulation agreements, and/or concurrent enrollment.

All teachers will be state certified and highly qualified.

Campus programs will include, but not limited to the following:

Advanced Construction Technologies

Arizona Masonry Association

The Arizona Masonry Contractors Association was founded in the 1950’s to service and

protect the interests of Masonry Contractors throughout Arizona. Since that time it has

developed a nationally recognized Certification Program. The US Department of Labor

recognizes their Apprenticeship Program, and they have also created an effective and

rewarding Safety Program.

Arizona Drywall Association

AWCI represents 2,200 companies and organizations in the acoustics systems, ceiling

systems, drywall systems, exterior insulation and finishing systems, fireproofing, flooring

systems, insulation, and stucco contractors, suppliers and manufacturers, and those in allied

trades. Their mission is to provide services and undertake activities that enhance the

members' ability to operate a successful business.

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Educational Plan

Microsoft IT Academy

Academy for Technology Excellence ‐ ATE

The Academy for Technology Excellence is dedicated to providing a rigorous and specific IT

training track as a part of the Information Technology computer science field. This track is a

complete immersion track of courses that allow students the potential to earn over 18

industry standard IT computer certifications, such as the Microsoft Office Specialist,

CompTIA A+, Network+, Server+ and Security+. In addition, Microsoft Technology

Association certifications, Certified Solution Associate (MCSA), and Microsoft Certified

Solutions Expert (MCSE) certifications geared towards Desktop Support and Server

Administration are also available through this program.

Hope College and Career Readiness Academy will be the 1st Microsoft Certified High School

in the state of Arizona providing instruction in the areas of:

•Computer Bench sets / Breakables

•Routers and Switches and Cabling

•Wireless Access Points

•A Virtualization Server

•Virtualization Software – Virtual Box to simulate real OS environments for installations

•Microsoft IT Academy Membership – Access user software for students to practice

installing and configuring

•Practice Exams through Measure‐UP and Certiport

•Plus, IT Certified Instructors from the IT field

Adobe Center for Digital Excellence

Academy for Digital Excellence – Arizona Department of Education (ADE)

The Academy for Digital Excellence program will offer Web Design, Digital Design, and TV

Production courses that engage students in the digital arts. Students will gain hands‐on

experiences that will lead to the design industry standard Adobe IT certifications in

Photoshop, Dreamweaver, Flash, and Premiere Pro.

Early Childhood Education

Dual Credit program with Glendale Community College

The program includes instruction in child growth and development, child health, nutrition,

safety, planning and supervision of developmentally appropriate practices, and learning

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Educational Plan

activities. Child guidance, family relationships, parenting and applicable legal and

administrative requirements are addressed, as well.

In addition to technical skills, students completing this program will also develop advanced

critical thinking, applied academic, career development, life and employability skills,

business, economic, and leadership skills required for entry into Early Childhood Education

employment opportunities. The program utilizes both direct instruction and experiential

learning.

Business and Development

Entrepreneurship

This program is designed to prepare individuals to become business leaders in their

community. Students will gain the knowledge of entrepreneurship through application of

business concepts and ideas in the creation of a business plan. The program can also teach

students about functions within a business such as accounting, selling, marketing, and

business law.

Business and Marketing

The business program prepares students to perform technical support services involved with

planning, organizing, researching, directing, and controlling functions related to the

production, buying, and selling of goods and services in domestic and international markets.

An integrated approach to teaching and learning is utilized as students develop interpersonal

relations, career development skills, and technical knowledge and skills associated with

functions essential for a business operation. Students completing this program will be

prepared to participate in teams to solve problems and make decisions about business

related issues. The program is designed and delivered as a coherent sequence of school‐

based and work‐based experiences.

Soft Skills Development

Youth need to be ready to enter the workforce and they must develop professional

workplace skills and behaviors. Known as soft skills, these abilities include a broad set of

skills required for workplace situations encountered in everyday adult life. Such skills may

include communications, decision‐making, time management and relationship building,

among others.

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Educational Plan

A.4 Course Offerings Curriculum in alignment with the Arizona academic standards will be offered in the following

areas: (See Course Catalog (Exhibit A)

Mathematics

Language Arts

Social Studies

Science

World Language

Technical Areas

Special Areas

Art

Music

PE

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Educational Plan

A.5 Methodology Teachers assist students in acquiring knowledge, skills, and competencies.

Learning and instruction shall be performance‐based, with student learning and products

evaluated for mastery through:

Differentiated instruction

Competency Based Grading

Cooperative learning

Project‐based; student‐centered learning

Teacher‐directed instruction and evaluation

Enhance learning through technology

Student Internships/Work experience

Teachers and leaders will be evaluated in accordance with District’s policy and procedures

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Educational Plan

A.6 Performance Management Plan Hope College and Career Readiness Academy demonstrates academic accountability through.

Completion and distribution of the State‐mandated school report card

Ongoing student evaluation

Ongoing scheduled parent conferences

Issuance of regular student report cards

Six week student project presentations

Effectiveness Measures The effectiveness of the Hope College and Career Readiness Academy

is measured through:

Completion and distribution of the State‐mandated school report card.

Surveys of parents, students and staff

Evaluation of general student academic performance as well as State and District Level

Assessments

Regular evaluations of staff utilizing the Rewarding Excellence in Instruction and Learning

Observation Instruments.

Student presentations of projects and products.

Completion of the A‐F Accountability and the Arizona Academic Standards.

District Adopted Assessments.

School Accountability Hope College and Career Readiness Academy, administration and staff, in

coordination with the Site Council, are responsible for the development of an annual school

improvement plan and regular reports to the Hope College and Career Readiness Academy

Governing Board and its Charter Sponsor MCCCD.

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Educational Plan

A.7 School Calendar and Weekly Schedule

Students will attend school in accordance with Arizona Revised Statute and State Board of

Education Regulations for days of attendance. Additionally they will meet required

instructional minutes as required by ARS and SBE Regulation. See School Calendar (Exhibit C) and Weekly Schedule (Exhibit D)

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Operational Plan

B.1 Applicant Entity Hope College and Career Readiness Academy was incorporated as a non‐profit corporation by

the Arizona Corporation Commission on November 20, 2014. Consequently, Hope College and

Career Readiness Academy has not had an annual report yet; its first annual report is due

November 20, 2015.

Hope College and Career Readiness Academy will contract MCRSD for operations,

management, and as education service provider. MCRSD was chosen for this role because of

their successful history with disconnected youth. Since 1956 MCRSD has been committed to

serving teens and young adults throughout Maricopa County by instilling hope and helping

them to envision a bright future for themselves and then helping them to get there. Together,

we will create a skilled and well‐educated labor force that will allow these students to take

control of their future.

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Operational Plan

B.2 School Governance The Hope College and Career Readiness Academy (Charter Holder) shall be governed a seven

member board. All members of the Board of Directors shall be appointed by the Maricopa County

Superintendent of Schools, with at least two (2) member representatives recommended by the

Chancellor of MCCCD.

The Charter Holder shall be the Governing Board for Hope College and Career Readiness

Academy and shall be responsible for the policy making.

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Operational Plan

B. 3 Structure of Governing Board and Reporting Structure

District/School Relations The District pursuant to the policies of the Hope College and Career

Readiness Academy Governing Board shall be subject to the same requirements and conditions

as any school within the District.

Expectations of Sponsoring District The Governing Board of Hope College and Career Readiness

Academy, as the Charter Holder shall be subject to the Contract Agreement with its Charter

Sponsor, MCCCD.

Parent/Community Involvement Hope College and Career Readiness Academy provide parents

and the community with the opportunity for participation and input in decision‐making and

learning processes.

Site Council The Site Council operates in accordance with the policies of the Hope College and

Career Readiness Academy Governing Board.

Parent Roles and Responsibilities Parents and students are required to sign an agreement

outlining their commitment to specific roles they will play in the education of their children and

the operation of the school.

Community Partnerships Community‐at‐large partnerships will be aggressively pursued by the

school.

Requested Rules Exceptions Hope College and Career Readiness Academy does not ask to be

exempted from any current District Board Policies.

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Operational Plan

B.4 Management and Operations


Management Structure for Education and Operations

Hope College and Career Readiness Academy Governing Board will contract with MCRSD for

management of education program and operations. The operations and management for Hope

College and Career Readiness Academy shall be under the direction of the MCRSD

Superintendent, or designees who shall be responsible for the organization, planning, and day‐

to‐day operation of the charter. Additionally, MCRSD shall be the Education Service Provider for

Hope College and Career Readiness Academy Employees will be those of the MCRSD and are

subject to all employment practices, personnel policies and qualifications for certificated and

classified employees, compensation schedules, recruitment, selection procedures and policies

for resolving employee conduct.

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Business Plan

C.1 Facilities Acquisition and Analysis (See Exhibit E)

Hope College and Career Readiness Academy is located within the boundaries of the MCRSD.

Located at 6550 West Orangewood, Glendale, Arizona, it will be maintained in the same

manner as other schools within MCRSD.

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Business Plan

C.2 Advertising and Promotion Hope College and Career Readiness Academy will employ five primary tactics: community

outreach, public relations and media, technology, outreach to feeder schools and strategic

alliances.

Community Outreach – The school will hold community meetings; conduct student and

parent focus groups; attend networking events and chamber of commerce meetings;

distribute information at locations and events frequented by our parent‐student

population; distribute our newsletter; and utilize the additional contacts and talents of

our volunteer Marketing and Fundraising Committees.

Public Relations and Media – The school will hire a public relations firm and will

develop a press kit; distribute press releases to media contact as well as to our school

supporters; solicit media interviews; and solicit the opportunity to speak on the subject

of education at community functions, such as Kiwanis club and Chamber of Commerce

meetings.

Technology – The school will establish a Facebook page and a LinkedIn profile, which we

will actively manage and use to recruit and engage our supporters.

Outreach to Feeder Schools – Through our existing contact sphere, we have the ability

to introduce Hope College and Career Readiness Academy to numerous Charter,

traditional‐public, and private K‐8 schools. We will focus on schools with a similar

educational philosophy and/or schools near our proposed school location.

Strategic Alliance ‐ The Fundraising Committee will be responsible for forging

relationships with businesses and organizations that are in a position to financially assist

the school. The Marketing Committee will help by establishing relationships with

organizations that support youth.

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Business Plan

C.3 Personnel Hope College and Career Readiness Academy will contract with MCRSD for educational and

management operations. Employees will be those of the MCRSD and are subject to all

employment practices, personnel policies and qualifications for certificated and staff

employees, employee compensation schedules, recruitment and selection procedures and

policies for resolving employee relations problems. It is anticipated that the Academy will need

twelve teachers, one administrator, and three support staff. (See Exhibit F)

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C.4 Start‐Up Proposed Budget (See Exhibit G)

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C.5 Three Year Operational Proposed Budgets (See Exhibit H)

Budget Audit and Cash Management Hope College and Career Readiness Academy’s budget,

pursuant to a management agreement with the Charter Holder, is formulated by the MCRSD

and managed by site administration. Hope College and Career Readiness Academy shall

authorize financial approval and control in the same fashion as other Maricopa County Regional

schools and the District’s general operations. The District’s Administration is responsible for

following all legal requirements. The budget outlines federal and state revenues and

expenditures necessary to operate the school.

Hope College and Career Readiness Academy is entitled to its full share of all county, state and

federal funds, including allowance for attendance, special education services and other

categorical program services to the extent that any student in the Charter is eligible to participate

as determined by state and federal regulations and the District’s allocation formulae. In addition,

Hope College and Career Readiness Academy is included in the District’s consolidated application

for categorical funding.

Cost‐Benefit Analysis Hope College and Career Readiness Academy is envisioned to be sponsored

by the MCCCD with planning and operations by MCRSD, is in conformance with statutory

requirements and is economically sound.

Financial Responsibility Under the terms and conditions of the management agreement with

the Charter Holder, Hope College and Career Readiness Academy will be included in the

District’s financial assistance calculations pursuant to state statutes.

Procedures for Accountability Hope College and Career Readiness Academy is subject to the

same financial requirements as any school in the MCRSD, including the Uniform System of

Financial Records, procurement rules and contractual requirements.

Purchased Services or Property Hope College and Career Readiness Academy Charter School shall

operate in accordance with the Hope College and Career Readiness Academy, Governing Board

Policies in all procurement and contractual matters.

Insurance Hope College and Career Readiness Academy is included in the insurance policy of

the MCRSD.

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ASSURANCES

Statement of Assurances Hope College and Career Readiness Academy shall be operated to

ensure compliance with the requirements of A.R.S. §15‐181, 15‐183, and 15‐184.

ADDITIONAL INFORMATION

Impact on Existing MCRSD K‐12 Non‐Charter Operations. Hope College and Career Readiness

Academy is operated without impact on the regular K‐12 non‐charter budget of the MCRSD.

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C.6 Evaluation The board of director will develop a five‐year strategic continuous improvement plan to monitor and adjust services and programs so that ALL students receive a rigorous and individualized education.

This strategic plan drives the direction for instruction, curriculum, transition services, budgeting, staffing and partnerships for five years. This long‐term strategic plan establishes the goals and strategies that will best prepare all our students for transitions into college, career and life in a globally competitive environment and help the district prioritize the use of all resources.

This plan supports transparency in decision‐making to guide the school, set priorities and

concentrate resources on the programs, practices and staffing that will best serve our students

in achieving academic success. The goals set by the board of directors and are ambitiously high

because we are preparing students for success in a world in which many of the jobs they will be

holding haven’t even been created yet.

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Exhibit A


Academic

Planning Guide

2014‐2015

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Vision Empowering students to take control of their future by providing an education that inspires and

enables them to develop an unshakeable belief in their own potential.

Mission Preparing our students for their successful transition into the global community within an

alternative setting.

In order for HCCRA to maintain compliance with No Child Left Behind. All students must be

taught utilizing state standards based curriculum at their current grade level. There are no

exceptions to this rule.

Grading System Grades are to reflect learning and student achievement toward mastery of standards‐aligned course outcomes.

Grades and credits are not to be awarded for any other purpose. The grading system in HCCRA schools is as

follows:

90 – 100% A Superior

80 – 89% B Above Average

70 ‐79% C Average

60 ‐69% D Below Average

59% F Failure

W Withdrawal

Grade Point Average (G.P.A.) Grade Point Average is calculated for each student for the purpose of reflecting a student’s academic achievement

over his/her high school experience. The G.P.A. is calculated on a non‐inflated basis. Grade points are provided

for each grade as follows:

Grade Grade Points

A 4

B 3

C 2

D 1

F 0

To calculate the G.P.A., add the sum of the grade points and divide by the number of credits taken. The calculation

is as follows:

G.P.A. = sum of grade points

number of credits taken

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Credits .5 credits will be issued for each 1 hour course completed with a passing grade with

61.5 hours of seat time. (61.5 days of attendance)

High School Graduation Requirements

Class of 2013 and Beyond

English 4 credits

Math (1) 4 credits

Science (2) 3 credits

Social Studies 3 credits

CTE/Fine Art 1 credits

Electives 7 credits

Total 22 credits

(1) Math courses shall consist of Algebra I, Geometry,

Algebra II (or its equivalent) and an additional

course with significant math content as

determined by district governing boards of charter

schools.

(2) Three credits of Science in preparation for

proficiency at the high school level on the AIMS

test.

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GED Conversions A GED earned while in secure care will be converted to 10 high school credits (upon Request) (only freshman and sophomore equivalent courses). Students will then be enrolled in junior and senior courses. Conversion: English 1 .5 Credit English 3 .5 Credit English 2 .5 Credit English 4 .5 Credit Biology A .5 Credit Earth Science A .5 Credit

Biology B .5 Credit Earth Science B .5 Credit Algebra 1A .5 Credit Geometry 1A .5 Credit Algebra 1B .5 Credit Geometry 1B .5 Credit World History 1 .5 Credit US History 1 .5 Credit World History 2 .5 Credit US History 2 .5 Credit Health .5 Credit Physical Education .5 Credit Transition .5 Credit Transition .5 Credit

Graduating Students Teachers are to submit required paperwork a week prior to graduation. All graduations need to be approved by Site Administrators, Student Information Coordinator and Superintendent.

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Hope College & Career Readiness Academy District/State Requirements

Credit Analysis

2014‐2015 FY

Name of Student:

Date of Analysis:

Total Credits:

English 4 credits

Eng 1‐8

Math 4 credits

Science 3 credits.

World History 1credit

AM/AZ History 1&2 1 credit

AM/AZ Gov. .5 credit

Health/PE .5 credit

Fine Arts/Voc. Ed 1 credit

Economics/Free

Enterprises .5 Credit

Electives 6.5 credits

Electives Cont.

AIMs Results Reading

Writing Math

*State Requirements for FY 2013 and beyond are as follows: English (4), Math (4), Science (3), Social Studies (3), CTE/Fine Art (1), Electives

(7)

Math courses shall consist of Algebra1, Geometry, Algebra II (or its equivalent) and an additional course with significant math content as

determined by district governing boards of charter schools.

Three credits of science in preparation for proficiency at the high school level on the AIMS test.

*Credit Recovery courses (CR) are courses assigned if the following criteria has been met:

1. Student has previously taken course and failed as shown on transcript.

2. Student has been previously enrolled in a course and withdrawn as shown on withdrawal

grade slip from previous school.

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Language Arts English 1-2 9 English 3-4 10 English 5-6 11 English 7-8 12 Social Studies/Social Sciences Economics 9-12 Government 9-12 U.S. History I 9-12 U.S. History II 9-12 World History I 9-12 World History II 9-12 Mathematics Algebra 1A 9-12 Algebra 1B 9-12 Algebra 1A Functional Approach 10-12 Algebra 1B Functional Approach 10-12 Algebra 2A 10-12 Algebra 2B 10-12 Geometry 1A 9-12 Geometry 1B 9-12 Trigonometry 11-12 Calculus I 12 Calculus II 12 Sciences Earth and Space Science A 9-12 Earth and Space Science B 9-12 Physical Science A 9-12 Physical Science B 9-12 Biology A 9-12 Biology B 9-12 Chemistry A 10-12 Chemistry B 10-12 Physics 11-12 World Language Spanish 1A 9-12 Spanish 1B 9-12 Spanish 2A 9-12 Spanish 2B 9-12 Electives Anthropology 9-12 Art Appreciation 9-12 Career Essentials 9-12 Health 9-12 Humanities I 9-12 Humanities II 9-12 Language Arts Keyboard Comp. V 9-12 Language Arts Keyboard Comp. VI 9-12 Lifetime Fitness 9-12

Personal Finance 9-12 Physical Education (Direct) 9-12 Pre-Algebra1A 9 Pre-Algebra 1B 9 Psychology 9-12 Sociology 9-12 Student Assistant 9-12 Transition 9-12 US Geography 9-12 World Geography 9-12 AIMS Preparation/Language Arts 11-12 AIMS Preparation/Mathematics 11-12 GED Preparation/Language Arts 10-12 GED Preparation/Mathematics 10-12 GED Preparation/Social Studies 10-12 GED Preparation/Science 10-12 Career and Technical Education Advanced Construction Technologies Early Childhood Education Introduction to Graphic Design Microsoft Information Technology Certification Academy College Readiness Arithmetic College Algebra Elementary Algebra Pre-Calculus/Trigonometry Reading Comprehension Sentence Skills

*Credit Recovery courses (CR) are courses assigned if the following

criteria has been met:

1. Student has previously taken course and failed as shown on

transcript.

2. Student has been previously enrolled in a course and withdrawn

as shown on withdrawal grade slip from previous school.

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English 1‐2 Grade 9 1.0 credit

English 1= .5 credit English 2 = .5 credit

Literature is an essential part of every high school English course. Four grade‐specific literature titles allow

students to explore universal themes, characters, and terms of literature. Each title includes four complete books

and several short stories. A series of lessons with study guides accompanies the student throughout each book.

Various interactive features such as plot reviews and chapter overviews enhance each student’s literary learning

experience.

High School level review of the writing process covering pre‐writing, identifying and narrowing a topic, drafting,

editing, publishing, writing complete sentences, correct word choices, writing topic sentences, writing analogies,

using the library, writing biographical sketches, ideas and opinions, writing essays, writing short stories, poetry,

plays, and folk literature.

English skills section contains lessons about common expressions, connotation and denotation, Greek and Latin

words, poetry, word recognition, and story details and sequence; Usage section contains lessons about

punctuation, clauses and phrases, and usage problems; Vocabulary section reviews vowel sounds and spelling.


English 3 = .5 credit English 4 = .5 credit





experience.

Covers journal, resume, and newspaper writing, review of the writing process, writing sentences and paragraphs,

specialized writing projects including writing analogies, correspondence, learning logs, story endings, expository,

descriptive, and persuasive essays, creative writing including poetic text, short stories, and scripts.

English skills section contains lessons about fact and opinion, folklore, inferences, story elements, and words in

context; Usage section contains lessons about parts of speech, parts of sentences, and verbal; Vocabulary section

reviews blends and silent letters.


English 5 = .5 credit English 6 = .5 credit





experience.

Review of the writing process, using strategy, sequence, drafting, proofreading, publishing, identifying and writing

sentence types, writing paragraphs for various purposes, chronological and spatial importance, writing analogies,

newspaper stories, sketches, essays, summarizing, and creative writing.

Language Arts

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English skills section includes American literature, context clues, farce and satire, and foreign terms; Usage section

includes lessons about infinitives, clauses, verb tenses, and usage problems; Vocabulary section reviews

consonants, syllables and pronunciation, and digraphs.


English 7 = .5 credit English 8 = .5 credit Literature is an essential part of every high school English course. Four grade‐specific literature titles allow




experience.

Covers selecting and narrowing a topic, identifying audience, writing introductions and conclusions, writing

strategies, the writing process, journal writing, writing persuasive, descriptive, expository, and narrative

paragraphs, writing story endings. Summarizing, expressing ideas and opinions, writing short stories, poetry,

drama, and folk literature.

English skills section includes British literature, drama, etymology, genres and literature, literary devices, and

propaganda and bias; Usage section reviews clauses and diagramming; Vocabulary section reviews root words and

sounds of various letters.

Economics Grade 9‐12 .5 credit High School level course that covers the definition of economics, microeconomics, producers and consumers,

capitalism, socialism, communism, the world’s economy from 1500 to present day, colonization, balance of trade,

the Great Depression, the U.S. economy from 1600 to present day, economic causes of the Revolutionary War,

railroads, corporations, monopolies, labor unions, the New Deal, recession, inflation, classical theorists, the

American microeconomic system, applied economics, social programs, challenges of the global economy, welfare

reform debate, and the budget deficit.

Government Grade 9‐12 .5 credit This high school level course contains the topic areas of government function, population, territory, sovereignty,

the origin of government, the English Bill of Rights, the founding of the original thirteen colonies, the Proclamation

of 1763, the First Continental Congress, the Articles of Confederation, the origin and principles of the Constitution,

the Bill of Rights, executive, legislative, and judicial powers, the Magna Carta, taxes, the U.S. Senate, impeachment,

how a bill becomes a law, the U.S. House of Representatives, elections, the President, the Presidential Cabinet,

executive agencies, fiscal and monetary policy, and elections.

SocialStudies/SocialSciences

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U.S. History I Grade 9‐12 .5 credit This course is designed to bring the history of America to life by connecting the events of the past to today’s world.

Students will examine history by using the themes of culture, economics, geography, global connections,

government, science/technology, and sociology/anthropology.

U.S. History II Grade 9‐12 .5 credit This course is a continuation of U.S. History 1 and continues using the themes of culture, economics, geography,

global connections, government, science/technology, and sociology/anthropology to examine history.

World History I Grade 9‐12 .5 credit Includes an overview of history, artifacts, Ice ages, Ancient Egypt, the Hanging Gardens of Babylon, the Ten

Commandments, Greek civilization, Alexander the Great, philosophers, the Roman Empire, Julius Caesar’s rise and

fall, Roman gods, the development of commerce, the Irish and Anglo‐Saxons, Vikings, the Crusades, Feudalism,

Henry I, Edward III, Joan of Arc, Isabella and Ferdinand, Africa, the Americas, North American civilizations, the

Renaissance, the Reformation, the American Revolution, The Boston Tea Party, the First Continental Congress, the

Constitution, and post‐Napoleonic France.

Other topics include the study of geography and the tools of geography.

World History II Grade 9‐12 .5 credit Covers China, Japan, isolationism, Asia, Charles Townshend, the transcontinental railroad, socialism, science in the

1800s, pioneers in medicine, Romanticism, Impressionism, the Romanov Dynasty, Moscow, Catherine the Great,

Latin America, Spanish colonization, Queen Victoria, the U.S. in the 1800s, German Unification, the Age of

Imperialism, European influence in Africa, Indian resistance to British rule, the rise of nationalism, Allied forces,

World War II, League of Nations, decline of trade, increase of women’s rights, the Russian Revolution, Vladimir

Lenin, tensions between the Soviet Union and the United States, the Berlin Wall, Vietnam, fighting in Cambodia,

western Europe, NATO, the United Nations, and eastern Europe.

Other topics include the study of geography and the tools of geography.

Algebra 1A Grade 9‐12 .5 credit Full‐semester course designed to teach students the first level of algebra studies in lesson units. Course content is

designed to meet and exceed Common Core Standards for Mathematics: High School Algebra. Algebra IA uses

interactivity and real‐world applications to engage students and to transition from a basic level to a deeper

understanding of mathematical concepts, such as analyzing and explaining the process of solving equations and

inequalities, developing function concepts, and graphing linear equations.

Mathematics

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Algebra 1B Grade 9‐12 .5 credit A full‐semester course designed to teach students the second level of Algebra studies in lesson units. Course content is designed to meet and exceed Common Core Standards for Mathematics: High School Algebra. The course uses interactivity and real‐world applications to engage students and to transition from a basic level to a deeper understanding of mathematical concepts, such as transforming graphs of exponential functions, factoring polynomials, transforming and graphing quadratic and square‐root functions, and collecting and analyzing data sets to make predictions.

Algebra 1A Functional Approach Grade 10‐12 .5 credit Algebra I: A Function Approach Part 1 is designed to provide students with varied approaches to solving real‐world

application problems. This course focuses on identifying functional relationships including determining

dependence, identifying and analyzing rate of change, making predictions from data, and using data to generalize

and develop equations to predict trends. The primary focus is on developing linear functions and solving linear

equations, linear inequalities, and linear systems. Developing quadratic functions and solving quadratic equations

are covered to a lesser extent and exponential functions are introduced.

Algebra 1B Functional Approach Grade 10‐12 .5 credit Algebra I: A Function Approach Part 2 is a continuation of Algebra I: A Function Approach Part 1. Part 2 provides

students with more approaches to the real‐world application of algebra. The continued focus of this course is on

functional relationships and the various uses of a rate of change. This course moves on to writing and solving

equations, linear models in two variables, linear inequalities, and systems of equations and inequalities.

Polynomials, their applications, and the factoring of polynomials are examined. Quadratics, their roots, factors,

zeros, and solutions are introduced, followed by the quadratic formula, laws of exponents, exponential functions,

and functions of inverse variation.

Algebra 2A Grade 10‐12 .5 credit Topic area include review of the real number system including rational numbers, rules for combining and

multiplying real numbers, order of operations, connecting words and numbers through expressions, developing a

plan to solve a problem, combining like terms, definition and examples of ordered pairs, grids, quadrants, abscissa,

defining linear equations, graphing equation systems, three‐variable equations, matrix multiplication,

transformation, point and matrix transformations, polynomial types, zero as an exponent, finding higher variables,

factoring numerators, and solving complex rationals.

Algebra 2B Grade 10‐12 .5 credit Continuing course work from the Algebra II, Part 1 title that covers review of square roots, radicals, complex pure

and imaginary numbers, solving and factoring, identifying and evaluating the discriminant of a quadratic equation,

rewriting equations, solving problems with number lines, graphing parabola, circle parts and formulas, hyperbola,

graphing quadratic relations and inequalities, inverse functions, compound interest problems, sequences of

numbers, identification of sigma, examples and definition of common ratios, finite series, and solving factorial

problems.

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Geometry 1A Grade 9‐12 .5 credit A full semester course designed to teach students the first level of Geometry studies with lessons that are based on the Common Core Standards for Mathematics. All lessons have been designed to help students understand key concepts by applying real‐world knowledge. Topics covered in Geometry IA begin with the basic geometric concepts of points, lines, planes, segments, and angles, then progress into increasingly complex studies that include formulas, proofs, theorems, congruence theorems, ratios and proportions, and polygons.

Geometry 1B Grade 9‐12 .5 credit A full semester course designed as the follow‐up course to A+LS™ Geometry IA, which is based on the Common Core Standards for Mathematics. All lessons have been designed to help students understand key concepts by applying real‐world knowledge. Geometry IB continues to expand student knowledge of theorems, formulas, and proofs. The course then expands to include more complex topics such as sine and cosine, special geometric shapes, geometric measurements, and multi‐dimensional figures and their translations

Trigonometry Grade 11‐12 .5 credit Covers angles, angle terminology, reference angles, definition of sine, cosine, and tangent, definition and value of

secant, cosecant, and cotangent, calculating sides of right triangles, using trig to solve real world problems, the

Law of Sines and Cosines, symmetry identities, verifying trigonometric identities, sum and difference for sine,

cosine, and tangent, using cofunction identities, graphing trig functions, principal values, arclength, area of circular

sectors, simple harmonic motion, and frequency.

Calculus I Grade 12 .5 credit High school level course with topic areas covering calculating x‐values and corresponding values, limits, notation,

continuous functions, asymptotes, negative and positive infinities, graphing tangents, secants, and cosecants,

derivatives, Leibniz notation, constant functions, and derivatives, functions at closed intervals, sign graphs, using

related rates to determine the volume of cones, determining graphing data, antiderivatives with negative

exponents.

Calculus II Grade 12 .5 credit Continuing coursework from the Calculus I title. Topic areas include notations of integrals, the fundamental

theorem of calculus, indefinite integrals and antiderivatives, integration by substitution, natural logarithms, points

of intersection for regions of graphs, applications of the integral including volumes of rotation about the axes,

arclength, surface area and work, hydrostatic force, inverse functions including natural exponent functions,

exponential and logarithmic functions of other bases, exponential growth and decay, and inverse trigonometric

functions.

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Earth and Space Science A Grade 9‐12 .5 credit Earth and Space Science A is the first part of a comprehensive, completely integrated course for grade levels 9–12.

This course provides the basic foundations of scientific measurement skills, a comprehensive look at the way the

Earth and all its layers are formed, and a complete overview of the solar system and its major components. Each

lesson is designed to be the foundation for the next lesson in the course so that students are provided the best

reinforcement of key terminology throughout their studies. Interactive media has been included to help engage

the student in the visual learning process.

Earth Space Science B Grade 9‐12 .5 credit Earth and Space Science B is the second part of a comprehensive, completely integrated course for grade levels 9–

12. This course provides the basic foundations of scientific measurement skills, a comprehensive look at the way

the Earth and all its layers are formed, and a complete overview of the solar system and its major components.

Each lesson is designed to be the foundation for the next lesson in the course so that students are provided the

best reinforcement of key terminology throughout their studies. Interactive media has been included to help

engage the student in the visual learning process.

Physical Science A Grade 9‐12 .5 credit Physical Science A is the first half of a comprehensive course that invites students to explore the universe of

nonliving matter. This course offers several distinctive components: an in‐depth examination of the biological

functions of vision and sound in relation to physical laws; the impact of scientific discoveries on technology and

society; and an overview of natural hazards, including the impact of humans on the environment. The Physical

Science course covers the fundamentals of chemistry, matter, energy, and various scientific fields. The lessons are

designed to move the student beyond the level of basic knowledge into critical thinking and learning activities.

Physical Science B Grade 9‐12 .5 credit Physical Science B is a continuation of Physical Science A, a course that invites students to explore the universe of

nonliving matter. This course offers several distinctive components: an in‐depth examination of the biological

functions of vision and sound in relation to physical laws; the impact of scientific discoveries on technology and

society; and an overview of natural hazards, including the impact of humans on the environment. The Physical

Science course covers the fundamentals of chemistry, matter, energy, and various scientific fields. The lessons are

designed to move the student beyond the level of basic knowledge into critical thinking and learning activities.

Biology A Grade 9‐12 .5 credit Biology A is the first part of the comprehensive course, the content is based on the National Science Education

Standards (NSES) and the standards of the states. These lessons are designed to meet and exceed the

requirements of the National Science Education Standards. The requirements are identified in the following

standards: Science Inquiry, Life Science, Science and Technology, Science in Personal and Social Perspectives, and

the History and Nature of Science.

Sciences

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Biology B Grade 9‐12 .5 credit Biology B is the continuation of Biology A , the content is based on the National Science Education Standards

(NSES) and the standards of the states. These lessons are designed to meet and exceed the requirements of the

National Science Education Standards. The requirements are identified in the following standards: Science Inquiry,

Life Science, Science and Technology, Science in Personal and Social Perspectives, and the History and Nature of

Science.

Chemistry A Grade 10‐12 .5 credit Chemistry A course is designed as a first semester of a general chemistry course. Students will learn basic

chemistry concepts and develop skills relating to basic chemical calculations and mathematical principles. This

course offers activities formulated to teach and engage students in problem‐solving and critical‐thinking skills

related to chemistry learning. Divided into five units of study, each unit utilizes the scaffolded approach, enabling

students to achieve foundational skill sets needed to progress to the next level of understanding. Every scientific

discipline has its own unique language and symbols. Understanding chemistry depends on developing a knowledge

of the chemical language and its symbols. In the Chemistry A course, the chemical language and symbols are

explored, as well as laboratory procedures and equipment. Based on problem solving, this course leads to a basic

understanding of chemistry. Nearly every scientific discipline known, from astronomy to zoology, uses chemistry to

achieve knowledge and understanding.

Chemistry B Grade 10‐12 .5 credit Chemistry B course is designed as a second semester of a general chemistry course. Major themes of study include

the fundamentals of chemistry, molecular geometry, the pH scale, and various scientific fields. Chemistry B will

educate students in a variety of topics within the major themes of study. These lessons are designed to move the

student beyond the level of basic knowledge into critical thinking and learning activities.

Physics Grade 11‐12 .5 credit Physics is a comprehensive, completely integrated course for grade levels 11‐12. Physics will educate students in a

variety of topics within the major themes of study. These lessons are designed to move the student beyond the

level of basic knowledge into critical thinking and learning activities. Major themes of study include heat and

thermodynamics, waves and wave energy, electricity and circuitry, mathematical principles of physics, and laws

concerning gravity and gas properties. This course also offers several skills development lessons and section

reviews to reinforce student learning of the various earth science topics.

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Spanish 1A Grade 9‐12 .5 credit Spanish I A is a comprehensive, course for grades 9‐12 designed to help students comprehend and communicate

the Spanish language as well as gain a better awareness of Spanish‐speaking cultures by focusing on vocabulary,

grammar, pronunciation, reading, and writing of the Spanish language. The course is divided into weekly units of

four lessons designed to examine a variety of topics and teach basic conversational skills applicable in the

classroom and daily use. Lessons 1‐3 of all units consist of a daily lesson and a practice and mastery test for

student learning. Lesson 4 of each unit contains a review of material learned in that unit, an interactive game, and

the unit test. Spanish I A includes topics such as common greetings and cognates, school and classes, time, days,

months, seasons, and weather, appearance, personality, and feelings, daily activities and sports, asking questions

and giving positive and negative responses, food and drinks, going to the supermarket, and going to a restaurant.

Spanish 1B Grade 9‐12 .5 credit Spanish I B is a continuation of Spanish 1A , a course for grades 9‐12 designed to help students comprehend and

communicate the Spanish language as well as gain a better awareness of Spanish‐speaking cultures by focusing on

vocabulary, grammar, pronunciation, reading, and writing of the Spanish language. The course is divided into

weekly units of four lessons designed to examine a variety of topics and teach basic conversational skills applicable

in the classroom and daily use. Spanish I B includes topics such as common greetings and cognates, school and

classes, time, days, months, seasons, and weather, appearance, personality, and feelings, daily activities and

sports, asking questions and giving positive and negative responses, food and drinks, going to the supermarket,

and going to a restaurant.

Spanish 2A Grade 9‐12 .5 credit Spanish 2A is designed to help students comprehend and communicate the Spanish language as well as have a

better understanding of Spanish cultures. Lessons cover a variety of topics and build on the conversation and

grammatical skills introduced in Spanish I A and I B, allowing students to become more proficient in their

knowledge of the Spanish language. Spanish 2A builds on the conversational skills introduced in Spanish I A and IB.

This course is divided into weekly units with four lessons in each unit. Lessons 1‐3 of all units consist of a daily

lesson and a practice and mastery test. Lesson 4 of each unit contains a review of material learned in that unit, an

interactive game, and the unit test. Spanish 2A includes topics such as use of reflexive verbs and pronouns, families

and kinship, household objects and chores, medical words and phrases, cardinal directions, travel terms and

locations, personality descriptors, games and activities, and technology.

Spanish 2B Grade 9‐12 .5 credit

Spanish2I B is a continuation of Spanish 2A it is designed to help students comprehend and communicate the

Spanish language as well as have a better understanding of Spanish cultures. Lessons cover a variety of topics and

build on the conversation and grammatical skills introduced in Spanish I A and I B, allowing students to become

more proficient in their knowledge of the Spanish language Spanish 2 B includes topics such as use of reflexive

verbs and pronouns, families and kinship, household objects and chores, medical words and phrases, cardinal

directions, travel terms and locations, personality descriptors, games and activities, and technology.

WorldLanguages

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Anthropology Grade 9‐12 .5 credit Anthropology course presents a behavioral science that focuses on the study of humanity and culture.

Anthropologists research the characteristics and origin of the cultural, social, and physical development of

humans. They may also determine why some cultures change and other cultures come to an end. Students learn

the foundations of the five main branches of anthropology including physical, social, linguistic, archeological, and

cultural. They are provided the opportunity to apply their observational skills to the real‐life study of cultures in

the United States and around the world. Objectives from elective courses are not tested on national or state

achievement tests. As a result, there are no courses or adaptive assessments developed for our elective course

titles.

Art Appreciation Grade 9‐12 .5 credit Art Appreciation is a survey of the visual arts of painting, sculpture, architecture, and the principles of design. The

course will enable students to develop an understanding of how an artist has the power to inspire and inform the

viewer by making a personal, social, political, or religious statement. Students will also explore the history and art

of both past and present world cultures. Objectives from elective courses are not tested on national or state

achievement tests. AS a result, there are no course and adaptive assessments developed for our elective course

titles.

Career Essentials Grade 9‐12 .5 credit The choice of a career is an integral aspect of the personal and social development of an individual, and being

prepared for a job search increases the chances of success. The A+LS Career Essentials course prepares students

to deal with the various aspects of the job search, such as resume writing, job interviewing, thank you letters, and

prospective job offers. Objectives from elective courses are not tested on national or state achievement test. As a

result, there are no courses or adaptive assessments developed for our elective course titles.

Health Grade 9‐12 .5 credit Health course is designed to move the student from a narrow focus to a broad perspective of health. With an

emphasis on nutrition and exercise, students also learn about health risks, types of illnesses, functions of the major

systems of the body, and health career options. Objectives from elective courses are not tested on national or

state achievement tests. As a result, there are no course and adaptive assessments developed for our elective

course titles.

Humanities I Grade 9‐12 .5 credit Humanities I lessons focus on the performing arts of music, dance, theater, opera, motion pictures, and television.

Humanities, along with the social sciences and natural sciences, represent the knowledge that humans have

created throughout history, Focusing on the philosophical, spiritual, and artistic aspects of life, Humanities

explore the artistic and cultural accomplishments of individuals in the following academic areas: literature,

Electives

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religion, painting, sculpture, architecture, photography, art history, music, theater, film, dance, cultural studies of

civilizations, philosophy, languages, ethics, and the Classics of Ancient Greece and Ancient Rome. Objectives from

elective courses are not tested on national or state achievement tests. As a result, there are no course and

adaptive assessments developed for our elective course titles.

Humanities II Grade 9‐12 .5 credit Humanities II course explores the influential subject areas of language, philosophy, ethics, literature, and religion.

Humanities, along with the social sciences and natural sciences, represent the knowledge that humans have

created throughout history. Focusing on the philosophical, spiritual, and artistic aspects of life, Humanities explore

the artistic and cultural accomplishments of individuals in the following academic areas: literature, religion,

painting, sculpture, architecture, photography, art history, music, theater, film, dance, cultural studies of

civilizations, philosophy, languages, ethics, and the Classics of Ancient Greece and Ancient Rome. Objectives from

elective courses are not tested on national or state achievement test. As a result, there are no course and

adaptive assessments developed for our elective course titles.

Lang. Arts Keyboard Comp. V Grade 9‐12 .5 credit Student exercises include changing singular nouns to plural nouns by changing the spelling, adding quantities to

nouns, filling in the blanks of sentences using the words “much” and “many”, changing singular nouns to plural

nouns, working with subject/verb agreement, and changing the tenses of verbs.

Lang. Arts Keyboard Comp. VI Grade 9‐12 .5 credit Student exercises include changing positive statements to negative statements, changing statements into

questions by changing the verb position, changing questions into statements by moving the auxiliary verb position,

combining sentences using correct punctuation, and combining three sentences into one sentence by using correct

punctuation, and combining three sentences into one sentence by using a compound verb.

Lifetime Fitness Grade 9‐12 .5 credit Lifetime Fitness course is designed to teach students basic concepts of lifetime physical fitness and to give each

student experience in developing personal exercise programs. The achievement of personal physical fitness is a

lifelong pursuit that is critical to the development and maintenance of good health. Objectives from elective

courses are not tested on national or state achievement tests. As a result, there are no courses or adaptive

assessments developed for our elective course titles.

Personal Finance Grade 9‐12 .5 credit An important aspect of every individual’s future is the ability to plan and implement sound and responsible

financial goals. The A+LS Personal Finance course will educate students in a variety of financial and monetary

subjects, including consumer services and protections. Although objectives from elective courses are not tested on

national or state achievement tests, an adaptive assessment is available for this course.

Physical Education (Direct Instruction) Grade 9‐12 .5 credit This course will provide an environment for students to improve their conditioning skills along with learning

personal workout guidelines. The class will be varied to provide a variety of conditioning activities thus giving the

student an opportunity to reach a higher level of fitness through guided activities.

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Pre‐Algebra 1A Grade 9 .5 credit Pre‐Algebra IA is a full semester course designed to help students to bridge the gap from middle school studies

into the more advanced and rigorous studies of high school mathematics courses. The Pre‐Algebra IA content is

designed to exceed the standards of Common Core Math, which many schools today refer to as the Pre‐Algebra

course. Students are provided foundational coursework in an easy‐to‐use interactive style, which encourages them

to work problems thoroughly and check their work before moving on to the next task.

Pre‐Algebra 1B Grade 9 .5 credit Pre‐Algebra IB is a full semester course designed to follow the Pre‐Algebra IA course. Students will progress

through lessons that lay the foundation for algebraic and geometric concepts. The Pre‐Algebra IB content is

designed to exceed the standards of Common Core Math, which many schools today refer to as the Pre‐Algebra

course. Students are provided foundational coursework in an easy‐to‐use interactive style, which encourages them

to work problems thoroughly and check their work.

Psychology Grade 9‐12 .5 credit The A+LS Psychology course presents the study of both the mind and behavior and in particular the relationships

between the two. This course is designed to provide students with a solid foundation of comprehensive

knowledge and research skills that can be applied to all fields of psychology. Objectives from elective courses are

not tested on national or state achievement tests. As a result, there are no courses or adaptive assessments

developed for our elective course titles.

Sociology Grade 9‐12 .5 credit Sociology presents the study of groups, communities, and societies in an in‐depth exploration of the process of

socialization, norms, folkways and mores, scientific research, social behavior, social institutions, culture,

population, minorities, and changes to the informal and formal structure of the society. Objectives from elective

courses are not tested on national or state achievement tests. As a result, there are no courses or adaptive

assessments developed for our elective course titles.

Student Assistant Grade 9‐12 .5 credit Opportunities are provided for a limited number of selected students to receive practical work experience on the

school campus and to receive credit for this work. A maximum of two units of elective credit may be earned

toward graduation; however, no more then ½ unit of credit may be earned during one semester.

Transition Grade 9‐12 .5 credit The choice of a career is an integral aspect of the personal and social development of an individual, and being

prepared for a job search increases the chances of success. Through direct instruction as well as utilization of AZcis

This course will prepare students to deal with the various aspects of the job search, such as resume writing, job

interviewing, thank you letters, and prospective job offers. Students will also compile an Educational Career Action

Plan.

US Geography Grade 9‐12 .5 credit U.S. Geography introduces students to the study of geography and also covers the globe, map symbols, islands,

landforms such as glaciers and hills, bodies of water, changing seasons, the Northeast and Middle Atlantic states,

the Southeastern states, the Great Lakes region, the Plains region, the Southwestern states, the Mountain states,

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the Pacific states, the size, climate, characteristics, and settlers of all the regions, the Continental Divide, U.S.

governed islands and territories, national landmarks such as the Appomattox Court House, Ellis Island, the Alamo,

Niagara Falls, the Grand Canyon, and Yellowstone National Park.

World Geography Grade 9‐12 .5 credit World Geography informs students about the study of geography and the tools of geography. Other topic areas

include continents, islands, mountains, valleys, bodies of water, lakes, oceans, Asia, Southeast Asia, Central and

Northern Asia, the Middle East, Iran, Kuwait, Saudi Arabia, Oman, North Africa, West Africa, East Africa, the Sahel,

eastern, southeastern, central, southern, western, and northern European countries, the United Kingdom, Wales,

Scotland, Ireland, North America, Canada, the U.S., Mexico, Belize, the West Indies, South America, and Oceania.

AIMS Preparation/Language Arts 1 Grade 11‐12 .5 credit This course will prepare those students who have not passed the reading and writing portions of the AIMS test as

10th graders. Students not passing may enroll as juniors or seniors. Only elective math credit is awarded for this

course.

AIMS Preparation/Mathematics 1 Grade 11‐12 .5 credit This course is to prepare those students who have not passed the math portion of the AIMS test as 10th graders.

Students not passing may enroll as juniors or seniors. Only elective math credit is awarded for this course.

GED Preparation/Language Arts Grade 10‐12 .5 credit This course is to prepare those students who are planning on taking the GED.

GED Preparation/Mathematics Grade 10‐12 .5 credit This course is to prepare those students who are planning on taking the GED.

GED Preparation/Social Studies Grade 10‐12 .5 credit This course is to prepare those students who are planning on taking the GED.

GED Preparation/Science Grade 10‐12 .5 credit This course is to prepare those students who are planning on taking the GED.

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Career and Technical Education

Advanced Construction Technologies Grade 10‐12 .5 credit The Advanced Construction Technologies program is designed to prepare individuals to apply technical knowledge

and skills in the building industry which include units of instruction in carpentry, electrical, masonry/brick laying,

concrete finishing, plumbing, floor systems, wall and ceiling framing, roof framing, site layout and exterior finish,

applications. The program is designed and delivered as a coherent sequence of experiences using technical

instruction, academic foundations, experiential learning, supervised occupational experience and leadership and

personal development through the Career and Technical Student Organization, Skills USA. A dual enrollment

college program is currently in place with South Mountain Community College. Early Childhood Education Grade 10‐12 .5 credit Early Childhood Education Careers will launch students on a career pathway into the field of early childhood

education and may lead to entry level employment and/or postsecondary education. Content will provide a

foundation in the concepts of child development theory and afford students the opportunity to integrate

knowledge, skills, and practices required for careers in early childhood education and related services.

Additionally, this class allows students to continue on the pathway in early childhood education and may lead to

employment and/or entry into postsecondary education. Content provides students the opportunity to apply child

development theory, develop and implement learning activities for young children, and integrate knowledge, skills,

and practices required for careers in early childhood education and related services. Laboratory experiences offer

school‐based and/or work‐based learning opportunities. Students will receive a child care industry recognized

certificate upon completion of this course. A dual enrollment college program is currently in place with South

Mountain Community College.

Introduction to Graphic Design Grade 10‐12 .5 credit This course introduces the interaction of text and image and the fundamental components of graphic

communication. Students will develop and hone skills in working with text and image as they create solutions to a

series of design problems. Visual literacy will be increased through exposure to contemporary design issues and

graphic design history. Students will be expected to expand their proficiency in all aspects of the design process,

including the use of formal design principles, type as image, creative brainstorming, conceptualizing, critical

thinking, collaboration, and presentation. Students will learn all Adobe C6 programs will be taught and students

will earn industry‐related certification in all Adobe products. A dual enrollment college program is currently in

place with South Mountain Community College. Microsoft Information Technology Certification Academy Grade 10‐12 .5 credit

Students in this exciting program will learn all aspects of Microsoft Office and Microsoft Technology Associate

training programs. Students will start with the uses of all Office Suite programs and earn industry‐recognized

certifications. Also, students will learn software design, networking environments, Windows environment

management, and other areas to earn the coveted MTA industry certifications. A dual enrollment college program

is currently in place with South Mountain Community College.

Career and Technical Education

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The College Readiness titles for the A+ LS courseware will help prepare students to begin

their postsecondary learning experience. The following courses are intended for students

who have completed either their GED or High School Diploma.

Arithmetic .5 credit

College Algebra .5 credit

Elementary Algebra .5 credit

Pre‐Calculus/Trigonometry .5 credit

Reading Comprehension .5 credit

Sentence Skills .5 credit

College Readiness

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Exhibit B


Assessment Plan

The Hope College and Career Readiness Academy does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. For any inquiries regarding nondiscrimination policies contact the Superintendent's Department,

6550 West Orangewood Avenue, Glendale, Arizona (602) 452-4700.

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Hope College and Career Readiness Academy “THE DISTRICT OF MIRACLES"

ASSESSMENT PLAN

GOVERNING BOARD

Dr. Don Covey

SUPERINTENDENT Ernest Rose

COMMITTEE

Chairperson: Ernest Rose, Superintendent

Leadership Team Members: Elyssa Dear, Executive Assistant to the Superintendent

Laura Metcalfe, Federal Programs Director Nandi Muhammad, External Transition Facilitator

Lupe Nava, Student Information Coordinator Amy Perhamus, Principal

Debra Skinner, Field Specialist Janice Wheeler, Director of Finance

Lead Teachers:

Frank Burnsed, Mesa TLC Michele Gammon, Tumbleweed TLC

Patricia Hellman-Reid, Southwest Key TLC/Campbell Gretchen Larsen, Southwest Key TLC/Thomas

Karla Radig, Durango TLC

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TABLE OF CONTENTS

Introduction

The Hope College and Career Readiness Academy Assessment Plan

HCCRA Placement Assessments

HCCRA Pre and Post-Assessments

HCCRA Screening Assessments

HCCRA PHLOTE/ELL Assessment Procedures

Arizona Federally Mandated Standardized Assessments

Glossary

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“Everything we do, every decision we make, we do for young people.” –Mr. Ernest Rose

INTRODUCTION

The work described in this document was undertaken by the Assessment Committee in 2012. In an effort to develop a comprehensive assessment plan that assesses the proficiency of students in Common Core, State, and standards, the Committee reviewed the following documents and initiatives of Hope College and Career Readiness Academy (HCCRA):

Arizona Department of Education’s Common Core Standards Arizona Department of Education’s English Proficiency Standards Arizona Department of Education’s State and Federally Mandated Assessment Plan HCCRA Academic Planning Guide HCCRA Strategic Plan HCCRA Transition Program Rewarding Excellence in Instruction and Leadership (REIL) evaluation instruments

The goal of this committee is to develop an assessment plan to measure progress of students and the regarding proficiency with state common core standards. The assessment plan guides curricular and instructional decision-making. Data from assessments are utilized to evaluate curriculum and instruction, to guide instruction, and to plan and provide interventions for students.

This plan will address the following assessment policies and procedures: State and Federally Mandated Assessments

o AIMS o Stanford 10 o AZELLA

Placement Tests

Pre and Post Assessments o Reading o English Language Development o Course Assessments

Child Find Screening

Special Services Assessments (Special Education, Title 1, Gifted)

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THE HOPE COLLEGE AND CAREER READINESS ACADEMY ASSESSMENT PLAN The Hope College and Career Readiness Academy (HCCRA) Assessment Plan is designed to provide guidelines for assessing students in 9th Grade through 12th Grade. This plan provides a variety of methods to assess the ability and performance of each student. The purpose of the plan is to support curricular and instructional decisions, and to determine the needs of individual students and groups of students. The HCCRA Assessment plan represents a comprehensive approach to evaluating student achievement. This comprehensive plan incorporates assessments to meet the needs of a diverse group of students and includes:

Students Student Placement/Student &

Program Evaluation Accountability

Record review and placement assessment to determine appropriate placement for student programming

Benchmark assessments of student performance that align to Arizona and Common Core Standards (Pre & Post)

Assessment for identification, placement, and reclassification of English Language Learners

Assessments for identification, placement, and exit of students for various interventions: Title I, Special Education and Gifted Programs

Information gathering and dissemination for the student, parent, and school personnel to accommodate placement in appropriate courses, in addition to developing a course of action for educational and career planning

Identification of student’s performance level to design instructional strategies

To appropriately place students in courses and intervention programs

Evaluates the effectiveness of curriculum and assessment programs

For evaluation and modification of curricular programs

Compares student, building and performance with state and national performance.

Provides a measure for effectiveness of instruction

Provides data on individual student progress short and long-term

Provides data to determine student needs for intervention programs

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The HCCRA Assessment Plan provides the following information on the assessment methods to be used at each grade level:

Assessment Grade Level Purpose of the Assessment Utilization of the Assessment Plan

Assessment Grade Level Purpose of Assessment Utilization of data to improve student achievement

TABE 7-12 Required by HCCRA Determine placement of students into appropriate academic program or course

AZELLA All grade levels/all students with Primary Home Language Other Than English (PHLOTE)

Required by state and HCCRA for:

initial identification end of each year for

all ELLs to monitor progress

each of two years following reclassification

Determine identification and placement of English Language Learners

Monitor progress of ELLs Reclassify students (exit from program) Provide students, parents, and school personnel with data

English Language Development (ELD)

Assessment

HCCRA, all levels, Identified English Language Learners

Required by HCCRA to monitor student progress (at 30th day of enrollment)

To monitor student progress on HCCRA and state English Language Proficiency standards

To provide data for HCCRA curricular program

HCCRA Reading Course Assessment

(pre-course and post-course assessment)

HCCRA, all students placed in Skills Enhancement Program

Required by HCCRA to monitor student progress (at 30th day of enrollment)

Assesses student knowledge prior to receiving Skills Enhancement Program instruction

Provides student with data regarding progress in literacy program and if there is significant improvement on post-test and course assignments, students are provided the opportunity to transition to one of four other educational programs within the HCCRA

Allow teachers to monitor and adjust instructional practices, and to develop personal growth plans

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Provides data to principal and administrative team to identify professional development needs

Review of data by HCCRA administrative team to determine appropriate modifications to HCCRA curriculum

Stanford 10 HCCRA and

State required: 2nd and 9th grade

Late spring semester of every school year

Alignment of skills to AIMS test Can be a pre-determination on student performance on AIMS test.

Curriculum and instruction can be modified in the spring to accommodate student needs for fall coursework.

AIMS HCCRA and State required: 3rd - 8th grades, and 10th Grade

Required by HCCRA and state

Required for graduation from any Arizona high School Data can be used to determine curriculum and instructional

adjustments in courses Data can be used to appropriately place students in classes

to assist in meeting AIMS goals and improve academic achievement in other courses.

Vision and Hearing Screening

All students present at time of screening

Required by HCCRA and state one time per month

To determine if there are vision and/or hearing deficiencies that may affect learning

Data is used to arrange for further vision testing and/or obtainment of glasses and other visual aids

Data is used to arrange for further hearing testing and or obtainment of aides to improve hearing (such as electronic hearing devices)

Student Screening Form (formally

referred to as 45-day screening)

All students not previously screened unless already identified as Special Education

Required by HCCRA at 20th day of student’s enrollment

Data is used to identify and determine further student needs support in the areas of: vision, hearing, social or behavioral, cognitive or academic, adaptive development, communication, transfer of records review, primary language assessment.

Examples of data use may include: special education interventions, 504 plan interventions, course/curriculum interventions, medical interventions, etc., may be used to provide specific and individualized student support and/or interventions necessary for student academic success.

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Woodcock-Johnson III Test of

Achievement

Woodcock-Johnson III Test of Cognitive

Abilities

Behavior Assessment System for Children –

2

Brigance Transition Inventory

Wechsler Individual Achievement Test,

2nd Edition (WIAT 2)

Wechsler Intelligence Scale IV (WISC IV)

2 - 12 To determine possible learning challenges in identified students who may have learning disabilities. These tests are usually conducted by trained and certified psychologists.

Results of these tests are determined by trained and certified psychologists and a MET team comprised of parents, student, educators, and others will review this information and make decisions to implement an education plan best assist a student with academic achievement.

These results are written into an Individualized Education Plan (IEP) and each student must have a personalized set of strategies and accommodations that are evaluated yearly to determine progress. This process is required by federal law.

Various Final Course Assessments in A+

(Different test for each course taken)

7 - 12 To determine student mastery of standards in each class

To determine credit award towards high school diploma To determine if pre-requisites are satisfied to successfully

move to next course level

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HCCRA STUDENT HISTORY REVIEW

Records Review: When a student enrolls in a HCCRA school, the registrar immediately sends for records from the previous school. The registrar also reviews student information in the Student Accountability Information System (SAIS). An interview is conducted to determine student’s school history. This information helps in assignment of appropriate courses or services. Upon receipt of records, the student’s needs are assessed again to ensure that student is appropriately placed in course(s) with services as indicated: Special Education or English Acquisition Services (EAS) by records or assessment history. The registrar looks for the following if applicable:

Previous placement: General Education, Special Education, Structured English Immersion (SEI), Gifted

Assessment Records (AIMS/AZELLA/Stanford 10) Individual Education Plan (IEP) Individual Language Learning Plan (ILLP) Grades Credits Behavior logs

HCCRA PLACEMENT ASSESSMENTS

General Education Initial Placement Assessment Procedures All students enrolling in will be administered the TABE Test to determine program placement.

1) Administration of the Test of Adult Basic Education (TABE) Locater

Test (approximately 38 minutes) - the score will determine which TABE test booklet will be administered to the student:

2) Administration of the TABE test (*approximately 90 minutes) Test

booklet is determined by the results of the locater test. o E Book – Easy – highest possible score 6.9 o M Book – Moderate – highest possible score 9.9 o D Book – Difficult – highest possible score o A Book – Advanced – highest possible score 12.9

*Approximate Time for each portion of the test:

Reading: 25 min Math Computation - 15 minutes

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Applied Math - 25 minutes Language - 25 minutes

3) TABE Score Placement Procedures – Intake Coordinator will grade

TABE and place High School students into classes according to TABE grade level scores: Credit Recovery: 7.0 or above in Reading and 7.0 or above in Math or

Language GED: 7.5 or above in Reading and 6.5 or above in Math or Language Skills Enhancement: Any scores which are lower than the above

mentioned scores

4) Age Placement Procedures – Students are placed into the appropriate class according to age and skill level: Junior High School and Younger Skills Enhancement, ages 14-15 Skills Enhancement, ages 15-16 Skills Enhancement, age 17 Credit Recovery is a class without strict age limits GED, 16 and older with parent permission

5) Re-test Protocol - If student has completed 6-week curriculum in Skills

Enhancement with passing grade and teacher believes student is ready to move to GED, general education classes, or Credit Recovery, student may be re-assessed using the TABE. (Initial TABE score placement procedures apply, see #3).

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HCCRA PRE AND POST ASSESSMENTS

Pre and Post Assessment Procedures Benchmark and Post Assessments are administered to all students in HCCRA schools to provide a baseline measurement and progress for meeting the Arizona Common Core and Arizona Standards in all coursework. The length of time between the pre and post is determined by the average stay (typically 30-days) in each school or dependent upon the time it takes a student to complete a course. Assessment results are used to determine student growth, curricular and instructional decisions, and HCCRA growth on student measures.

1) Skills Enhancement: Students are assessed upon entry and at the 30-day

mark utilizing an Arizona Common Core Standards-Based reading assessment to determine student progress in the standards.

2) Credit Recovery or General Education A+ Courses: Students are

assessed at the beginning of the course; the A+ system generates the course, then students are assessed at the end of each unit as well as at the end of the course.

3) English Language Development: Students are assessed soon after they are

enrolled in the school and then at the end of 30-days using a teacher-created HCCRA assessment aligned to Arizona ELP Standards and the AZELLA.

4) GED: Students are assessed with the pre-GED test periodically throughout

their stay with HCCRA. When a student has passed all portions of the practice test, he or she will then take the official GED assessment.

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HCCRA SCREENING ASSESSMENTS

Child Find Screening Procedures To ensure that all students have access to free and appropriate educational services, children who are enrolled in HCCRA schools will be screened for various individual needs and possible support services.

1) Review of Records: Upon enrollment, student records are previewed for information unique to each student to determine if student has had previous record of special services and to determine student’s academic history.

2) Vision and Hearing Screening: At the end of each month, all 6th Grade,

9th Grade and Special Education students are assessed for Hearing and Vision

a. If student passes both assessments, results are entered into Power

School, students names are entered on the master list, and results are filed in the cumulative file.

b. If student does not pass vision screening, a letter for referral is sent to the parent or guardian. If student is unaccompanied minor, letter is sent to Program Director.

c. If student does not pass hearing screening: 1. Student is screened again in 10 days 2. If student passes, records will be maintained in

cumulative file, results are entered into Power School, and student’s name is listed on master list

3. If student does not pass, a letter of referral is sent to the guardian or parent, or student’s program director.

3) Student Screening: Each teacher is required to complete a student

screening form for each student within 20 days of enrollment. (Special Education students are the exception to this rule). The team will follow child find procedures if a student demonstrates difficulty in any area.

a. The Teacher Assisting Teachers (TAT) coordinator will set up meeting to discuss modifications if concerns are noted on screening form.

b. Accommodations from previous Teacher Assisting Students (TAS) meeting will be discussed/reviewed.

c. Original forms will be maintained in a binder

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4) Student Referral for Evaluation: If accommodations that have been documented by child study team have not worked, and student is referred for evaluation, assessments will be conducted and the school psychologist will diagnose possible learning problems. A MET team would determine student needs. If student is referred for Special Education, an IEP will then be written. (A more detailed process for this process is found in the Special Education handbook.)

5) Gifted Referral: Any classroom/core or ELL teacher, parent or student may refer ELL students or self for the gifted program. The student may be given the gifted assessment(s). Extensions, enrichment, compacting of the curriculum as well as modifications and accommodations to the curriculum will be implemented as needed. Students must score 97% on the selected gifted assessment.

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HCCRA PHLOTE/ELL ASSESSMENT PROCEDURES

I. Initial Assessment/Reassessment Procedures All students identified with a Primary Home Language other than English (PHLOTE) will be assessed with the Arizona English Language Learner Assessment (AZELLA) within 10 days from the beginning of the school year or within two weeks of the student’s enrollment after the school year begins. The assessment results indicate the student’s proficiency in English and are used for program placement. The following procedures apply:

1) Administration of the AZELLA at the appropriate level:

Kindergarten Pre-literacy 1st-2nd grades Primary 3rd-5th grades Elementary 6th-8th grades Middle School 9th-12th grades High School

a. If the composite score equals proficiency as indicated on the AZELLA

scoring report, the student is considered English-proficient and is not eligible for ELL services. A program code of “P” will be reported on the SAIS Data Collection system. Note: A student who tests proficient on his or her initial assessment will not be eligible for further testing or services for the ELD program.

b. If the composite score is less than proficient as indicated on the AZELLA scoring report the student will be placed in the ELL program. A program code of “D” will be reported on the SAIS data collection system.

2) Notification of assessment results

Notify classroom/core teacher of AZELLA results and program placement using form 4C (general education schools only)

Notify parent of AZELLA results and subsequent program placement using the state parent notification letter, Form 4A for students entering the program. Use Form 4B for students who test initially proficient. (See enrollment procedures

3) Completion of student’s cumulative file

The following assessment paper work must be place in the student’s cumulative file: Student’s Registration form PHLOTE Home Language Survey AZELLA scoring report Copy of letter (4A or 4B) sent to parent Copy of letter (4C) sent to teacher (General Education Schools only)

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Individualized Language Learning Plan (ILLP) if applicable

II. Compensatory Education House Bill 2010 requires that HCCRA provide students who do not make adequate grade level progress with instruction in addition to regular classroom instruction. This instruction may be provided through small group or individual, extended day, intersession or summer school.

a. Classroom teachers shall: 1. Identify ELL students who are not making progress toward grade level or English

proficiency standards according to classroom grades, AZELLA assessments, AZ standardized assessments, or school-wide assessments.

2. Identify exited students who are not making adequate progress (see number 1).

b. Design instruction to support students’ mastery of core content and document using the Written Individualized Compensatory Plan (WICP). (Include parent or guardian in development of WICP, Form 6.

c. Place student in compensatory program. d. Monitor progress through assessments, grades, portfolios, and attendance. Update

parents regarding student progress.

III. Follow-up to Reassessment

A. Students who do not meet reassessment criteria will remain in the ELD program. If the student has been in the ELL program for one year or more, the student’s academic and English acquisition progress will be reviewed to determine whether the program model or services provided adequately meet the student’s needs. A child-study review will be initiated utilizing TAS and TAT first. (Parent letter, Form 10)

B. Students who meet all reassessment criteria shall be reclassified as Reclassified Fluent English Proficient (RFEP). (Parent letter, Form 10)

C. Follow-up for reclassified students: For two years following reclassification, the

HCCRA will review student achievement levels (AZELLA, assessments, and grades) to ensure that the student is performing satisfactorily (Form 5).

Exited students who do not meet proficiency on the AZELLA may be re-entered into the ELD program or given compensatory education upon parent request (Form 10B).

IV. Assessment of Special Education Students

A. Apply HCCRA procedures for assessing identified Special Education students with the AZELLA. (See Section I, Initial English Assessment).

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B. Referral process for potential Special Education Student: 1) The teacher will follow the HCCRA Child Find procedures to ensure

FAPE for student. All procedures, tests, and meeting notes must be documented, dated, and signed by participants

2) The ELD or lead teacher is responsible for contacting parents/guardians in the student’s primary home language.

3) If student is deemed by the Child Study Team to have a disability that prohibits the student from participating in the general classroom, the Special Services Director may take one or more of the following steps:

a. Use an evaluator fluent in the language in which the child is proficient

b. Use an interpreter knowledgeable in special education evaluation procedures to assist with language testing

c. Use valid and reliable instruments that do not stress spoken language

4) If the ELL student qualifies for special services as determined by the qualified evaluator, the Child Study Team will set standards for the student accordingly. The person conducting language assessments shall participate in developing the Individualize Education Plan (IEP) to determine the student’s ELP designation and exit criteria.

C. Reassessment of Special Education ELL students: Students who are identified as

ELL and also receive Special Education services must be reassessed and or reclassified according to the criteria set by the Child Study Team and as written on the IEP.

V. Gifted

Referral process for potentially gifted students: Any classroom/core or ELL teacher, parent or student may refer ELL students or self for

the gifted program. The student may be given the gifted assessment(s). Extensions, enrichment, compacting of the curriculum as well as modifications and accommodations to the curriculum will be implemented as needed.

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ARIZONA FEDERALLY MANDATED STANDARDIZED ASSESSMENTS

STANDARDIZED TEST PROTOCOL

(AIMS/Stanford 10)

All Arizona public schools, including districts schools and charter schools, are required to properly administer state and federally mandated assessments. Arizona’s Instrument to Measure Standards (AIMS) is a Standards Based Assessment. AIMS measures student proficiency of the Arizona Academic Content Standards in Writing, Reading, Mathematics, and Science and is required by state and federal law. Arizona’s Instrument to Measure Standards Alternate (AIMS A) is a Standards Based Assessment that measures student proficiency of the Alternate Arizona Academic Content Standards in Reading, Mathematics, and Science. It meets federal requirements to assess students with significant cognitive disabilities.

Arizona’s Assessments:

AIMS HS (Standards based)

Grades 10, 11, 12

AIMS 3-8 (Standards based) Grades 3 through 8

Stanford 10 (Norm-referenced)

Grades 2 and 9 (stand-alone test)

Grades 3 through 8 (embedded in AIMS 3-8)

AIMS A (Standards based) Grades 3 through 8 and 10

For students with significant cognitive disabilities

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I. AIMS Test Coordinator Responsibilities: All AIMS Test Coordinator Responsibilities will be completed outside of the school day unless otherwise noted or approved by the Principal. The test coordinator is expected to follow all guidelines provided in the current Arizona’s Instrument to Measure Standards (AIMS) or Stanford 10 Test Coordinator’s Manual which include but are not limited to the following:

A. Training: 1. Attend a pre-test workshop 2. Provide 1 hour AIMS test training to Site Test Coordinators at least 1 month prior to

AIMS test 3. Train all staff prior to test:

i. Test administration procedures ii. Use of pre-ID labels and completion of student demographic data grid and

accommodations data boxes

B. Create a Schedule and distribute to site coordinators and principal to include: 1. Testing 2. Test Delivery 3. Test Pick-up

C. Ordering of Test Materials

1. Obtain from each site coordinator the number of students who will test 2. Access ADE website to order an accurate number of tests 3. Coordinate snack purchasing and delivery to sites.

D. Test Security:

1. Obtain signed copies of Test Security Agreement from required stakeholders: i. Superintendent (to be on file with ADE)

ii. All employees who have access to AIMS test materials iii. All test administrators and proctors

2. Maintain proper inventory of materials at all times (See materials distribution) 3. Any breach of text security or loss of materials will be reported immediately to the State

Test Coordinator.

E. Materials Arrival and Distribution The initial order of AIMS tests “usually” arrives during the first week of October. The additional order of test materials “usually” arrives a few days before the test date.

1. Inventory the materials and Test Coordinator’s Kits upon arrival. Maintain an accurate

inventory of all test materials throughout the test administration window! 2. Create checkout list for each site coordinator. 3. During distribution, each site coordinator will count and sign for all tests and materials

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F. Return of Materials

Follow guidance for boxing materials to return to Pearson i. Non-scorable materials are returned separately from scorable materials

ii. Scorable materials must be ready for pick-up no later than 7:00 AM on CEVA retrieval date.

iii. Organize the answer documents by content area. Sort by cohort and by teacher. iv. Complete Header sheets and bind each stack v. Follow directions in Coordinator’s Manual to box and return documents.

G. AIMS Test Results

1. Electronic results (to be entered into Power School within 30-days of receipt of test results:

i. For each test administration Test Coordinators are required to download AIMS results and save to disc. (Test results are only available for approximately 60 days after they are released.)

ii. Save data to excel spreadsheet iii. Upload excel spreadsheet to Power School iv. If electronic results are not obtained, this must be completed for each

individual test result. 2. Hard copies of test results:

i. Sort AIMS tests results by site within two weeks of receiving the test results ii. Mail AIMS results to family within 30 days of receiving the test results

iii. File AIMS results in the students’ cumulative files and in binders within 30-days of receiving the test results

II. Student Information Coordinator Responsibilities Student Information Coordinator will complete an upload to ADE 24 hours before the AIMS tests are ordered by the AIMS Test Coordinator.

III. Site AIMS Test Coordinator Responsibilities: The site test coordinator is expected to follow all guidelines provided in the current Arizona’s Instrument to Measure Standards (AIMS) or Stanford 10 Test Coordinator’s Manual which include but are not limited to the following:

A. Training Site Test Coordinators will:

o attend scheduled 1-hour AIMS test training o provide training for teachers and staff

B. Prior to assessment: a. Provide number of tests needed for each assessment upon request of coordinator

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b. Collaborate with AIMS Test Coordinator to pick up and drop off assessments c. Prepare documents with pre-ID or written ID and completion of student demographic

data

C. Test Security: a. Obtain signed copies of Test Security Agreement from required stakeholders, and provide

to Coordinator i. All employees who have access to AIMS test materials

ii. All test administrators and proctors b. Maintain proper inventory and handling of materials at all times:

i. Check out test books and answer documents to test administrators at the beginning of each day

ii. Monitor assessment activities iii. Check in books and answer documents at the end of each testing session iv. Prepare test materials for return to Coordinator according to scheduled timelines

c. Any breach of test security or loss of materials will be reported immediately to the Test Coordinator.

D. Return of Materials to Test Coordinator 1. Follow procedures provided by Test Coordinator:

o ensure completion of documents o follow guidance for check-in and obtaining signatures o submit AIMS tests to Test Coordinator at DO

2. Count returned documents and sign document

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GLOSSARY

A+ A+nyWhere Learning System AZELLA Arizona English Language Learner Assessment ADE Arizona Department of Education AIMS Arizona Instrument to Measure Standards AMAO Annual Measurable Academic Objectives ARS Arizona Revised Statutes CST Child Study Team ELA English Acquisition Services ELD English Language Development ELL English Language Learner ESL English as a Second Language FAPE Free Appropriate Public Education FEP Fluent English Proficient HLS Home Language Survey IFEP Initial Fluent English Proficient IEP Individual Education Plan is used for students who are in a special education ILLP Individual Language Learning Plan LCRF Language Census Report Form/Data Collection (Arizona Language and Program Report Student Form) OELAS Office of English Language Acquisition Services (ADE) PHLOTE Primary or Home Language Other Than English PLA Primary Language Assessment RFEP Reclassified Fluent English Proficient Reclassified Student has met all five criteria necessary to exit the ELA Program. SAIS Student Accountability Information System SAT-10 Stanford Achievement Test SEF Student Enrollment Form SEI Structured English Immersion Skills Enhancement 4-hour intensive literacy and writing development program SST Student Study Team TAS Teacher Assisting Student TAT Teacher Assisting Teacher TLC Transitional Learning Center WICP Written Individualized Compensatory Plan

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Su

310172431

Su

29 16

16 19 212330

Su1815 18 1622 2029

Su

714 1721 23 2028

Su1815 182229

Instructional Day (200 Days) Non-School Day In-Service (1/2 Day) Full Release Day

New Teacher Orientation Full Day In-Service/ACE ConferenceState Testing Dates

Important Dates Full Release DatesFall:AIMS High - Writing (11-12 Grade)

7/29/2015 - 7/31/2015 AIMS High - Reading (11-12 Grade)AIMS High - Math (11-12 Grade)

11/26/2015 - 11/27/2015 Spring:10/13/2015 - 10/16/2015 AIMS High - Writing3/14/2016 - 3/18/2016 AIMS High - Reading6/2/2016 - 6/3/2016 AIMS High-Math

AIMS High-Science3/14/2016 - 3/18/2016

Spring Recess

W Th F Sa

Hope College Readiness Career Academy2015 - 2016 200 Day Calendar

Teacher Contract Days (200 Days) for

May 2015 June 2015 July 2015F Sa

1 2 1 2Sa Su M T W ThSu M T W Th FM T

1 2 3 44 5 6 7 8

3 4 5 69 10 11

11 12 13 14 15 16 1412 13 5 6 7 89 7 8 9 10 11

1818 19 20 21 22 23 21 22 23

12 13 14 15 16 1715 16 17 18 19 2021 22 23 24 25

25 26 27 28 2924 25 26 27 19 20

30 3126 27 28 2930 28 29 30

W Th F SaAugust 2015 September 2015 October 2015

F Sa1

Sa Su M T W ThSu M T W Th FM T

3 4 5 6 7 8 6 71

108 9 10 11 12 42 32 3 4 5 1

12 13 14 155 6 7 8 9

1717 18 20 21 22 20 21 22 23

11 12 13 14 15 1613 14 15 17 18 1910 1122 23 24

24 25 26 27 28 29 2724 25 26 18 19 20

W Th F Sa

3131

November 2015 Decemeber 2015 January 2016

25 26 27 28 29 3028 29 30

F Sa2 3 4 5 6 7

Sa Su M T W ThSu M T W Th FM T2

9 10 11 12 13 14 6 7 81 2 3 4 5 1

5 6 7 8 916 17 19 20 21

9 10 11 12 3 416

23 24 25 26 27 28 20 21 2210 11 12 13 14 1513 14 15 17 18 19

19 21 22 2330

23 24 25 26 17 1829 30

31

February 2016 March 2016 April 2016

24 25 26 27 2827 28 29 30 31

1 2 3 4 5 6SaSu M T W Th FM T W Th F Sa

21 2 3 4 5F SaSu M T W Th

10 11 12 1318 9

15 16 18 19 20 13 14 1512 3 4 5 6 76 7 8 9 10 118 9

12 13 14 15 1622 23 24 25 26

16 17 18 19 10 1123

29 27 28 2926 17 18 19 21 2227 20 21 22 24 25

26 27 28 29 3030 31 24 25

May 2016 June 2016 July 2016

2 3 4 5 6 7SaSu M T W Th FM T W Th F Sa

21 2 3 4F SaSu M T W Th

11 12 13 1418 9

16 17 19 20 21 12 13 1411 3 4 5 6 75 6 7 8 9 109 10

12 13 14 15 1623 24 25 26 27

15 16 17 18 10 1121 22 23

30 31 2624 25 17 18 19 2028 19 20 21 22 23

3031

Instructional Day (Blackout Day) *Leave will not be granted*

24 25 26 27 28 2927 28 29 30

New Teacher Orientation: 7/28/2015 Labor Day 7/7/2015Teacher In-Service: Columbus Day 10/12/2015

Christmas Holiday 12/25/2015New Year's Holiday 1/1/2016

ACE Conference: MLK Day 1/18/2016

First Day of School: 8/3/2015 Veteran's Day 11/11/2015Intersession: 7/6/2015 - 7/27/2015 Thanksgiving Holiday

100th Day: 1/14/2016 3/25/2016

Last Day of School: 6/17/2016 President's Day 2/15/201640th Day: 9/28/2015 Spring Break

Exhibit C 162 of 215

Hope College Readiness Career Academy

Class Schedules SY 2015 ‐ 2016

Period 1 8:00‐8:55

Period 2 9:00‐9:55

Period 3 10:00‐10:55

Period 4 11:00‐11:55

Lunch 11:55‐12:30

Period 5 12:35‐1:30

Period 6 1:35‐2:30

Period 7 2:35‐3:30

Period 1 8:00‐9:00

Period 2 9:05‐10:05

Period 3 10:10‐11:10

Period 4 11:15‐12:15

Schedule 1 Schedule 2 Schedule 3 Schedule 4

Math Science Social Studies Language Arts

Language Arts Math Science Social Studies

Social Studies Language Arts Math Science

Science Social Studies Language Arts Math

Elective Elective Elective Elective




Early Release

College Readiness

Regular Bell Schedule

4:00 to 8:00

Exhibit D163 of 215

5,865.8 sq ft26,206.8 sq ft

7,576.1 sq ft

FIRST FLOOR PLAN

20

20

20

20

20

20 20 20

20

20

2020

10

10 Dist. Off.A: 128.5 sq ft

Dist. Off.A: 122.7 sq ft



Dist. Off.A: 129 sq ft










TeacherA: 154.9 sq ft

WorkA: 220.1 sq ft

Conf.A: 211.3 sq ft

Couns.A: 102 sq ft

PrincipalA: 156.9 sq ft

Res. OfficeA: 83.5 sq ft Resource Class

A: 382.1 sq ft

Resource ClassA: 275.4 sq ft Sec. Sto.

A: 303.7 sq ft

StorageA: 144 sq ft

Jan.A: 187.8 sq ft

Jan.A: 38.6 sq ft

Adult tlts.A: 58.5 sq ft

Toilets/LockersA: 524.5 sq ft

Toilets/LockersA: 529 sq ft

Gym/MultipurposeA: 6,701.7 sq ft

StorageA: 273.3 sq ft


TOILETSA: 193.4 sq ft

TOILETSA: 188.4 sq ft

Jan.A: 16.5 sq ft

Shared LobbyA: 758.7 sq ft

Reception StationA: 139.5 sq ft

Existing Preschool useA: 76.4 sq ft Existing Preschool use

A: 85.6 sq ft

104 MEDIAA: 572.3 sq ft

TOILETA: 50.2 sq ft Storage

A: 45.5 sq ft


Res. OfficeA: 98.8 sq ft

Sec. Sto.A: 35 sq ft

Computer StoA: 126.4 sq ft

ComputerA: 1,178.1 sq ft

Existing Preschool useA: 78.4 sq ft


ConferenceA: 69.2 sq ft


Staff KitchenA: 124.2 sq ft

Serving KitchenA: 373.6 sq ft

Elev.A: 72 sq ft

StairA: 68.8 sq ft

ClassA: 587.3 sq ft

ClassA: 739.1 sq ft

ClassA: 741.9 sq ft

ScienceA: 1,035 sq ft

CONSTRUCTIONA: 3,851.1 sq ft


Graphics/VisualA: 1,250.9 sq ft

Covered Outdoor Work AreaA: 2,229 sq ft

ClassA: 750 sq ft

ClassA: 750 sq ft

ClassA: 750 sq ft

ClassA: 750 sq ft

ClassA: 750 sq ft

Dist. Super.A: 255.8 sq ft

Sec. Sto.A: 59.2 sq ft

NurseA: 150.9 sq ft

Adult tlts.A: 51.7 sq ft

Jan.A: 86.5 sq ft

Elec./IDFA: 75 sq ft

Elev. MachA: 59.2 sq ft

Staff TltA: 120.8 sq ft

StairA: 180.4 sq ft


Dist. Recept/workA: 164.9 sq ft

Science Sto.A: 143.8 sq ft

164 of 215

edear

Text Box

Exhibit E

7,576.1 sq ft

SECOND FLOOR PLAN

2020

20

20

20

20

20 Class

A: 916.4 sq ft

StairA: 68.8 sq ft

ClassA: 750 sq ft

ClassA: 750 sq ft

ClassA: 750 sq ft

ClassA: 750 sq ft

ClassA: 750 sq ft

ClassA: 750 sq ft

Elev.A: 72 sq ft

Jan.A: 86.5 sq ft

Elec./IDFA: 75 sq ft

Elev. MachA: 59.2 sq ft

TOILETA: 270 sq ft

TOILETA: 266.9 sq ft

StairA: 180.4 sq ft

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edear

Text Box

Exhibit E

HOPE COLLEGE CAREER READINESS ACADEMYPersonnel

0% 6.20% 1.45% 11.45% 0.12% 1% 2.43% $515.16 $10.35 $32.00Previous New Social ASRS Unemply Worker's Health Life Dental

Position Names Salary Salary Security Medicare ASRS LTD Insurance Comp Insurance Insurance Insurance Total

Sped Teacher Vacancy 42,250.00$ 41,250.00$ 2,557.50$ 598.13$ 4,837.63$ 50.70$ 422.50$ 1,026.68$ 6,181.92$ 124.20$ 384.00$ 57,433.25$ Teacher Core Vacancy 38,250.00$ 37,250.00$ 2,309.50$ 540.13$ 4,379.63$ 45.90$ 382.50$ 929.48$ 6,181.92$ 124.20$ 384.00$ 52,527.25$ Teacher Core Vacancy 38,250.00$ 37,250.00$ 2,309.50$ 540.13$ 4,379.63$ 45.90$ 382.50$ 929.48$ 6,181.92$ 124.20$ 384.00$ 52,527.25$ Teacher Core Vacancy 38,250.00$ 37,250.00$ 2,309.50$ 540.13$ 4,379.63$ 45.90$ 382.50$ 929.48$ 6,181.92$ 124.20$ 384.00$ 52,527.25$ Teacher Core Vacancy 38,250.00$ 37,250.00$ 2,309.50$ 540.13$ 4,379.63$ 45.90$ 382.50$ 929.48$ 6,181.92$ 124.20$ 384.00$ 52,527.25$ Teacher Core Vacancy 38,250.00$ 37,250.00$ 2,309.50$ 540.13$ 4,379.63$ 45.90$ 382.50$ 929.48$ 6,181.92$ 124.20$ 384.00$ 52,527.25$ Teacher Core Vacancy 38,250.00$ 37,250.00$ 2,309.50$ 540.13$ 4,379.63$ 45.90$ 382.50$ 929.48$ 6,181.92$ 124.20$ 384.00$ 52,527.25$

CTE Teacher Microsoft Inst. Vacancy 55,000.00$ 54,000.00$ 3,348.00$ 783.00$ 6,297.50$ 66.00$ 550.00$ 1,336.50$ 6,181.92$ 124.20$ 384.00$ 73,071.12$ CTE Teacher Early Childhood Instr. 40,000.00$ 39,000.00$ 2,418.00$ 565.50$ 4,580.00$ 48.00$ 400.00$ 972.00$ 6,181.92$ 124.20$ 384.00$ 54,673.62$ CTE Teacher Certified Graphics Instr. 45,000.00$ 44,000.00$ 2,728.00$ 638.00$ 5,152.50$ 54.00$ 450.00$ 1,093.50$ 6,181.92$ 124.20$ 384.00$ 60,806.12$ CTE Teacher Advance Constr. Teacher 40,000.00$ 39,000.00$ 2,418.00$ 565.50$ 4,580.00$ 48.00$ 400.00$ 972.00$ 6,181.92$ 124.20$ 384.00$ 54,673.62$ CTE Teacher SpEd Teacher 38,250.00$ 37,250.00$ 2,309.50$ 540.13$ 4,379.63$ 45.90$ 382.50$ 929.48$ 6,181.92$ 124.20$ 384.00$ 52,527.25$

Total 478,000.00$ 29,636.00$ 6,931.00$ 56,105.00$ 588.00$ 4,900.00$ 11,907.00$ 74,183.04$ 1,490.40$ 4,608.00$ 668,348.44$ 190,348.44$

Nurse/Registrar Vacancy 28,000.00$ 28,000.00$ 1,736.00$ 406.00$ 3,206.00$ 33.60$ 280.00$ 680.40$ 6,181.92$ 124.20$ 384.00$ 41,032.12$

Principal Vacancy 85,000.00$ 85,000.00$ 5,270.00$ 1,232.50$ 9,732.50$ 102.00$ 850.00$ 2,065.50$ 6,181.92$ 124.20$ 384.00$ 110,942.62$

Bookkeeper Vacancy 35,000.00$ 35,000.00$ 2,170.00$ 507.50$ 4,007.50$ 42.00$ 350.00$ 850.50$ 6,181.92$ 124.20$ 384.00$ 49,617.62$

Day Custodian Vacancy 28,000.00$ 28,000.00$ 1,736.00$ 406.00$ 3,206.00$ 33.60$ 280.00$ 680.40$ 6,181.92$ 124.20$ 384.00$ 41,032.12$

Salaries 176,000.00$ 10,912.00$ 2,552.00$ 20,152.00$ 211.20$ 1,760.00$ 4,276.80$ 24,727.68$ 496.80$ 1,536.00$ 242,624.48$

Benefits 66,624.48$

Total Salaries 654,000.00$ Total Benefits 256,972.92$

Total Benefits

Maintenance & Operations - 2600

1000 Regular Education Instruction

Support Svcs - Students - 2100

School Administration - 2400

Central Services - 2500

Exhibit F166 of 215

Exhibit G

Hope College Readiness Career Academy Projected Project Revenue and Expense

Start-Up Expenses Revenue: Prepaid Lease - 5 years $ 300,000.00 Total Revenue $ 300,000.00

Expenses: Salaries $ 28,886.67 Benefits $ 8,666.00 Supplies $ 5,000.00 Custodial Supplies $ 1,200.00 Software Licenses $ 20,000.00 Textbooks $ 35,000.00 Travel - Mileage $ 100.00 Mobile & Phone $ 240.00 Marketing $ 55,000.00 Postage $ 500.00 Printing/Binding $ 3,000.00 Electricity $ 3,500.00 Waste Disposal $ 120.00 Water & Sewage $ 300.00 Contracted Custodial Services $ 2,000.00 Landscape Maintenance Services $ 1,500.00 Pest Control $ 400.00 Liability Insurance $ 1,800.00 Equipment Copier $ 4,500.00 Furniture $ 28,000.00 Computers $ 15,000.00 Security $ 1,200.00 Total $ 215,912.67 Net $ 84,087.33

Cash Balance $ 84,087.33

167 of 215

FY 2016 FY 2017 FY 2018300 ADM 400 ADM 400 ADM

Revenue:Prepaid Lease - 5 years 300,000.00$ Additiona Assisance 532,461.01$ 719,885.24$ 729,963.64$ Equalization 1,406,927.00$ 1,827,867.00$ 1,860,768.61$ Prop 301 124,767.30$ 164,365.95$ 166,667.08$ Instructional Improvements 9,981.38$ 12,967.73$ 13,227.08$ Misc. -$ -$ -$

Total Revenue 2,374,136.70$ 2,725,085.92$ 2,770,626.40$

Expenses:Salaries 654,000.00$ 654,000.00$ 728,500.00$ Benefits 256,972.92$ 256,972.92$ 287,527.41$

Supplies 24,000.00$ 32,000.00$ 33,600.00$ Software Licenses 20,000.00$ 21,000.00$ 22,050.00$ Textbooks 35,000.00$ 35,000.00$ 35,000.00$ Purchase Services - Admin 281,385.40$ 365,573.40$ 372,153.72$ Travel - Milage 1,200.00$ 1,260.00$ 1,323.00$ Travel Expense 5,000.00$ 5,250.00$ 5,512.50$ Mobile & Phone 2,400.00$ 2,520.00$ 2,646.00$ Marketing 55,000.00$ 40,000.00$ 20,000.00$ Postage 5,400.00$ 5,670.00$ 5,953.50$ Printing/Binding 10,000.00$ 10,500.00$ 11,025.00$ Auditors 16,000.00$ 16,800.00$ 17,640.00$ Maintenance supplies 1,000.00$ 1,050.00$ 1,102.50$ Custodial Supplies 14,000.00$ 14,700.00$ 15,435.00$ Electricity 54,000.00$ 56,700.00$ 59,535.00$ Waste Disposal 14,400.00$ 15,120.00$ 15,876.00$ Water & Sewage 12,000.00$ 12,600.00$ 13,230.00$ Contracted Custodial Svcs 47,250.00$ 49,612.50$ 52,093.13$ Landscape Maint. Svcs 15,750.00$ 16,537.50$ 17,364.38$ Repairs Maint. Bldg 1,050.00$ 1,102.50$ 1,157.63$ Repairs Maint. Equip. 2,100.00$ 2,205.00$ 2,315.25$ Pest Control 5,250.00$ 5,512.50$ 5,788.13$ Liability Insurance 21,500.00$ 22,575.00$ 23,703.75$ Security 12,600.00$ 13,230.00$ 13,891.50$ Worker Comp for Students 4,200.00$ 4,410.00$ 4,630.50$ Computer Repair 1,250.00$ 1,312.50$ 1,378.13$ Internet 1,100.00$ 1,155.00$ 1,212.75$ Lease Payment 700,000.00$ 700,000.00$ 700,000.00$ State Use Tax 525.00$ 551.25$ 578.81$ Total 2,274,333.32$ 2,364,920.07$ 2,472,223.57$

Net 99,803.38$ 360,165.85$ 298,402.83$

Cash Balance 99,803.38$ 459,969.23$ 758,372.07$

Hope College Readiness Career AcademyProjected Project Revenue and Expense

FY2016 - FY2018

Exhibit H168 of 215

Clearance Card

The board of directors will ensure all stakeholders, officers, members, directors and partners

have a valid Fingerprint Clearance Card that is issued by the Arizona Department of Public

Safety.

169 of 215

scopesequence

and

Grade

s

PreK

throu

gh 12

170 of 215

Implementing Explicit and Systematic Instruction

How do you make sure your school-wide literacy program teaches the skills

and strategies students need to become effective readers? Many factors come

into play, but it’s critical to begin with a comprehensive instructional scope

and sequence. Pearson Education, through Scott Foresman Reading Street

and Prentice Hall Literature , provides a research-based, validated scope and

sequence around which to anchor your PreK–12 curriculum. Reading skill and

strategy instruction is explicit, based on assessed needs, and systematically

designed to lead students to reading independence. The following pages detail

a scope and sequence that helps teachers pace instruction and teach the

skills and strategies necessary to meet grade-level expectations.

171 of 215

Reading Concepts of Print and Print Awareness .......................2

Phonological and Phonemic Awareness ..............2

Phonics, Decoding, and Word Recognition ....................2

Vocabulary and Concept Development .............3

Reading Comprehension .........4

Literary Analysis, Response, and Appreciation ......................5

Language Arts Writing ......................................7

Penmanship .............................9

Written and Oral English Language Conventions ...........9

Spelling ....................................9

Listening and Speaking ..........10

Viewing/Media ....................... 11

Research and Study Skills Understand and Use Graphic Sources .................... 11

Understand and Use Reference Sources ................. 11

Study Skills and Strategies .....12

Test-Taking Skills and Strategies ........................12

Technology/New Literacies ....12

The Research Process ...........13

scopesequence

Pre-Kindergarten through Grade 12

and

172 of 215

2 Key: • Instructional opportunity T Tested in standardized test format

PreK–12 Scope and Sequence

Scott Foresman Reading Street © 2011

Prentice Hall Literature © 2010

PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

Hold book right side up, turn pages correctly, move from front to back of book • • •Identify parts of a book and their functions (front cover, title page/title, back cover, page numbers) • • •

Identify information that different parts of a book provides (title, author, illustrator) • • • •Know uppercase and lowercase letter names and match them • • •Know the order of the alphabet • • •Demonstrate one-to-one correspondence between oral words and printed words • •Identify and distinguish between letters, words, and sentences • • •Recognize distinguishing features of a paragraph • •Recognize environmental print • • •Track print (front to back of book, top to bottom of page, left to right on line, s weep back left for next line) • • •

Recognize first name in print • • •Phonological and Phonemic Awareness PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

Phonological AwarenessIdentify and produce rhyming words in response to an oral prompt • • •Distinguish rhyming pairs of words from nonrhyming pairs • •Track and represent changes in simple syllables and words with two and three sounds as one sound is added, substituted, omitted, or changed • •

Count each syllable in a spoken word • •Segment and blend syllables in spoken words •Segment and blend onset and rime in one-syllable words • •Recognize and produce words beginning with the same sound • • •Phonemic AwarenessIdentify and isolate initial, final, and medial sounds in spoken words • • • •

Blend sounds orally to make words or syllables • • •Segment a word or syllable into sounds • • •Count sounds in spoken words or syllables and syllables in words • • •Manipulate sounds in words (add, delete, and/or substitute phonemes) • • • •Distinguish long- and short-vowel sounds in orally stated single-syllable words •Phonics, Decoding, and Word Recognition PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

Read simple one-syllable and high-frequency (sight) words •T •T •T •PhonicsUnderstand and apply the alphabetic principle that spoken words are composed of sounds that are represented by letters; as letters change, so do sounds

• • •

Know sound-letter relationships and match sounds to letters • •T •T

Generate sounds from letters and blend those sounds to decode • •T •T •T

Consonants, consonant blends, and consonant digraphs • •T •T •T

Short and long vowels •T •T •T

r-controlled vowels; vowel digraphs; diphthongs; common vowel patterns •T •T •T

Phonograms/word families • • •Word StructureDecode words with common word parts • •T •T •T •T •T •T

Base, or root, words and inflected endings •T •T •T •T •T •T •T •T •T

Contractions and compound words •T •T •T •T •T •T

Suffixes and prefixes •T •T •T •T •T •T • •T •T •T

Greek and Latin roots • • • • • •T •T

ReadingConcepts of Print and Print Awareness

173 of 215

3Key: • Instructional opportunity T Tested in standardized test format



PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

Apply knowledge of syllabication rules to decode words •T •T •T •T •T •T

Recognize common abbreviations • • •Decoding Strategies Blending strategy: Apply knowledge of letter-sound relationships to decode unfamiliar words • • • •Apply knowledge of word structure to decode unfamiliar words • • • • • • •Use context and syntax along with letter-sound relationships and word structure to decode • • • • • • •Self-correct • • • • • •Fluency Read aloud fluently with accuracy, comprehension, appropriate pace/rate; with expression/ intonation (prosody); with attention to punctuation and appropriate phrasing •T •T •T •T •T •T • • • •T •Practice fluency in a variety of ways, including choral reading, partner/paired reading, Reader’s Theater, repeated oral reading, and tape-assisted reading • • • • • • • • • • •

Work toward appropriate fluency goals by the end of each grade • • • • • • • • • • • • •Read regularly in independent-level material • • • • • • • • • • • • •Read silently for increasing periods of time • • • • • • • • • • • • •

Vocabulary and Concept Development PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

Recognize and understand selection vocabulary • • • •T •T •T •T •T •T •T •T •T •T •T

Understand content-area vocabulary and specialized, technical, or topical words • • • • • • •T •T •T • • • •Word Learning StrategiesDevelop vocabulary through direct instruction, concrete experiences, reading, and listening to text read aloud • • • • • • • • • • • • • • •Use knowledge of word structure to figure out meanings of words • •T •T •T T •T •T •T •T •T •T •T •T

Use context clues for meanings of unfamiliar words, multiple-meaning words, homonyms, and homographs • •T •T •T •T •T •T •T •T •T •T •T •T

Use of definition, example, restatement, comparison, and contrast to clarify word meanings •T •T •T •T •T •T •T

Use grade-appropriate reference sources to learn word meanings • • • • •T •T •T •T •T •T •T • • • •Use picture clues to help determine word meanings • • • • •Use new words in a variety of contexts • • • • • • • • • • • •T • •T •T

Examine word usage and effectiveness • • • •T

Create and use graphic organizers to group, study, and retain vocabulary • • • • • • • • • •Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning • • • • • • • • •T •T

Extend Concepts and Word KnowledgeAcademic language • • • • • • • • • • • •T •T •T •T

Classify and categorize • • • • • • • • • • • • • • •Abbreviations • • • •Antonyms and synonyms • •T •T •T •T •T •T •T •T •T •T •T •Prefixes and suffixes • • • • • •T •T •T •T • •T •T •T

Homographs, homonyms, and homophones • •T •T •T •T • • •Multiple-meaning words • • •T •T •T •T • • • • • •T •T

Related words and derivations • • • • • • • •T •T •T •T

Compound words • • •Figurative language and idioms • • • • • • • • • •T •T •T •T

Descriptive words (location, size, color, shape, number, ideas, feelings) • • • • • • •T •T

High-utility words (shapes, colors, question words, position/directional words, and so on) • • • •Time and order words • • • • • • • • • • • • • • •Word origins: etymologies/word histories; words from other languages, regions, or cultures • • • • •T •T •T • • •T •T

Foreign words used in English • • • • • •T •

Phonics, Decoding, and Word Recognition (continued)

174 of 215





PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

Understanding key points in the history of English language • • •Shortened forms: abbreviations, acronyms, and clipped words • • •Understand and explain “shades” of meaning in related words • • • • •Connotation/denotation • • • •Adages and Sayings • • • •T •T

Transition words •T •T •T •T

Analogies • • • •T • • • •Reading Comprehension PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

Comprehension StrategiesPreview the text and formulate questions • • • • • • • • •T •T •T • • • •Set and monitor purpose for reading and listening • • • • • • • • •T •T •T •T •T •T •T

Activate and use prior knowledge • • • • • • • • •T •T •T • • •T •T

Make, modify, and confirm predictions • • • • • • • • •T •T •T •T •T •T •T

Monitor comprehension and use fix-up strategies to resolve difficulties in meaning: adjust reading rate, reread and read on, seek help from reference sources and/or other people, skim and scan, summarize, use text features

• • • • • • • • • • • • •T

Inferring • • • • • • •Create and use graphic and semantic organizers including outlines, notes, and summaries • • • • • • • • • • • • • •Answer questions (text explicit, text implicit, scriptal), including who, what, when, where, why, what if, and how • • • • • • • • • • • •T •T •T •T

Look back in text for answers • • • • • • • • • •T •T •T •T

Answer test-like questions • • • • • • • • • •T •T •T •T

Generate clarifying questions, including who, what, where, when, how, why, and what if • • • • • • • • • • • • • • •T

Recognize text structure: story and informational (cause/effect, chronological, compare/ contrast, description, problem/solution, proposition/support) • • • • • • • • •T •T •T •T •T •T •T

Summarize text • • • • • • • •T •T •T •T •T •T •T

Recall and retell stories • • • • • • • • •T •T •T • • •T •T

Identify and retell important/main ideas (nonfiction) • • • • • • • • •T •T •T •T •T •T •T

Identify and retell new information (stories) • • • • • • • • • • • • •Visualize; use mental imagery • • • • • • • • • • • • •T •Use strategies flexibly and in combination • • • • • • • • • • • • •Comprehension SkillsAuthor’s purpose •T •T •T •T •T •T •T •T •T •T •T •T •T

Author’s viewpoint/bias/perspective •T •T •T •T •T •T •T •T •T

Categorize and classify • • • • • • • • • • •Cause and effect • •T •T •T •T •T •T •T •T •T •T •T •T •T

Compare and contrast • •T •T •T •T •T •T •T •T •T •T •T •T •T

Details and facts • • •T •T • • •T •T •T •T • • • •Draw conclusions and inferences • •T •T •T •T •T •T •T •T •T •T •T •T •T

Fact and opinion •T •T •T •T •T •T •T •T •T •T •T •T

Follow directions/steps in a process • • • • • • • • •T •T •T •T •T •T •T

For preparing applications •T • •To explain use of mechanical devices or to solve a problem •T •T • • •

Generalize •T •T •T • • • • •T •T •T •T

Graphic sources • • • • •T •T •T •T •T •T • • • •Main idea and supporting details •T •T •T •T •T •T •T •T •T •T •T •T •T •T

Reading (continued) Vocabulary and Concept Development (continued)

175 of 215




PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

Paraphrase • • • • • •T •T •T •T

Persuasive devices and propaganda • • • • • •T •T •T •T •T •T •T

Realism/fantasy • •T •T •Sequence of events • •T •T •T •T •T •T •T •T •T •T •T •T •T •T

Higher Order Thinking SkillsAnalyze • • • • • •T •T •T •T •T •T •T

Analyze text with various organizational patterns • • • • •T •T •T •T •T •T •T

Locate and analyze information using consumer, workplace, and public documents •T •T •T •T •T •T •T

Describe and connect the essential ideas, arguments, and perspectives of a text • • • • • • •T •T •T •T •T •T •T

Draw inferences, conclusions, or generalizations, support them with textual evidence and prior knowledge • • • • • • • •T •T •T •T •T •T •T

Evaluate and critique ideas and text • • • • • • •T •T •T •T

Hypothesize • • • • • • • • • • •T

Make judgments about ideas and text • • • • • • •T •T •T •T

Organize and synthesize ideas and information • • • • • •T •T •T •T •T •T •T •T

Literary Analysis, Response, and Appreciation PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

Genre and Its CharacteristicsRecognize characteristics of a variety of genres • • • • • • • • •T •T •T •T •T •T •T

Identify types of everyday print materials (storybooks, poems, newspapers, signs, and labels) • • • • • • •

Distinguish common forms of literature; fiction from non-fiction • • • • • • • •T •T •T •T •T •T •T

Identify characteristics of literary texts, including drama, fantasy, and traditional tales • • • • • • • •T •T •T •T •T •T •T

Identify characteristics of nonfiction texts, including biography, interviews, and newspaper articles • • • • • • • •T •T •T •T •T •T •T

Identify characteristics of poetry and song, including nursery rhymes, limericks, and blank verse • • • • • • • • •T •T •T •T •T •T •T

Determine and explain relationship between purposes and characteristics of poetic forms •T •T •T •T •T

Expository CritiqueDetermine the adequacy and appropriateness of evidence for an author’s conclusion •T •T •T •T •T •T •T

Evaluate and critique ideas and text •T •T •T •T •T •T •T

Make assertions about a text through accurate citations •T •T •T •T •T •T •T

Make judgments about ideas and texts •T •T •T •T •T •T •T

Note unsupported inference, fallacious reasoning, persuasion, and propaganda •T •T •T • •T •T •T

Note bias and stereotyping •T •T • • • •Literary Elements and Story Structure

Character • •T •T •T •T •T •T •T •T •T •T •T •T •T •T

Recognize and describe traits, actions, feelings, and motives of characters • • • • • • • •T •T •T •T •T •T •T

Analyze characters’ relationships, changes, and points of view • • • • • • • • • • •T •T •T •T

Analyze characters’ conflicts • • • • • • • • •T •T •T •T

Analyze the effect of character on plot and conflict • • • • •T • • •T •T • •T

Compare/contrast literary characters from different historical eras in similar situations • •T •T • • •Plot and Plot Structure • •T •T •T •T •T •T • •T •T •T •T •T •T •T

Beginning, middle, and end • • • • • • • • •Goal and outcome or problem and solution/resolution • • • • • • • • • • •T •T •T •Rising action, climax, and falling action/denouement; setbacks • • • •T •T •T •T •T •T •

Setting • •T •T •T •T •T •T •T •T •T •T •T •T •T •T

Relate setting to problem/solution • • • • • • • • • • • • • •Explain ways setting contributes to mood • • • • • • • • • •

Reading Comprehension (continued)

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PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

Theme •T •T •T •T •T •T •T •T •T •T •T •T

Use Literary Elements and Story Structure • • • • • • • • • • • • • • •Analyze and evaluate author’s use of setting, plot, and character, and compare among authors • • • • • •T •T •T • • •T •T

Identify similarities and differences of characters, events, and settings within or across selections/cultures • • • • • • • •T •T •T •T •T •T •T

Literary DevicesAllusion •T • •T •T

Analyze writer’s style to interpret work •T • •T •T •T

Dialect • • • • • •T • • • •T

Dialogue and narration • • • • • • • • •T •T •T •T •T •T •T

Identify the speaker or narrator in a selection • • • • • • • •T •T •T •T •T •T •Exaggeration/hyperbole • • • • • • • • • •T •Figurative language: idiom, jargon, metaphor, simile, slang • • • • • •T •T •T •T •T •T •T

Flashback • • • •T •T • •T • •T •Foreshadowing • • • • • •T •T • •T •T •T •Formal and informal language • • • • • •T •T •T • • • •Humor • • • • • • • •T •T •T •T

Imagery and sensory words • • • • • • •T •T •T •T •T •T •T

Mood • • • • • •T •T •T • •T •T •T

Personification • • • •T •T •T •T •T •T •T

Point of view (first person, third person, and omniscient) • • • • •T •T •T •T •T •T •T

Puns and word play • • • • •T •T •T • • •T •Sound devices and poetic elements • • • • • • • • •T •T •T •T •T •T •T

Alliteration, assonance, and onomatopoeia • • • • • • • • •T •T •T •T •T •T •T

Rhyme, rhythm, repetition, and cadence • • • • • • • • •T •T •T •T •T •T •T

Word choice • • • • • • • •T •T •T • • • •Symbolism • • • •T •T •T •T •T •T

Tone • • • •T •T •T •T •T •T •T

Author’s and Illustrator’s CraftDistinguish the roles of author and illustrator • • • •Recognize/analyze author’s and illustrator’s craft or style • • • • • • • •T •T • •Evaluate author’s use of various techniques to influence readers’ perspectives • • • • • • • • •T •T

Literary ResponseRecollect, talk, and write about books • • • • • • • • • • • • • • •Reflect on reading and respond (through talk, movement, art, and so on) • • • • • • • • • • • • • • •

Ask and answer questions about text • • • • • • • • • • • •T •T •T •T

Write about what is read • • • • • • • • • • •T •T •T •T

Use evidence from the text to support opinions, interpretations, or conclusions • • • • • • • •T •T •T •T •T •T •T

Support ideas through reference to other texts and personal knowledge • • • • • • • • • • •T •T

Locate materials on related topic, theme, or idea • • • • • • • • • • • •Generate alternative endings to plots and identify the reason for, and the impact of, the alternatives • • • • • • • • • • • •

Synthesize and extend the literary experience through creative responses • • • • • • • • • • • • • • •Make connections: text to self, text to text, text to world • • • • • • • • • • • • •Evaluate and critique the quality of the literary experience • • •T •T

Offer observations, react, speculate in response to text • • • • • • • • • • •T •T

Reading (continued)Literary Analysis, Response, and Appreciation (continued)

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PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

Literary CriticismEvaluate and critique the quality of the literary experience • • • • • • •Critique credibility of characterization and plot •T •T • • • • •Analyze a range of responses to a literary work; determine extent to which literary elements shaped response •T •T • • • •

Analyze a work of literature to determine how it reflects the heritage and beliefs of its author • •T • • •T •T

Literary Appreciation/MotivationShow an interest in books and reading; engage voluntarily in social interaction about books • • • • • • • • • • • • • • •

Choose text by drawing on personal interests, relying on knowledge of authors and genres, estimating text difficulty, and using recommendations of others • • • • • • • • • • • • • • •

Read a variety of grade-level appropriate narrative and expository texts • • • • • • • • • • • • • •Read from a wide variety of genres for a variety of purposes • • • • • • • • • • • • • •Read independently • • • • • • • • • • • • •Establish familiarity with a topic • • • • • • • • • • • • •Cultural AwarenessComprehend basic plots of classic tales from around the world • • • • • • • •T •T • • • •Compare and contrast tales from different cultures • • • • • • • •T •T • • • •Develop attitudes and abilities to interact with diverse groups and cultures • • • • • • • • • • • •Connect experiences and ideas with those from a variety of languages, cultures, customs, perspectives • • • • • • • • • • • • • • •

Understand how attitudes and values in a culture or during a period in time affect the writing from that culture or time period • • • • • • • • •T •T •T •T •T •T

Compare language and oral traditions (family stories) that reflect customs, regions, and cultures • • • • • • • • • • • • • •

Recognize themes that cross cultures and bind them together in their common humanness • • • • • • • • • • • • • •T

Language ArtsWriting PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

Concepts of Print for Writing

Write Uppercase and Lowercase letters • •Print own name and other important words • • •Write using pictures, some letters, and transitional spelling to convey meaning • • •Write vowel-consonant-vowel words • •Dictate messages or stories for others to write • • •Create own written texts for others to read; write left to right on a line and top to bottom on a page • • •

Participate in shared and interactive writing • • •Traits of WritingFocus/Ideas • • • • • • • • • •State a clear purpose and maintain focus; sharpen ideas • • • • • • • • • • •T •T •T •T

Use sensory details and concrete examples; elaborate • • • • • • • •T •T •T •T •T •T •T

Delete extraneous information • • • • • • •T •T •T •T •T •T •T

Rearrange words and sentences to improve meaning and focus • • • • • •T •T •T •T •T •T •T

Use strategies, such as tone, style, and consistent point of view to achieve a sense of completeness • • • • • • •T •T •T •T

Organization/Paragraphs • • • • •T •T •T •T •T •T • • • •Use graphic organizers to group ideas • • • • • • • • • • • • • • •Write coherent paragraphs that develop a central idea and have topic sentences and facts and details • • • • • • •T •T •T •T •T •T •T

Literary Analysis, Response, and Appreciation (continued)

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PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

Establish coherence within and among paragraphs through parallel structures and similar writing techniques • • • • • • • • • • • • •

Use transitions to connect sentences and paragraphs and establish coherence • • • • • • •T •T •T •T • • •Select an organizational structure, such as comparison and contrast, categories, spatial order, and climactic order based on purpose, audience, and length • • • • • •T •T •T •T

Organize ideas in a logical progression, such as chronological order or by order of importance • • • • • • • • • • •T •T •T •T

Write introductory, supporting, and concluding paragraphs • • • • • • • • • • •Use strategies of note-taking, outlining, and summarizing to impose structure on composition drafts • • • • • • • • • • •

Write a multi-paragraph paper • • • • • • • • • • • •Choose the form of writing that best suits the intended purpose • • •Voice • • • • • • • • • • • • •

Develop personal, identifiable voice and an individual tone/style • • • • • • • • • • • • •Maintain consistent voice and point of view • • • • • • • • • •Use voice appropriate to audience, message, and purpose • • • • • • • • • •

Word Choice • • • •T •T •T •T •T •T •T •T •T •T •T

Use clear, precise, and appropriate language • • • • • • • • • • •T •T •T •T

Use figurative language and vivid words • • • • • • • • •T •T •T •T

Use sensory details, imagery, and characterization • • • • •Select effective vocabulary using word walls, dictionary, or thesaurus • • • • • • • • • • • • • •

Sentences • • • •T •T •T •T •T •T •T •T •T •T •T

Combine, elaborate, and vary sentences • • • •T •T •T •T •T •T •T •T •T •T •T

Write topic sentence, supporting sentences with facts and details, and concluding sentence • • • • • • •T •T •T •T •T •T •T

Use correct word order • • • • • • • • • • •T •T

Use parallel structure in a sentence • • • •T •T •T •T

Conventions • • • •T •T •T •T •T •T •T •T •T •T •T

Use correct spelling and grammar; capitalize and punctuate correctly • • • • • • • •T •T •T •T •T •T •T

Correct sentence fragments and run-ons • • • • • •T •T •T •T • •T •T

Use correct paragraph indentation • • • • • • • •The Writing ProcessPrewrite using various strategies • • • • • • • • • • • • • • •Develop first drafts of single- and multiple-paragraph compositions • • • • • • • • • • • • • •Revise drafts for varied purposes, including to clarify and to achieve purpose, sense of audience, improve focus and coherence, precise word choice, vivid images, and elaboration • • • • • • • • • • •T •T •T •T

Edit and proofread for correct spelling, grammar, usage, and mechanics • • • • • • • •T •T •T •T •T •T •T

Publish own work • • • • • • • • • • • • • • •Writing Genres/Types of WritingNarrative writing (such as personal narratives, stories, biographies, autobiographies) • • •T •T •T •T •T •T •T •T •T •T •T •T •T

Expository writing (such as comparison and contrast, problem and solution, essays, directions, explanations, news stories, research reports, summaries) • •T •T •T •T •T •T •T •T •T •T •T •T •T

Descriptive writing (such as labels, captions, lists, plays, poems, response logs, songs) • • •T •T •T •T •T •T •T •T •T •T •T •T •T

Persuasive writing (such as ads, editorials, essays, letters to the editor, opinions, posters) • •T •T •T •T •T •T •T •T •T •T •T •T •T

Notes and Letters (such as personal, formal, and friendly letters, thank you notes and invitations) • • • • • •

Documents related to career development (such as business letters and applications) • • •T •T •T

Technical documents (operating manuals, explanations of organizational bylaws) • • • • •Responses to literature • • • • • • •T •T •T •T •T •T •T

Language Arts (continued)Writing (continued)

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PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

Writing Habits and PracticesWrite on a daily basis • • • • • • • • • • • • • • •Use writing as a tool for learning and self-discovery • • • • • • • • • • • • • •Write independently for extended periods of time • • • • • • • • • • • • •Penmanship PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

Gain increasing control of penmanship, including pencil grip, paper position, posture, and stroke • • • •

Write legibly, with control over letter size and form; letter slant; and letter, word, and sentence spacing • • • • • •

Write lowercase and uppercase letters • • • • • • • •Manuscript • • • • • • • •Cursive • • • • •

Write numerals • • •Written and Oral English Language Conventions PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

Grammar and Usage in Speaking and Writing SentencesCorrect word order in written sentences • • •Types (declarative, interrogative, exclamatory, imperative) • • •T •T •T •T •T •T • • •Structure (complete, incomplete, simple, compound, complex, compound-complex) • • • • • •T •T •T •T •T •T •T •T • •Parts (subjects/predicates; complete, simple, compound; phrases; clauses) •T • •T •T •T •T •T •T • • • •Fragments and run-on sentences • • • • • • • •T •T •T •T •T •T •T

Combine sentences, elaborate; use appositives, participle phrases, adjectives, adverbs, and prepositional phrases • • • • • • •T •T •T •T •T •T •T

Transitions and conjunctions to connect ideas; independent and dependent clauses • • • • • • •T •T •T •T •T •T •T

Varied sentence types and sentence openings to present effective style • • • • • • •T •T •T •T

Use active voice •T •T •T • •T

Parallel structures for emphasis • •T • •T •T

Subordination, coordination, and apposition for clarity • • • •T •T

Parts of speech: nouns (singular and plural), verbs and verb tenses, adjectives, adverbs, pronouns and antecedents, conjunctions, prepositions, interjections, articles • •T •T •T •T •T •T •T •T •T •T •T •T •T

Contractions • •T •T •T •T •T •T •T •T

Usage Subject-verb agreement • • •T •T •T •T •T •T •T •T •T •T •T •T

Pronoun agreement/referents • • •T •T •T •T •T •T •T •T •T •T •T

Misplaced modifiers • • •T •T •T •T •T

Misused words • • • • • • • •T •T •Negatives; avoid double negatives • • • • •T •T •T Infinitives •T •T •T •T •T

Participles •T •T •T •T •T

Mechanics in WritingCapitalization (first word in sentence, proper nouns and adjectives, pronoun I, titles, months, days of the week, holidays, etc.)

• • •T •T •T •T •T •T •T •T •T • • • •

Punctuation (period, question mark, exclamation mark, apostrophe, comma, quotation marks, parentheses, colon, hyphens, dashes, brackets, semicolons) • •T •T •T •T •T •T •T •T •T •T •T •T •T

Spelling PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

Spell independently by using pre-phonetic knowledge, knowledge of letter names, and sounds of the alphabet • • •T • • • • • • • • • • • •

Consonants: single, double, blends, digraphs, silent letters, and unusual consonant spellings • •T •T •T •T •T •T

Vowels: short, long, r-controlled, digraphs, diphthongs, less common vowel patterns, schwa • •T •T •T •T •T •T

Writing (continued)

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PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

Use knowledge of word structure to spell • • • • • • • • • • • • •Base words and affixes (inflections, prefixes, suffixes), possessives, contractions, and compound words • •T •T •T •T •T

Greek and Latin roots, syllable patterns, multisyllabic words • • • • • •Spell high-frequency, irregular words • •T •T • • • • • • • • • • •Spell frequently misspelled words correctly, including homophones or homonyms • • • • • • • • • • • • •Use meaning relationships to spell • • • •

Listening and Speaking PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

Listening Skills and StrategiesListen to a variety of presentations attentively and politely • • • • • • • • • • • • • • •Self-monitor comprehension while listening, using a variety of skills and strategies, e.g., ask questions • • • • • • • • • • • • • • •

Listen for a purposeFor enjoyment and appreciation • • • • • • • • • • • • • • •To expand vocabulary and concepts • • • • • • • • • • • • • • •To obtain information and ideas • • • • • • • • • • • • • • •To follow oral directions • • • • • • • • • • • • • • •To answer questions and solve problems • • • • • • • • • • • • • • •To participate in group discussions • • • • • • • • • • • • • • •To identify and analyze the musical elements of literary language • • • • • • • • • • • • • • •To gain knowledge of one’s own culture, the culture of others, and the common elements of cultures • • • • • • • • • • • • • • •

To respond to persuasive messages with questions or affirmations • • • • • • • • •Determine purpose of listening • • • • • • • • • • • •Recognize formal and informal language • • • • • • • • • • • • •Connect prior experiences to those of a speaker • • • • • • • • • • • • • • •Identify how languages reflect regions and cultures • • • • •Listen critically to distinguish fact from opinion and to analyze and evaluate ideas, information, experiences • • • • • • • • • • • • • •

Paraphrase, retell, or summarize information that has been shared orally • • • • • • • • • • • • •Evaluate a speaker’s delivery; identify tone, mood, and emotion • • • • • • • • • • • •Interpret a speaker’s purpose, perspective, persuasive techniques, verbal and nonverbal messages, and use of rhetorical devices; draw conclusions • • • • • • • • • • •

Speaking Skills and StrategiesSpeak clearly, accurately, and fluently, using appropriate delivery for a variety of audiences and purposes

• • • • • • • • • • • • • • •

Use proper intonation, volume, pitch, modulation, and phrasing • • • • • • • • • • • • • •Speak with a command of standard English conventions • • • • • • • • • • • • • • •Use appropriate language for formal and informal settings; use descriptive words • • • • • • • • • • • • • • •Use props to clarify oral presentations • • • • • • • • • • • • • • •Organize ideas and convey information in a logical sequence or structure with a beginning, middle, and end and an effective introduction and conclusion • • • • • • • • • • • • •

Support opinions with detailed evidence and with visual or media displays • • • • • • • • • • •Emphasize key points to assist listener • • • • • • • • • •Use audience feedback to revise or modify plan • • • • • •Speak for a purpose

To ask and answer questions • • • • • • • • • • • • • • •To give directions and instructions • • • • • • • • • • • • • • •

Language Arts (continued)Spelling (continued)

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PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

To retell, paraphrase, or explain information • • • • • • • • • • • • • • •To communicate needs and share ideas and experiences • • • • • • • • • • • • • • •To describe people, places, things, locations, events, and actions • • • • • • • • • • • • •To participate in conversations and discussions • • • • • • • • • • • • • • •To express an opinion • • • • • • • • • • • • • • •To recite poems or songs or deliver dramatic recitations, interpretations, or performances • • • • • • • • • • • • • •T

To deliver oral responses to literature • • • • • • • • • • • • • • •To deliver presentations or oral reports (narrative, descriptive, persuasive, problems and solutions, and informational based on research) • • • • • • • • • • • • • • •

Stay on topic; maintain a clear focus • • • • • • • • • • • • • • •Support spoken ideas with details and examples • • • • • • • • • • • • •Use appropriate verbal and nonverbal elements (such as facial expression, gestures, eye contact, posture) • • • • • • • • • • • • • • •

Identify and/or demonstrate methods to manage or overcome communication anxiety • • •

Viewing/Media PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

Interact with and respond to a variety of print and non-print media for a range of purposes • • • • • • • • •T •T •T • • • •Compare and contrast print, visual, and electronic media • • • • • • • • • • • •Analyze and evaluate media • • • • • • • • • • • • •Recognize purpose, bias, propaganda, and persuasive techniques in media messages • • • • • • • • • • •

Identify false and misleading information • • • • • • •Analyze use of rhetorical devices for intent and effect • • • • • • •Analyze visual messages for intent and effect • • • • • •

Research and Study SkillsUnderstand and Use Graphic Sources PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

Advertisement • • • • • • • • • • • • •T

Chart/table • • • • • • • • • • • • • • •T

Diagram/scale drawing • • • • • • • • • • • • •Graph (bar, circle, line, picture) • • • • • • • • • • • • • •T

Illustration, photograph, caption, label • • • • • • • • • • • • • • •Instructional manuals • • • • • • •Map/globe • • • • • • • • • • • • • • •T

Order form/application • • • • • • •Poster/announcement • • • • • • • • • • • • • •Schedule • • • • • • • •T

Sign • • • • • • • • • • •Time line • • • • • • • • • • • •

Understand and Use Reference Sources PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

Know and use organizational features and parts of a book to locate information • • • • • • • • • • • • • • •Use alphabetical order • • • • • • • • • • • • •Understand purpose, structure, and organization of reference sources (print, electronic, media, Internet) • • • • • • • • •T •T •T • • • •

Almanac • • • • • •Atlas • • • • • • • • • • •

Listening and Speaking (continued)

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PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

Card catalog/library database • • • • • • • • • • • •Dictionary/glossary • • • •T •T •T •T • • • • • • •T

Encyclopedia • • • • • • • • • • • • •T

Magazine/periodical • • • • • • • • • • • • •Newspaper and newsletter • • • • • • • • • • • • •T

Readers’ Guide to Periodical Literature • • • • • • •Technology (on- and offline electronic media) • • • • • • • • • • • • • •T

Textbooks • • • • • • •Thesaurus • • • • • • • • • • • •

Study Skills and Strategies PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

Adjust reading rate • • • • • • • • • • • •T •Clarify directions • • • • • • • • • • • • • • •Outline • • • • • • • • • • • •T

Skim and scan • • • • • • • • • • • • •SQP3R • • • • • •Summarize • • • • • • • • • • • • • •Take notes, paraphrase, and synthesize • • • • • • • • • • • • •Use graphic and semantic organizers to organize information • • • • • • • • • • • • • •T

Test-Taking Skills and Strategies PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

Understand the question, the vocabulary of tests, and key words • • • • • • • • • • • •T •T

Answer the question; use information from the text (stated or inferred) • • • • • • • • • • • • •T •T

Write across texts • • • • • • • • • • •T •T

Complete the sentence • • • • • • • • • • •T •T

Technology/New Literacies PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

Non-Computer Electronic MediaAudio tapes/CDs, video tapes/DVDs • • • • • • • • • • • • •Film, television, and radio • • • • • • • • • •Computer Programs and Services: Basic Operations and ConceptsUse accurate computer terminology • • • • • • • • • • • • • • •Create, name, locate, open, save, delete, and organize files • • • • • • • • • •Use input and output devices (such as mouse, keyboard, monitor, printer, touch screen) • • • • • • • • • • •Use basic keyboarding skills • • • • • • • • • •Create documents by using word-processing skills, publishing programs, and design principles • • • • • • •

Develop simple databases and spreadsheets • • • • •Responsible Use of Technology Systems and Software

Work cooperatively and collaboratively with others; follow acceptable use policies • • • • • • • • • • • • • • •Recognize hazards of Internet searches • • • • • • • • • • • • •Respect intellectual property • • • • • • • • • • •

Information and Communication Technologies: Information AcquisitionUse electronic Web (non-linear) navigation, online resources, databases, keyword searches • • • • • • • • • • • • •Use visual and non-textual features of online resources • • • • • • • • • • • • • • •Internet inquiry • • • • • • • • • • • • •

Identify questions • • • • • • • • • • • • •Locate, select, and collect information • • • • • • • • • • • • •

Research and Study Skills (continued)Understand and Use Reference Sources (continued)

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PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

Analyze information • • • • • • •T •T •T •T •T •T •T

Evaluate electronic information sources for accuracy, relevance, bias • • • • • •T •T •T •T •T •T •T

Understand bias/subjectivity of electronic content (about this site, author search, date created) • • • • •T •T •T •T •T •T •T

Synthesize information • • • • • • • • • • •Communicate findings • • • • • • • • • • • •

Use fix-up strategies (such as clicking Back, Forward, or Undo; redoing a search; trimming the URL) • • • • • • •

CommunicationCollaborate, publish, present, and interact with others • • • • • • • • • • • • • •Use online resources (e-mail, bulletin boards, newsgroups) • • • • • • • • • • • • •T

Use a variety of multimedia formats • • • • • • • • • • • • •Problem Solving

Select the appropriate software for the task • • • • • • • • • • •Use technology resources for solving problems and making informed decisions • • • • • • •Determine when technology is useful • • • • • • • • •

The Research Process PreK K 1 2 3 4 5 6 6 7 8 9 10 11 12

Identify topics; ask and evaluate questions; develop ideas leading to inquiry, investigation, and research • • • • • • • • • • • • •T •

Choose and narrow the topic; frame and revise questions for inquiry • • • • • • • • • • • • •T •Choose and evaluate appropriate reference sources • • • • • • • • • • • • • •Locate and collect information including using organizational features of electronic text • • • • • • • • • • • • • •T •Take notes/record findings • • • • • • • • • • • • • •Combine and compare information • • • • • • • • • • • • •Achieve a balance between researched information and original ideas • • • • • • •Evaluate, interpret, and draw conclusions about key information • • • • • • • • • • • • • •Summarize information • • • • • • • • • • • • • •Make an outline • • • • • • • • • • • •Organize content systematically • • • • • • • • • • • • • •Communicate information • • • • • • • • • • • • • •

Write and present a report • • • • • • • • • • • • •Include citations • • • • • • • • • • •Respect intellectual property/plagiarism • • • • • • • • • •

Select and organize visual aids • • • • • • • • • • • • • •

Technology/New Literacies (continued)

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Saxon Algebra 1/2, Algebra 1, and Algebra 2 Scope and Sequence

Saxon

Algebra 1/2

Saxon

Algebra 1

Saxon

Algebra 2

Arithmetic

Whole Numbers Know place values through hundred trillions •

Read and write whole numbers in words and digits •

Write whole numbers in expanded notation • Round whole numbers • •

Order whole numbers on a number line •

Operations with Whole Numbers

Add whole numbers • • Subtract whole numbers • •

Multiply whole numbers • •

Divide whole numbers • •

Fractions

Understand fractions • Convert fractions to decimal numbers •

Convert fractions to percents • Add fractions • •

Add mixed numbers • •

Subtract fractions • • Subtract mixed numbers • •

Multiply fractions • • Multiply fractions by whole numbers •

Find fractional parts of numbers •

Multiply mixed numbers • • Solve mixed number problems •

Divide fractions • • Divide mixed numbers • •

Reduce and expand fractions •

Decimal Numbers

Understand decimal numbers

Read decimal numbers through millionths • Order decimal numbers on the number line • •

Understand repeating decimal numbers • Round decimal numbers •

Round repeating decimal numbers • • • Convert decimal numbers to fractions •

Convert decimal number to percents •

Add and subtract decimal numbers • • Multiply and divide decimal numbers • •

Estimate with decimal numbers • Understand and use scientific notation

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Saxon

Algebra 1/2

Saxon

Algebra 1

Saxon

Algebra 2 For large and small numbers • • •

With addition of exponents • • • In multiplication • • • In division • • In approximating • On a scientific calculator • In ideal gas law problems •

Roman Numerals

Know Roman numerals through thousands •

Graphs

Graphs of Data

Interpret and construct bar graphs •

Interpret and construct broken-line graphs • Interpret and construct pie graphs •

Graphs on the Coordinate Plane Define axes, coordinates, quadrants, and origin • •

Recognize and plot ordered pairs • • Use the distance formula •

Graph linear equations

Equation of a line • • • By substitution • •

To solve systems of equations • • Finding slopes • • •

Slope formula • • •

y-intercept • • Vertical and horizontal lines • •

Parallel lines • • Perpendicular lines •

Using slope-intercept form • • Given two ordered pairs • •

Given slope • •

Given experimental data • Consistent, inconsistent, and dependent • •

Graph circles, ellipses, hyperbolas, and parabolas • • •

Number Sets

Sets

Use set notation • • •

Distinguish between finite and infinite • Understand set membership •

Represent subsets of the real numbers symbolically • • Find intersections and unions of sets •

Use Venn diagrams •

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Saxon

Algebra 1/2

Saxon

Algebra 1

Saxon

Algebra 2 Identify subsets • •

Real Numbers Classify the real numbers

Natural (counting) numbers and whole numbers • • • Integers, rational numbers, and irrational numbers • • •

Prime and composite numbers • •

On the number line • • Compute sums, products, differences, and quotients of

decimal numbers • •

Perform operations with integers Addition • • •

Subtraction • • • Multiplication • • •

Division • • • Symbols of inclusion

Absolute value • • •

Identifying negative numbers • • Opposites with multiple signs • •

Within order of operations • • • Parentheses • • •

Parentheses, braces, and brackets • • •

Understand elementary number theory Divisibility rules •

Prime and composite numbers • • Multiples •

Find least common multiples • • Find reciprocals • • •

Find greatest common factors • •

Understand inverse operations • • Use base 2

Conversion between base 2 and base 10 • Addition in base 2 and base 10 •

Know the properties of real numbers Chart of properties •

Commutative property of addition and multiplication • • •

Associative property of addition and multiplication • • Distributive property • • •

Additive inverse • • Multiplicative inverse • •

Additive identity •

Multiplicative identity • • Multiplicative property

Of zero •

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Algebra 1/2

Saxon

Algebra 1

Saxon

Algebra 2 Of –1 • •

Of 1 • • Of equality • • •

Additive property Of zero •

Of equality • • •

Complex Numbers Understand imaginary numbers •

Use the standard form for complex numbers • Add complex numbers •

Multiply complex numbers • Divide complex numbers •

Multiply complex conjugates •

Find complex roots of quadratic equations •

Measurement English Measurement

Know U.S. Customary units of length • •

Read rulers to nearest 1

16 of an inch •

Metric Measurement

Know the metric units of length • Read metric rulers •

Know the metric units of volume • •

Conversion by Unit Multipliers

Convert within English system

in./ft, ft/yd, ft/mi • • • Multiple unit multipliers • • •

Volume • • • Area • • •

Rate • Convert within metric system

cm/m, km/m • • •

Multiple unit multipliers • • • Volume • • •

Convert between English and metric units Length • •

Area • Volume •

Ratio, Proportion, Percent, and Rate

Ratio

Solve ratio word problems • • • Express rates as ratios •

Compare unit prices •

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Saxon

Algebra 1/2

Saxon

Algebra 1

Saxon

Algebra 2 Recognize implied ratios •

Solve rate problems • • Solve advanced ratio problems involving totals • • •

Use the ideal gas laws •

Proportion

Cross multiply to solve proportions • •

Use scale factors on geometric shapes • Use proportions with chemical compounds •

Percent Find percents of numbers • • •

Change percents to decimal numbers and to fractions • Use the percent equation • • •

Solve percent word problems • • •

Use fractional percents • Use percents in chemical weight problems •

Visualize percents using diagrams • • • Use percents greater than one hundred • • •

Solve percent increase/decrease problems • • •

Rate

Change rates using multipliers •

Solve uniform motion problems • • Solve boat-in-the-river problems •

Exponents Know order of operations with exponents • • •

Evaluate expressions with exponents • • •

Simplify powers of fractions • • • Simplify powers of signed numbers • •

Know the product theorem for exponents • • • Evaluate powers of negative bases • • •

Use negative exponents • • • Solve equations with exponents • • •

Use zero as an exponent • •

Know the quotient rule for exponents • Know the power theorem for exponents • •

Use the yx calculator key •

Understand exponential increase and decrease • •

Understand and use fractional exponents • Simplify a sum raised to a power •

Use exponents on a scientific calculator •

Use variables as exponents • • Factor expressions with exponents •

Roots Find square roots, cube roots, and fourth roots • •

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Saxon

Algebra 1/2

Saxon

Algebra 1

Saxon

Algebra 2 Know order of operations with roots • •

Evaluate expressions with roots • • Take roots of fractions •

Estimate higher-order roots • Take roots of negative numbers • • •

Know the product of square roots rule • •

Add radical expressions • • Multiply radical expressions • •

Find roots of large numbers • Solve radical equations • •

Know the quotient theorem for roots • • Rationalize denominators •

Simplify roots of roots •

Convert roots to fractional exponents • Use Euler’s notation •

Evaluate roots with a scientific calculator •

Statistics and Probability

Probability

Use counting techniques to compute probability

Simple probability • • • Independent events • • •

Product of probabilities • • • Find permutations • •

Statistics

Use and construct stem-and-leaf plots • • • Use and construct histograms • •

Use and construct box-and-whisker plots • • Compute measures of central tendency • • •

Understand normal curves • Compute standard deviation •

Find averages

Of several numbers • Overall • •

Weighted •

Expressions

Simplifying Expressions

Combine like terms

Simple • • • With exponents • • •

With negative exponents • • Simplify exponential expressions

With exponentials and radicals/power rule • • •

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Saxon

Algebra 1/2

Saxon

Algebra 1

Saxon

Algebra 2 With fractional exponents •

With variable exponents • • With fractional base •

With signed numbers Explanation • • •

Evaluation with signed numbers • • •

Multiplication and division • • With negative signs/positive or negative exponents • •

Distributive property and negative exponents • Evaluate expressions with substitution

For variables • • • With symbols of inclusion • •

With signed numbers • • •

With signed numbers and symbols of inclusion • • Simplify expressions using

Distributive property • • • Order of operations • •

With fractions • • With symbols of inclusion • •

Reduce expressions by common factor • • •

Find the least common multiple of expressions • • Find the greatest common factor of expressions •

Simplify radical expressions Addition • • Multiplication • • Using conjugates • Fractional exponents •

Simplify polynomial expressions Monomials • • •

Binomials • • • Difference of two squares • •

Sum and difference of two cubes • •

Trinomials • • • Simple factoring • •

Common factors • • Common factor sums •

Lead coefficients greater than one • • Degrees of polynomials • • •

Addition of polynomials • • •

Multiplication of polynomials • • • Division of polynomials

Simple • • • Missing term in dividend • •

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Saxon

Algebra 1/2

Saxon

Algebra 1

Saxon

Algebra 2 With two variables •

Factoring by grouping • Simplify rational expressions • •

Multiplication • • Addition • •

Factoring

Before multiplication • • Before addition • •

Division • • Denominators

Factoring • • Rationalizing

By multiplication by radical • •

Using conjugates • Simplify complex fractions • • •

Denominator-numerator same-quantity rule • • Multiplicative property of equality • •

Additive property of equality • Advanced • •

Simplify complex numbers •

Addition of like terms • Euler’s notation •

Using conjugate of the denominator • Multiple step •

Multiplication •

Division •

Equations

Simplifying and Solving Equations

Define equations and basic rules Simple • • • Conditional • • • Equivalent • • • Addition and subtraction rules • • • Multiplication and division rules • • •

Use the fractional-part-of-a-number equation • • •

Solve abstract equations • • Use the decimal-part-of-a-number equation • • •

Solve equations with mixed numbers • • •

Solve equations using least common multiple • Use the percent equation • • •

Solve multiple-step equations Using two rules • • • Format • • •

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Saxon

Algebra 1/2

Saxon

Algebra 1

Saxon

Algebra 2 Variables on each side of equals sign • • • Two-step • • • Multiple terms • • • Multivariable abstract • • Advanced •

Solve equations that have negative coefficients • •

Solve equations that have symbols of inclusion • Solve equations using distributive property • •

Translate word phrases into algebraic expressions • • • Translate word sentences into algebraic equations • • •

Solve equations involving variation Direct and inverse • •

Squared •

As ratio • Joint and combined •

Solve rational equations • • • Solve radical equations • •

Linear Equations Find linear equations to fit experimental data •

Find equations of lines

Using slope-intercept form • • Given two points • •

Parallel to given lines • • With given slopes • •

Finding slopes • •

Perpendicular to given lines • Horizontal and vertical lines • •

Slope formula • • • Distance formula • •

Graph linear equations Simple • • •

Rearranging before graphing • •

For solution • • Slope-intercept method • •

Solve two equations in two unknowns Substituting

For variable • • One variable for another variable • •

Advanced •

Rearranging before substitution • Subscripted variables • •

With fractions and decimal numbers • • Using linear combination (elimination)

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Algebra 1/2

Saxon

Algebra 1

Saxon

Algebra 2 With angular relationship •

Elimination of a variable • • Subscripted variables • • With fractions and decimal numbers • •

By graphing

Simple • • With fractions and decimals numbers •

Consistent, inconsistent, and dependent equations • • Solve three equations in three unknowns •

Quadratic Equations

Solve by factoring • • • Use difference of two squares theorem • • Complete the square • • Use the quadratic formula • • Identify lead coefficients • Use discriminants •

Other Types of Equations

Solve logarithmic equations • Solve exponential equations •

Solve exponential growth problems • •

Find compound interest with calculator • • Find roots of equations •

Lead coefficients of completing the square • Complex roots •

Using quadratic formula • •

Irrational roots • Discriminants •

Solve equations with applications Simple and compound interest • • •

Markup and markdown • • Commission and profit •

Coin problems • •

Chemical mixture problems • Age problems •

Explore nonlinear equations Circles and ellipses •

Parabolas • • • Hyperbolas •

Solve systems of equations

Using elimination and substitution • By completing the square •

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Algebra 1/2

Saxon

Algebra 1

Saxon

Algebra 2

Algebraic Skills

Understanding Functions Define domain, range, independent variable, and

dependent variable • •

Use function notation • • • Use the vertical line test • •

Represent functions as ordered pairs • •

Manipulating and Evaluating Functions Multiply functions •

Add functions • Graph and evaluate exponential functions •

Evaluate trigonometric functions • •

Trigonometry and Logarithms

Trigonometry Define and use sine, cosine, and tangent • •

Evaluate trigonometric and inverse trigonometric

functions with a scientific calculator •

Solve right triangles •

Use trigonometry to work with vectors Addition •

Negative •

Force vectors at a point •

Logarithms

Solve logarithmic equations • Know the laws of logarithms •

Find logarithms with a scientific calculator • Find antilogarithms with a scientific calculator •

Lines, Points, Segments, and Planes

Identify lines Intersecting • •

Parallel • • • Transversals • •

In space • Skew •

Perpendicular bisectors • •

Identify points and find distances between points • • • Identify segments • • •

Characteristics • Proportional •

Bisectors • •

Identify planes and planes in space • • •

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Algebra 1/2

Saxon

Algebra 1

Saxon

Algebra 2

Angles Identify vertices of angles • • •

Identify kinds of angles Right, acute, straight, and obtuse angles • • •

Complementary and supplementary angles • • Adjacent angles • •

Vertical angles •

Reflex angles • Corresponding interior and exterior angles • •

Alternate interior and exterior angles • • Remote interior angles •

Measure angles with a protractor • Use inscribed angles • Construct angle bisectors • Find the sum of the angles in a polygon • Use angles with vectors

To find rectangular coordinates • To change from rectangular to polar form • Addition • Negative • Force at point •

Define negative angles on the coordinate plane • Use angles in circles to form major and minor arcs • •

Polygons Classify polygons

Convex and concave • • • Equilateral and equiangular • • • By number of sides Triangles • • • Quadrilaterals • • •

Inscribed • • Squares • • • Trapezoids • • • Parallelograms • • • Rhombuses • • • Rectangles • • •

Pentagons • • • Hexagons • • •

Understand congruence of polygons • • Understand regularity of polygons • • • Translate, rotate, and reflect polygons • • • Recognize symmetry of polygons •

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Saxon

Algebra 1/2

Saxon

Algebra 1

Saxon

Algebra 2 Identify vertices of polygons • • • Draw diagonals of polygons • • •

Circles

Identify parts of circles Radii and diameters • • •

Chords • •

Arcs, sectors, and central angles • • Secants and tangents •

Draw circumscribed and inscribed circles • Use degree measures • • •

Triangles Classify triangles

Right, obtuse, acute, scalene, isosceles, and equilateral • • •

30º-60º-90º • • 45º-45º-90º • •

Prove congruence of triangles • • Find measures of angles • • •

Solve similar triangle problems Two triangles • •

Overlapping triangles •

Geometric Solids Identify cylinders and prisms • •

Identify circular and right circular cones • • Identify rectangular and square pyramids • •

Identify spheres • •

Perimeter and Circumference Compute perimeters of shapes • • •

Define • • • Compute circumferences

Circles • • • Semicircles • • •

Area

Find areas of polygons Rectangles and squares • •

Triangles • • • Parallelograms and trapezoids • • •

Find areas of complex shapes Made of two or more polygons • • •

Made of polygons and semicircles • • •

As differences • Find areas of circles, sectors, and semicircles • • •

Surface Area and Volume Find surface areas of geometric solids

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Saxon

Algebra 1/2

Saxon

Algebra 1

Saxon

Algebra 2 Right circular cylinders • • •

Triangular prisms and rectangular pyramids • • • Circular cones • • •

Spheres • • Complex shapes as the base • • •

Find volumes of geometric solids

Right cylinders and prisms • • • Complex shapes as the base • •

Cones, pyramids, and spheres • • •

Constructions

Copy angles using compass and straight edge • • Construct perpendicular bisectors • •

Construct triangles and rectangles • •

Construct angle bisectors • • Copy line segments • •

Postulates Understand Euclid’s postulates •

Pythagorean Theorem Find side lengths • • •

Graph points to find distance • •

Prove the Pythagorean theorem • •

Proofs

Prove theorems about lines • Prove theorems about angles •

Prove theorems about circles •

Prove theorems about parallelograms • Prove theorems about rhombuses •

Prove theorems about isosceles trapezoids • Prove theorems about triangles •

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Governing Board Agenda Meeting Date: December 9, 2014 Item Number Item Title Responsible Agents 14.4 Approval of Intergovernmental Agreement

with the Phoenix Union High School District No. 210 for Pilot Project

Dr. Rufus Glasper Dr. Maria Harper-Marinick

Recommendation It is recommended that the Governing Board approve an intergovernmental agreement with the Phoenix Union High School District No. 210 in the amount of $500,000 for a pilot project to improve developmental education for high school students who intend to enroll with the Maricopa Community Colleges. Justification Nearly 60% of freshman entering the MCCCD system, with Phoenix Union High School District No. 210 (PUHSD) students representing about 54%, require remediation in reading, writing, and/or math prior to enrolling in general education courses in English, reading and math or any courses where these college-level courses are required as a prerequisite. MCCCD spends significant funds (in the millions of dollars) to support those developmental courses and programs. MCCCD and PUHSD wish to pilot a program aimed at improving student preparation for college in reading and math. The program is called Virtual Bridge to Success (Program). Contingent on approval of this agreement by the PUHSD governing board, PUHSD will provide an opportunity for 650 of its students in 11th and 12th grades who have expressed their intention to enroll at MCCCD upon graduation from high school to participate in the Program. PUHSD will enter into a contract with Educate Online, Inc. (EOI) in which EOI will provide the services and technology to implement the Program. The services PUHSD provides entirely through EOI will be competency-based instruction and personalized learning services to support students participating in the Program. The personalized instructional services include: • Aligning EOI’s curriculum with MCCCD’s entry-level course competencies (in math and reading) • Assessing the “readiness” levels of targeted underperforming (college bound) high school juniors and seniors for

college level math and reading work • Creating personalized learning plans for each student based on their diagnostic assessment results • Delivering live, online mastery-based instruction with each student according to his/her plan to acquire the skills

required to succeed in MCCCD’s entry level courses • Providing reporting and analytics on student progression and performance to inform future college pathways to success EOI has worked with the Chicago Public School System to pilot a program in which developmental assessment and subject-matter assistance to individual high school students is provided through an online program. In 2012-2013, as reported by EOI, participating Chicago high school students increased their learning by 1.69 grade levels and mastered an average of nearly 20 skills in 26 or fewer hours of EOI math and reading competency-based instruction. The pilot program will begin on January 20, 2015 and end on May 31, 2015. The deliverable under the agreement is completion of the Program by 650 high school students who have expressed an intention to attend an MCCCD college. The total cost is $500,000, paid in $100,000 increments in arrears as the Program progresses. If fewer than 650 students complete the Program, the agreement provides that MCCCD is entitled to a pro-rata reduction in the price specified in the agreement.



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ACTION ITEM Maricopa Governance Policy

Governing Board Agenda Meeting Date: December 9, 2014 Item Number Item Title Responsible Agents 14.5 Approval of Amendments to

4.5.4 Organization of the Board Dr. Rufus Glasper

Mr. Dana Saar

Recommendation It is recommended that the Governing Board amend the language for establishing quorum in 4.5.4 Organization of the Board to reflect the change in total number of Board members.

Justification The MCCCD Board has set the minimum number of members needed to be present to constitute a quorum at three. With the addition of the two At-Large members, the minimum number of members needed to be present to constitute a quorum shall be changed to four.


Chancellor ____________________________ Academic & Student Affairs______________ Business Services_______________________ Human Resources________ITS_ __________ Res Dev & Cmty Relations_________________ College President_______________________

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4.5 Board Meetings Board meetings will be conducted in adherence with these operational policies:

1. Meetings A. Regular—The Board will normally meet on the fourth Tuesday of each month in the

Governing Board Room of the District Support Services Center. Meetings may be held at sites throughout the District. The times for each meeting will be posted at least 24 hours prior to the meeting date.

B. Special Meetings—Special meetings are called only when it is necessary for the Board to conduct business of an immediate and unanticipated nature, with circumstances that require its attention before the next regularly scheduled Board meeting. A special meeting may be called by the President of the Board, or upon request of a majority of the Board’s members.

C. Strategic Conversations, Work Sessions, and Community Forums—The Board will participate in meetings that are designed to discuss specific issues or topics and to gather community input regarding the Maricopa County Community College District. Opportunities will be presented either as Strategic Conversations, Work Sessions, or Community Forums and will be held on a date established by the Board. Such meetings will either be held at the District Office or at community sites within the District. The time and location for such meetings will be posted at least 24 hours prior to the established date.

D. Executive Sessions—In compliance with Arizona Revised Statute §38-431.03, meetings may be called in order for the Board to discuss its position and instruct its attorney regarding matters of pending or contemplated litigation.

2. Organization of the Board The annual organizational meeting will be held at the first meeting in January, where the Board will elect a President and Secretary. Nominations will be made for each office and decided or filled by a majority vote of the members. The officers of the Board may serve a term of up to two (2) consecutive years or a shorter time as the Board shall determine, shall assume office immediately upon election, and shall hold the office until a successor is elected. The Secretary will fulfill the duties of the chair in the absence of the President.

3. Agenda The agenda and meeting materials shall be prepared by the Assistant to the Governing Board, as guided by the President and the Chancellor, and delivered to the Board Members approximately four days prior to the regular meeting date.

4. Rules of Action A. Quorum

i. A minimum of three FOUR members shall constitute a quorum and shall be necessary to conduct business.

ii. Approval of an action item requires affirmative votes from the majority of the quorum.

B. Consideration of Policy Matters The Board will consider proposed new or revised policy twice, first as an informational item; then as a recommendation for approval. Upon a majority vote, the policy will be incorporated into the Board’s policies.

C. Rules of Order The Board will establish its own rules of order, subject to the following:

i. Items on the meeting agenda that require action shall be placed before the entire Board through a motion made by one of the Board Members. A second to the motion shall be required.

ii. Appropriate discussion of the item shall be determined by the Board President who shall call for the vote. All discussion by Board Members shall be allowed on any item; however, discussion shall cease upon a motion approved by no fewer than four Board Members to call immediately for the question.

iii. Any motion may be amended, tabled, discussed, etc. A Board Member may move to amend a pending motion. A motion to amend may seek to add or strike words of the pending motion, or substitute a different motion on the same subject for the one before the Board. When a motion to amend has been moved and seconded, the Board President shall re-state the motion in order that the members of the

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Board may know what is before them. Discussion on a motion shall be confined to the merits of the proposed amendment.

5. Public Attendance and Discussion A. Citizens Interim—The Board will set aside a portion of each agenda to hear from citizens

regarding items of general concern. i. The Board President will, at his/her discretion call on each speaker permitting up to

5 minutes for the speaker’s remarks. ii. The total number of speakers addressing a particular subject will be limited to no

more than 9. iii. The Board President may waive the limitations provided in items Ai and Aii.

B. Action or Informational Agenda Items i. The Board President may, at his/her discretion recognize a member of the audience

to question or speak on a specific item on the agenda. ii. The provisions set forth in paragraphs Ai-iii shall apply.

C. Presenting concerns to the Board and the free expression of ideas should be communicated with decorum and respect. Uncivil or disorderly conduct is not permitted. The use of derisive or insulting epithets or the direction of remarks that defame, attack, or harass an individual may serve as cause for the Board’s President to direct that the speaker immediately conclude his or her remarks.

AMENDED February 22, 2011, Motion No. 9781, 9782

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Governing Board Agenda Meeting Date: December 9, 2014 Item Number Item Title Responsible Agents 14.6 Authorization of Expenditures of Legal Fees Dr. Rufus Glasper

Mr. Lee Combs Recommendation It is recommended that the Governing Board authorize expenditures for legal fees and related expenses up to $1,827,500 from January through June 30, 2015 to pay for legal fees and expenses incurred with the law firm of Greenberg Traurig, LLP, for non-litigation consultation and representation related to data security issues that arose with the data security incident of 2013. In addition, it is recommended that the Governing Board authorize expenditures for legal fees and related expenses up to $2,041,000 incurred with the law firm of Greenberg Traurig, LLP, for litigation services related to the data security incident of 2013.

Justification Pursuant to advice presented via attorney client privileged communication, authorization to make expenditures in the above amounts is requested, for legal fees and expenses related to data security.



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Governing Board Agenda Meeting Date: December 9, 2014 Item Number Item Title Responsible Agents 15.1 Contract Award for

Renewable Energy- Solar Panels at Multiple College Locations

Ms. Debra Thompson

Recommendation We recommend that the Governing Board approve an agreement with SolarCity Corporation to provide renewable energy electricity through photo-voltaic solar panels located at multiple College locations. Justification The Capital Development Advisory Council (CDAC) reviewed this item at its December 2, 2014 meeting and recommended that it be submitted for Governing Board action. In early 2013, the District issued a Request for Proposal (RFP) for renewable energy to meet a number of goals including reducing energy use and attributable greenhouse gas emissions; improving overall energy efficiency and reducing consumption; promoting renewable alternatives and sustainable energy sources; and contributing toward meeting the requirements of the American College and University President’s Climate Commitment pledge; all while procuring the renewal energy at a reasonable cost. The agreement provides that SolarCity will own, install, maintain and operate each solar panel installation for an initial agreement term of twenty years. The District simply is a purchaser of the power produced. At covered parking canopies, a college may make their own additional investment to install or relocate security cameras, etc. outside of the SolarCity agreement. All monthly payments made to SolarCity will be made from College operating funds, partially offsetting a portion of their regular monthly utility billings received from APS and SRP. College financial commitments are contingent on final price confirmation and contract approval. Purchasing publicly advertised the RFP and received responses from twenty-four firms offering a variety of renewable energy types, installations, preliminary prices and options. Facilities Planning and Development (FPD), along with Pace Global, a national energy consultant, has spent nearly a year analyzing offers, narrowing down the list of firms to request additional analysis, and requesting best-and-final offers. FPD recommends entering into a Districtwide agreement with SolarCity to provide photo-voltaic solar panels at the locations shown on Page Two of this Board item. Each location shows the type of installation, kilowatt hours generated and first year cost or savings to each college:



(fpdexternal$\CDAC & Gov Board\Gov Board Items\mccd.renewable energy contract awd for solar panels.doc)

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Governing Board Agenda Page 2 Meeting Date: December 9, 2014

Typical installation photos:

College/Location

Type of Installation (Several campuses may prefer a combination of

installation types)

Approximate Project size

(Kilowatt output)

Percentage of total annual power use

provided by the solar panels***

Year One annual projected

utility bill savings/reduction

Year one annual

projected utility bill additional

cost increase**** Comments

CGCC Ground Mount and/or Covered Parking 1800 kW 40% to 45% $36,670 to $57,162

Final type of installation selection is pending further campus review and analysis.

CGCC Williams Ground Mount and/or

Covered Parking and/or Roof Mount

410 kW 20% to 30% $9,285* Final type of installation selection is pending further campus and vendor review and analysis.

EMCC Ground mount 2538 kW 74% $8,996 Estimated year of initial utility bill savings/reduction is year 4**

GWCC Covered parking 1944 kW 49% $18,695

Estimated year of initial utility bill savings/reduction 8**. Final campus commitment is pending further campus review and analysis.

GCC Covered parking 3056 kW 30% $73,648 GCC chose to pre-purchase 20% of the solar output/power to lower annual utility costs over 20 years.

GCC North Ground Mount and/or Covered Parking 952 kW 52% $1,627*

Estimated year of initial utility bill savings/reduction is year 3** Final campus commitment and type of installation selection is pending further campus and vendor review and analysis.

MCC Covered parking 2045 kW 24% $5,660 Estimated year of initial utility bill savings/reduction is year 3**

MCC Red Mountain Ground mount 1473 kW 65% $38,688

PVCC Covered parking 4049 kW 64% $14,391

Estimated year of initial utility bill savings/reduction is year 4** Final campus commitment is pending further campus review and analysis.

PC Covered parking 2152 kW 24% $24,899

Estimated year of initial utility bill savings/reduction is year 9** Final campus commitment is pending further campus review and analysis.

SCC Covered parking 1332 kW 21% $3,712 Estimated year of initial utility bill savings/reduction is year 3**

SMCC Ground Mount and/or Covered Parking

1402 kW to 1423 kW 47% $11,806*

Final campus, type of installation, selection is pending further campus review and analysis.

*Ground Mount cost only **Based on projected APS/SRP electric cost escalation of 1.5%. ***System/installation size may require adjustment based on layout requirements and Utility rate qualifications. ****A number of colleges have agreed to pay a small premium cost above normal electrical bills to obtain solar power and reduce carbon their footprint

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INFORMATION ITEM Maricopa Governance Policies

Governing Board Agenda Meeting Date: December 9, 2014 Item Number Item Title Responsible Agents 16.1 2015 Board Calendar Mr. Dana Saar

Dr. Rufus Glasper Recommendation

Attached for review is the 2015 Board Calendar.

Justification The calendar includes the schedule of regular and auxiliary meetings for 2015. It also includes a schedule of monitoring reports that will need to be completed for the year.



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2015 Governing Board Meetings *DRAFT* *as of 120514* *DRAFT* Page 1

Green = Retreats | Red = Agenda Review | Blue = Regular Board Meetings | Wine = Work Sessions | Purple = Special Sessions | Orange = Board CommitteesMLK Jan 19 | NLS Feb 9-12 | **Presidents’ Day Feb 16 | Spring Break March 16-20 | AACC April 18-21 | AGB April 19-21 | **Labor Day Sep 7 | ACCT Oct 14-17 | Veteran’s Day Nov 11

Date Time Meeting Type

Topic Policy Language4.4 Board Calendar

Action Items Due

Location Agent

January 6 4:00-5:00 PM Special New Board Member Swearing In and Welcome – – DO-GBR Board PresidentJanuary 13 3:00-4:00 PM Committee BOARD POLICY COMMITTEE – – DO-M433 Committee Chair(s)

4:30-5:30 PM Agenda Review Agenda Review for January 27 Regular – January 12 DO-GBR Board Assistant6:00-6:15 PM Retreat Election of New Offficers Annual Org Meeting – DO-GBR Chancellor6:15-7:30 PM Retreat Board Retreat

LEGISLATIVE UPDATEBOARD POLICY DISCUSSION TBDCOMMITTEE ASSIGNMENTS AND LIAISONS

Legislative Update (Maricopa Agenda)

– DO-GBR Board President

January 20 5:00-7:00 PM Retreat Board RetreatAGENDA PROCESS

– – DO-GBR Board President

January 27 3:00-4:00 PM Committee BOARD BUDGET AND FINANCE COMMITTEE – – DO-M433 Committee Chair(s)6:30 PM Regular Board Meeting

PROPOSED FEE CHANGES FY15-16 FIRST READPROPOSED TUITION AND FEES FY15-16 FIRST READ

First ReadTuition and Fees

January 12 DO-GBR Board President

February 172/10 NLS

CONFERENCE

3:00-4:00 PM Committee BOARD POLICY COMMITTEE – – DO-M103 Committee Chair(s)4:30-5:30 PM Agenda Review Agenda Review for February 24 Regular

*DINNER LOCATION TBD; M611 NA AT DO*

– February 13** DO-GBR Board Assistant

6:00-7:30 PM Work Session Board MeetingMCC NEW PATHWAYS ACCREDITATION


February 24 3:00-4:00 PM Committee BOARD BUDGET AND FINANCE COMMITTEE – – DO-M433 Committee Chair(s)6:30 PM Regular Board Meeting

PROPOSED FEE CHANGES FY15-16 ACTIONPROPOSED TUITION AND FEES FY15-16 ACTION

Action ItemTuition and Fees

Workforce Development and Job Training Annual Plan

February 13** DO-GBR Board President

March 10 3:00-4:00 PM Committee BOARD POLICY COMMITTEE – – DO-M433 Committee Chair(s)4:30-5:30 PM Work Session Agenda Review for March 24 Regular – March 9 DO-GBR Board Assistant6:00-7:30 PM Work Session Board Meeting

BOARD POLICY DISCUSSION TBD *NO ACTION*


March 24 3:00-4:00 PM Committee BOARD BUDGET AND FINANCE COMMITTEE – – DO-M433 Committee Chair(s)6:30 PM Regular Board Meeting

PRELIMINARY PROPOSED FY15-16 BUDGET FIRST READ

First ReadBudget

March 9 DO-GBR Board President

April 14 3:00-4:00 PM Committee BOARD POLICY COMMITTEE – – DO-M433 Committee Chair(s)4:30-5:30 PM Agenda Review Agenda Review for April 28 Regular – April 13 DO-GBR Board Assistant6:00-7:30 PM Work Session Board Meeting

BOARD POLICY DISCUSSION TBD


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Action Items Due

Location Agent

April 28 3:00-4:00 PM Committee BOARD BUDGET AND FINANCE COMMITTEE – – DO-M433 Committee Chair(s)6:30 PM Regular Board Meeting

STUDENT PUBLIC POLICY FORUM PRESENTATIONAACC CONFERENCE REPORTPRELIMINARY PROPOSED FY15-16 BUDGET ACTION

Preliminary Budget Adoption

April 13 DO-GBR Board President

May 12 2:00-3:00 PM Committee BOARD CHARTER SCHOOLS COMMITTEE – – DO-M128 Committee Chair(s)3:00-4:00 PM Committee BOARD POLICY COMMITTEE – – DO-M433 Committee Chair(s)4:30-5:30 PM Agenda Review Agenda Review for May 26 Regular – May 11 DO-GBR Board Assistant

May 19 8:30-11:00 AM Special Major Taxpayers Annual Budget Briefing -- -- GCC-TBA Vice Chancellor Business Services

May 26 3:00-4:00 PM Committee BOARD BUDGET AND FINANCE COMMITTEE – – DO-M433 Committee Chair(s)6:30 PM Regular Board Meeting

PUBLIC HEARINGS–TRUTH IN TAXATION AND FINAL BUDGET FY15-16PUBLIC HEARINGS AND SPECIAL MEETING– CHARTER HIGH SCHOOL PROPOSED BUDGETS FY15-16REVIEW RESIDENTIAL FACULTY POLICIES FY15-16REVIEW STAFF POLICY MANUAL FY15-16

Final Budget Adoption

Chancellor Evaluation

Strategic Plan Adoption

Preliminary Charter School Budget Adoption

May 11 DO-GBR Board President

June 9 3:00-4:00 PM Committee BOARD POLICY COMMITTEE – – DO-M433 Committee Chair(s)4:30-5:30 PM Agenda Review Agenda Review for June 23 Regular – June 8 DO-GBR Board Assistant

June 23 3:00-4:00 PM Committee BOARD BUDGET AND FINANCE COMMITTEE – – DO-M433 Committee Chair(s)6:30 PM Regular Board Meeting

CHARTER HIGH SCHOOL FINAL BUDGETS FY15-16ADOPT RESIDENTIAL FACULTY POLICIES FY15-16ADOPT STAFF POLICY MANUAL FY15-16

Final Charter School Budget Adoption

Chancellor’s Contract

June 8 DO-GBR Board President

July ***There will be no Board meetings in the month of July ***August 11 3:00-4:00 PM Committee BOARD POLICY COMMITTEE – – DO-M433 Committee Chair(s)

4:30-5:30 PM Agenda Review Agenda Review for August 25 Regular – August 10 DO-GBR Board Assistant6:00-7:30 PM Retreat Board Self-Evaluation Annual Board Retreat:

Rev Multiyear Plan Cal

Board Self-Evaluation

Proposed Policy Housekeeping Changes


August 25 3:00-4:00 PM Committee BOARD BUDGET AND FINANCE COMMITTEE – – DO-M433 Committee Chair(s)6:30 PM Regular Board Meeting – August 10 DO-GBR Board President

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Action Items Due

Location Agent

September 8 3:00-4:00 PM Committee BOARD POLICY COMMITTEE – – DO-M433 Committee Chair(s)4:30-5:30 PM Agenda Review Agenda Review for September 22 Regular – September 4** DO-GBR Board Assistant6:00-7:30 PM Work Session Board Meeting

CHARTER SCHOOL MONITORING


September 22 3:00-4:00 PM Committee BOARD BUDGET AND FINANCE COMMITTEE – – DO-M433 Committee Chair(s)6:30 PM Regular Board Meeting Prepare Calendar

for 2016Election Results

(Primary) and Ballot Proposition Summary

September 4** DO-GBR Board President

October 610/14 ACCT

CONFERENCE

2:00-3:00 PM Committee BOARD CHARTER SCHOOLS COMMITTEE – – DO-M128 Committee Chair(s)3:00-4:00 PM Committee BOARD POLICY COMMITTEE – – DO-M433 Committee Chair(s)4:30-5:30 PM Agenda Review Agenda Review for October 27 Regular – October 5 DO-GBR Board Assistant6:00-7:30 PM Work Session Board Meeting

PROPOSED POLICY REVISIONS DISCUSSION

Strategic Planning–Outcomes &

Initiatives for Two Fiscal Years Out


October 27 3:00-4:00 PM Committee BOARD BUDGET AND FINANCE COMMITTEE – – DO-M433 Committee Chair(s)6:30 PM Regular Board Meeting

PROPOSED COURSE FEE CHANGES FY15-16

Action ItemWorkforce

Development and Job Training Annual Report

October 5 DO-GBR Board President

November 10 3:00-4:00 PM Committee BOARD POLICY COMMITTEE – – DO-M433 Committee Chair(s)4:30-5:30 PM Agenda Review Agenda Review for November 24 Regular – November 9 Rio-Conf Ctr Board Assistant6:00-7:30 PM Retreat Annual Outcomes Monitoring

CHANCELLOR’S LIMITATION MONITORING REPORT(S)• Outcomes (1.0-1.4)

Annual Monitoring Report of All Board

Outcomes

– Rio-Conf Ctr Executive Vice Chancellor and

Provost

November 24 3:00-4:00 PM Committee BOARD BUDGET AND FINANCE COMMITTEE – – DO-M433 Committee Chair(s)4:30-5:30 PM Agenda Review Agenda Review for December 8 Regular – November 23 DO-M128 Board Assistant6:30 PM Regular Board Meeting

FIRST READ RECOMMENDED POLICY REVISION(S)

Ballot Proposition Summary

November 9 DO-GBR Board President

December 8 2:00-3:00 PM Committee BOARD BUDGET AND FINANCE COMMITTEE – – DO-M128 Committee Chair(s)3:00-4:00 PM Committee BOARD POLICY COMMITTEE – – DO-M433 Committee Chair(s)6:30 PM Regular Board Meeting

ACTION FOR RECOMMENDED POLICY REVISION(S)APPROVE BOARD CALENDAR 2016

Election ResultsPreview of

Legislative SessionEnd of Year Report

from Federal Lobbyists

November 23 DO-GBR Board President

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MONITORING REPORT POLICY TYPE: CHANCELLOR LIMITATIONS

POLICY TITLE: FINANCIAL CONDITION AND ACTIVITIES; FINANCIAL PLANNING AND BUDGETING

Governing Board Agenda Meeting Date: December 9, 2014

ITEM NUMBER ITEM TITLE RESPONSIBLE AGENTS 17.1 Budget Analysis Report Ms. Debra Thompson

Fund 1: General Unrestricted Fund Ms. Kim Granio For the Five Months Ending 11/30/2014

Expenditure Summary: $250.3M (year to date) • Typically evenly spread across each month, as the majority are payroll and benefits which are recorded

every two weeks. • Projected expenditure at year end: $681.2M • 32.3% of expenditures have been recognized year to date (versus 36.4% in 13/14, 36.8% in 12/13, and

32.8% in 11/12). • 34.9% of the budget remains unexpended or unencumbered (versus 30.2% in 13/14, 30.7% in 12/13,

and 34.0% in 11/12). • Overall percent of budget recognized or encumbered is lower than in prior years due to increases in

budget allocated to activities or programs which are newer to MCCCD that are taking additional time for hiring and other activities to take place.

Revenue Summary: $382.5M (year to date) • The two major revenues, property taxes and tuition, are collected in cycles. Tuition revenue is

generally collected at the beginning of each semester while property tax revenue is mostly collected in the fall and spring when semi-annual payments are due from property owners.

• Projected revenue at year end: $684.6M • 60.2% of the budget has been recognized year to date (versus 59.5% in 13/14, 60.2% in 12/13, and

61.7% in 11/12).

Fund Balance and Financial Stability Requirements • Projections are for the Fund 1 balance to increase by ~$3.4M (from $164.2M to $167.6M) in FY 14-15. • MCCCD is required to maintain a financial stability balance equal to 8% of the annual projected

revenue. This currently equates to $54.8M. The remaining fund balance of $112.8M is comprised of college carryforward, designations for future operations, minimum financial condition measure for future years, allowance for student bad debt, priority initiatives, capital master planning, reserves for potential claims/contingency, enrollment growth/retention, and a projected undesignated balance of $1.4M.

• Financial activities of the District comply with the Governing Board Policies, Chancellor Interpretations 2.4 and 2.6, though Restricted Fund revenue collection often lags behind expenditures given that the nature of grants and financial aid is one of reimbursement for expenditures and awards.

Items of Particular Interest: Substantial Deviations from Budget or Expectations

None.

More information on the Budget Analysis Report access: http://www.maricopa.edu/business/reporting/reports.html This report is also provided to the Audit & Finance Committee quarterly.


Chancellor _____________________________ Academic & Student Affairs________________ Business Services________________________ Human Resources________ ITS___________ Res Dev & Com Relations_________________ College President ________________________

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